Typically completed by 10-14 year olds, students work collaboratively on a five hour project or challenge in self-managed groups. During the project, they use a CREST Discovery passport to record and reflect on their work. Afterwards, students communicate their findings as a group presentation.
Each pack provides teaching guides, kit lists, example timetables and suggested starter activities to help you run your day. Find out more about CREST Discovery Awards.
Appendix A: Team challenge briefing Copies of this sheet can be printed from the separate pdf file supplied Team challenge briefing Aim Your team is asked to create a concept for a sustainable start-up business that will benefit your local community in the future. Research the effect of climate change and how this might affect your community in the future. Take note of the solutions that are already in operation in the fight against climate change. You can use books or the internet for your research. You must work together as a team to: • Produce a final concept for a start-up business. The business must be either an App, an Invention or a Communications Campaign. • Write and deliver a 5-minute presentation with all team members being involved. You should think about: • Using the individual strengths of your team members • How you will research the information you will need • How your team will cooperate with each other to complete the challenge. Project manager role One person will be selected to take on the role of Project Manager. This role is to oversee the entire project and make sure that all team members work together and share information. They will also take responsibility for meeting team deadlines. Key tasks of the Project Manager are: • Attend project manager briefing. • Manage your team members to the best of their capabilities. • Resolve disagreements. • Give encouragement and advice to team members. • Make key decisions about the project. • Ensure there is an even distribution of workload – reassign team members where necessary. • Maintain the high standard of work produced by your team. • Take the opinions of all team members into consideration. • Assign team members into specific role responsibilities, where necessary. 12
Appendix B: What is RAPID Design Thinking? Aim This information surrounding RAPID design thinking gives you a background to the process, and may help you to support your students throughout the day. RAPID Design aims to give students access to design thinking tools while avoiding some of the challenging jargon that is part of more corporate design thinking frameworks. RAPID stands for: Reveal Alternatives Prototype Iterate Develop RAPID Design Thinking is a relatively fast and simple way to design something with (or without) technology. It consists of five phases with three short activities in each phase. Reveal What is the point of design? At its most basic, it is to create a solution to a problem. So, where do we find problems worth solving? We must reveal them! Context – A chance to decide on an issue or situation that you’re passionate about! Learn as much as you can about it by researching and talking to people. Download – You’ve researched your context but how do you share what you know as a team? It’s easier to work with ideas, themes and concepts when we can touch them. Let’s 'download' what you know onto paper! Challenge – Can you flip problems into a challenge question that will guide a design project? Alternatives Brainstorm – We have the challenge question as our goal; we need to come up with a solution to answer it. In fact, many alternative solutions. We’re going to brainstorm as many different ideas as possible – big, wild, far-out ideas! – to try and find the most innovative yet achievable idea to work on. Combine – We have lots of different ideas. Let’s see if there are any connections. Sometimes, two okay ideas can combine together to make one great idea! 13