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.
Eagle eye – It’s time to engage our own 'eagle eye' in some critical and forward thinking. The aim is to consider our time and resources and decide which idea to take forward while leaving the rest on the drawing board. Prototype Storyboard – Create a storyboard of what your innovation will do. Show how people will interact with it or how it will interact with the environment. Model – Create a model of your device. It doesn’t have to 'work' but to allow someone to roleplay the steps of using it. Use whatever bits and pieces are available: pens, pencils, paper, cardboard, straws, tape, etc. Wireframe – If your innovation is only on a screen, such as a website or mobile app, draw sketches of the pages that will be shown to the user. This part of user interface design is called wireframing. Design Iterate Test – Test the prototype with users while observing and asking questions. Continual feedback will become very useful in improving your innovative design. Feedback – Ask testers to give feedback by answering your prepared questions and giving general comments and opinions. Test Improve – Look at your testing and the feedback. What went well? What didn’t? What changes can you make to the prototype? Develop Plan – Create a plan to define each team member’s role and work out the resources you'll be needing to complete your project. Learn – It doesn’t matter how old you are or how much experience you have, there’s always more to learn! It’s time to decide what the team needs to learn to be able to develop this project. Timeline – Make sure you know the important dates for your project. Work out times to meet and follow the progress of your development. 14
Appendix C: CREST Discovery Award If you have registered your students for a CREST Discovery Award, you will be recognising the skills that students will gain through participation in the day. To help with this, your CREST Local Coordinator will give you a CREST Discovery Passport for each student to complete. Teacher’s guidance Teachers should observe students individually throughout the day and record any information which could be used to provide evidence of students meeting the following assessment criteria. Self-management Readiness to accept responsibility, flexibility, effective time management, motivation to improve own performance, confidence when tackling tasks. Team-working Respecting others’ work and views, working collaboratively, negotiating/persuading, contributing positively to discussions. Problem-solving Analysing facts and circumstances in order to apply creative (imaginative) approaches in developing realistic, innovative and original solutions. Research Acquiring new knowledge relevant to the task and applying it appropriately. Communication Following written and verbal instructions (the brief), talking and listening to other team members, producing a structured presentation which relates to the original brief and which reflects the creativity applied by the group during the day. Reflective practice The ability to recognise: what knowledge and skills have been gained, where they could have worked more effectively, where they achieved/exceeded expectations. Please note: If you do not wish to register for the full CREST Discovery Award you can still use these activities and resources on their own. Full registration means you will receive copies of the CREST Discovery Passport and individual certificates for the students. 15