Step-by-step guide

Step-by-step guide Introduction Pre-project preparation 1. CREST certificates: Discovery certificates can be ordered in advance of completing a project, with space for you to hand-fill student names, or can be ordered once the project is complete. Visit crestawards.org/sign-in to order certificates. 2. Read through the background information in the pack. 3. Have a look at the case studies from Workshop 2. 4. Download the PowerPoint and print out copies of the CREST Discovery Passport, and copies of the Student Pack. 5. Think about which students will work together well in a group or if you want to let students choose their own group. 6. Consider whether accessing STEM professionals, such as STEM Ambassadors, could be beneficial at any point during this project. Visit: https://www.stem.org.uk/stemambassadors Introduction 1. Use the PowerPoint and accompanying notes to introduce the project. 2. Starter: What do creativity and collaboration mean to you? Ask the class to brainstorm ideas. If you have internet connected devices to hand you could use a word cloud generator for this – otherwise write the students’ suggestions on the board. 3. Starter: Celebrating creativity and innovation. Introduce students to three festivals in the UK that celebrated creating: The Great Exhibition, The Festival of Britain, and UNBOXED Creativity (information can be found in the background section of this Teacher Pack). 4. If you have registered your students for a CREST Discovery Award, introduce CREST Discovery Awards and hand out the CREST Discovery Passport to the students. Workshops These 2 x 1-hour interactive workshops will engage the students and provide inspiration before they begin to work on their own idea for an unforgettable experience. Activities for the workshops are designed to be student led, with hands-off teacher supervision. 1. Split the students into groups. 2. Give out the student packs and any materials. • Workshop 1 – Draw a scientist: Students explore the interdependence of STEM and the arts by looking at the overlapping knowledge and skills needed by scientists and artists. • Workshop 2 – Case studies: Students research two experiences from the UNBOXED Creativity festival and look at how the arts were combined with other STEM disciplines. 3. Whilst students are completing the activities on the workshop handouts, drop in on the sessions and use prompt questions to guide any groups that are struggling. 4. After the students have completed both workshops, bring the class back together again and discuss each in turn. Health and safety When developing this resource we have consulted a health and safety professional. The health and safety check did not include trialling any activities or checking any links. Students using specialised equipment should be supervised at all times. Students may want to set up unorthodox experiments and you may need to seek specialist advice. We recommend you contact CLEAPSS cleapss.org.uk for advice if you are unsure. Teachers in Scotland should refer to SSERC sserc.org.uk. 10

Step-by-step guide Research and planning Students are challenged to create their own unforgettable experience that celebrates innovation and creativity. The brief Introduce the brief using the PowerPoint slides. The idea MUST: • be an unforgettable experience • draw on expertise from STEAM • represent the arts, as well as two other STEM sectors. In addition, the idea COULD: • include people who don’t normally get to be involved (think back to your discussion about representation) • include people working together in ways you wouldn’t expect e.g. a mathematician and a sculpture artist • celebrate your local area • focus on educating people about a specific topic. Team roles Split the class into groups of 4-6. Once in their groups, allocate students a role from the ‘Team Roles’ page in their Student Pack. Getting started Students should use the ‘Getting Started’ guide in their Student Pack to start brainstorming ideas and thinking about their: • story or message • audience • type of experience. As groups begin to develop their ideas, use the facilitation prompt questions from this pack (page 12) to help guide their ideas and keep them focused on the brief. 11