Discovery challenges (ages 10-14)


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.

There are more CREST approved resources that have been developed by our partners and providers specific to your region.


To browse the packs, click the buttons below or scroll down.
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9 months ago

Wild creations

  • Text
  • Creation
  • Crest
  • Creations
  • Cultural
  • Presentation
  • Materials
  • Teams
  • Outdoor
  • Marketing
  • Rugby

Culture Slides 4 & 5

Culture Slides 4 & 5 What does culture mean to you? Set the scene for the day’s activity with a class discussion on culture and what it means to your students. It can be useful to personalise this with additional images of your area, people who live there, local activities, and points of interest. Students are encouraged to engage with their own culture and find a way to express this through designing their very own Wild Creation. Cultural case studies Slide 6 Open the Cultural case studies presentation. This includes a section on other Wild Creation ideas as inspiration for the students. The aim of this presentation is to inspire students to think big and out of the box. Your Wild Creation challenge Slides 7–10 These slides give an overview of the: • Wild Creation challenge • Planning Workbook • Information Pack • Teamwork and the individual roles for students • Presentation requirements Cultural case studies The purpose of this presentation is to show students some other types of sculptures, attractions and installations that have been made around the world, to give them ideas and inspiration. Students should look at the examples, discuss what they like and dislike about them, and consider the practicalities of building something like them. This presentation is delivered to the whole class. It may also be useful to print out the resources for each team to refer to throughout the day. Information Pack This is the main information resource for the development of the Wild Creation. Teams should use this resource to find the following information: • Team job descriptions • Location suggestions 8

• The target audience • Design process overview • Scale – how big things are! • How to cost a Wild Creation If you have access to iPads, laptops or computers, this can be useful to extend the students’ knowledge and research. However, these are not essential to the success of the day. Planning Workbook This is the main place for students to record their ideas and plan their Wild Creation. If the teams follow the process throughout this booklet they will be able to complete a successful project. Key components of this workbook include: • What aspect of culture is their Wild Creation based on? • Who is the target audience? • Brainstorming the Wild Creation • The location – deciding on where it will go and creating a scale map of the area • Model making – creating a scale model of their Wild Creation • Marketing and what is required • Finance and budgeting Working with scale There are two key concepts on scale in this project that students may need assistance with: 1. Students find it hard to visualise the actual size (and therefore scale) of their proposed Wild Creation. There are a few examples in the Information Pack to help with this. A useful additional exercise is to quickly measure the dimensions of the room you are in (h x l x b) in metres, giving the students a reference point to compare to. 2. The second point of scale is translating the size of their Wild Creation from metres into cms to make their scale model. It is worth spending 5 minutes talking to the students about suitable scales, for example 1cm = 1m or 10cm = 1m. Understanding this scale will help them make their model and cost it appropriately. 9