Second CAS interview
The second CAS interview offers an opportunity to find out whether students perceive CAS as enjoyable and as an opportunity to grow, expand and participate in a variety of worthwhile experiences. Further, it may be used to verify that the students understand CAS requirements, such as having a balanced commitment to the three strands of creativity, activity and service, and have carefully considered how they will achieve the CAS learning outcomes. The students can confirm progress with the CAS project, whether it is under way or will soon be started, and describe their personal involvement, roles and responsibilities in this project.
This interview is also a good time to review evidence of the students’ CAS programme as recorded in their portfolios. The CAS coordinator/adviser also provides general feedback on selected reflections and how the students' experiences relate to the learning outcomes, which can lead to revisiting diverse ways to approach meaningful reflection that, in turn, leads to depth of understanding.
The purpose of the second interview is to:
- discuss advancements in the student’s engagement with CAS
- provide oversight regarding the student’s progress towards fulfilling CAS requirements
- discuss collection of CAS evidence
- provide the opportunity for the student to reflect verbally on his or her CAS involvement.
This interview is the opportunity to remind students that CAS is meant to be enjoyable and beneficial to themselves and others with whom they are engaging. Refer to the CAS handbook as needed to clarify misunderstandings and provide examples of CAS experiences; this also models how to use the resource. Be sure to reference the CAS stages to reinforce understanding and application during the students' continuing CAS experiences and CAS project. As always, the interview allows for general feedback on CAS efforts and participation.
Questions to ask
What has been most enjoyable and beneficial for you thus far in CAS?
What has been a highlight of creativity? Activity? Service?
What do you hope to achieve most from CAS? How can you do this?
When have you investigated, prepared and taken action so far in creativity, activity and/or service, or with your CAS project?
What have you developed for your CAS project—your goals, who are you collaborating with, whether the project involves creativity, activity and/or service, your roles and responsibilities, and your progress to date?
Students by now fully understand their responsibility towards completing CAS, so specific aspects can be reviewed. If an area appears most challenging, support can be discussed to move the student forward.
Questions to ask
What have been the biggest challenges for your CAS involvement, and how have you overcome them?
What difficulty has been hardest to overcome? Where might you need support at this time?
Have you ensured an equal balance across the three CAS strands? If not, how will you rectify this?
Evidence of CAS
Students need to be engaged in CAS for a period of at least 18 months from the start of the DP. Apart from verbal discussions, students are responsible for showing evidence of their participation in CAS through their CAS portfolio. Evidence can take many forms including, but not limited to, reflections and other forms of documentation such as photos, files, planning documents, emails, meeting minutes, certificates, videos, art, music and journals.
Questions to ask
What have you learned from your involvement in CAS?
How have you used reflection to gain insights or understandings?
In what ways have you especially enjoyed and learned from reflecting?
Do some of your reflections include the four elements—what happened, how you feel, ideas and questions?
Can you describe a situation where reflection happened very naturally and easily? Did you have a guided reflection opportunity that was helpful?
Does your collected CAS evidence show ongoing CAS involvement? Are there ways in which this could improve?
In what ways have your CAS experiences, including your project, assisted you in achieving one or more learning outcome?
Ensure time for a verbal interchange that allows the student to reflect on what has occurred and what has been accomplished. Do take notes for the student, and review them as the interview concludes.
Outline a skill that you have strengthened or developed from engaging in a CAS experience.
Explain something that has happened in CAS that provoked some strong emotions (“I was really excited when …”; “I was sad when …”; “I was really happy when …”).
Choose a learning outcome and discuss your evidence of achieving it, and what stands out as most significant and memorable.
Five years from now, describe what is likely to stand out as a highlight from CAS.