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First CAS Interview

The document outlines the structure and purpose of the first CAS interview for students in the Diploma Programme, emphasizing the importance of understanding the CAS framework and identifying personal interests. It provides a series of questions to guide discussions on student understanding, interests, plans, learning outcomes, and evidence collection related to their CAS experiences. The goal is to ensure students are prepared and engaged in their CAS journey from the outset.

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ishika.sharma2438
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15 views3 pages

First CAS Interview

The document outlines the structure and purpose of the first CAS interview for students in the Diploma Programme, emphasizing the importance of understanding the CAS framework and identifying personal interests. It provides a series of questions to guide discussions on student understanding, interests, plans, learning outcomes, and evidence collection related to their CAS experiences. The goal is to ensure students are prepared and engaged in their CAS journey from the outset.

Uploaded by

ishika.sharma2438
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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First CAS interview

There is a minimum of three scheduled CAS interviews during a student’s DP. Ideally, the first
interview is scheduled during the very early stages of the DP. Prior to this interview, be certain that
students have attended a CAS orientation and have access to relevant information. Students may
also have attended one or more group sessions that review key elements of CAS, so they have an
established understanding and look forward to their CAS programme.

The purpose of the first interview is to:


 gauge the student’s understanding of CAS
 find out the interests of the student
 discuss the student’s plans for CAS experiences
 review the learning outcomes of CAS, ensuring his or her understanding and seeing how the
student might achieve these outcomes
 ensure the student is aware of ways to gather evidence of CAS.

Questions are offered for each of these discussion topics as examples. Please adjust and adapt them
for what is meaningful for your CAS students and their CAS programme.

Understanding

Students need to have a firm understanding of the CAS programme and the many opportunities
available. If the word “requirements” is over-emphasized, students may be preoccupied with checking
items off a list when they are done. School has many requirements; however, what is most important
in CAS is the level of involvement and personal commitment. How students regard the programme
will deeply influence how they participate.

Questions to ask

Do you have any questions or concerns about CAS?

Which aspect of the programme excites you the most? Which aspect seems most challenging?

What do you most hope to achieve from CAS?

How do you think your CAS programme will enable you to grow? How do these areas of growth apply
to the attributes of the IB learner profile?

What have you learned about the CAS stages, and how can the stages help you in CAS?

How will you plan for an equal distribution of CAS strands across your CAS experiences?

What organizational and time-management strategies do you have in place to ensure that CAS
remains an ongoing focus of your IB journey?

Your school’s CAS handbook can be the primary reference for the student; any basic questions
should be answered through the CAS handbook. However, let students know they can always
approach the CAS coordinator or advisers to assist with their understanding.

Student interests

Ensuring that students have identified areas of interest is important for determining their CAS
experiences. The questions below may assist the student in identifying their interests, which leads to
knowing what they would like to do for CAS.

Questions to ask

What are your main interests? How can you incorporate these interests into your CAS programme?

What do you enjoy doing after school? Could this be part of any CAS experience?
What are your personal goals? How could they be achieved through CAS?

What do you expect to gain from CAS? What do you hope to accomplish?

How can you advance your skills and talents through CAS?

What school, community or other groups or teams are you already involved in?

Have you had any previous experiences that you would view as CAS?

How could something you do currently (for example, swimming) be made into a CAS experience with
new opportunities to add skills and meet challenges?

What do you think your role could be in effecting change for the better?

What issues of local significance concern you most? How could you address these in your CAS
programme?

How do these local issues also have global significance?

Student plans for CAS

Students may arrive at their first interview with different levels of preparation regarding their plans. If
you want students to have a prepared outline of their CAS programme, advise them with ample time
before the interview. Alternatively, use this first interview to help them create a basic outline, mind map
or plan.

Questions to ask

What would you enjoy doing for creativity? Activity? Service?

Have you made any plans for creativity? Activity? Service? For each, what are you hoping to learn or
do you have skills you want to develop?

Have you researched any groups that you could become involved in for any of the CAS strands?
What are you doing to expand your options?

What ideas do you have for a CAS project?

Are these ideas worth developing for a month or more?

What additional ideas do you have or backup plans if this is not viable?

Who will you work with for your CAS project?

CAS learning outcomes

Review the learning outcomes and ensure that students understand each one. For a group session
on the learning outcomes, refer to this TSM under “Teaching strategy: Understanding learning
outcomes”.

Questions to ask

How would you summarize these learning outcomes?

Can you summarize each of these learning outcomes in your own words?

From the plans you already have, do you see any opportunities that may be helpful in meeting these
learning outcomes?
What learning outcome appears as something you will easily do?

What learning outcome might present a significant challenge?

What learning outcome might you address in the first six months of your CAS programme?

Evidence of CAS

Part of the students’ responsibility is to provide evidence that they have met the CAS learning
outcomes through their accumulated experiences, have balanced their time in creativity, activity and
service and have completed at least one project. How will they provide this evidence? This is
important to discuss during the first interview.
Questions to ask

Have you thought of how you will keep evidence (and the types of evidence) that you are engaging
with CAS and are meeting the CAS outcomes?

How often do you plan to use your CAS portfolio?

How will you reflect on your CAS experiences? Are there any preferred ways you like to reflect?
(Note: The student may require suggestions or examples to develop a more diverse approach to
reflection.)

How can you keep track of your plans and meeting the learning outcomes through your portfolio

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