Resources for CAS stages by John Cannings

cannae40 — 2020-09-28 09:19:49 UTC

SD, US, AB, G, MH

2024-02-28 12:13:17 UTC

Presentations from other / older students who have done it before to help set expectations.

Show a list of previous projects, then develop mind-map.

Start with learning objectives / outcomes. Include this in a student handbook.

Consider more delicate matters with students e.g. language and culture of migrants or nature of illness in hospitals.

Must have pre-meetings with providers e.g. care home. They need to understand CAS and young people.

MO, SD, JG, VM, LJ, MAG

sdonlevy488 — 2024-02-28 12:14:28 UTC

Investigation stage seems to be more organic and fluid within the majority of our school systems. It occurs naturally as part of our CAS/activities/co-curricular systems. This is still student led where the CAS Advisor will discuss to ensure that it is suitable. The Student Handbook is also helpful here.
We do know that there are processes and CAS documents to support for students who need more structure.
Using the Young Enterprise as a vehicle for CAS projects for the majority of students.
One school has small groups where students undertake indendent research for 5 x CAS projects that they then pitch these. The final project is then derived from these. These happen in the weekly CAS lesson. Very student led.
Having a TT'd session for CAS (or perhaps for the DP Core) would be helpful to aid this initial investigation session, although it would need to be highly focused to be fully effective. It is really important to have some sort of scheduled time somewhere in the week.
Comment sections on Managebac are very helpful to communicate, but face-to-face is always preferred. It is difficult to chase the reflections.

OC, LD, LD, NA, SM

2024-02-28 12:14:49 UTC

Discussion points for best practice.

Explicitly teaching students how to communicate. Online, over the phone, in person.

Present project to peers before they can start - focus groups give feedback and challenge to the suggested projects. This could be Y2 students as the “judges” and giving feedback to Y1.

Create a buddy system within the school with Y2 mentoring Y1 (Y1 can also mentor GCSE students)

Create a rubric to help students identify whether or not their project meets the requirements of CAS. They can use this as part of their planning with regard to deciding whether or not their project is viable and valid. This is self-asessment.