Students see themselves as individuals with various abilities and skills, of which some are more developed than others.

This involves you to being honest with yourself about the type of person that you are. Are you the sort of person to let things pass you by? Are you easily able to bounce back from set-backs? It is not about just physical abilities. It is worth asking supervisors or good friends to help you with this.

A new challenge may be an unfamiliar experience or an extension of an existing one. The newly acquired or developed skills may be shown through new experiences or through increased expertise in an established area.

This is fairly straight forward if you have tried something new for your CAS. Try to explain what challenges you face in projects and whether/how you were able to overcome them. They may have also helped you identify new strengths or help you identify new goals for yourself? Consider why you chose a particular challenge? Did you plan it as a challenge or did it come to your attention through experience and reflection?

Students can articulate the stages from conceiving an idea to executing a plan for individual or collaborative CAS experiences. Students may show their knowledge and awareness by building on a previous experience or by launching a new idea or process.

For this you must have evidence of YOU starting an activity, or aspect of an activity. This means that it would not have taken place if you had not organized it.

Students demonstrate regular involvement and active engagement in CAS.

This should ideally see you having some projects ongoing throughout your CAS programme. If not, then you need to explain the time frames of your projects. You would, to achieve this objective, have to demonstrate the commitment to an activity that you may have found easier to give up. Instead you decided to stick with it. 

Students identify, demonstrate and critically discuss the benefits and challenges of collaboration gained through CAS experiences.

When reflecting on this aspect, it is not really enough to say that you were part of a group. You should be looking to identify which role you took within a group, how you tackled difficult situations and conflicts, when, whether and why you think it is better to work alone. How was the experience better because of the collaboration?

Students are able to identify and demonstrate their understanding of global issues, make responsible decisions and take appropriate action in response to the issue either locally, nationally or internationally.

Identify an issue that you think is important globally and explain why it is important. From this you can brainstorm ideas for how you can get involved in this issue. Next you can set your personal goals - what you hope to achieve for the activity. Remember, you need to show how YOU engaged with the issue - not just why the issue itself is important.

Students show awareness of the consequences of choices and actions in planning and carrying out CAS experiences.

This is often the most difficult outcome for students to interpret. You must be involved in projects where you are working with and/or having an impact on others. Are you in a position of power over people older, younger, or the same age as you? How do you vary your behaviour in each case? Have you been put in a situation where you had to make a difficult decision?