CAS Interview 1

Please use the following questions to guide the 1st CAS Interview at the start of the Academic Year for DP1 students in your Advisory group.

General Interview Questions

Ask as many general interview questions as needed and as time allows...

1. What are your main interests?

2. What unique skills would you say you have?

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

4. What are your personal goals?

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

Profile and Goals

1. How do you think your CAS programme will enable you to grow?

2. Have you identified at least one experience in each of the CAS strands of Creativity, Activity and Service that you would like to pursue? Could you tell me a little bit more about each of them? For each, what are you hoping to learn and/or which skills would you like to develop?

Portfolio on Managebac

CAS learning outcomes (Identity, Skills, Initiative, Perseverance, Collaboration,

Exploration, Philosophy)

● develop a profile that shares the story of your personal interests,

● create personalized reflections on your individualized development while meeting the

● curate a gallery of evidence and that showcases your journey in developing your passion in the areas of creativity, activity and service.

Reflection

As you begin your journey in pursuing your passion for learning in creativity, activity and service you may have many different questions, concerns or comments. Completing a reflection early in this process which captures these ideas and emotions will allow you to track the changes you experience as you discover answers, develop confidence and enhance skills in articulating your CAS experiences.

Please share with me your first completed CAS reflection.

*Reflections may take the form of;

● written reflections

● Verbal reflections

● Visual reflection (photography, painting, animation, sculpting/ceramics/mosaic, prints, textile and needlework.

● Kinesthetic reflection (dance, theatre, mime, role play)

● Auditory reflection (lyrics, poetry, rap, jingle, melodies)

CAS Interview 2

Please use the following questions in three areas to guide the 2nd CAS Interview at the end of year for DP1 students between DP1 students and the advisor in Advisory Group.

1. Assess progress in range and quality;

What activities have you done so far in your IBDP?

What strands of CAS do they fall under?

How have the activities been going?

2. Achieving learning outcomes;

Of all the seven learning outcomes, how many have you achieved in your IBDP?

What is your plan to achieve all learning outcomes if you have not achieved all of them?

Of all the learning outcomes, which ones did you find difficult or challenging to achieve? What were your strategies to achieve them?

What impact did these activities have on you, on the community, and on the outside world?

3. Planning or completed a project.

In what capacity were you involved in DP1 Project Week planning?

In what capacity are you going to be involved in DP2 Project Week planning?

Are you planning a personal project apart from the Project Weeks? If so, please explain your project and how you applied CAS stages in the process.

CAS Interview 3

Please use the following questions to guide the 3rd CAS Interview in your Advisory meeting time, and upload interview notes onto Managebac. This is the last CAS interview in your Diploma Program. You are expected to discuss with your advisor the following questions knowledgably.

1. Which of the IB Learner Outcomes meant the most to you?

2. Now that you have finished the CAS Experience, what did you gain from the process?

3. Are there any activities you see yourself continuing with?

4. Which project was your favorite and why? Which was your least favorite and why?

5. How have you grown? How have you helped others to grow?

6. Have developed any new skills or found new interests that you previously were unaware of?

7. Did you learn anything from actively reflecting on your experiences?

8. How have your preconceived notions changed?

9. How did you feel supported through the process and what would you change?

10. What advice would you give new IB students about to begin the process?

Reflection

During your Zhi Xing journey you must keep a reflective log of all your activity experiences using Managebac. All Zhi Xing activities that you either choose or design will be uploaded to Managebac, where you will be able to see the description of the activity, the supervisory or liaison teacher and also your other team members.

Part of your individual Managebac login will allow you to record reflections against your activity experiences and this is an important part of the assessment process for your IB diploma. All students MUST have a completed portfolio of reflections for their ZX programme, which may be submitted to the IBO for external moderation.

“So what is the purpose of your ZX reflections?”

The reflective phase of the experiential learning cycle is an important stage where the potential for valuable learning takes place. Reflecting on your experiences and considering what aspects were valuable to you, can transform simple active experiences into powerful learning opportunities.

“So how do you reflect?”

Reflection is synonymous with thinking, and taking time to quietly consider your experiences can often be a very simple and powerful way to create meaning from experience. Kurt Hahn believed very strongly that people, especially the young, needed daily quiet time to reflect on their actions and build a positive mental relationship with their own self. But it can at times be difficult to make sense of experience when there is either a lot to of experience to consider or when an experience was challenging and emotionally complex.

What? So What? and Now What? can be used as a framework to guide you through a reflective process, particularly if you are aiming to develop your reflective skills or if you have a complex situation to reflect on. The different questions can be used to ask yourself what should be considered at different stages of the reflective process. The table below can be used to better understand how this framework can be used to guide a reflective process.

Reflective stage Suggested questions to guide each reflective stage

What happened?

• What happened during the experience?

• Describe the sequence of events.

• What events were significant, both positively and negatively?

• If you could choose to remember one moment from the experience as a ‘lasting memory’ what would it be?

• Consider how you felt and how your emotions changed during the experience?

• Was there anything that affected how you felt or acted?

So What does this mean to me and others?

• Why do you think you remembered certain aspects more than others?

• Do you think there is any reasons why one event led to another?

• What makes the events significant for you, either positively or negatively?

• List three reasons why you chose a particular moment as a ‘lasting memory’.

• What were the factors that affected your emotional responses to the experience and why did they change?

• What have these experiences shown you about yourself and/or others?

Now What can I do with this learning?

• If you were to take part in the experience again do you think you would behave in the same way?

• How will this experience affect the way that you plan other experiences or aspects of your life?

• Will the experience and reflection affect how you behave in other areas of your life?

• How would you like to apply things you feel you have learned in this experience to other areas of your life?

• How, if at all, has this experience changed the way you will work with or perceive others?

• How, if at all, will this experience change the way you view yourself?

The questions listed above are not meant to be answered specifically, but are more offered as a way to guide a thinking approach to the way in which we reflect and create meaning from our experience. You are encouraged to use this process and questions in guiding your reflection.

“How much reflection do you need to record?”

The quantity of reflection is always a big question for students completing the IB Diploma programme and one that does not have a simple answer. For the ZX programme at the school, students are required to consider the following criteria when considering how much they need to reflect. It is possible that your advisor may request more and it will be the following criteria that will form the basis of any discussion regarding quantity.

• Reflections must document your learning journey and should display progression and personal development.

• Reflections must provide proof that you have achieved all of the IBO stated learning outcomes by the end of two years.

• Reflections must display that you have processed your thoughts and emotional responses to experiences you have had during the ZXP

• Reflections can be a combination of written word and other artistic or media representation.

• Reflections can be a combination of summative pieces and reflections created after each activity experience.

• Reflective portfolio

Your reflective portfolio should be a creative resource you are proud of and although W4 has limitations, you are encouraged to find ways to enrich the portfolio to make it an interesting and stimulating representation of your learning journey through the ZX programme. Students may consider the following media and ideas as a way to enrich their reflective portfolio.

• Written text.

• Photo albums linked with hyperlinks to the web.

• Videos linked with hyperlinks to the web.

• Recorded interview reflections linked with hyperlinks to the web.

• Photos or scans of original pieces of reflective artwork.