A sustained project: plan, review and demonstrate learning
| English | 中文 | Pinyin · 拼音 |
|---|---|---|
| sequence/ˈsiːkwəns/ | 连续过程 | lián xù guò chéng |
| milestone/ˈmaɪlstəʊn/ | 阶段目标 | jiē duàn mù biāo |
| ethical choice/ˈeθɪkl tʃɔɪs/ | 伦理选择 | lún lǐ xuǎn zé |
A garden needs more than an opening day
- A group wants to create an accessible herb garden with a community partner. A single planting visit may be useful, but who will check access, care for plants and learn from later feedback?
- A sequence 连续过程 connects preparation, action and later review. Discuss the partner’s actual need before deciding that a garden is the right response.
Plan collaboration and continuity
- Agree responsibilities, approved access, materials and follow-up with the partner and the school’s responsible adult. Include maintenance and a realistic response if a team member cannot attend.
- A milestone 阶段目标 marks a useful review point, such as an approved design, a first planting and a partner review of access. Dates support the plan but do not establish learning by themselves.
What should happen before committing to the garden design?
The response must fit an authentic need and approved arrangements.
Consider the consequences of each choice
- Check permission for the space, tools and participation through the school’s process. Ask the partner how path width, reach and maintenance affect who can use the garden.
- An ethical choice 伦理选择 considers effects on other people and the environment. Good intentions do not justify changing access arrangements without agreement or sharing participant images without permission.
Use feedback to revise action
- At a review, the partner reports that one path is too narrow for its users. Record the feedback, agree an approved design change and review whether that change improves access.
- Explain your actual contribution and the challenge you faced. A shared group product does not automatically show what every member did or learned.
A group product proves that every member made the same contribution.
Individual contributions and learning need their own evidence.
What is the best response to the path feedback?
Revision follows relevant evidence and responsible agreement.
Demonstrate learning in the school process
- Keep agreed plans, actual decisions, partner feedback and reflections on significant moments. Select evidence that explains learning, rather than uploading many photographs with no account of their meaning.
- The acquired CAS brief describes a collaborative project lasting at least one month within a regular programme of at least 18 months. Confirm the school’s current handbook and requirements. This fictional plan cannot complete CAS or prove that every learning outcome has been achieved.
Which record most clearly explains learning?
Meaningful evidence connects real decisions to individual learning.
Match the project element to its role.
Planning, review and individual learning provide different evidence.
Which statements are justified?
Real sustained engagement and the school’s process remain necessary.
The group first agrees the garden’s purpose and access needs with the partner. After school approval, it allocates design, planting and maintenance roles and sets review points. Partner feedback identifies a narrow path, so the group agrees an approved revision and later reviews its effect. Each student explains a real contribution, a challenge and what changed in their approach. The records support a discussion with the CAS adviser; they do not automatically certify the programme.
A calendar, a group photograph or an opening event does not by itself establish sustained collaboration or an individual’s learning.
Connect a genuine need to a sustained collaborative plan, approved action, evidence-based review and a clear account of your own learning.