Review service with the people it is meant to help
| English | 中文 | Pinyin |
|---|---|---|
| reciprocity/rɪsɪˈprɒsɪti/ | 互惠 | hù huì |
| responsibility/rɪˌspɒnsəˈbɪlɪti/ | 责任 | zé rèn |
| evaluation/ɪˌvæljuːˈeɪʃn/ | 评价 | píng jià |
The first session does not meet the need
- A group prepares long stories for a reading visit. The partner teacher says the younger pupils need shorter texts and more time to respond. The group must use that feedback to review its plan.
- Reciprocity 互惠 means learning and contribution work in both directions. Listen to the partner’s experience rather than treating service as a task you decide alone.
Agree a workable change together
- Ask the partner teacher which texts and session length are appropriate. Agree student roles, supervision and materials before the next visit.
- A responsibility 责任 names what a person has agreed to do. Assign preparation and discussion roles without excluding quieter teammates, then check that everyone understands the plan.
What is the best response to the partner teacher’s feedback?
A reciprocal response uses the partner’s evidence to revise the purpose and actions.
Check permissions before acting
- Use the school’s approved supervision and consent process. Do not change the activity’s location or share participant images just because the revised plan seems helpful.
- If access or safety prevents a session, tell the responsible adult and revise the plan. An intention to help does not remove the need for approval.
Good intentions allow a group to skip required supervision.
The approved supervision and consent process applies to the actual activity.
Review the effect with evidence
- After the next visit, ask for specific feedback: were the shorter texts suitable, and did pupils have enough response time? Record your own decisions and the partner’s comments accurately.
- An evaluation 评价 compares the intended purpose with the observed effect. Explain what improved, what still needs work and which evidence supports that judgement.
Which evidence best supports a judgement that response time improved?
The evidence addresses the intended change in participation.
Use the review to guide continued action
- Choose a concrete next step, such as agreeing the next texts with the teacher before preparation. Review that action at a later session rather than promising vaguely to do better.
- Use actual records in the school’s CAS portfolio process. A fictional case can practise planning, but cannot replace real service, supervision or the project requirements.
Which next action can be checked?
The action names a specific step and when it should happen.
Match each stage to its purpose.
Planning and review should remain connected to the real participants.
Which statements about CAS evidence are justified?
Fictional practice can teach reasoning but cannot establish actual CAS completion.
The first visit uses a long story and leaves little time for pupils to answer. After the teacher’s feedback, the group agrees a shorter approved text, separates reading and question roles and allows pauses. The later teacher comment says more pupils responded, but two questions were still too difficult. The student’s reflection explains the changed decision and proposes checking the next questions with the teacher. It does not claim that one improved visit establishes every CAS outcome.
Do not use a photograph or a time log as a substitute for explaining your contribution and learning. Follow privacy rules and describe the actual decisions.
Confirm the need, agree responsibilities and permissions, act, review evidence with the partner and use the review to improve the next action.