Plan a CAS experience with a real purpose · 规划一个具有实际目的 CAS 活动
| English | 中文 | Pinyin · 拼音 |
|---|---|---|
| service/ˈsɜːvɪs/ | 服务 | fú wù |
| challenge/ˈtʃælɪndʒ/ | 挑战 | tiǎo zhàn |
Begin with a need
- A neighbourhood group asks for help restoring a neglected garden. Ask the group what is useful before designing an activity for them.
- A service 服务 experience should respond to a real need. Taking a photograph beside the garden is not the same as making a contribution.
始于需求
- 一个社区团体请求协助修复被荒废的花园。在设计活动之前，先询问该团体认为什么是有用的。
- 一次服务 服务体验应回应真实的需求。在花园旁拍照并不等同于做出实际贡献。
What should happen before planning the garden project? · 在规划花园项目之前应该做什么？
Service begins with understanding a genuine need and working with those affected. · 服务始于了解真实需求，并与受影响的群体合作。
Connect the strands
- Creativity can involve designing signs or planning a workshop. Activity can involve sustained physical effort appropriate to the participant. Service involves work with others for community benefit.
- An experience may connect more than one strand. Explain what you actually do rather than attaching a label only to fill a record.
连接各要素
- 创意可能涉及设计标识或策划工作坊。活动可能涉及参与者能力范围内的持续体力付出。服务涉及为社区利益而与他人合作的工作。
- 一项体验可能连接多个要素。请说明你实际做了什么，而不是仅仅为了填满记录而贴标签。
Writing the word “creativity” on a record proves that an experience develops creativity. · 在记录上写下“创造力”一词，并不能证明某项经历能培养创造力。
The record must explain the activity and learning, not just assign a label. · 记录必须解释活动和学习过程，而不仅仅是贴上一个标签。
Set a useful aim
- Agree on an achievable aim, such as preparing two safe planting beds with the group. Identify responsibilities, tools, time and the support you need.
- Discuss permission and safety with your CAS coordinator. Check who will maintain the beds when your part of the work ends.
设定有意义的目标
- 与团体共同商定一个可实现的目标，例如制作两个安全的种植床。明确责任分工、所需工具、时间以及你需要的支持。
- 与CAS协调员讨论许可与安全事项。确认当你负责的部分结束后，由谁来维护这些种植床。
Plan evidence of learning
- Keep a short record of decisions, feedback and changes. Evidence may include a plan, a participant’s response or a revised design; photographs alone may not show learning.
- Identify a challenge 挑战 that could develop your skills. Explain how you will notice progress instead of promising success before starting.
规划学习证据
- 简要记录决策、反馈和变更。证据可能包括计划、参与者的回应或修订后的设计；仅凭照片未必能体现学习成果。
- 识别一个能够提升技能的挑战，说明你将如何察觉进步，而非在开始前承诺成功。
Which record best shows learning? · 哪份记录最能体现学习成果？
The sequence shows decisions, response to feedback and development. · 该序列展示了决策过程、对反馈的回应及发展变化。
Work with people, not around them
- Listen when the group’s priorities differ from yours. Change the plan if the people using the garden identify a better need.
- Confirm the current CAS requirements with your coordinator. This is planning practice; it does not approve an experience or certify completion.
与人合作，而非在其周围活动
- 当小组的优先事项与你的不一致时，请倾听。若花园的使用者指出了更合理的需求，应调整计划。
- 与协调员确认当前的CAS要求。这是规划实践，并不等同于批准某项经历或证明已完成要求。
Finishing this online lesson approves a student’s CAS experience. · 完成本在线课程并不自动批准学生的CAS经历。
Approval and completion decisions belong to the school’s CAS process. · 批准与完成决定属于学校CAS流程的一部分。
Match each term to its role in this lesson. · 将每个术语与其在本课中的作用相匹配。
The distinctions help you explain your decisions clearly. · 这些区分有助于你清晰地阐述自己的决策依据。
Which actions support a purposeful experience? · 哪些行动支持有意义的经历？
Choose actions supported by the evidence and the purpose of the task; reject shortcuts that hide limitations or invent information. · 选择有证据支持且符合任务目标的行为；拒绝掩盖局限性或编造信息的捷径。
The group asks for accessible signs rather than more planting beds. Revising the plan to design clear signs demonstrates listening and can connect creativity with service.
小组请求制作无障碍标识而非增加种植床。修改计划以设计清晰的标识体现了倾听，也能将创造力与服务结合。
Completing an online quiz does not approve an experience or certify a CAS requirement.
完成在线测验并不等于批准某项经历或证明CAS要求已达标。
Start with a genuine need, agree an achievable purpose, plan safely and record evidence of learning with the people affected by the work.
从真实需求出发，商定可实现的目标，安全地制定计划，并记录受工作影响人群的学习证据。