Tom Brodie—Skagerak International School (Norway)
This study investigated students, school and staff perceptions of the CAS programme being offered in ten schools across Europe. School types varied and represented different Diploma Programme school styles, including public and private schools, boarding and day schools. Investigations were undertaken via questionnaire (n=241), structured interview (n=20) and structured focus group (n=15). The study suggested that students and teachers alike valued CAS. CAS was identified as being compartmentalized into the job or role of a particular individual, the CAS coordinator. CAS coordinators felt they lacked time (70%), guidance and were isolated. Pupils enjoyed CAS activities (78%) and the CAS outcomes were challenging but appropriate. Reflection was highlighted as a concern for both pupils (38%) and staff (40%). Staff would like to develop it but were unsure how to do so. Students disliked it and felt very negatively towards it. Therefore, the stated goal of reflection [CAS Guide, IBO (2008)] was failing to be appreciated or developed. The study offers recommendations for schools and coordinators on ways to develop the CAS programme so that it better meets the needs of schools and students as well as the goals of the Diploma Programme.
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