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Community, Activity, Service

(CAS)

Student’s Guide

Learning to Serve

Serving to Learn

Grade 9-12

2015-2016

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Content:

What is Community & Service? 3

The Community &Service Aims 4

About Community and Service 5-6

C &Areas of Interaction 7-9

Suggested C&S Activities 10

About CAS 11

Suggested CAS Plan 12-13

Note to Parents 14

Activity Planning Form#1 15-16

Activity planning Form #2 17

Activity Reflection Form #3 18

Activity Reflection Form #4 19-20

Activity verification Form#6 21

Student’s Portfolio 22

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What is Community and Service?

“The best way to find yourself is to lose yourself in the service of others.” ― Mahatma Gandhi

Community and service program aims

to engage students in different

community oriented activities .

It asks three questions:

• How do we live in relation to each

other?

• How can I contribute to the

community?

• How can I help others?

A lot about community and service

will be done in your lessons, however

we also expect you do some more

outside of class, in your own time.

This guide will lead you through the

school’s expectations.

These can be summarized as :

1. Awareness - being aware of

the community and its needs

2. Involvement and service –

taking ACTION!

3. Reflection – looking back and

thinking about the value of

what you did, to the community

and yourself

or

1. thinking,

2. doing,

3. and was it worth it?

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THE C&S AIMS:

• Extend student understanding of communities.

• Challenge students to participate in new activities, learn new skills, and

take on new roles.

• Extend student awareness of their role within a student’s place in a community.

• Ensure a balance between academic and non-academic activities.

• Offer students opportunities to solve Problems.

• Challenge students to make a positive difference to their life and in the lives of

others.

• Present opportunities for students to be in positions of leadership.

During this year, you will be asked to volunteer your time and be a productive

member of your community in a variety of ways.

In doing so you will keep records of the actions that, support the community

and more in-depth records of larger or more involved service you undertake.

Grade 9-10:

Students of grade 9-12 are expected to make at least 5 contributions/services

which are of a minimum of 2 hours each term, for every term.

Students are required to complete one major community and service project

at grade 10

Grade 11-12:

Students of grade 11-12 are expected to make at least 5 activities, from CAS

program .

Students of grade 11 & 12 are expected to make at least One CAS projects

each term.

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About Community and service:

How to obtain your Community and Service credits?

Before taking on a Community and Service project or activity, you should consider

whether it will achieve the outcomes below:

Will this activity increase your awareness of your own strengths and areas for

growth?

Is this activity a new challenge for you?

Will this activity allow you to work collaboratively with others?

Will this activity require perseverance and commitment?

Will this activity allow you to develop new skills?

At least three (3), and hopefully all five (5), of these learning outcomes must be

achieved through your activities for you to successfully complete the community and

service requirement.

What is the difference between Community & Service activities and Community &

Service projects?

C&S projects involve commitment over a longer period of time and tend to be conducted

on a larger scale than C&S activities. A C&S project must be completed in a group (at

least 2 people).

C&S projects involve a number of steps including:

1) Investigation and preparation – researching information about the topic and

increasing knowledge of the issue; finding out what needs to be done and setting goals;

creating an action plan of what needs to be done including a timeline, required resources

and allocation of responsibilities.

2) Taking action – this involves executing the plan and could involve direct service,

indirect service .

3) Reflection – this is an ongoing process that should be documented- Students Should

note down thoughts, feelings and experiences related to the activity.

4) Supervisor review – adult supervisors should be asked to complete ‘ Student’s

Verification ( form # 6) about participation when the project has been completed.

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Due to their level of commitment and involvement, C&S Projects provide more scope for

you to achieve the objectives of C&S. The C&S Continuum shown in the table below

helps demonstrate the differences between C&S activities and C&S projects. C&S

projects involve more commitment, involve students in planning and decision making, and

require a more active involvement from the students. The C&S Continuum also serves to

display the differences of involvement between the different year levels . As you

progress through years seven to twelve , the expectation of your involvement in C&S

increases; you advance through the C&S Continuum.

C&S Continuum Example :

Activity Beginning

Developing

Advanced

School clean up

Join school clean up Advocate change in behaviors that lead to land pollution

Organize a school cleaning campaign / program

Working with

orphans

Visiting orphans Organize a donation campaign to

orphans

Working as assistant in an

orphanage

Earth Day Participate in ‘Earth

Day” school’s activities

Spread awareness about pollution (

Presentation to younger students)

Adopt a vacant lot and plant it

Working with

young students

Working as tutors /

assistants for KG

students

Preparing lessons and tutoring a

younger student.

Developing educational materials to

assist students or the youth with

their ways of knowing.

Working together : you can work with friends in any of your community and service activities!

BUT…

• You each need to fill in the information of the attached forms (p.12-20).

• You must use the same name for your activity as each other.

• You must have an individual role in the activity – you each have to do something,

have your own task. This must be very clearly shown when you fill the planning and

reflection forms.

• You must also reflect on your own – the community and service activity maybe

shared but you will have your own ideas about how your feelings about how well it

went and how you changed or what you learnt from it.

• Your reflection must be your own and personal to yourself! No copy and pasting!!!

C&S AREAS OF INTERACTION

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The following key questions in each Area of Interaction can be used to assist in student

engagement in C&S in each of the phases of planning, doing and reflecting.

How does this activity serve the needs

of different communities?

What impact does my community have

on the content of this activity?

Why did I choose to be engaged in this

community?

Which communities does this activity

affect?

What issues does this community face?

How can my learning in this activity

help my communities?

How can my communities help me learn?

How can participation in this activity

influence my thoughts about

What I should do in my community?

How can my knowledge about

communities drive my participation in

this activity?

What aspects of a community can be

reflected in this activity?

What will be the ethical implications of

my involvement in this activity?

Health & Social Education

How can I look after myself

and others?

How is my involvement in this

activity helping me develop?

What skills do I need to

make the right choice?

How did my choice of activity

help me grow

emotionally/spiritually?

Why is it important to engage

in activities that help me

grow emotionally/spiritually?

What are the consequences

of making poor choices in

regards to participation in

physical activity?

Why is it important to be

physically acti

1.Community

& Service

2. Health & Social

Education

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How does participation in this

activity affect my

environments?

How can I affect my

environments in a positive way?

What difference can I make as

an individual?

Through C&S, what have I

learnt about the impact

(positive or negative way) my

lifestyle has on my

environments?

Why do humans create, develop

or change products or

solutions?

What are my challenges and

what solutions can I come up

with?

How can I have a personal

involvement as an innovator,

creator and developer in C&S?

What are the consequences of

my creativity the community?

How can I use my thinking in

this activity to help me in other

areas?

How can we celebrate

endeavour and achievement in

C&S?

4. Human

Ingenuity

3.Environments

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What aspects of my

organization do I need to

develop?

What planning tools do I have

or need to develop? How do I

work with others?

How have my reflections helped

me learn? How do I reflect?

What communication tools do I

use? What organizational tools

do I have?

What other reflection tools and

resources can help me?

Which ways of communicating

do I need to improve on?

What successes have I had

when I have worked with

others?

How can I access the

information I need to prepare

for C&S?

When working with others,

what agreements need to be in

place?

When working with others,

what factors will I have to

accept? Which ones can I

negotiate?

Approaches to

learning

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C&S Calendar

Suggested plans

Grade 9-10

Month Duration Activity Areas of Interaction October/

November

2 week

4 weeks

volunteer in a book fair/book sale

Community and Service

November 2-3 weeks

December 1 week

February 2 weeks Healthy Food Awareness

Fund raising / A visit to orphanage

Health and Social Education

Community and Service

March

4 weeks

Safety :

-Take a life saving class

-Create a play that teaches young children how to stay safe

at home.

-Design a brochure that teaches children safety at home/

streets

1.

Health and Social education

Community and Service

April 2-3 weeks Earth Day /Go Green Activities Environment

May 1st 1 week Workers’ Day / School’s workers appreciation Community and Service

May 5th 1 week

Teacher’s Day / School’s teachers appreciation Community and service

Grade 9-10:

Month Duration Activity Areas of Interaction

October

/November

2 weeks Initiate and lead Breast Cancer Awareness Activities (girls)

Initiate and lead book Sale

Design a school Newspaper / wall magazine

Design and update community service bulletin board

Community and Service

December 2-3

weeks

February

2-3

weeks

4 weeks

Fund raising for various charities

Initiate and lead ‘Empty your closet campaign’

Clothes packing and sending to Al zaatary Refugee camp or

to local communities.

Participate regularly in School Cleanup campaign ( grade 10)

Playground/ floors monitor ( grade 10)

Community and Service

Environment

March

/April

Personal project

April

2-3 weeks Earth Day /Go Green Advanced Activities

Recycling paper collection /Planting Trees

Environment

May 1st 1 week Project Exhibition

May 5th 1 week Teacher’s Day -

Ushers volunteers

Community and service

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What is Creativity, Action, Service?

CAS (Creativity, Action and Service) aims

to engage grade 11&12 students in a range

of activities.

The three types of activities in C&S are

Creativity should be interpreted as

imaginatively as possible to cover the widest

range of arts, hobbies and interests and

activities. Creativity in designing and carrying

out action or service projects also fit in this

category. Examples include and are not limited

to: project development, organizing

competitions, learning a musical instrument,

musical productions, drama, choir, dance,

newspaper, yearbook, debates, organizing an

event, arts courses, learning languages,

developing a neighborhood, recycling program,

planning teaching/coaching program.

Action includes activities where physical

effort is a core necessity and a specific focus.

It includes team or individual sports,

recreational pursuits, expeditions, and manual

labor. Examples include and are not limited to:

sports, dance, self-defense classes,

environmental restoration, squash, aerobics,

refereeing, trekking, clean-up activities,

manual labor, cycling.

includes participation in activities with an

environmental, community development or

educational theme, either within the school

community or the community at large. Some of

these activities provide an opportunity to

address global issues. Examples include and are

not limited to: peer tutoring, educational or

environmental projects, a structured series of

visits to assist at an orphanage, physical

assistance to the disabled, teaching basic

literacy, Creating and sustaining a community

group, service related initiatives, participating

in student council, teaching the use of

computers, organizing competitions/

tournaments for the school or local community,

running a website for a non-profit

organization...

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CAS Calendar

Grade 11-12

Month Duration Activity /Project Areas of

Interaction

October

/November

Volunteer to

work with young

students

6 weeks

Lead and initiate a tutoring program for young students after

school hours (from 2-3 pm)

Design educational material to assist young students to learn

( children’s book- song-play- games )

Learn a musical instrument and play to entertain or teach young

students.

Reading, storytelling to young children

Working as tutors / assistants for young students

Preparing lessons and tutoring a younger student.

Join a tutor program for children from low income families in a

local community centre.

Support English-language activity in the local community

volunteer regularly in school’s events

Volunteer regularly as a floor/ play ground monitor

Design CAS news bulletin board

Creativity

–Service

Creativity

Creativity-

service

Service

Service

Creativity-

service

service

Creativity

January/

February

Art and Culture

Museum /

performance

8 weeks

o Initiate ,organize, and lead art museum (create a plan for the

event )

o Initiate , organize and lead culture museum /performance

(Create a plan for the event )

o Design cultural dance ,or write a play

o Perform a dance/ play

o Respond creatively to a book you read about culture or

architecture

o Respond creatively to a visit to an art exhibition

o Respond creatively to a musical and/or dramatic performance you

attended

Creativity

creativity

Action

Suggested Examples of CAS projects: ( grade 11-12 )

Below are some suggested Ideas for March and April ,2015. Choose Only

One:

o A Virtual Tour (creativity, service)

Create a school-orientation video that prospective students and their parents

could view online, giving them a glimpse into the day-to-day school routine,

including its curriculum and policies. Narrate the video in different languages

(Arabic –English)

o Preventing Infectious Diseases (creativity, service)

Spread news about how to prevent a chosen infectious disease by creating a

brochure containing information on the disease and how to reduce its

transmission (Corona –Ebola)

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o Become an instructor/coach/teacher (creativity, service)

Pass on knowledge and skills on to others, allowing them to develop while

having a good time, by becoming a sports coach, language teacher or swimming

instructor for others Plan a curriculum and lead others in their development

o Journalism (creativity, service)

Write articles and take photos of the school activities and events . This could

be extended by designing a year book .

o Paint murals (creativity, action, service)

Plan and then create murals on various locations in the school and in the

community. Murals may be decorative, or educational.

o Involvement in a theatrical production (creativity, service)

Assist backstage during the school’s KG and elementary graduation

celebration, or assist to design kids’ performance costumes.

o Create an environmental poster competition (creativity, service)

Devise and advertise a competition for environmental poster competition for

younger students during Earth day .Devise rules for entry; set up an area to

display entries; seek prizes; promote the event; create an exhibition.

o Make a short film (creativity, service)

Film and edit a short documentary that has a message about global issues or

humanitarian issues here in Saudi Arabia or Arab Countries.

To ensure that you gain the benefits that a meaningful CAS programme

has to offer, there are certain activities that cannot count towards CAS.

These activities include (but are certainly not restricted to) :

• Mundane, passive involvement that offer no benefit to you

• Raising money with no well-defined goal and without raising awareness

• The teaching of personal religious and/or political beliefs

• Any activity that is not supervised by an appropriate adult

• Those that have not been approved by Learning Advisor or the C&S

Coordinator

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Note to Parents

Parental encouragement and support is a vital part of helping

students complete their community and service activities.

Here are some ideas of how parents can help their son/daughter:

• Familiarize yourself with the Community & Service requirements.

• Discuss the requirements/opportunities with your daughter/son.

• Share your own volunteer experiences with your daughter/son

and reflect on what you have given and gained through

volunteering.

• Explore your daughter’s/son’s interests and look through listings

of possible volunteer activities together.

• Encourage your daughter/son to build on previous successful

volunteer experiences.

• Be willing to be involved— Support your daughter/son’s volunteer

activities by providing transportation, talking about their

experiences with them, and supporting them in making a telephone

call or sending e -mails to various organizations.

I have read this and promise to help my son / daughter as much as I can!

Signature of Parent: _____________________________________

Name: ________________________________________________

Date: ________________________________________________

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Activity planning Form #1

(Use before doing the activity)

Name:_______________________ Class:__________

Fill in the blanks with information about activity/project you intend to do.

1. What activity will you work on? To which Area of Interaction it

belongs?

_______________________________________________________

________________________________________________________

2. Estimate how long will you spend on this activity?

__________________________________________________________

3. Is your activity in or out of school?

4. When will you actually be doing the activity?

Day_______ Month_________

Year_________

5. Who will be supervising your work?

Name:__________________________ Title

:__________________

Email :__________________________

Contact:________________

6. What organization/group are you planning to do the activity for?

_____________________________________________________

7. What will the activity aim to do?

____________________________________________________

8. What do you think will be the effect of the activity on the

group/and or person?

_____________________________________________________

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_____________________________________________________

_____________________________________________________

9. What do you think the activity will produce?

_____________________________________________________

_____________________________________________________

10. How will your work improve something for someone?

_____________________________________________________

_____________________________________________________

_____________________________________________________

11. Activity description (What you intend to do to meet this

aim.)

_________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

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Activity planning Form #2

(Use before doing the Activity)

Select your targeted outcomes below ,before starting the activity. You

don’t have to choose all or most of the outcomes-at least ONE. Tick in

the box before the selected goal.

Learning Outcomes

Which goal will I achieve by the selected activity?

Will I consider what is right and what is wrong?

Will I learn how to do something new? Develop new skill?

Will I engage with issues of global importance?

Will I know more about myself?( my strengths and areas for

growth)

Will I plan and setup new activities?

Will I really show commitment and perseverance to my

activity?(over several weeks)

Am I doing something I have never done before ?(New Challenge)

Am I working closely with others? Cooperate with students or

others?

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Activity Record and Reflection Form #3

(Use after completing the activity/project)

(Grade 9-12)

Student Name: __________________________ Date/s:

_____________

Title of activity:

________________________________________________

Time taken to complete activity:

___________________________________

Complete the reflection questions that apply to your community and

service activity.

Level one reflection: The Mirror (a clear reflection of the self)

1. What have I learned about myself through this experience?

2. Do I have more/less understanding or empathy than I did before

volunteering?

3. Have your motivations for volunteering changed? In what ways?

4. Will these experiences change the way you act or think in the future?

__________________________________________________________

__________________________________________________________

_________________________________________________________

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Level two reflections Form #4

(Use after completing the activity/project)

(Grade 11-12) The Microscope (makes the small experience large)

1. What happened? Describe your experience.

2. What have you learned about this agency, these people, or the community?

__________________________________________________________

______

3. Was there a moment of failure, success, indecision, doubt, humor,

frustration, happiness, and/or sadness? Describe it.

__________________________________________________________

______

4. Does this experience compliment or contrast with what you are learning in

class?

How?

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4. Has learning through experience taught you more, less, or the same as

learning in the classroom? In what ways?

Supervisors’ name____________________

signature____________________

Students’ signature_______________________________

Teacher’s signature___________________________

THE TWO LEVELS OF REFLECTION taken from Cooper Mark, “Reflection: Getting Learning Out

of Serving

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Community and Service Verification From # 5

( Use with Projects Only) Name __________________________ Grade Level _____________

Date of Service ________________ Length of Service _____________

Location of Service:_____________________________

Title of Activity/ Service ___________________________________

Please ask your coordinator / supervisor to rate your performance:

( Official use Only)

Unsatisfactory

(1)

Fair

(2)

Good

(3)

Outstanding

(4)

Student was punctual

Student completed work / task

Student was reliable

Student assumed responsibilities

Student used time effectively

Student listened to and

encouraged others

Supervisor’s / Coordinator’s Name :____________________________

Supervisor’s/ Coordinator’s Email: ___________________________

By signing below, all parties attest that the above information verifying the

student’s participation in the described community service project is true and

accurate.

Student’s Signature _______________________ Date______________

Supervisor’s Signature____________________ Date ______________

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AlFaris School Community Service Portfolio Requirement

2015-2016

The Service Portfolio demonstrates students’ commitment to Al Faris

Community Service requirements and aims. Students are responsible for

organizing and maintaining all components of their Service Portfolio until the

completed and final Service Portfolio is collected in grade 10 and grade 12.

Portfolio/Binder :

It is Student’s responsibility to update and keep track of portfolio. It is

recommended that students make copies of their information. Students’

portfolios will be kept with homeroom teachers.

Evidence :

Students need to provide pictures/brochures/ certificates of completion as

evidence to support their place of service. Students must also complete the

attached planning , reflection and Student’s Verification forms ,then put

together all evidences in their portfolios.

Creativity :

We expect our students to keep their binder neatly organized and be

creative when arranging evidence.

Requirements:

Students should accumulate work samples from 9th –10th grades. ,then to

arrange another portfolio for grade 11-12 . A complete Portfolio is a

requirement to qualify for the Al Faris community service Certificate in 10th

grade, and in 12th grade.