creativity, activity, service...

John Adams High School An International Baccalaureate School

South Bend Community School Corporation South Bend, Indiana, United States

The International Baccalaureate Diploma Program

Creativity, activity, service guidebook For students graduating in 2016 and thereafter

2 John Adams High School

The International Baccalaureate Diploma Program Creativity, activity, service guidebook Published April 2015 John Adams High School South Bend Community School Corporation 808 S. Twyckenham Ave. South Bend, IN 46614 United States Phone: 001 574 283 7700 Fax: 001 574 283 7704 Website: https://www.edline.net/pages/adamshs Primary sources: IB CAS guidebook 2016 IB CAS pamphlet: Canadian International School of Hong Kong Images: Hiking boots, p. 10: 0.tqn.com/d/hiking/1/S/_/4/-/-/hiking_boots_mud_128258567.jpg. Accessed 27

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April 2015

Creativity, activity, service guidebook 3

Table of Contents

John Adams High School mission statement 5

IB mission statement 5

IB learner profile 6

Introduction 7 Purpose of this document 7 The Diploma Program 7 The nature of CAS 7 The aims of CAS 8 CAS learning outcomes 8 Your responsibilities 9

Overview 10 CAS experience 10 What is CAS? 11 What is not CAS? 12 CAS stages 12 CAS strands 14 Creativity 14 Activity 15 Service 16

Range and diversity of experiences – Your CAS plan in more detail 19 Some potential experiences 20

Steps to Success in CAS: Your responsibilities 20 Pre-‐planning 20 Create your CAS Plan 20 Carry out your CAS Plan 21 Recording and Reporting 21

Reflections 21 Elements of reflection 22 Getting started and extending reflection 22 Examples of well-‐constructed reflections 23 Examples of poor reflection 24 Time for reflection 24 Forms of reflection 25

Scholarships & Prizes 25

Funding 25


The CAS Project 26 Service project 27 Requirements 28 Basic Project 28 Quality Project 28

Originality, Depth, Significance, Impact, and Scope 28 Before Your Start 28 Carrying out the project 29 After Completion 29 Project Ideas 29

CAS portfolio 31 Types of CAS portfolios 31

Advice from the Class of 2015 32

CAS Calendar 2015-‐2017 – Procedures and major deadlines 33

Getting Started 34 Guide to Student Volunteering 34 Getting Started—Checklist 35 Your CAS Plan 36 CAS experience proposal 37 Does an experience qualify? (Part 1) 38 Does an experience qualify? (Part 2) 39

Supervisor letter 40 Supervisor’s evaluation report 41

ManageBac 42 Accessing your account 42

Evaluation 43 CAS Coordinator’s evaluation notes 43

In summary 45


John Adams High School mission statement

John Adams High School is committed to providing all students equal opportunities to achieve their full potential.

IB mission statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment.

These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.


IB learner profile

The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.


Introduction

Purpose of this document

This document is intended to guide the planning and organization of your creativity, activity, service (CAS) plan for your IB Diploma. As an IB Diploma candidate, you are the primary audience; it is expected the guide will also inform the school community about CAS.

The Diploma Program

The Diploma Program is a rigorous pre-university course of study designed for students in the 16 to 19-age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view.

The nature of CAS

CAS is at the heart of the Diploma Program. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning.

CAS is organized around the three strands of creativity, activity and service defined as follows:

• Creativity—exploring and extending ideas leading to an original or interpretive product or performance

• Activity—physical exertion contributing to a health lifestyle • Service—collaborative and reciprocal engagement with the community in response to an

authentic need

CAS enables you to demonstrate attributes of the IB learner profile in real and practical ways, to grow as a unique individual and to recognize your role in relation to others. You will develop skills, attitudes and dispositions through a variety of individual and group experiences that will provide you with opportunities to explore your interests and express your passions, personality and perspectives. CAS complements a challenging academic program in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment.

Your CAS program is based on your interests, skills, values and background. Therefore, your program will be different from that of your friends.

Successful completion of CAS is a requirement for the award of the IB Diploma. While not formally assessed, you will reflect on your CAS experiences and provide evidence in the CAS portfolio of achieving the seven learning outcomes.

The CAS program begins at the start of the Diploma Program (August of grade 11) and continues regularly, ideally on a weekly basis, for at least 18 months with a reasonable balance between creativity, activity, and service.

All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of evidence that showcases CAS experiences and for student reflections; it is not formally assessed by IB.


Completion of CAS is based on your achievement of the seven CAS learning outcomes. Through your CAS portfolio, you will provide the school with evidence demonstrating achievement of each learning outcome.

You will engage in CAS experiences involving one or more of the three CAS strands. A CAS experience can be a single event or may be an extended series of events.

Further, you will undertake a CAS project of at least one month’s duration that challenges you to show initiative, demonstrate perseverance, and develop skills such as collaboration, problem solving, and decision-making. The CAS project can address any single strand of CAS, or combine two or all three strands.

You will use the CAS stages (investigation, preparation, action, reflection and demonstration) as a framework for CAS experiences and the CAS project.

There are three formal documented interviews that you must have with your CAS coordinator. The first interview is at the beginning of the CAS program, the second at the end of the first year, and the third interview is at the end of the CAS program. It is recommended that you meet with the CAS coordinator more often, as necessary.

CAS emphasizes reflection, which is central to building a deep and rich experience in CAS. Reflection informs your learning and growth by allowing you to explore ideas, skills, strengths, limitations and areas for further development and consider how you may use prior learning in new contexts.

The aims of CAS

CAS aims to develop students who:

• enjoy and find significance in a range of CAS experiences • purposefully reflect upon their experiences • identify goals, develop strategies and determine further actions for personal growth • explore new possibilities, embrace new challenges and adapt to new roles • actively participate in planned, sustained and collaborative CAS projects • understand they are members of local and global communities with responsibilities towards each

other and the environment.

CAS learning outcomes

Completion of CAS is based on the achievement of the seven CAS learning outcomes realized through your commitment to your CAS program over a period of 18 months. Some learning outcomes may be achieved many times, while others may be achieved less frequently. Not all CAS experiences lead to a CAS learning outcome. You will provide the school with evidence in your CAS portfolio of having achieved each learning outcome at least once through your CAS program.

To demonstrate these learning outcomes have successfully been met you will need to present the evidence you have collected over the two years. Usually evidence will be in the form of written reflections, but can also include photos, video, pod casts or any other suitable medium. You will be presenting this evidence formally in an interview with your CAS coordinator and informally in the Senior CAS showcase through either a digital portfolio of your learning or a visual presentation, like a scrapbook or poster. Specific details will be discussed closer to the completion of the CAS requirement in grade 12.


In CAS, there are seven learning outcomes.

1. Identify own strengths and develop areas for growth. Students are able to see themselves as individuals with various abilities and skills, of which some are more developed than others.

2. Demonstrate that challenges have been undertaken, developing new skills in the process. A new challenge may be an unfamiliar experience or an extension of an existing one. The newly acquired or developed skills may be shown through experiences that the student has not previously undertaken or through increased expertise in an established area.

3. Demonstrate how to initiate and plan a CAS experience. Students can articulate the stages from conceiving an idea to executing a plan for a CAS experience or series of CAS experiences. This may be accomplished in collaboration with other participants. Students may show their knowledge and awareness by building on a previous experience, or by launching a new idea or process.

4. Show commitment to and perseverance in CAS experiences. Students demonstrate regular involvement and active engagement in CAS.

5. Demonstrate the skills and recognize the benefits of working collaboratively. Students are able to identify, demonstrate and critically discuss the benefits and challenges of collaboration gained through CAS experiences.

6. Demonstrate engagement with issues of global significance. Students are able to identify and demonstrate their understanding of global issues, make responsible decisions, and take appropriate action in response to the issue, locally, nationally or internationally.

7. Recognize and consider the ethics of choices and actions. Students show awareness of the consequences of choices and actions in planning and carrying out CAS experiences.

Your responsibilities

Key to your CAS program is personal engagement, choice and enjoyment of CAS experiences.

You must:

• undertake a variety of CAS experiences, some of which are self-initiated • participate in CAS continually for a minimum of 18 months • undertake in at least one CAS project with a minimum duration of one month • reflect on CAS experiences • maintain a CAS portfolio and keep records of CAS experiences with evidence of achievement of

the seven learning outcomes • demonstrate achievement of the seven learning outcomes to the CAS coordinator • meet with the CAS coordinator at least three times over the course of the program

Additionally, you are expected to:

• approach CAS with a proactive attitude • explore personal values, attitudes, and attributes with reference to the IB learner profile and

mission statement • determine personal goals


• understand and apply the CAS stages where appropriate • become more aware of personal interests, skills and talents and observe how these evolve

throughout the CAS program • understand the reflection process and identify suitable opportunities to reflect on CAS

experiences • ensure a suitable balance between creativity, activity and service in your CAS program • behave appropriately and ethically in your choices and behaviors

Overview

CAS experience

A CAS experience is a specific event in which you engage with one or more of the three CAS strands.

CAS experience can be a single event or may be an extended series of events.

A CAS project is a collaborative series of sequential CAS experiences lasting at least one month (see the section of CAS project for additional criteria).

Single CAS experience (one-time event)

______________________________

CAS stages may/may not be used

______________________________

Going for a one-day mountain hike (Activity)

Series of CAS experiences ______________________________

CAS stages used

______________________________

A planned number of visits to a nursing home

(Service)

CAS project: collaborative series of CAS experiences

______________________________

CAS stages used ______________________________

A group of students plan and

stage a basketball tournament for the local community in a series of

CAS experiences (Activity and Service)

CAS


What is CAS?

Creativity, activity, service (CAS) should involve:

• real purposeful activities, with significant outcomes • personal challenge – tasks must extend the student and be achievable in scope • thoughtful consideration, such as planning, reviewing progress, reporting • reflection on outcomes and personal learning

The emphasis is on learning by doing real tasks that have real consequences and then reflecting on these experiences over time.

A CAS experience must:

• fit within one or more of the CAS strands • be based on a personal interest, skill, talent or opportunity for growth • provide opportunities to develop the attributes of the IB learner profile • not be used or included in the student’s Diploma course requirements

The most meaningful CAS experience comes from spending time with others to build relationships and develop the self-worth of both server and served. In the design and construction of your CAS schedules you are reminded of the equal importance of all three areas: CREATIVITY, ACTIVITY, SERVICE. There must be a balance among the three. Appropriate activities might include:

• physical assistance to the elderly • designing and publishing a calendar to raise

funds • establishing and coaching a sports team for

disadvantaged children • establishing and leading a music ensemble

for visually impaired people • involvement in a theatrical production to

which children are invited • environmental restoration and protection

Experiences should be undertaken gradually, be appropriately adapted to the circumstances and take into account your aptitudes and preferences. Your activities should be rewarding and enrich all involved. When well carried out, your CAS experience should build your self-esteem, self-confidence and self-reliance.

Consider these questions:

• Will the experience be enjoyable? • Does the experience allow for development of personal interests, skills and/or talents? • What new possibilities or challenges could the experience provide?

Experiences

Creativity

Service Activity


• What might be the possible consequences of your CAS experience for you, others and the environment?

• Which CAS learning outcomes may be addressed?

What is not CAS?

CAS is not a points-scoring exercise. It should be an interesting variety of activities that you find intrinsically worthwhile and rewarding, and which is mutually beneficial to you and to your community. Generally, CAS is not taking place when you are in a passive rather than an active role. There should be in t e rac t ion . If you are passive, nothing of real value, either for you or for other people, results from what you are doing, and no real reflection is possible.

Examples of experiences, which at first sight would appear to be inappropriate, are listed below.

• any class, activity or project that is already part of the Diploma Program. • an activity for personal reward, financial or benefit-in-kind. • simple, tedious and repetitive work. • a passive pursuit, e.g. museum, theatre, exhibition, concert visits. • part of family or religious duty. • work experience that only benefits the student. • fundraising with no clearly defined end in sight. • an experience where there is no responsible adult on site to evaluate your performance. • experiences that cause division amongst different groups in the community.

• working in an old people’s or children’s home when you: o have no idea of how the home operates o are just making sandwiches o have no contact at all with the old people or children o actually do no service for other people

(The above example can be applied to many other activities purporting to be CAS)

CAS stages

The CAS stages are designed to be a supportive framework and process as you consider what you would like to do in CAS, make plans, and carry out your ideas. The CAS stages can be applied to all three strands of creativity, activity, and service as well as the CAS project.

These CAS stages represent a process and sequence that can assist you in many aspects of your life. They follow a process whereby you investigate an interest that raises questions and curiosity; prepare by learning more; take some form of action; reflect on what you’ve done; and demonstrate your understanding. The stages may be used more than once for each experience, and in fact, should be used more than once for on-going experiences and CAS projects. By applying these stages to CAS, you have a reliable yet flexible structure you can then apply to future situations with confidence.


There are two parts as noted in the diagram. The center represents the process with four key parts: investigation, preparation, action, and reflection (occurring intermittently in response to significant experiences). The outer circle has two parts and guides students in summarizing their experience: reflection and demonstration.

The five CAS stages are as follows:

1. Investigation: Identify your interests, skills and talents to be used in considering opportunities for CAS experiences, as well as areas for personal growth and development. Investigate what you want to do and determine the purpose for your CAS experience. In the case of service, identify a need you want to address.

2. Preparation: Clarify roles and responsibilities, develop a plan of actions to be taken, identify specified resources and timelines, and acquire any skills as needed to engage in the CAS experience.

3. Action: Implement your idea or plan. This often requires decision-making and problem solving. You may work individually, with partners, or in groups.

4. Reflection: Describe what happened, express feelings, generate ideas, and raise questions. Reflection can occur at any time during CAS to further understanding, to assist with revising plans, to learn from the experience, and to make explicit connections between your growth, accomplishments, and the learning outcomes for personal awareness. Reflection may lead to new action.

5. Demonstration: Make explicit what and how you learned and what you have accomplished, for example, by sharing your CAS experience through your CAS portfolio or with others in an informal or formal manner. Through demonstration and communication, you solidify your understanding and evoke response from others.

Reflection

Demonstration

Investigation

Preparation Action

Reflection

Reflection

Reflection


For singular CAS experiences, students may begin with investigation, preparation, or action. For ongoing CAS experiences, beginning with investigation is advised. In these ongoing experiences, the action stage may lead students back to investigation or preparation as they further develop, expand and implement new or related ideas.

CAS strands

Creativity

Exploring and extending ideas leading to an original or interpretive product or performance.

Creativity in CAS provides you with the opportunity to explore your own sense of original thinking and expression. Creativity will come from your talents, interests, passions, emotional responses, and imagination; the form of expression is limitless. This may include visual and performing arts, digital design, writing, film, culinary arts, crafts and composition. You are encouraged to engage in creative endeavors that move you beyond the familiar, broadening your scope from conventional to unconventional thinking.

If you are accomplished in a particular creative form, for example, music, painting or acting, you may choose to extend your involvement and deepen your skill level. Within your field, you can define new challenges and objectives to fulfill creativity in CAS. For example, a musician may compose and perform a guitar solo; an artist may create a new sculpture or photographic series; an actor may present an original dramatic piece. By striving for new possibilities, you may discover ways to meet challenges and identify strengths that will carry you forward with curiosity and continued innovation. When demonstrating creative expression, you may showcase your product or performance in a variety of ways, for example, through a recording, a presentation, an exhibition, social media or shared discussion. Creativity in CAS is not met by the appreciation of the creative efforts of others, such as attending a concert or art exhibition.

Creativity can be inspired and informed by the your Diploma courses. For example, you can meet new challenges and objectives in creativity using the skills developed in the visual arts course, or find new ways of expression utilizing elements in the design technology course. However, creativity experiences must be distinct from, and may not be included or used in, the your Diploma course requirements.

As with all CAS experiences, you will reflect meaningfully on your engagement with creativity, and may be guided to look for moments of personal significance or inspiration as a call for reflection. Creativity may provide inspiration for the ways in which you will reflect. For example, students may reflect through art, music, a brief narrative, a blog posting, photos, a skit, or other methods.

Approaches to creativity

There are many approaches to creativity, such as:

• Ongoing creativity: You may already be engaged in creativity as part of a school group or club, or through some other form of sustained creativity. You may continue in this as part of your creativity; however, you could also be encouraged to further extend and develop your participation if appropriate.

• School-based creativity: You are encouraged to participate in meaningful creativity and to explore your own sense of original thinking and expression. In school, there may be appropriate


creativity opportunities in which you can engage. These creativity experiences could be part of the school’s service CAS projects, a school club, timetabled creativity sessions, or other opportunities.

• Community-based creativity: Participating in creativity within the local community advances your awareness and understanding of interpersonal relationships with others, particularly if the creativity experience involves the local community. Creativity experiences best occur with a regularity that builds and sustains relationships while allowing the growth of your talents, interests, passions, emotional responses, and imagination. For example, you could be encouraged to join a community-based theatre group, contribute towards a community art gallery, create a sculpture for the community park, take cooking classes, or other opportunities.

• Individual creativity: You may decide that you wish to engage in solitary creativity experiences such as composing music, developing a website, writing a compilation of short fiction stories, designing furniture, creating arts and crafts, or painting a series of portraits. Such creativity experiences are of most benefit when they take place over an extended duration of time. You are encouraged to set personal goals and work towards these in a sustained manner. Risk assessment of such solitary creativity experiences should be conducted with the student beforehand if applicable.

Activity

Physical exertion contributing to a healthy lifestyle

The aim of the “Activity” strand is to promote lifelong healthy habits related to physical well-being. Pursuits may include individual and team sports, aerobic exercise, dance, outdoor recreation, fitness training, and any other form of physical exertion that purposefully contributes to a healthy lifestyle. You are encouraged to participate at an appropriate level and on a regular basis to provide a genuine challenge and benefit.

Schools must support students whose circumstances or culture may determine participation in physically active experiences. Similarly, students with disabilities must be given opportunities to take part in this strand. All CAS students must satisfy the basic requirement of physical exertion contributing to a healthy lifestyle as is appropriate for each student.

If you regularly participate in suitable activity experiences, you are encouraged to develop and extend your participation. You could expand personal goals, explore different training models to enhance your existing sport or become involved in a new sport. For dedicated student athletes, maintenance of a planned rigorous training program is appropriate. Participation in a physical education class may be considered activity if it meets the CAS guidelines

As with all CAS experiences, you must reflect purposefully on your engagement with activity and may be guided to look for moments of personal significance or inspiration as a call for reflection.


Approaches to activity

There are many approaches to activity, such as:

• Ongoing activity: You may already be engaged in activity as part of a school team or club, or through some other form of sustained physical exercise. You may continue in this as part of your activity; however, you should set personal goals in keeping with the principles of CAS. You are encouraged to further extend and develop their participation if appropriate.

• School-based activity: You are encouraged to participate in meaningful activity that benefits your physical well-being. In school there are appropriate activity opportunities in which you can engage. These activity experiences could, for example, be part of the school curriculums, a school sports club, or timetabled sports sessions. You may elect to initiate a school-based activity such as basketball or tennis and engage other CAS students or any student within the school.

• Community-based activity: Participating in activity within the local community advances your awareness and understanding of interpersonal relationships, particularly if the activity experience involves members of the local community. However, single events of activity can lack depth and meaning. When possible, activity experiences best occur with a regularity that builds and sustains relationships while allowing the growth of your physical well-being. For example, rather than a single activity experience at a community-based fun run, you are encouraged to join a community-based running club, a dance class, an aerobics class or an out-of-school sports group.

• Individual activity: You may decide that you wish to engage in solitary activity experiences such as, attending a gym, bicycling, roller-skating, swimming, or strength conditioning. Such activity experiences are of most benefit when they take place over an extended duration of time. You are encouraged to set personal goals and work towards these in a sustained and correctly applied manner. Risk assessment of such solitary activity experiences should be conducted with the student beforehand if applicable.

Service

Collaborative and reciprocal engagement with the community in response to an authentic need

The aim of the “Service” strand is for you to understand your capacity to make a meaningful contribution to your community and society. Through service, you will develop and apply personal and social skills in real-life situations involving decision-making, problem solving, initiative, responsibility, and accountability for your actions. Service is often seen as one of the most transforming elements of CAS by promoting self-awareness, offering diverse occasions for interactions and experiences and opportunities for international-mindedness. Use of the CAS stages in developing a service experience is recommended for best practice.

Service within CAS benefits all involved: you will learn as you identify and address authentic community needs, and the community benefits through reciprocal collaboration. Service fosters development of abilities, attitudes and values in accordance with the IB mission statement and the IB learner profile. As such, CAS service experiences are unpaid.

When defining “community”, consideration must be made to situation and culture. The community may be the school; however, it is recommended that service experiences extend beyond the school to local,


national and/or international communities. Community involvement includes collaboration with others, as you investigate the need, plan and implement your idea for service.

CAS coordinators should always consider the advantage of students conducting service locally. Local interactions allow for developing relationships, observing and participating in sustained change, and meeting challenges through collaboration. From the local context, you can extend your thinking and knowledge to understanding global issues. You can also extend local service to global impact through partnerships with CAS students in other cities and towns, countries and continents. Technology affords opportunities for networking, sharing of initiatives, partnerships and impact.

As with all CAS experiences, you must reflect purposefully on your engagement with service, and may be guided to look for moments of personal significance or inspiration as a call for reflection.

Service involves interaction, such as the building of links with individuals or groups in the community. The community may be the school, the local district, or it may exist on national and international levels (such as undertaking projects of assistance in a developing country). Service experiences should not only involve doing things for others but also doing things with others and developing a real commitment with them. The relationship should therefore show respect for the dignity and self-respect of others.

Incorporating the service element can enhance both creativity and action. For example, if you become involved in the arts or physical activities you might consider coaching young children or seniors in residential homes.

Four types of service

It is recommended that you engage with different types of service within their CAS program. These types of service are as follows.

• Direct service: Involves people, the environment or animals. For example, this can appear as one-on-one tutoring, developing a garden in partnership with refugees, or working in an animal shelter.

• Indirect service: Though you do not see the recipients of indirect service, you have verified your actions will benefit the community or environment. For example, this can appear as re-designing a non-profit organization’s website, writing original picture books to teach a language, or nurturing tree seedlings for planting.

• Advocacy: Speak on behalf of a cause or concern to promote action on an issue of public interest. For example, this may appear as initiating an awareness campaign on hunger, performing a play on replacing bullying with respect, or creating a video on sustainable water solutions.

• Research: Collect information through varied sources, analyze data, and report on a topic of importance to influence policy or practice. For example, you may conduct environmental surveys to influence your school, contribute to a study of animal migration, and compile effective means to reduce litter in public spaces, or conduct social research by interviewing people on topics such as homelessness, unemployment or isolation.


Approaches to service

There are many approaches to service, such as:

• Ongoing service: When investigating a need that leads to a plan of action implemented over time, you develop perseverance and commitment. You will observe how your ideas and actions build on the contributions of others to effect change. Your reflections may show deeper awareness and knowledge of social issues.

• School-based service: While you are encouraged to participate in meaningful service that benefits the community outside school, there may be appropriate service opportunities within the school setting. In all cases an authentic need must be verified that will be met through your action. Service needs met at a school may prepare you for further action within the larger community; for example, by tutoring within the school, you may be better prepared to tutor at a community center.

• Community-based service: Participating in service within the local community advances your awareness and understanding of social issues and solutions. However, single incidents of engagement with individuals in a service context can lack depth and meaning. When possible, interactions involving people in a service context best occur with a regularity that builds and sustains relationships for the mutual benefit of all. For example, rather than a single service experience at a retirement facility, you may decide to establish regular visits when you realize your efforts are valued and have reciprocal impact.

• Immediate need service: In response to a disaster, you may want to move towards immediate action. Typically you quickly attempt to assess the need and devise a planned response. Later, you can be reminded and encouraged to further investigate the issue to better understand underlying causes. This provides greater context even if the service action has already taken place. With increased knowledge, you may commit to ongoing assistance, for example, joining with prevention or community resilience initiatives regarding an environmental issue.

• Fundraising: The preferred approach is to initially develop your understanding of the organization you choose to support and the issues being addressed. Draw from your interests, skills and talents to plan the method and manner of fundraising. Ideally, you would directly communicate with the organization and establish accountability for funds raised. Sharing the rationale for the fundraising educates others and advocates the chosen cause. You could also be asked to consider other ways to augment your contribution through direct, advocacy, or research service.

• International service: You are encouraged to participate locally in service before considering international service opportunities. When participating in international service, you must understand the background and the circumstances of an identified and authenticated need to support your involvement. When direct communication with an overseas community is not possible, you could cooperate with an outside agency to provide an appropriate service. You would benefit from serving in an international context when able to make clear links to parallel issues in your local environs and you would understand the consequences of your service. Schools must ensure that commercial providers, if used, act in accordance with the aims of the IB mission statement and CAS requirements. Additionally, schools must undertake risk assessment to ensure the safety of students.


• Volunteerism: You can volunteer in service experiences organized by other students, the school or an external group. In such cases, you would benefit from prior knowledge of the context and the service need. Being informed and prepared increases the likelihood that the your contribution will have personal meaning and value. Utilizing the CAS stages prior to volunteering is highly recommended.

• Service arising from the curriculum: Teachers plan units with service learning opportunities in mind; you may or may not respond and act. For example, while studying freshwater ecology in environmental systems and society, you decide to monitor and improve a local water system.

Range and diversity of experiences – Your CAS plan in more detail

When creating your CAS plan you should choose to involve yourself in activities that have the following characteristics:

• a group experience • an experience that combines two of the three areas • an experience that is a new challenge to you • an experience that is an extension of an existing one • an experience where you learn a new skill • involvement with projects (either locally, nationally, or internationally) • an experience involving collaboration with others • one experience that you initiated

Please note:

• it is your attitude towards your CAS experience and the reflections on your learning, that are important

• You should plan on spending three to four hours per week over the course of 18 months on CAS experiences, with a reasonable balance between creativity, action, and service.

• No CAS experience should be trivial. You should be considering experiences that require a time commitment of between 10 and 20 hours. However, it is the quality of a CAS experience that is of most importance, not the hours spent on it.

• All CAS experiences must be pre-approved before you begin. • Abrupt withdrawal from an experience is not encouraged. You may not be demonstrating

perseverance and commitment to your CAS experience, which is a required learning outcome of the CAS program.

Note: You may spend a lot of time on an experience. That is commendable. Remember though, you should balance your commitments within the IB program.


Some potential experiences

There are always overlaps over the three areas. This is not an exhaustive list.

CREATIVITY ACTIVITY SERVICE Art/photography gallery Aerobics Model United Nations Assembly contribution Football Environmental Club

Leadership role in any school club or society Class websites Gymnastics Family Fun Fair

Choir Kickboxing Pet Refuge volunteer Speech and debate Marathon Hospice visit Drama production Baseball/Softball JAVA (John Adams

Volunteer Association) Gastronomy Soccer

Jazz/rock band Sports event Open House Learning a musical instrument Swimming Student Council

Youth Leadership Conferences Needlework/Sewing Table Tennis Peer Tutoring

Fashion Show Tai Chi Amnesty International Talent Show Tennis Fundraising project

Pottery Volleyball Any other individual project initiated by students

Habitat for Humanity Calligraphy Basketball Mock Trial Club sports

Steps to Success in CAS: Your responsibilities

Pre-planning

You must self-review at the beginning of your CAS program and set personal goals for what you hope to achieve through your CAS program. This will involve identifying your interests, strengths, weaknesses, and resources. (Complete questionnaires and forms provided to you during meetings, homeroom time, or on the CAS website.)

Create your CAS Plan

You must take part in a range of experiences, including at least one project, some of which you initiated yourself. You must be engaged in experiences that involve issues of global importance. You should take part in experiences that involve you in the school community, local community, national community, and the international community. You should plan on spending half a day per school week (three to four hours per week) over the course of 18 months, with a reasonable balance between creativity, action and service.


Carry out your CAS Plan

You must plan your experiences, carry them out, and reflect on what you have learned. All experiences must be pre-approved by the CAS Coordinator before you begin. Submit your proposed experience to the ManageBac online system, including the contact details for the supervisor. Once the experience has been approved you may begin. Remember, CAS experiences should continue on a regular basis for at least 18 months.

Recording and Reporting

You must keep records of your experiences and achievements, including creating a list of the principal experiences undertaken and taking photos whenever possible. You will be meeting with your CAS coordinator at least three times. You must provide evidence of your achievement of the seven CAS learning outcomes (see page 8-9). Evidence and reflections will be stored electronically on ManageBac.

Reflections

You must reflect on your CAS experiences. Experiential learning is at the heart of CAS. Experiential learning involves much more than just planning and carrying out the activity itself. It also involves personal observation and reflection of your feelings and interactions, analysis of your perceptions, identifying your achievements, outstanding issues, personal strengths and challenges, evaluating your actions and thinking about your new understandings. During the project, you should note down your feelings, thoughts, and observations you have made. Once you have completed your meaningful reflections you should then apply this learning to the next experience or situation.

Reflection is: Reflection is not:

• honest • personal • done in many different ways • sometimes difficult • sometimes easy • sometimes creative • building self-awareness • necessary for learning • what I did, combined with how I felt • surprising • helpful for planning • done alone or with others • about thoughts, feelings, and ideas • adding perspective.

• forced • right or wrong • good or bad • marked or graded • difficult • copying what someone else said • predictable • to be judged by others • only a summary of what happened • done to please someone else • a waste of time • only written • only discussion • only led by teachers.


Elements of reflection

Reflection is a dynamic means for self-knowing, learning and decision-making. Four elements assist in the CAS reflective process. The first two elements form the foundation of reflection.

• Describing what happened: Retell your memorable moments, identifying what was important or influential, what went well or was difficult, obstacles and success.

• Expressing feelings: Express your emotional responses to your experiences.

The following two elements add greater depth and expand perspectives.

• Generating ideas: Rethink or re-examine choices and actions to increase your awareness of your self and the situation.

• Asking questions: Questions about people, processes or issues prompt further thinking and ongoing inquiry.

Getting started and extending reflection

Reflections may not come naturally to you. To help you get started you should consider the following key questions:

• What did I plan to do? • What did I do? • What were the outcomes for me, the team I was working with, and others? • How successful was I in achieving my goals? What difficulties did I encounter and how did I

overcome them? • What did I learn about myself and others through this activity/project? What abilities, attitudes

and values have I developed? • Did anyone help me to think about my learning during this activity/project? If so, who helped

and how did they help? • How did this activity/project benefit others? • Did I maintain full attendance? How many sessions have I missed? Was I punctual? How would

I summarize my effort and commitment? • What might I do differently next time to improve? • How can I apply what I have learned in other life situations? • What have I learned about development issues that are evident in our local community? How do

I feel about this? What are my views on these issues? What have I done to address these issues?

You can and should go deeper. Some examples would be:

• What did I do? could become: o Why did I make this particular choice? o How did this experience reflect my personal ideas and values? o In what ways am I being challenged to think differently about myself and others?


• How did I feel? could become: o How did I feel about the challenges? o What happened that prompted particular feelings? o What choices might have resulted in different feelings and outcomes?

People can learn from experience. In fact, it is not only a possibility but also a necessity. Aldous Huxley says, “Experience is not what happens to a person; it is what a person does with what happens to him or her.” A necessary part of turning what you experience into what you know is reflection – time to sit down and consider:

• What you saw and didn’t see • Who needed you and why you were there? • What did you learn and what did you teach?

Reflection involves observation, asking questions, putting facts, ideas and experiences together to come up with new meaning. Reflection on experience can give you the following abilities:

• Taking charge: Being able to learn from experience gives us the power to influence the meaning and impact of things that we do or that happen to us.

• Increasing your problem solving ability: Being able to analyze problems, generate alternatives, and anticipate consequences are critical skills.

• Power to assess your personal impact: Ongoing reflection helps reveal and even determine what personal changes are occurring in self-image, new skills, and ideas about a career. It can give you the self-confidence to take on a bigger project or to use more of your skills.

It will be through your reflections that you will learn from what you are doing, and we will know whether:

• your attitudes and values were able to transcend race, class, religion, age, gender, and politics • you grew in areas of knowledge and technical abilities, and developed a spirit of discovery and

self-reliance • you made links with the local community and developed longer-term goals • your academic disciplines were complemented by your real life experience

Bring your reflections to your meetings with the Coordinator or send your Coordinator a link to your reflections. Feedback is an important part of the process and can take the form of an informal or formal discussion, group discussion, written response to a blog posting, or paired peer conversation.

Examples of well-constructed reflections

Increased their awareness of their own strengths and areas for growth

“The thing with boxing is that speed is super important. Realistically, when a boxer is in the ring, he is not gonna do any good if he is one step slower than his opponent. To be frank, speed is the part I'm really weak at, and that is partially why I decided to do boxing: to enhance my speed. Everything seemed so difficult in the beginning, particularly because I was new and some of the positions of the legs felt really... awkward. So every now and then when I'm standing around, I take the "boxing position" and look at myself in the mirror. Does this look awkward? I think to myself.”


Considered the ethical implications of their actions

“The children were very open in accepting me. They were always the ones who made this brief interaction between two strangers seem comfortable. Through the compassion I constantly saw in these very sick children I was exposed to an amazing outlook on life. One of the false assumptions I made about working at the Children’s Hospital was that as a result of my work I would feel good about myself for giving my time to these children. In fact, I did feel good about myself but it was not because of what I had given. Instead it was the children who gave to me. From them I learned how positive and selfless people can be... ”

Undertook new challenges

“Well, today was the hardest routine I've had to learn, so far. Hip hop dancing is something completely different from any type of dancing I've done before. It was really hard to begin with, and still is really hard, but I feel myself improving a little bit more each week. I know I'm not as good as anyone else who does it, but I have fun! I've learnt to let go of my body and move to the music more, and that I shouldn't tense up my body. This experience has been really fun, and I'm looking forward to more classes!”

Examples of poor reflection

“Today I got to the nursing home at 2:00. Talked to some ladies. Passed out popcorn at the movie. Went home at 4:00. When you volunteer at the nursing home, the residents really make you feel appreciated. It makes it all worthwhile.”

Whether it was for a long period or short, this student reflecting on their social service missed the point. This student was surrounded by human drama. On every side were loneliness, love, struggle, joy, death, dignity, injustice, need and concern. There were more than a dozen health-related, trades-related, professional-related careers to observe and experiment with. There were people with wisdom to draw upon and pains to ease. From this student’s observations and reflections, very little engagement is evident.

Time for reflection

Purposeful reflection is about quality rather than quantity. The appropriate occasion, amount and method is your decision. You are not expected to reflect on every CAS experience; you should identify moments worthy of reflection. Reflection is most meaningful when recognized as a personal choice. If the emphasis is on quantity with a required number of reflections or with a requirement such as “students must complete a reflection for every CAS experience,” reflection becomes an obligation, which is contrary to the purpose of reflection in CAS.

The preferred emphasis is for you to determine key moments during CAS experiences that inspire reflection. The following approaches may be helpful.

• Choose significant moments as the basis for reflections, for example when: o a moment of discovery is happening o a skill is mastered o a challenge is confronted o emotions are provoked o achievement deserves celebration


• Reflect during or at the end of a CAS experience or series of CAS experiences, to identify important moments, discuss a possible learning outcome, recognize personal growth and achievements, and plan for your next CAS experience.

• Engage in group reflection with your peers to discover shared insights. • Reflect at the beginning during, and at the end of a series of CAS experiences. This will help you

think about elements like planning, opportunities, expectations, challenges, progress, and personal growth.

Forms of reflection

During CAS, the form of reflection must take into account your personal preferences. Reflection can appear in countless forms. You should feel able to identify forms of expression that have personal meaning and best enable you to explore your experiences. For example:

• Take photographs while hiking and use these to reflect in writing. • With a friend compose a song describing how you helped children. • Dramatize a poem to capture a feeling of creative endeavor. • Produce a short video summarizing a CAS experience. • With a group of friends create a poster highlighting aspects of a shared experience.

By encouraging you to choose forms of reflection that are personal and enjoyable, reflection becomes a means for self-discovery. You will make connections, develop awareness of choices and consequences, and acquire sensitivity to the experiences of self and others.

Your reflection may be expressed through a paragraph, a dialogue, a poem, a comic strip, a dramatic performance, a letter, a photograph, a dance, or other forms of expression. Reflection can be internal and private or external and shared.

It is possible that you will want to keep certain reflections private. As such, you will decide which reflections will be placed in your CAS portfolio. You should include reflections in your CAS portfolio that give evidence to achieving each of the seven CAS learning outcomes.

Scholarships & Prizes

Awards may be available for work you undertake through CAS. A starter list of these will be included in a later edition. You may do your own research.

Funding

There are various sources of funding for your CAS experiences and projects. The process for requesting funds can take a while so it is important to plan in advance. A starter list of funding ideas will be included in a later edition. As always, you may do your own research.


The CAS Project

A CAS project is a collaborative, well-considered series of sequential CAS experiences, engaging students in one or more of the CAS strands of creativity, activity and service. CAS students must be involved in at least one CAS project during their CAS program.

The primary purpose of the CAS project is to ensure participation in sustained collaboration. Through this level of engagement you may discover the benefits of teamwork and of achievements realized through an exchange of ideas and abilities. A CAS project challenges you to show initiative, demonstrate perseverance, and develop skills such as those of cooperation, problem solving and decision-making.

A CAS project involves collaboration between a group of students or with members of the wider community. You will work as part of a team, with all members being contributors. A CAS project offers you the opportunity to be responsible for, or to initiate, a part of or the entire CAS project. Working collaboratively also provides opportunities to enhance and integrate your personal interests, skills and talents into the planning and implementation of CAS projects.

All CAS projects should use the CAS stages as a framework for implementation to ensure that all requirements are met.

A CAS project can address any single strand of CAS, or combine two or all three strands. The following examples are provided to help generate further ideas without limiting the scope and direction of a CAS project.

• Creativity: A student group plans, designs and creates a mural. • Activity: Students organize and participate in a sports team including training sessions and

matches against other teams. • Service: Students set up and conduct tutoring for people in need. • Creativity and activity: Students choreograph a routine for their marching band. • Service and activity: Students plan and participate in the planting and maintenance of a garden

with members of the local community. • Service and creativity: Students identify that children at a local school need backpacks and

subsequently design and make the backpacks out of recycled materials. • Creativity, activity, and service: Students rehearse and perform a dance production for a

community retirement home.

All CAS projects are designed with a defined purpose and goals. Identify one or more learning outcomes to further guide your role and responsibilities in the CAS project. You will likely identify more outcomes, or modify expected outcomes during the CAS project and/or at its completion.

A minimum of one month is required for a CAS project, from planning to completion. CAS projects of longer duration can provide even greater scope and opportunities for all participants and should be encouraged. Students should aim to undertake their CAS project locally and, if possible, engage in more than one CAS project over the duration of their CAS program.


As expected throughout CAS, you must reflect on your CAS project experience. Due to the collaborative nature of the CAS project, having occasions to reflect with others can be informative and assist you in gaining insights into the process of your endeavor as well as personal growth.

Service project

When a CAS project addresses the CAS strand of service (known as service project), you must take into account the opinions and expectations of others involved and focus on meaningful and authentic needs to ensure actions are respectful and reciprocal. Awareness of the possible impact and consequences of your actions should be part of the planning process. Where possible, service projects should involve working alongside community members with ongoing communication. When the service project involves the use of an external facilitator such as a non-government organization or a commercial provider, care should be taken to ensure that the facilitator acts in accordance with the IB mission statement and CAS requirements.

A service project that includes interaction with and appreciation of diverse social or cultural backgrounds can increase international-mindedness and engagement with issues of global significance. International service projects are acceptable if clear goals and outcomes are established, understood, and based on the expectation of compelling benefits expected for all stakeholders. If a service project is conducted outside the local context, it is recommended that there is some form of continuation. For example, you could research the community served and educate yourself further about the issues involved, develop an advocacy program for the served community, or develop greater awareness of a related need in your local community leading to some form of local action. This may inspire the next group of CAS students.

For any service project it is important to ensure that there is:

• a genuine need for the service project, which has been stated and agreed upon by the potential partners

• if required, a liaison officer who has a good relationship with the community where the service project is based

• an understanding of the level of your participation that is feasible in the service project • a clear assessment of potential risks to participating students • approval from the school administration for the service project • a demonstration of how the CAS stages were followed • a thorough evaluation of the benefits of the service project for all involved.

Purposeful relationships between students and community members leading to sustainable service projects are potentially the most rewarding for all concerned. As community needs change, your responses should also evolve to meet these new circumstances. When a service project initiated by one group is adopted by other students, the new students must ensure the need is authentic or make the necessary adjustments and ensure their contribution is relevant.

The aim of this part of the workbook is to help you plan and record your progress and complete and submit a final report for your CAS project.


Requirements

Basic Project

Every CAS student must be involved in at least one CAS project of at least one-month duration. An acceptable project satisfies the following basic requirements:

1. There is evidence of significant planning 2. Involves teamwork and collaboration 3. Integrates one or more of creativity, action and service 4. Is at least one month in duration 5. Has meaningful results 6. Submits a CAS project report including reflections

Quality Project

Some students may have involved themselves in a project that far exceeds these basic requirements. Students in this situation could be rewarded with certificates, grants, or awards. A high quality project satisfies the basic requirements outlined above and meets the indicators of the Quality Criteria described below.

1. Engages the student in a global issue or meaningful service

The project has significantly impacted a social or environmental challenge, either locally or internationally. Experiences provide enough time to address identified community needs. This positive impact is clearly evident in the Project Report.

2. Is of significant duration & intensity

The project is conducted during concentrated blocks of time across a period of several months. The project has sufficient duration and intensity to address community needs.

3. Leadership Demonstrated significant leadership in carrying out their project.

4. High quality CAS project report

High quality report with good photos, video and reflection. The voice of the student is clear in the planning, involvement in, and reflection on the project. The student has demonstrated that participation in the project has changed their perspective.

Originality, Depth, Significance, Impact, and Scope

The amount of time spent on planning your project and the actual time spent carrying out the project should be as much as is necessary for the project to be helpful to the targeted group, organization, school, or community. Your project can be original or it could be a variation of one carried out before. Either way, you must be responsible for planning, directing, and following through to its successful completion.

Before Your Start

The beneficiary of the project and/or the activity supervisor, and your CAS Advisor or CAS Coordinator must approve your project plan. You must explain what the project is, who will benefit from the project, how they will benefit, and explain the project planning details.


Carrying out the project

Use this workbook to record your plans and progress. Remember that others will be reading this document. You can either print this out and write legibly by hand, or complete on a computer or copy and paste into your blog. Communicate with participants, supervisors, and advisers to make sure your actions are having the intended consequences.

After Completion

The beneficiary of the project, your CAS Advisor or CAS Coordinator, and the experience supervisor must approve the manner in which the project was carried out. They should be able to do this after reading your report. Give examples of how you directed the project. Explain how your plans changed. Reflect on your learning throughout the process and remember to include some high quality photos.

Your CAS project can be as meaningful as you wish to make it. Projects can vary in length and in the amount of commitment required of you, but none should be trivial. As with all your CAS activities, you need to plan, act, and reflect on your learning. Good luck and have fun.

Project Ideas

“Think globally, act locally.”

There are many opportunities for you to be involved in major projects, some within school and some in the local and international community. The list below is only a small selection of the opportunities that exist. You can identify your own project to initiate, but please check with the IB CAS Coordinator to make sure it will be suitable.

Become an Executive Committee member on the Student Council or for a school club or society.

As a member of the Executive Committee for a club or society you have an opportunity to plan and initiate activities. You may be able to initiate a large project, or many smaller activities spread out over the year. Last year the clubs were: ***(Club list)***. Some clubs initiated projects and activities. As an executive committee member you could ensure a project is initiated.

Commit to an NGO, charity, or other similar non-‐profit agency.

You could commit to a group or organization for the entire term of your CAS program. This could be something you are already involved in (i.e. Eagle Scouts) or something new to you. For example, some students committed to Pet Refuge for 18 months; others committed themselves to American Cancer Society by sponsoring a Relay for Life team. There are many organizations in South Bend, and the one that is most appropriate for you depends on your interests and the area you live.

Choose an Experience Week trip that is service oriented.

For some students a week-long international travel experience is only the beginning of a partnership between our school community and another community in need. Many travel abroad experiences led by faculty have a service component. By being involved in a meaningful service Experience Week trip you open up a world of possibilities.


Twenty Global Problems

identified by J. F. Rischard

Sharing our planet: Issues involving the global commons

1. Global warming 2. Biodiversity and ecosystem losses 3. Fisheries depletion 4. Deforestation 5. Water deficits 6. Maritime safety and pollution

Sharing our humanity: Issues requiring a global commitment

7. Massive step-up in the fight against poverty 8. Peacekeeping, conflict prevention, combating terrorism 9. Education for all 10. Global infectious diseases 11. Digital Divide 12. Natural disaster prevention and mitigation

Sharing our rulebook: Issues needing a global regulatory approach

13. Reinventing taxation for the 21st century 14. Biotechnology rules 15. Global financial architecture 16. Illegal drugs 17. Trade, investment, and competition rules 18. Intellectual property rights 19. E-commerce rules 20. International labor and migration rules

Some progress has been made on some of these issues but much needs to be done on others. Other global issues exist and you may identify one not on this list that you are passionate about and want to make a difference.

Project of your choice

Find your passion. Plan and initiate your own project. The possibilities are limited only by your imagination. See your CAS Coordinator to make sure your project proposal is suitable.


CAS portfolio

You are expected to maintain and complete a CAS portfolio as evidence of your engagement with CAS and achievement of the seven CAS learning outcomes. The CAS portfolio can also reveal how you have developed the attributes of the IB learner profile.

The CAS portfolio is used to plan your CAS program, reflect on your CAS experiences, and gather evidence of involvement in CAS; it is not formally assessed. The CAS coordinator will ensure that you keep your CAS portfolio up-to-date and relevant, as it is a summation of your CAS program. It could also be a valuable addition to your resume for a prospective employer of educational institution.

During the three required CAS interviews, you will discuss your CAS portfolio and your coordinator will give advice and encouragement. Notes and recommendations from these consultations should be briefly documented and included in your CAS portfolio. If any concerns arise, especially on whether a student will successfully complete CAS, these should be noted in the CAS portfolio and appropriate action taken at the earliest opportunity. Your CAS coordinator will check your portfolio regularly.

The CAS portfolio is used to showcase your CAS program and should be a source of pride for you. To highlight its significance, you have the choice of how the portfolio is assembled, what you include and how it is shared. Individual learning styles will dictate the type of portfolio you use: digital, online, diary, journal, scrapbook or a blended approach. You are encouraged to explore the different options available.

While the IB does not require any particular format for the CAS portfolio, a three-part portfolio may appeal to you and your CAS coordinator. It could include the following sections: “Profile,” “Experiences,” and “Evidence.” These three sections are offered only as an example of one way to organize a portfolio. There are many ways, and you determine your own personal most effective organizing structure.

• Profile: In this section, you could include your interests, skills and talents, plans and goals for your CAS program. At the start of CAS, map your interests against the three strands of CAS to identify possible CAS experiences. Consider your own personal value system, the IB values, the IB learner profile. Develop an awareness of yourself in relation to the CAS learning outcomes. Through an understanding of the CAS aims and learning outcomes, you will be able to identify both short-term and long-term goals in your CAS program.

• Experiences: This section would chronicle your journey in CAS, incorporating a variety of reflections, learning moments, persona achievements, and how you have utilized the CAS stages. It would demonstrate that you have actively engaged in your CAS program. All throughout CAS, you can add your reflections regarding your ongoing personal development and self-awareness.

• Evidence: In this section, you collect the evidence of your involvement and achievements in CAS. Evidence could include, but is not limited to, planning documents, letters, emails, certificates, acknowledgements of participation and achievements, photographs, videos, and so on. You could correlate your involvement with the CAS learning outcomes and may extend your thoughts to future ambitions within and outside the CAS program.

Types of CAS portfolios

At this point in time, there is no singular preferred method for the CAS portfolio. Options include: a scrapbook, video log, blog, files, or school-organized website. CAS coordinators can make this determination and schools can mandate a particular platform—a website, blog, or commercially available


database (like ManageBac)—or may opt to allow you to make an individual decision on how you will present your CAS portfolio.

Advice from the Class of 2015

The quotes below came from IB Diploma students at the end of their CAS program. Some of the students had a great CAS program and met all the requirements on time. Others left things to the last minute and as a result could not devote the time in the way they wanted to.

• “Start early!” • “Have mini-deadlines or meetings with your coordinator to keep on track.” • “Make sure you turn in your planning sheets as you go instead of at the end.” • “Don’t procrastinate!” • “Stay up-to-date” with your assignments. • “Plan ahead and have approved activities for each part of CAS.” • “Spread out your hours.” • “Do an extracurricular (or three).” • “Don’t sweat it. As long as you aren’t playing videogames all day, you’ll be okay.” • “Run. Play squash. Write a novel. Manufacture candles…” • “Get involved.” • “Log hours.” • “If you’re doing full IB, don’t have a job.”


CAS Calendar 2015-2017 – Procedures and major deadlines

DATE DATE

May (grade 10)

CAS information posted for rising juniors April (grade 11)

Make an appointment to see your CAS coordinator if you are not on track

May/June Study the CAS handbook and website. See the CAS coordinator to answer your questions about CAS.

May Your CAS program should be at least ½ complete by the end of this month. Plan summer CAS activities. Senior CAS Expo (to be confirmed) June Design a first draft of your CAS program

for the next two years.

August (grade 11)

Your CAS program starts on the first day of school. Activities undertaken before the first day of school cannot count for CAS.

June-August (grade 12)

Vacation: time for outside school CAS activities. Activities can be uploaded over the summer, but the CAS Coordinator will not be checking CAS Manager every day.

September Undertake activities, collect evidence and write reflections. 1st CAS Plan discussion meeting.

September Undertake activities, collect evidence and write reflections 3rd CAS Plan discussion meeting

October Undertake activities, collect evidence and write reflections. Fall Break CAS Projects (to be confirmed)

October Undertake activities, collect evidence and write reflections.

November Undertake activities, collect evidence and write reflections

November Undertake activities, collect evidence and write reflections. Make an appointment to see your CAS coordinator to discuss progress.

December Undertake activities, collect evidence and write reflections

December Undertake activities, collect evidence and write reflections

January 2016

2nd CAS Plan discussion meeting January 2017

You’re almost done! Compile your evidence that you have met the learning outcomes.

February Undertake activities, collect evidence and write reflections.

February You should be done! See your CAS Coordinator to complete.

March Make possible change to CAS plan if desired. Undertake activities, collect evidence and write reflections.

March You are behind and may not get your Diploma! CAS Completion Form is sent to IB

Monthly:

• meet and discuss your progress with your CAS Coordinator • Obtain Supervisor evaluations • Check that your reflections are up-to-date • Take photos, videos and keep your records


Getting Started

“Everybody can be great because anybody can serve.” –Martin Luther King

Guide to Student Volunteering

A personal inventory

Name: ___________________________________________________________________________

List the subjects you like most in school __________________________________________________

_________________________________________________________________________________

List activities in which you participate regularly (sports, music, drama, etc.) _______________________

_________________________________________________________________________________

_________________________________________________________________________________

State your career interests. ____________________________________________________________

_________________________________________________________________________________

List community/national/global problems that concern you the most. __________________________

_________________________________________________________________________________

What would you like to learn more about? ________________________________________________

_________________________________________________________________________________

Consider all your current responsibilities. How much time do you realistically have to commit each week? _________________________________________________________________________________

What skill would you like to use in your volunteer work? _____________________________________

What days and times are most convenient for you? _________________________________________

_________________________________________________________________________________

Do you want to work directly with people? If yes, would you prefer to work with children, adults, or the elderly? ______________________________________________________________________

_________________________________________________________________________________

How long do you plan on carrying out your commitment—three months, six months, one year? ______

COMPLETE THIS PAGE BY September 1, 2016.


Getting Started—Checklist

This following checklist should help you to get started on your CAS journey at JAHS. Sign your name in each box when you are sure that you have fully understood.

COMPLETE THIS PAGE BY August 21, 2016.

Sign your name Date

I have carefully read through the information contained in this CAS handbook and I have fully understood the CAS requirements.

I know who my CAS coordinator is and where her room is.

I know that I can always discuss CAS issues and concerns with my CAS coordinator or a member of the CAS team.

I am aware of the two-year CAS timetable on page ____, and I will follow it.

I should have my own CAS plan for two years.

I know that I must try to maintain a balance between Creativity, Activity and Service.

My parents/guardians are informed of the CAS program and its requirements.

I will set myself goals for each experience, and I will reflect carefully on experiences that were particularly meaningful to me.

I must fill in a Proposal Form, which must be pre-approved before undertaking any CAS experience.

I have a responsible adult supervisor for each experience that requires one.

Supervisors known at this time have read A Letter to the Supervisor and agreed to perform any responsibility required.

I will maintain a log of my experiences using CAS Manager, uploading photos and reflections at least once every two weeks.

I will keep all the written records, photos, and newspaper or magazine clippings and scan them to upload into CAS Manager when possible.

I have the necessary evaluation forms available for my supervisors to fill in and return to me.

I know that I must fill in an official evaluation form at the completion of each experience I undertake.

I am aware that I must present my evidence that I met the learning objectives in a panel interview, digital portfolio or visual presentation.

I have copies, or know where to get copies, of all the necessary forms.

I clearly understand that without the satisfactory and timely completion of the CAS program, the IB Diploma will not be awarded.

CHECKED BY THE CAS COORDINATOR ________


Your CAS Plan

Your plan will adapt over time as you reflect on your activities and your interests and preferences change. This plan therefore is not set in stone, but is a place to start. Your plan should include involvement in the outside community.

What goals have you set for your own personal growth in relation to CAS?

1.

2.

3.

Which activities will you get involved in? You can place an activity in more than one box; you can leave boxes empty. Identify if the experience falls under Creativity, Activity or Service or a combination.

Activity description

Dates, timeline or approximate

duration

Creativity, Activity or

Service

A group activity where you will collaborate with others

C A S

An activity that combines two of creativity, activity or service

C A S

An activity that will be a new challenge to you

C A S

An activity that you will be committed to over a significant period of time

C A S

An activity where you will learn a new skill

C A S

An activity involving you with global issues (either locally, nationally, or internationally)

C A S

An activity that you will initiate

C A S

Which activities will be based at school?

What activities involve you outside of school but still in the South Bend community?


CAS experience proposal

Experience Name: ________________________________________ Dates: ____________________

Describe the experience you plan to do.

Name of the community served: _______________________________________________________

Supervisor’s name: __________________________________________________________________

Supervisor’s email: ___________________________ Supervisor’s telephone: ___________________

Provide details on what you plan to do and how you plan to achieve it. If funding is required explain how the funds could be obtained and how the money will be spent. If you are on the executive of a school club you should attach your club’s annual plan or activity plan, and describe your involvement in the activities.

Reflect on your plan. (Any questions, comments, or concerns. Where do you see problems arising? What will you need to do to make your activities happen?)

The CAS project plan must be discussed with and agreed to by an adult supervisor and your CAS Coordinator.

Student’s Name: __________________________________ Date: ____________________________

CAS Coordinator: ________________________________ Date approved: ____________________


Does an experience qualify? (Part 1)

Student name: ______________________________________________________________________

You must have your CAS experiences approved in advance by the CAS Coordinator. This sheet will help you determine if your planned experience is suitable for your CAS portfolio. You only need to complete this sheet if your CAS coordinator asks you to.

Complete the guiding questions below and complete the CAS Experience Evaluation Rubric on the next page.

Experience title:

Is the experience a new ro l e for me?

Is it a r ea l task that I am going to undertake?

Does it have r ea l consequences for other people and for me?

What do I hope to l earn from getting involved?

How can this experience bene f i t o ther peop l e?

How does this experience relate to the Learning Outcomes?

How can I r e f l e c t on this experience?

Have you found an adul t superv i sor yet? (Talk to your Coordinator about this.)

Email address is:

Telephone number is:

Name is:


Does an experience qualify? (Part 2)

Circle the box that best describes your proposed activity and add together the points this indicates.

1 point 2 points 3 points 4 points

A Challenge Attendance only required.

Gives opportunity for student to extend him/herself

Presents a difficult and challenging target

Pushes student beyond previous limits

B Opportunities for service, benefit to others

No benefit other than to student

Has some benefit to others

Outcome is directed towards benefiting others

Results in identifiable benefit to others

C

Acquisition of skills and interests rather than practicing those already required

No level of skill required

Requires skills any student of this age would be expected already to have

Develops existing skills

Develops new skills

D Initiation and planning by students

Experience organized by school

Experience organized by outside agency

Organized by group of students with adult leader

Planned, organized and run by student(s)

E

Establishing links with community and furthering international understanding

Does not involve working with others

Involves working within the school community only

Involves working with the community but may only be with student’s own nationality or international community

Involves working with and within the local community and/or in the different language

F Active rather than passive nature

No active participation

Student required to participate but not initiate

Requires active participation

Requires active participation and input from student

G

Project nature—combining a range of experiences (Creativity, Activity and Service)

Experience of short duration. Only of one type.

Combines two activities on more than one occasion or one for longer duration

Has elements of all three activities on more than one occasion or two for longer duration

Has a good balance of three activities combined into a long term project

Total Points: ________

A high score indicates your experience may well qualify for your CAS portfolio.

Write a paragraph or two describing why this is a valid CAS experience. (Describe the goals you plan to achieve; reflect on your motivation for choosing this activity; and how you think this activity will affect you and others. Comment on anticipated difficulties and explain how the activity is in the spirit of CAS).

Now upload the CAS Experience details on CAS Manager for approval.


Supervisor letter

Date: ______________

Dear CAS Experience Supervisor,

Re: The CAS Program

The International Baccalaureate is a comprehensive, pre-university educational program that develops students’ self-organizational and study skills, and reflects international standards of education. Students undertake a Creativity, Activity and Service Program (CAS), an integral part of the International Baccalaureate Diploma Course, which is a non-academic component aiming to extend students’ personal talents and social commitment through major projects of community worth.

The CAS program aims to provide the individual student with a challenge in three areas:

CREATIVITY: This aspect of CAS covers a wide range of arts and other experiences outside the normal curriculum, which include creative thinking in the design and carrying out of service projects.

ACTIVITY: This aspect of CAS can include participation in expeditions, individual and team sports, and physical activities outside the normal curriculum; it also includes physical activity involved in carrying out creative and service projects.

SERVICE: This aspect of CAS aims to nurture and mold the global citizen, which involves interaction, such as the building of links with individuals or groups in the community. The community may be the school, the local district, or it may exist on national and international levels. Service experiences should not only involve doing things for others but also doing things with others and developing a real commitment with them.

An adult supervisor is required for most experiences a student undertakes. A supervisor must be found before a student can start certain CAS experiences. The role of the supervisor is to monitor the student’s attendance and performance and let me know if there are any problems. If possible please provide the guidance and support to help the student be successful with this experience. At the completion of the experience the student should ask you to report on their commitment and performance. An email will be sent to you from ____________ requesting your evaluation of the student’s performance. A hard copy of this form is on the reverse side for your information.

Thank you for agreeing to be a CAS experience supervisor and supporting the program. If you have any questions please contact me at ____ or by email at ________.

Sincerely,

_____________

CAS Tri-Coordinator John Adams High School South Bend, Indiana


Supervisor’s evaluation report

Student Name: _____________________________________________________________________

Name of Experience: ________________________________________________________________

Supervisor’s Name: _________________________________________________________________

Thank you for supporting the CAS program at JAHS. Please take the time to fill out this evaluation form. Alternatively, e-mail me at _____________ for an electronic version of this form.

Punctuality and attendance:

Effort and commitment:

Other comments:

Creativity hours: Activity hours: Service hours:

Please be honest with the hours. If you need to change them to better reflect the students involvement please do so.

This activity was: ____ satisfactorily completed. _____ unsatisfactorily completed.

Supervisor’s Name: _________________________________________________________________

_____ I am not a family member of the student.

_____ I am over 18 years of age.

_____ I can confirm the hours claimed above are a true record of the student’s involvement.

Telephone: ___________________________________________ Email: ______________________

Supervisor’s signature: __________________________________ Date: _______________________


ManageBac

ManageBac is a web-based system designed to manage your CAS involvement. You will use this system to store your CAS plan and log all your experiences. You will use it to have your experiences pre-approved, to write your reflections, upload photos and co-ordinate your group activities. You can access the system from any computer at school or home. You must check your account often. There is a more detailed student guide saved on the CAS Manager website, but the information below will get you started.

You will receive an email from __________ at the start of grade 11. Do not ignore this email!! It contains a link to ManageBac that you must visit. You will be prompted to choose a password. Your login ID will be your First Class email address, so choose a password that is easy for you to remember.

The first thing you will do is upload an activity you will start or plan to start. MAKE SURE YOU HAVE THE SUPERVISOR’S EMAIL ADDRESS AND PHONE NUMBER. This will make it a lot easier for you when you need to obtain their evaluation of your performance.

Accessing your account

After receiving your welcome email and setting your password, you can login to your ManageBac account at your school’s preferred address (e.g. http://yourschool.ManageBac.com). On the login screen, you’ll see the following fields:

You can login with your email address and the password you’ve set. If you are unable to login, click I forgot my password and you’ll be able to enter your email address to reset your account.

John Adams High School


Evaluation

“Never doubt that a small group of thoughtful, committed citizens can change the world: indeed, it’s the only thing that ever has.” –Margaret Mead

CAS Coordinator’s evaluation notes

Below is a sample of the form the CAS Coordinator will use to assess your progress and completion of the CAS requirement of the IB Diploma Program.

Name of student: ___________________________________________________________________

Name of CAS Coordinator: ___________________________________________________________

Event Date Signature Comments

Student has declared an acceptable plan for CAS experiences

First consultation between CAS coordinator and student

Second consultation between CAS coordinator and student

Student has submitted reflective work

Third consultation between CAS coordinator and student

Student has submitted final reflection

Student has submitted evidence that learning outcomes are met

Student gave a good presentation of their CAS portfolio


There is evidence that _________________________________________ has:

Learning outcome Achieved? Nature/location of evidence (e.g., blog [date],

journal [page xx], progress form [date])

Identify own strengths and develop areas for growth

Demonstrate that challenges have been undertaken, developing new skills in the process

Demonstrate how to initiate and plan a CAS experience

Show commitment to and perseverance in CAS experiences

Demonstrate the skills and recognize the benefits of working collaboratively

Demonstrate engagement with issues of global significance

Recognize and consider the ethics of choices and actions

Describe how the student demonstrated the learning outcomes were met:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

CAS Program Completion Yes ¨ No ¨

Signed by the CAS Coordinator: _________________________________ Date: _________________


In summary

• Complete the Gett ing Star t ed sheets by the deadlines set. • Compile your CAS Plan . Think carefully and then choose what you want to do. • Always get your experiences approved by the CAS Coordinator before you start them. • Give a copy of the Lett e r to the Superv i sor to the experience supervisor. • Attend the event regularly and en joy yourself. • Write meaning fu l reflections. • Get your exper i ence superv i sor to comple t e the Supervisor Evaluation Report a t the end o f

the exper i ence . • In i t ia t e projects • Keep all ev idence of your CAS learning, take photos, videos, etc. • Check ManageBac r egu lar ly . • Complete the CAS requirement by March 1 of your final year. • Talk to your CAS Coordinator if you get into difficulties.

John Adams High School South Bend Community School Corporation

808 South Twyckenham Avenue South Bend, Indiana 46614 USA

Tel: 574 283 7700 Fax: 574 283 7704

Dr. Mika Roinila, IB Coordinator

[email protected]

Rebecca Hernández Cecilia Stanton Emily Zablocki CAS Tri-Coordinator CAS Tri-Coordinator CAS Tri-Coordinator [email protected] [email protected] [email protected]

creativity, activity, service...

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