Introduction to

Creativity, Activity, Service

The  IB  Mission  Statement  

The  Interna1onal  Baccalaureate  aims  to  develop  inquiring,  knowledgeable  and  caring  young  people  who  help  to  create  a  be2er  and  more  peaceful  world  through  intercultural  understanding  and  

respect.    To  encourage  students  across  the  world  to  become  ac7ve,  compassionate  and  lifelong  learners  who  

understand  that  other  people,  with  their  differences,  can  also  be  right.    

   

 

Why  do  we  need  CAS?    

CAS  enables  students  to  grow  as  unique  individuals  through  experien1al  learning,  and  to  

understand  they  are  members  of  local  and  global  communi7es  with  responsibili1es  towards  each  other  

and  the  environment.    

CAS  is  all  about  you…  Who  are  you  now?    

Who  do  you  want  to  become?    

How  can  you  start/con1nue  that  journey?    

What  impact  do  you  want  to  have  on  the  world  around  you?  

So  what  is  CAS?    

The  Three  Strands  of  CAS  are:    Crea7vity—exploring  and  extending  ideas  leading  to  an  original  or  interpre1ve  product  or  performance      Ac7vity—physical  exer1on  contribu1ng  to  a  healthy  lifestyle      Service—collabora1ve  and  reciprocal  engagement  with  the  community  in  response  to  an  authen1c  need    

I  already  do  all  this…  What  makes  CAS  different?  

 

7  CAS  Learning  Outcomes  

1.  Iden7fy  own  strengths  and  develop  areas  for  growth    2.  Demonstrate  that  challenges  have  been  undertaken,  

developing  new  skills  in  the  process    3.  Demonstrate  how  to  ini7ate  and  plan  a  CAS  experience    4.  Show  commitment  to  and  perseverance  in  CAS  experiences    5.  Demonstrate  the  skills  and  recognize  the  benefits  of  working  

collabora7vely    6.  Demonstrate  engagement  with  issues  of  global  significance    7.  Recognize  and  consider  the  ethics  of  choices  and  ac7ons    

To  complete  their  CAS  program,  students  are  required  to  achieve  the  seven  CAS  learning  outcomes    

CAS  also  requires  students  to  engage  in  deliberate,  authen7c  

REFLECTION    

•  Being  reflec1ve  is  one  aOribute  of  the  IB  learner  profile:  

 

 “We  thoughSully  consider  the  world  and  our  own  ideas  and  experience.  We  work  to  

understand  our  strengths  and  weaknesses  in  order  to  support  our  learning  and  personal  

development.”    

Purposeful,  authen7c  reflec7on  is  about  quality  rather  than  quan7ty.    

Reflec1ons  in  CAS  may  be  expressed  through  a  paragraph,  a  leOer,  a  poem,  a  comic  strip,  a  drama1c  performance,  a  song,  a  drawing,  a  dance,  a  video  journal  or  other  forms  of  

expression.    The  appropriate  occasion,  amount  and  method  

is  the  student’s  decision.  

It’s  your  reflec1on…  

 

So  how  do  we  do  CAS?    

How  it  may  occur  

This  is  not  suitable  for  en1re  CAS  porSolio,  but  may  be  very  valuable.      

Most  experiences  will  occur  in  these  areas.      

•  Build  on  your  strengths  by  iden1fying  your  CAS  profile  and  reflec7ng  authen7cally.  

•  Learn  about  the  CAS  stages  to  inves1gate,  prepare  and  ac1on  your  ideas.  Which  provides  a  real-­‐world  framework.    

•  Increase  your  awareness  of  risk  analysis.  We  do  this  on  the  CAS  experience  proposal  form.    

•  CAS  por[olio  –  this  is  the  collec1on  of  your  experiences  on  Managebac.  It  is  a  rich  testament  to  who  you  are,  what  you  value  and  how  you  are  making  a  difference.  

A  CAS  porSolio  summary  page    

Forms  and  support  on  Managebac  

What  is  the  CAS  Project?  

•  Sustained  collabora1on,  part  of  a  team  •  One  or  more  strands  (C,A,S)  •  Defined  purpose  •  Achieve  one  or  more  learning  outcomes    •  Use  the  five  CAS  stages  of  planning    •  Challenges  students  to  show  ini1a1ve  •  Must  last  longer  than  a  month  (from  planning  to  Comple1on)  

The  five  CAS  Stages  

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The  CAS  Stages  provide  a  framework  that  enables  students  to:    

 •   increase  self-­‐awareness    •   learn  about  learning    •   explore  new  and  unfamiliar  challenges    •   employ  different  learning  styles    •   develop  their  ability  to  communicate  and  collaborate  with  others    

•   experience  and  recognize  personal  development    

•   develop  aOributes  of  the  IB  learner  profile.    

 •  Students  iden1fy  their  

interests,  skills  and  talents  to  be  used  in  considering  opportuni1es  for  CAS  Projects  

•  Are  there  issues  they  feel  passionately  about?  

•  Can  they  contribute  to  an  exis1ng  organisa1on  or  project?  

   

The  five  CAS  stages  are  as  follows.      

1.  Inves7ga7on:    

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2.  Prepara7on:    •  Students  clarify  roles  and  

responsibili1es,    •  develop  a  plan  of  ac1ons  

to  be  taken,    •  iden1fy  specified  

resources  and  1melines  •  Discuss  plan  with  

parents  and  CAS  advisor  in  Connect  

•  Contact  a  suitable  Supervisor,  either  at  QACI  or  external  

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QACI  docs  to  support  this  

•  Students  implement  their  idea  or  plan.    

•  decision-­‐making  and  problem-­‐  solving.    

•  may  work  individually,  with  partners,  or  in  groups.    

•  Con1nue  to  reflect  and  link  to  learning  outcomes.    

3.  Ac7on:    

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•  Students  describe  what  happened,  

•  express  feelings,  generate  ideas,  and  raise  ques1ons.    

•  Reflec1on  can  occur  at  any  1me  during  CAS    

•  may  lead  to  new  ac1on.      

4.  Reflec7on:    

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Managebac  template  with  prompts  

5.  Demonstra7on:      Students  make  explicit  

what  and  how  they  learned  and  what  they  have  accomplished.    It  could  include  an  assembly  presenta1on  or  newsleOer  item,  recording,  photographs,  video...  Be  Crea=ve!      

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