1. CAS and the IB

2.  The CAS programme is one of the three core requirements of the IB DP.  The CAS Programme and the learner profile are closely linked.  It is through CAS that you get a chance to make many of the learner profile connections

3.  CAS is another place for experiential learning.  You don’t study CAS, you do CAS. You have a chance to challenge yourself in a completely different way.  Many IB graduates will tell you that their CAS experiences provided some of the most memorable moments in their IB journey. Why?  Because they had a chance to make a difference - locally, nationally or internationally, and they challenged themselves in new ways.

4. Group 1: English HL Group 2: French B SL or Self Taught Language Group 4: Biology HL Group 6: Visual Arts or an elective Group 5: Mathematics SL Group 3: History HL

5.  You need to spend approximately 150 hours over two years on their CAS  Hour counting is not encouraged, or required, but you should have a balance  Try to work CAS into your existing activities – you probably do a lot of extra-curricular things already!

6.  You can’t count CAS activities that are already part of your IB programme  Steps need to be taken BEFORE you do any CAS activity – so don’t start an activity before getting your “ducks in a row”  You need to initiate some activities on your own. Others can be initiated by the school

7.  Arts and other experiences that involve creative thinking  It is not only about the arts  Creativity can be a planning exercise such as organizing a fund raiser, or a fun run, or a sporting event for underprivileged kids

8.  Physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Programme  Work up a “sweat”  Can include trying a new sport, training for an event, changing your training in an existing sport, etc

9.  An unpaid and voluntary exchange that has a learning benefit to the student. The rights, dignity and autonomy of all those involved are respected  Unpaid volunteer hours

10.  You need to consider TWO things before doing ANY CAS activity:  FIRST ▪ Does your activity meet the FOUR criteria  SECOND ▪ Which The Learning Outcomes will you address

11.  This is the starting point for determining any CAS activity.  If the activity does not meet all four criteria, it cannot be counted as a CAS activity

12.  For student development to occur, CAS should involve:  Real, purposeful activities with significant outcomes  Personal challenge – task must extend the student and be achievable in scope  Thoughtful consideration, such as planning, reviewing progress, reporting  Reflection on outcomes and personal learning

13.  You should try to find/choose activities that have meaning  Sometimes a planned activity does not turn into a purposeful activity even though you plan it that way – it is important to note this in your reflection  An activity should meet at least one of the eight CAS learning outcomes

14.  The key here is extending yourself  If you have been playing soccer for 9 years, what can you do to make it a challenge?  You can ask yourself the same question about trumpet playing, or swimming, or anything that you do right now!

15.  Is there something you have always wanted to learn or try?  Extending yourself also means undertaking a new challenge

16.  Achievable in scope is also important  You do not want to make plans that are not possible  If you do plan something, but it ends up being too difficult to achieve, you can reflect on it

17.  This part of CAS is embedded in the process.  You are asked to plan your activity before you do it  There is an interview process that takes place throughout your CAS program  You reflect on your CAS experiences as you do them

18.  Each CAS activity starts with a plan – a purpose and intended learning experience.  Each CAS activity ends with reflection  What did I learn?  Did I meet my goals? If not, why?  Where do I go from here? Can I apply this elsewhere?

19.  Once you have determined that your proposed CAS activity will meet the four criteria, you have to determine which Learning Outcome(s) you plan to address

20.  CAS requires students to show evidence of eight learning outcomes  You can have evidence of any given learning outcome more than once, but you have to have all eight at least once.  The evidence can be in a variety of forms and we will come to this later

21.  Increased their awareness of their own strengths and areas for growth  They are able to see themselves as individuals with various skills and abilities, some more developed than others, and understand that they can make choices about how they wish to move forward

22.  Undertaken new challenges  A new challenge may be an unfamiliar activity or an extension to an existing one.

23.  Planned an initiated activities  Planning and initiation will often be in collaboration with others. It can be shown in activities that are part of a larger projects, for example, ongoing school activities in the local community, as well as in small student-led activities

24.  Worked collaboratively with others  Collaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in a kindergarten. At least one project, involving collaboration and the integration of at least two of creativity, action and service, is required.

25.  Shown perseverance and commitment in their activities  At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities.

26.  Engaged with issues of global importance  Students may be involved in international projects but there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, caring for the elderly)

27.  Considered the ethical implications of their actions  Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musical competition, in relationships with others involved in service activities). Evidence of thinking about ethical issues can be shown in various ways, including journal entries and conversations with CAS advisers.

28.  Developed new skills  As with new challenges, new skills may be shown in activities that the student has not previously undertaken, or in increased expertise in an established area.

29.  Again, all eight outcomes must be present for a student to complete the CAS requirement. Some may be demonstrated many times, in a variety of activities, but completion requires only that there is some evidence for every outcome. (Creativity, action, service guide, p5-6)  It is CAS’s contribution to your development that is most important!

30.  Self review at the beginning of your CAS experience and set personal goals for what you want to achieve through your CAS programme  Plan, do and reflect (plan activities, carry them out and reflect on what you have learned)

31.  Undertake at least one interim interview and a final interview with their CAS advisor/coordinator  Take part in a range of activities, including at least one project*, some of which they have initiated themselves  * The project involves teamwork that integrates two or more of creativity, action and service, and is of significant duration.

32.  Keep records of their activities and achievements, including a list of the principal activities undertaken  Show evidence of achievement of the eight CAS learning outcomes

33. PLANACTOBSERVEREFLECT APPLY LEARNING IN NEW SITUATIONS Use knowledge gained for new experiences Identify goals Decide how (using previous experience and knowledge) Real tasks Concrete Experiences Think about feelings and interactions Analyze perceptions Identify achievements and outstanding issues, personal strengths and challenges Evaluate actions Synthesize new understandings

34.  In my role, I will …  Make sure that everyone who is involved with your CAS programme knows their responsibility  Make sure that staff, parents and other students are informed about CAS  Publicize your achievements  Make sure that you are ready to handle the challenges that you will face in your chosen activities

35. And …  Contact outside agencies who are involved with CAS  Consider safety issues involved with CAS activities  Keep records as required by the IB for CAS  Help students identify personal and social goals  Monitor the range and balance of your activities  Help you develop your powers of reflection through group and individual discussion

36.  And …  Support students in any ethical concerns they might face in their CAS activities  Read and respond to your diaries/journals  Help you to make connections (CAS activities to subject activities, local activities to global activities) and to look for general understandings  Report your achievements to the IB

37.  Each activity needs to have a supervisor whose role is  Monitoring attendance  Providing guidance and support related to the activity  Letting me and/or the administration know of any problems in your CAS activity  Reporting on your performance as required

38.  The way you demonstrate each learning outcome is up to you. Examples include  CAS journals or diaries  Blogs, e-mails or other electronic communication  Videos or Photographs  Scrapbooking, etc.  I may be required to submit CAS samples, so I will be holding on to your CAS materials until May 31 st of your graduating year

39.  Common CAS problems are  Not documenting your experiences as you go  Not checking to make sure an activity can be considered CAS before you start  Not doing an activity that is supervised by someone

40.  Ultimately, you want to reflect on how you are in the beginning, how you are in the middle, and how you have changed or grown in the end.  The CAS learning outcomes mean that you either get it or you don’t, that you’ve learned it or you haven’t.  Ask all the time –WHICH LEARNING OUTCOME DOES THIS ACHIEVE?

41.  Choose one of the following ‘students’ and set up his or her CAS plan  Include the activity  Address all 8 learning outcomes  Indicate the type of reflection  Be prepared to justify the activity according to the four criteria

42.  Joe Shy  A student who is a bit of an introvert. He is not athletic. He spends much of his free time on his computer playing games and programming. He works hard to keep his grades up because he would rather play video games.  Jane Athletic  Jane is a super athlete. She plays soccer, rugby and tennis. She doesn’t have a musical bone in her body, but she does like to go to school dances. Jane is a good student because she needs to keep her marks up to stay on the school teams.

43.  Joe Overachiever  Joe does a bit of everything. He is president of the student council, the KEY club, is vice president of the SADD chapter, plays basketball and takes piano lessons. He is a top grade earner and works hard to keep his marks up.  Jane Typical  Jane is a typical high school student. She doesn’t play organized sports, but does could if she wanted to. She is a good student with average to above average marks. She works part time at a local fast food restaurant (about 15 hours per week).