Johnson High School

Creativity, Activity, Service (CAS) Handbook

*Beginning with Class of 2017

Updated July 2015

International Baccalaureate (IB) Mission Statement 3

IB Learner Profile 3

The Nature of Creativity, Activity, Service (CAS) 4

Learning Objectives of CAS 5

What is CAS? 6

What CAS is Not 7

Guiding Questions 7

Responsibilities of Students 8

Documentation Guidelines & CAS Timeline 9

Guidelines for PWHS CAS 12

CAS Ideas & Opportunities 13

Appendices – CAS Forms 15

International Baccalaureate Mission Statement

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

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

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

Source: www.ibo.org

International Baccalaureate Learner Profile

The goal of the IB Diploma Programme is for students to become:

Source: www.ibo.org

The IB Mission Statement and the IB Learner Profile

“The Diploma Programme aims to develop in students the knowledge, skills and attitudes they will need to fulfil the aims of the IB, as expressed in the organization’s mission statement and the learner profile. Teaching and learning in the Diploma Programme represent the reality in daily practice of the organization’s educational philosophy.”

Creativity, Action, Service Guide, IBO 2008

The Nature of Creativity, Action and Service (CAS)

In order to reinforce the International Baccalaureate (IB) philosophy that there is more to education than what occurs in the classroom, students pursuing the IB diploma are required to complete the CAS requirement of the IB Diploma Programme (DP). The emphasis of CAS is on experiential learning. Students learn by doing real tasks that have real consequences and then reflect on these experiences over time.

Students will be engaged in a combination of activities that are creative, aesthetic. athletic and community service activities. Students should select activities that they find intrinsically worthwhile and rewarding, as well as mutually beneficial to themselves and their communities. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. (CAS Guide page 8) At Pueblo West High School we recommend that students dedicate approximately 5o hours per area of CAS.

Students should pursue activities that are congruent with their own interests, skills and abilities. The activities should represent a good balance of creativity, action and service, while enhancing students’ personal and interpersonal skills. When CAS activities are implemented successfully, the students build students’ self-esteem, self-confidence, autonomy and self-reliance.

The CAS Coordinator assists students in selecting activities that are in the “spirit of CAS.” All proposed CAS activities must 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

Creativity, Activity, Service Guide, IBO 2008 p. 3

Successful completion of CAS is a requirement to earn the IB diploma. Students must document all CAS activities according to the school’s CAS procedures and provide evidence that they have met all eight of the CAS learning outcomes (see Learning Outcomes of CAS section) to earn credit for the CAS component of the IB DP.

Learning Outcomes of CAS

“Learning outcomes are differentiated from assessment objectives because they are not rated on a scale. The completion decision for the school in relation to each student is, simply, ‘Have these outcomes been achieved?’

As a result of their CAS experience as a whole, including their reflections, there should be evidence that students have:

All seven 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.

What is CAS?

CAS is experiential learning, involving students in new roles with set goals and ongoing reflection.

Creativity

Creativity is interpreted as imaginatively as possible to cover a wide range of arts (dance, theatre, music, art), including creative thinking in the design and carrying out of service projects. This covers the performances of music, dance, choir, theatre, debate, the creation of art, and activities that may include creative planning or design of other projects. Creativity can be interpreted as imaginatively as possible to cover the widest range of arts and activities. An ideal CAS project is one that a student creates, designs or plans. Creative experience must involve creative thinking. One could make a documentary over a serious topic or make something for sale to raise funds for a charity. Other examples include the creation of websites, brochures, or bulletin boards; the development of agendas, programs, or signs for events; or the designing or developing of plans for activities with senior citizens or children. Of course, students may also be creative in coming up with their own ideas for creativity in CAS!

Activity

Activity involves physical activity that results in personal growth. The key words for this category are doing and moving. This includes projects involving physical exertion such as hikes, individual and team sports, or the activity involved in carrying out creative and service projects. This can include coaching, a “arborr day” for an adult service organization, planting trees, political canvassing, or organized clean-up projects.

Service

Service is the essence of CAS. It involves interaction with others, such as the building of links with the individuals or groups in the community at the school, local, national or international level. Service activities involve doing things for others in school, community, national or international projects. It should involve interaction with others. Service does not mean exclusively social service, but can include environmental and international projects as well. Service includes any activity where a contribution is being made without any form of compensation. This category involves actions on the part of the student that benefits others and improves their existing situation.

Taken from the Rowland HS CAS Handbook v. 4, Steven Elder

What CAS is Not

CAS is not a checklist of tasks to complete the IB diploma requirements. Students must remember the “spirit of CAS” (see The Nature of CAS section) at all times.

Below is a list of examples of inappropriate CAS activities:

v  Anything for which money is paid or other credit is given

v  Any activity that can be considered proselytizing.

v  Doing simple, repetitive or tedious tasks, such as filing, replacing books on library shelves, club meetings and routine activities

v  All forms of duty within the family

v  Passive pursuits such as visits to sports events, exhibits, concerts, conventions or museums

v  Fund-raising attempts with no clearly defined purpose

v  Work experience (internships) that benefits the student only

v  Activities where there is no responsible adult on site to evaluate and confirm the candidate’s performance. CAS hours cannot be certified by a relative or parent.

v  Any course that is part of your IB Diploma Programme.

Guiding Questions

Students may ask themselves the following questions to determine whether or not an activity qualifies as CAS:

·  Is it a real task that I am going to undertake?

·  Does it have real consequences for other people and for me?

·  What do I hope to learn from doing this activity?

·  How can this activity benefit other people?

·  How does this CAS activity address the Learning Outcomes of CAS? (see p. 5)

Responsibilities of Students

“The relevant section of the IB Programme standards and practices document states that students should have opportunities to choose their own CAS activities and to undertake activities in a local and international context as appropriate. This means that, as far as possible, students should ‘own’ their personal CAS programmes. With guidance from their mentors/advisers, students should choose activities for themselves, initiating new ones where appropriate.

“Students are required to:

v  Self-review at the beginning of their CAS experience and set personal goals for what they hope to achieve through their CAS programme

v  Plan, do and reflect (plan activities, carry them out and reflect on what they have learned) via Managebac

v  Undertake at least one interim review and a final review with their CAS adviser

v  Take part in a range of activities, including at least one “Big Project”, some of which they have initiated themselves

v  Keep records of their activities and achievements, including a list of the principal activities undertaken

v  Show evidence of achievement of the eight CAS learning outcomes”

Creativity, Action, Service Guide, IBO 2008 p. 8

For the Pueblo West High School CAS programme, students’ responsibilities include:

v  Students must complete a minimum of 150 hours by March 1st of their senior year. Evidence of continuing CAS activity must be demonstrated over 18 consecutive months. Students are strongly encouraged to complete 75-100 hours by the end of their junior year.

v  CAS activities MUST be pre-approved by Mrs. Erickson or Mrs. Eastep in order to confirm that the experience will qualify as a CAS activity. It is the student’s responsibility to find, select, and organize your CAS activities during the two-year program

v  Completion of a “Big Project.” A big project is one that includes all three areas—creative, activity, and service. Five learning outcomes must be included in the project and it must make involve a minimum of 25 hours for its completion.

CAS Documentation and Timeline

v  Upon enrolling in the IB Programme students and parents will be asked to attend an informational meeting regarding CAS (this will be at the end of the sophomore year).

v  Students are required to submit their Initial CAS Plan before any CAS activities can be counted. Using the seven learning outcomes of CAS write a 2-3 page typed paper proposing how you plan to accomplish the CAS requirement of the IB diploma. Consider what CAS projects you would like to be involved with, global issues you consider important, and what challenges you want to undertake. You should also discuss ideas for you “Big Project.” The initial CAS Plan must be submitted on Managebac by the first day of school of the junior year.

v  Students should complete the Proposed CAS Project Proposal form on Managebac for every new CAS activity. Upon approval students may embark on their CAS activities/projects.

v  Upon completion of activities reflect upon your CAS activities as soon as possible on Managebac. Ideally, it would be within two weeks. Students MUST address how the learning outcomes that they indicated would be achieved in their proposals were met in their written reflection. Students should focus on what they thought, perceived, felt, gained, valued, and the impact their actions caused.

v  Your CAS Portfolio on Managebac is the key for reflection, planning and keeping up with your CAS hours. This electronic portfolio is your responsibility to keep up with and update.

v  An interview with Mrs. Erickson will be completed at the beginning of the senior year to assess progress on CAS goals.

v  At the conclusion of your CAS requirement (March 1 of senior year), you must write an Final CAS Reflection on you CAS experience. You will also have a post-interview with Mrs. Eastep to ensure all requirements have been met.