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CAS - Student Handbook
Transcript of CAS - Student Handbook
2) To the right of the screen, click the link, "Request Supervisor Review"
3) The supervisor has now been notified and will review your participation and reflections.
4) If the supervisor is satisfied with the your participation and reflection, the activity is declared Complete with a green check mark.
5) If the supervisor is not satisfied with the your participation and reflection, the activity is marked as Incomplete with a red X.
-The student's homeroom teacher and the CAS coordinator will follow up on Incomplete activities to assist students to successfully complete CAS.
1) Log into Managebac
2) Go to your CAS worksheet
3) Select an activity
4) Click on "Add New Reflection"
5) Scroll down below the writing space to find prompts to help you set goals.
Signing up for CCPs
90% attendance is mandatory.
Failure to attend an activity to 90% attendance means it is no longer eligible for CAS credit.
Essentially, this means you can miss one session per term.
What's the process?
Writing a Goal Setting Reflection
To set goals, address the following questions for each activity:
1) Why have I selected these Learning Outcomes for this activity?
2) How will I meet these Learning Outcomes?
**Remember, be specific.
I am playing basketball to get better and to be with my friends.
I have chosen Collaboration as a Learning Outcome because basketball requires clear team communication and work to be successful. I would like to learn five different set plays and be able to execute them in a game with my teammates.
Adding CCPs to your CAS worksheet on Managebac
There are a couple exceptions to the 90% rule:
School trips or illness in which you have been absent from school.
*Note: The student is responsible for communicating with the supervisor regarding absences within an appropriate time frame. The student must notify supervisors before any planned absence, such as travel or absence due to family obligations.
**Remember - Activities that you participate in must reflect a balance of Creativity, Action and Service, and meet all the Learning Outcomes:
Creativity, action, service (CAS) is at the heart of the Diploma Programme. It is one of the three essential
elements in every student’s Diploma Programme experience. It involves students in a range of activities
alongside their academic studies throughout the Diploma Programme. -IB CAS Guide page 3
Learning Outcomes that all students must meet:
• Increase awareness of your strengths and areas for growth (Awareness)
• Undertake new challenges (Challenges)
• Plan and initiate activities (Initiation)
• Work collaboratively with others (Collaboration)
• Show perseverance and commitment (Commitment)
• Engage with issues of global importance (Global Issues)
• Consider the ethical implications of your actions (Ethics)
• Develop new skills (Skills)
How much do I have to do?
What about activities that aren't CCPs?
The CAS programme aims to develop students who are:
reflective thinkers—they understand their own strengths and limitations, identify goals and devise strategies for personal growth
willing to accept new challenges and new roles
aware of themselves as members of communities with responsibilities towards each other and the environment
active participants in sustained, collaborative projects
balanced—they enjoy and find significance in a range of activities involving intellectual, physical, creative and emotional experiences.
CAS Guide, Aims, p. 5
1) Log into Managebac
2) Go to your CAS worksheet
3) Select "Add CAS Activity"
4) Select an activity from a group in the drop down menu. Only write in an activity name if it is not a CCP group, such as an independent project out of school.
5) Select Out-Of-School or In-School
6) Choose Creativity, Action, Service
or a combination
7) Choose the appropriate dates
-Most run from the beginning
of term to the end of term
-Some run for the entire year
7) Select the Learning Outcomes
you would like to meet.
8) Click "Add New Activity"
Meeting all 8 Learning Outcomes
This focus on learning outcomes emphasizes that it is the quality of a CAS activity (its contribution to the student’s development) that is of most importance.
CAS Guide, page 6
In order to earn an IB diploma or an ISD diploma, students must meet the requirements of CAS to the satisfaction of the school.
Students who are deemed to be at risk of failing CAS throughout the year will receive extra support from their homeroom teacher, the CAS, and the Deputy Head as necessary.
Extra support may include:
Lunchtime detentions to complete necessary paperwork
Reduced options for CCP participation
Mandatory sessions or activities to ensure students meet all necessary Learning Outcomes and Criteria.
Why don't we count hours?
The student is responsible for collecting evidence that demonstrates their participation in and learning from Community and Service. This evidence could include:
This evidence must include Reflections
(talk to the CAS Coordinator if you are not sure)
(which can be written in ManageBac, recorded as a video or audio file, or written as a blog if the student keeps one)
Your main sources of evidence of participation in and learning from CAS are your reflections.
Each term you will write 3 reflections per activity:
1) Goal Setting Reflection - in the first week of CCPs
2) Mid-term Reflection - Revisit your goals.
Have you achieved them?
If so, could you set a more challenging goal to meet by the end of the activity?
If not, what more needs to happen for you to achieve them?
What evidence do you have that you have achieved the learning outcomes that you chose?
3) Final Reflections - at the end of the term, as you complete your CCPs. Consider the following prompts as you write your reflection.
To guide your reflection, consider the following:
What was the activity that you were involved in and why did you choose to be involved in it?
Describe how your participation in this activity meets the selected Learning Outcomes.
What do you think and feel about the activity itself?
What did you find challenging or difficult about this activity?
What did you learn from undertaking this activity?
Has this activity inspired you to do something else next term or in the future?
Why is that and what would that activity be?
As you write your reflections, consider the next term/year.
What challenges would you like to take on next?
What Learning Outcomes do you still need to meet?
Consider activities that offer:
-different Learning Outcomes
-a balance of Creativity, Action and Service
What about single events and
full year activities?
Some activities, such as Band, are full year commitments. As such, students are expected to write a minimum of 1 reflection per term:
1) Goal Setting - at the start of the year
2) Mid-way - each term to consider progress made and what else needs to be done to accomplish goals
3) End of Term - at the end of the year
Single events, such as a one day or weekend service activity, are only eligible for one reflection and one Learning Outcome.
To Complete an activity, students must have completed the following:
1) Chosen achievable Learning Outcomes (which must have been Approved at the beginning of the activity)
2) Written three Reflections (Goal Setting, Mid-Term, and Final) or only one for a single event (one day activity).
3) Upload any relevant evidence as necessary
When students have completed the above tasks, they are responsible for contacting each activity Supervisor for a Supervisor Review and for the activity to be declared Complete.
How does Completion happen?
Move on to the next term!
Activities with anything other than a green check mark do not count towards a student's CAS requirements and the student should either delete the activity to keep their CAS page up to date, or determine the necessary action for successful completion (most often this will be writing a more involved, meaningful reflection).
I took a risk this term and went out for girls' basketball in order to gain awareness of my athletic strengths and areas for growth. Wow! it was challenging. I quickly saw that I need to grow in my leadership skills, because I was often hesitant and hung back too much. I found that I was a better defender than scorer, which was fine, but even my defense suffered when I got tired because I am not very fit. All in all, though I had a blast and saw that we all improved with practice. The inter-team thing was great, getting to make new friends and while I may not do B-ball next term, although the coaching was awesome. I do want to do something where I work in a team and compete with other schools.
Increased awareness of strengths and areas for growth
I participated in Dance this term because I love dancing but I don’t know how to dance very well. Dance is a new challenge for me because I don’t have much rhythm, I have never performed on stage, and I am nervous about doing it. I thought the activity was really fun. We had to choreograph our own dances which made me feel really involved. Ms. Booth was really excited and positive so I looked forward to dance every week. The biggest challenge for me was performing on stage – I was really nervous and afraid! Once we started dancing though, I forgot all about the audience and just enjoyed moving. I learned that I am better at dancing than I thought. I also learned how to do some steps like the box step. I would like to continue doing this activity next term so that I can eventually become good enough that I can choreograph all the dances instead of just a few bits.
I chose to participate in MUN because I’m interested in current events and politics. I like being aware of what’s going on in the world and would like to go into politics in the future. We spent a lot of time working on debating and problem solving to find solutions for world problems. I had to work collaboratively with others to research and find solutions that satisfied everybody involved. Debating was hard since I had to really organize my thoughts (I’m not very organized), write formally for resolutions, and speak publicly. I liked that I had to be a leader and it was necessary to be a good listener to help my team. It was really cool that we got to go to China too. Next year, I might try to run for the SRC since I would have to do more public speaking in that position and that would help me get involved in politics. This wasn’t a Service Activity but I enjoyed meeting other students during DaMUN and BeMUN.
My activity was MUN. I chose this CCP because I wanted to experience the process of making global decisions and learning about current events as they relate to the entire world. The Learning Outcomes that I tried to meet were learning how to debate, negotiate, and be a critical thinker when it comes to global issues. Being involved was empowering for me as I was able to communicate through public speaking and debate interacting with students of various grade levels. Public speaking was challenging for me as I had to choose a powerful point to stand by and remembering my stance was difficult. MUN was a meaningful CCP, however there were too many students who were quite possibly not involved for the right reasons. For example, it seemed as if some people just wanted to go to Malaysia on the MUN trip.
The activity we were involved in is ‘Greenies’ which focuses on and promotes recycling, conservation, and environmental awareness. I choose to be involved in the Greenies because of the current environmental situation in Dhaka city which is depressing due to the water, air, and noise pollution as well as littering and the attitude of people in general.
We learned how to make compost, garden, and construct water bottle lights and it was very useful and interesting experience where I felt I was making a contribution to improving the environment. It was challenging to work in the garden and having to get my hands dirty and carry things around. I made myself more aware about how to make a difference. It’s hard work and it’s not easy to convince others and try to make a difference to convince others and try to make a difference. It’s inspired me to expand the scope of the Greenies by implementing new projects. We were able to meet the students who were in the schools that received the bottle lights. I was really impressed with how their lives revolved completely around the boats that they lived on - they would just jump in the water to cool off every few minutes!
I chose to be involved in Samba Band to challenge myself musically; however, based on our recent performance, I discovered certain ethical implications of my actions. When introducing our samba music (a mixture of African and Brazilian rhythms), the audience laughed when our djembe player was said to be “representing West Africa”. Upon reflection, we were able to discuss the tendency to use “darkness” as an insult or joke here in Bangladesh. This is an important ethical discussion. It has inspired me to bring this issue up with my peers.
Next term, I would like to try and organize an awareness campaign with the SRC as I think they would be a good way to engage the entire school on these sorts of ethical discussions.
After much consideration, I chose to join the Saturday School. This C.C.P meant that I sacrificed a part of my weekend (Saturday) to work alongside under-privileged children who really looked forward to these outings. If I was not committed and failed to show up, I would be letting down not only my supervisor but also the visiting children. This activity provides important education for under-privileged children and it made me feel grateful for the life I live.
I had some challenges working with students from the expected to the unexpected - adapting or modifying lesson plans to dealing with a child’s cuts and grazes or her/him pooing in their pants. I learned that I must keep going with the students and I must keep my sense of humour. At the beginning, I got frustrated and angry but that just made me feel miserable; better to laugh it off. I would like to continue working with students next term so I think I will join the School of Hope to help with that organization.
My favourite student was Abdula who came each Saturday with a big smile on his face. He didn’t really know what he was doing but he was always happy to be there.
I wanted to be involved in the SRC to be able to voice other students’ opinions and represent their ideas for planning enjoyable and worthwhile activities.
I was involved in planning and implementing 7 non-uniform days for this term. I designed posters (see my uploaded image) advertising the events and helped to select the themes. I worked with the secretaries to collect donations for our chosen charity. We collected 147, 000 taka and donated it to 3 different charities: ASF, Jaago, and Weekend School.
I really enjoyed designing the posters as it enabled me to develop my artistic and IT skills. I wanted to appeal to all students to get them involved. Next term, I think I would like to try joining the Art Club to work more on my artistic skills.
Undertook new challenges
Developed new skills
Worked collaboratively with others
Engaged with issues of global importance
Considered the ethical implications of actions
Showed perseverance and commitment
Planned and initiated activities
As soon as you add a new Activity to your CAS Worksheet, you must write a Goal Setting Reflection.
Why do I have to set Goals? What's the point of Creativity, Action, Service?
After the supervisor has read the Goal Setting Reflection, they will approve the activity.
Often students engage in independent projects, or activities outside of school that contribute to their personal learning in CAS. Students must fill in the independent activity form, providing the details of the activity they are involved in, and request that the homeroom adviser and activity supervisor both sign and acknowledge the student's participation.
-located in ManageBac files