CREATIVITY, Action, Service

"Think globally, act locally"

The purpose of the CAS component of the Diploma Programme is fundamental to the philosophy of the IB as stated in the Mission Statement and described in the Learner Profile.

Forms

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 programmes of international education and rigourous assessment.

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.

Learner Profile

IB learners strive to be:

Inquirers

Open-minded

Knowledgeable

Caring

Thinkers

Risk-takers

Communicators

Balanced

Principled

Reflective

Three Aspects of CAS

C = Creativity: arts and other activities which involve the creative process Ex. event planning

A = Action: physical exertion (could be construction) which contributes to a healthy life style – complementing academic work – a more balanced life.

S = Service: voluntary and unpaid aid to others in which the participant is also a learner.

If you have been involved in an activity for a long time – eg. dance, piano, soccer – and you have a commitment to this activity, you need only set a new goal within that activity for it to count. For instance: if you dance ballet, you could teach a friend or friends so that they can understand and appreciate the activity; you could set yourself a new goal in dance: learn how to break dance, for instance, or ethnic dance such as highland sword dancing. If you are an athlete, you can coach others or learn a new skill yourself – eg. a sprinter learning to hurdle, a cricket player teaching basketball players and vice versa. Share your talents and learn from others!

CAS activities should involve 4 main elements:
  • A real, purposeful activity
  • A personal challenge – extend yourself beyond your comfort zone
  • Consideration prior to (planning, goal setting) and during (progress, analysis) the activity.

  • Reflection on completion

What should you expect to get from your CAS experience?
  • Better self awareness, personal growth
  • Better sense of responsibility
  • Time management experience
  • Better problem solving skills
  • More experience working collaboratively
  • See your TOK into action
  • Establish what will, hopefully, become a lifelong process

Student Responsibilities

  • To set goals (before you start) for what you wish to achieve during your CAS participation
  • To plan each activity, complete it and write a reflection after completion
  • To anticipate doing a range of activities and at least one larger project in which you have helped with the planning and have worked with other students
  • To keep records of the activities under appropriate headings (C,A,S), log the hours you spent and obtain the signature of the Supervisor
  • Show evidence of the 8 CAS outcomes(see evaluation)

CAS Schedule

Some dates below are general suggestions and are subject to change

Grade 10

June meeting to inform students about the CAS requirements

Grade 11

December – first submission to your CAS supervisor of your Portfolio

June – second submission

Grade 12

December – third submission

April (first week) – final submission for Evaluation – will include the Final Reflection on the entire experience.

Evaluation of CAS

Successful completion of CAS will be awarded providing there is evidence, over a variety of activities, of the following expectations (CAS Guide 2008)
  • Increased awareness of personal strengths and areas of growth
  • New challenges have been undertaken
  • Activity planning – alone or in collaboration with others
  • Working cooperatively
  • Perseverance and commitment
  • Issues of global import (ex. environment, caring for the elderly, poverty issues)
  • Consideration of implications of actions on others.
  • New skills have been developed

What do you need to know?

  • Look at the Learner Profile. What aspects represent your present strengths? Which aspects require more growth? Record this information for your future reflections.
  • Set goals for your CAS experience – both long term and short term goals
  • Consider your present interests, long-standing hobbies or favourite activity.
  • How can you incorporate these into your CAS experience?
  • Talk with others. What might you do collaboratively?

What is NOT CAS?

  • Tedious, repetitive work with no ultimate purpose or service to someone else
  • Anything passive (visiting a museum or an art gallery)
  • Any activity with no leader or supervisor to evaluate your contribution.
  • Anything in a religious context such as teaching Sunday School in your church.

 

Rule of thumb:
Consult the evaluation outcome expectations. If they are being honoured in some meaningful way and a goal can be set, the activity can be considered CAS. Check with your CAS supervisor if you are not certain.