CAS and Activities – Student Leaders and Advisers SY14/15
Student Handbook SY14/15
Service Learning Opportunities
All organizations are expected to have a service component as part of their modus operandi. Each organization offers distinct service learning opportunities for students throughout the year. Four organizations are directly supported by a Class Council. In partnership they will organize four Saturday Service days during the academic year. The Service Learning Council and the Environment Council will also assist in the planning and implementation of these events as well as in offering other Saturday Service opportunities. Collaboration, sustainability and quality are the goals for these events. Please visit CAS at ISM Online for an overview of all service learning opportunities.
CAS (Creativity, Action and Service)
Creativity: arts and other experiences that involve creative thinking and problem solving. This could include doing dance, theatre, music and art. Students should be engaged in group activities and in new roles wherever possible. Individual commitment to learning an art form is allowed.
- Designing of posters to advertise CULCON (C)
Involvement in MUN (C)
Participating in school plays (C)
Participating in a creativity activity with Child Hope students (C)
Teaching guitar lessons to a younger class (CS)
Action: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Programme. It includes physical activity involved in carrying out creative and service projects.
- Participation in expeditions and camping trips (A)
Individual & team sports (A)
Digging trenches to lay water pipes so as to bring fresh water to a village (AS)
Building houses with GK (AS)
Coaching young children (AS)
Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected. Service involves interaction with individuals or groups in the community. Community can be school, local district, national or international level. Students are encouraged towards group and team activities and undertaking new roles wherever possible.
- ICARE (S) or (AS)
Saturday Service (S)
GK Build (S) or (AS)
Teaching children who have a disability to swim (AS)
Digging and laying foundations for street children (AS)
Clearing a beach from oil pollution and litter (AS)
What CAS is not – CAS is not taking place when the student is passive. CAS is not taking place if there is no interaction with others.
- Any class, activity or project which is already part of the student’s Diploma Programme
- An activity for which a student is personally rewarded either financially or with
- some other benefit (unless this benefit is passed on in full to a worth cause)
- Doing simple, tedious and repetitive work, like returning school library books to the shelves
- A visit to a museum, theatre, art exhibition, etc
- All forms of duty within the family
- Religious devotion or any activity which can be interpreted as proselytizing
- Fund-raising with no clearly defined end in sight
- An activity where there is no leader or responsible adult on site to evaluate and confirm student performance
What are the Aims of CAS?
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.
What are the Learning Objectives for CAS?
(Over the 2 years, you will need to show evidence that they have met the 8 learning objectives)
- Increased awareness of their strengths and areas for growth. They should be 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.
- Undertaken new challenges. A new challenge may be an unfamiliar activity or an extension to an existing one.
- Planned and initiated activities. Planning and initiation will often be in collaboration with others. It can be shown in activities that are part of larger projects, for example, ongoing school activities in the local community, as well as in small student-led activities.
- 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 including integration of at least two of creativity, action and service, is required.
- 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.
- 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).
- Considered the ethical implications of their actions. Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musical composition, 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.
- 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.
What is Experiential Learning?
Experiential learning involves much more than just the activity itself: planning, acting, observing and reflecting are all crucial in making the experience as valuable as possible.
The Cycle of Experiential Learning
Among the benefits of experiential learning are the following. Students are enabled to:
- See the application of academic learning, social and personal skills to real‑life situations
- Bring real benefits to self and/or others
- Understand their own capacity to make a difference
- Make decisions that have real, not hypothetical, results
- Develop skills to solve problems
- Develop a sense of responsibility and accountability for their actions.
What are my Responsibilities as a Student?
You should have a sense of ownership towards your CAS programme. With guidance from your advisers, you should choose activities for yourself and initiating new ones if appropriate.
You are required to:
• Self‑review at the beginning of your CAS experience and set personal goals for what you hope to achieve through the CAS programme
• Plan, do and reflect (plan activities, carry them out and reflect on what you have learned)
• Undertake at least one interim review and a final review with your CAS adviser
• Take part in a range of activities, including at least one project, some of which took initiative upon themselves.
• Keep records of your activities and achievements, including a list of the principal activities undertaken
• Show evidence of achievement of the eight CAS learning outcomes.
How do I write Reflections, Recordings and Reports?
The fundamentals are simple. Of any activity, it is appropriate to ask yourself the following questions.
- What did I plan to do?
- What did I do?
- What were the outcomes, for me, the team I was working with, and others?
The difficulty lies in the complexity of the possible answers.
Recording and Reporting CAS hours
CAS Projects and Activities are recorded on ManageBac. Dates will be given throughout the year for interviews to discuss plans and progress through the CAS program. Progress through CAS will be reported to parents at the same time as academic grades.
CAS Advisors and Student Support
Every homeroom advisor will support their students through the CAS program. Advisors can discuss plans, progress and confirm the completion of CAS activities and necessary documentation. The CAS coordinator is available most mornings, breaks, lunch and in tutorial time to discuss and support students through the CAS requirements. A third advisor may be an adult with whom a student plans to undertake a particular activity. All external activities of this kind must be approved by the CAS coordinator and sanctioned by the parent or guardian.
CAS and Service Requirements for IB and Graduation
All students, regardless of grade or course options, must complete a minimum duration of 25 hours service per full year in high school to graduate from ISM. This can be achieved through an ICARE Project and one Saturday Service Activity (or equivalent) per year. Students are strongly encouraged to support ISM’s service learning programs before considering external activities. If a student cannot attend either program they must find alternative service activities outside of ISM. All external activities must be approved by the CAS and Activities Coordinator and sanctioned by the parent or guardian. IB Diploma students require a minimum duration of 150 hours (50 for Creativity, 50 for Action and 50 for Service) balanced over the two years of the course. These hours should be achieved through approximately 8 to 10 different activities. Non-diploma students are strongly recommended to extend their hours beyond the minimum requirements outlined in the table below.
CAS Projects and CAS Activities
CAS Projects and CAS Activities may be for Service, Action, Creativity or a combination of each element.
CAS Projects are longer in duration, involve more planning time, deeper learning and greater reflection. A good example of this would be ICARE. Others might be your role in Council, playing on a team, MUN or being part of the school play. Projects have a longer total duration and will occur over a sustained period of time.
CAS Activities are shorter learning experiences. A good example is a Saturday Service Activity with your Grade to PCF or a day with Child Hope. It could also be a guitar or wakeboarding lesson or cooking class. A CAS Activity may become a CAS Project if it develops into a longer sustained endeavour.
For Student other than IB Diploma ICARE and Saturday Service must be recorded as Service.
|Grade 9||Grade 10||Grade 11 Non-Diploma||Grade 12
|Grade 11 Diploma||Grade 12 Diploma||Total|
|CAS Project – Service ICARE||21||21||21||21||21||21||84|
|CAS Activity – Service (Saturday Service or Equivalent)||4||4||4||4||4||4||16|
|Total Service Hours Required Per Full Year at ISM to Graduate||25||25||25||25||25||25||100|
|CAS Hours for IB Diploma||NA||NA||NA||NA||75||75||150|
|Grade/ Course||CAS Project||CAS Activity||CAS Project||CAS Activity||Number of CAS Reflections|
|Grade 9||ICARE Service||Saturday Service||2|
|Grade 10||ICARE Service||Saturday Service||2|
|Grade 11 Non- Diploma||ICARE Service||Saturday Service||2|
|Grade 12 Non-Diploma||ICARE Service||Saturday Service||2|
|Grade 11 IB Diploma||ICARE Service||Saturday Service||Creativity/ Action/ Service||Creativity/ Action/ Service||4|
|Grade 12 IB Diploma||ICARE Service||Saturday Service||Creativity/ Action/ Service||Creativity/ Action/ Service||4|
|Totals for Diploma Students – One Project must combine at least Two elements of CAS||2||2||2||2||8|