Transcript Creativity, Action, and Service (CAS)

Creativity, Action, and Service
(CAS)
International Baccalaureate
Kenmore West High School
Start with Self
CAS at the Center
CAS Defined
 Creativity – arts, and other experiences that involve
creative thinking
 Action – physical exertion contributing to a healthy
lifestyle, complementing academic work elsewhere
in the Diploma Programme
 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.
CAS Program Basics
The CAS experience, as a whole, should be evidence that students have:
 increased their awareness of their own strengths and areas for growth
 undertaken new challenges
 planned and initiated activities
 worked collaboratively with others
 shown perseverance and commitment in their activities
 engaged with issues of global importance
 considered the ethical implications of their actions
 developed new skills
CAS Program Basics
Creativity, action, service (CAS) should 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
Levels of Activities
 Project – Large idea, made up of many activities
 Example: International Development Trip
 Activity – Smaller action that supports the
overall project, made up of tasks
 Example: organizing a garage sale fundraiser
 Task – most basic unit that supports the project
 Example: working the table at the garage sale
The CAS Team
 CAS Coordinator – oversees the execution of
the CAS program and organizes the
evaluation of student progress
 CAS Advisers – building-based individuals
who meets with students (about 10 students
per adviser)
 CAS Supervisors – organization-based
individuals who works with student directly
at the task/activity/project
Cycle of Experiential
Learning
Reflection:
a key component
The fundamental questions of reflection may
be basic, but the answers may be quite
complex:
 What did I plan to do?
 What did I do?
 What were the outcomes for the team, others,
and me?
Reflection:
a key component
Beyond the basics, students will consider:
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how they felt,
what they perceived,
what they thought of the activity,
what the activity meant to the student,
what the value of the activity was,
what they learned from the activity and how this
learning (e.g. change of perspective) might apply
more widely.