TÓTH ÁRPÁD SECONDARY SCHOOL DEBRECEN, HUNGARY CREATIVITY, ACTION, SERVICE CAS STUDENT S GUIDE

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1 TÓTH ÁRPÁD SECONDARY SCHOOL DEBRECEN, HUNGARY CREATIVITY, ACTION, SERVICE CAS STUDENT S GUIDE Year: 2013/14

2 IB 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 programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. IB learner profile The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

3 The Diploma Programme The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view. The Diploma Programme hexagon The course is presented as six academic areas enclosing a central core. It encourages the concurrent study of a broad range of academic areas. Students study: two modern languages (or a modern language and a classical language); a humanities or social science subject; an experimental science; mathematics; one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university.

4 WHAT IS CAS? CAS is one of the three course requirements at the core of the IB Diploma Programme hexagon. It is important to students for several reasons. CAS is student-directed. It allows you to determine what you are going to learn about yourself and others. Because you plan your program, you, not a teacher or the IB, are in charge of what you learn. CAS allows you to participate in an alternative kind of learning called experiential learning. It supports the way you usually learn in the academic classroom. Many people learn best by experiencing. Through your CAS activities, you will learn about local and global communities and have the opportunity to use your time and talents to benefit others as well as yourself. CAS allows you to develop cooperative learning skills. Colleges seek students who are well-rounded and have volunteer/service experiences. Your CAS experiences will be useful when completing college applications, writing college essays, and applying for scholarships. CAS opportunities may help you determine a career path. WHAT IS NOT CAS? Any class, activity, or project that is already part of a student s Diploma Programme. An activity for which a student is personally rewarded financially. Doing simple, tedious, repetitive work. All forms of duty within the family. Religious devotion and any activity which can be interpreted as proselytizing. Volunteering at any place of work that is a profit making business.

5 THE THREE ELEMENTS OF CAS Creativity: arts and other experiences that involve creative thinking. Action: physical exertion contributing to a healthy lifestyle. Service: an unpaid and voluntary exchange that has a learning benefit for the student. For student development to occur, 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. All proposed CAS activities need to meet these four criteria. It is also essential that they do not replicate other parts of the student s Diploma Programme work. Concurrency of learning is important in the Diploma Programme. Therefore, CAS activities should continue on a regular basis for as long as possible throughout the program, and certainly for at least 18 months. Successful completion of CAS is a requirement for the award of the IB Diploma. CAS is not formally assessed, but students need to document their activities and provide evidence that they have achieved eight learning outcomes. The CAS programme may be supported through extracurricular activities, clubs and sports teams which are part of the school life but MUST also include activities completed outside of school within the wider community.

6 CREATIVITY What is a good activity? Photography (to keep a record of CAS programmes). Creative writing (writing and editing a school newsletter, involvement in school newspaper/year book). Art (learning a new style, taking a class). Theatre (joining a local drama group). Designing language lessons for tutoring disabled pupils. Organizing an art show/exhibition. Designing and constructing a school notice board. Dance (learning a new dance form, starting a dance group for younger students). Making crafts for a charity sale. Making a video for a local charity. Design a website (for CAS). What is NOT a good activity? Anything you already do as part of your curriculum in lessons. Playing an instrument you have already been playing for five years. Painting your bedroom. Watching a movie or going to the theatre. Joining a choir for religious purposes. Singing karaoke. Cutting your friend s hair.

7 ACTION What is a good activity? Planting trees/clearing trails. Hiking (joining ODK at school). Coaching. Gymnastics. Participating in marathons (Debreceni Kilométerek, Rotary). Teaching children with a disability to swim. Yoga. Becoming a qualified sub-aqua diver. Any physical activity which promotes a greater awareness of your body and health. Developing skills and keeping fit. What is NOT a good activity? A skiing holiday with your family. Participating in a sport you have been playing for a few years already, without any clear goals for new achievements. Participating in any physical activity for personal gain, such as medals or money. Swimming round the local pool. (Remember all CAS activities must be supervised.) Lifting and carrying books for your teachers. Walking to school. Painting a wall. Any physical activity that is already part of your curriculum.

8 SERVICE What is a good activity? Visiting the elderly at a nursing home. Joining a local environmental club. Teaching English to refugee children. Working with charity organisations (e.g. the Hungarian Maltese Charity Service). Volunteering at an animal shelter (e.g. Pacsi, HVSK). Assisting victims of natural disasters. Organising a walkathon to raise money for a charity. Clearing a park, lake, trails or beach of litter and pollution. Exchanging skills with a group of disadvantaged children (e.g. EGYMI). Working with disabled children on a project. Organising an open air camp for pupils. Planting trees. What is NOT a good activity? Any service or community activity that is already part of your curriculum. Any activity for which you are personally rewarded by being paid. Doing simple repetitive work, e.g. painting a wall. Work that is not providing a service to the disadvantaged. Service to your teachers, such as sorting files or photocopying. Helping a friend with their homework.

9 EXAMPLES OF CAS ACTIVITIES INCORPORATING TWO OR THREE OF THE CAS ELEMENTS Teaching disabled children to swim/ ride a bike, etc. (A,S). Teaching children to play the guitar, etc (C,S). Working with disabled children at an art class (C,S). Organizing and taking part in a sports competition (C,A). Organizing and taking part in a sports competition and raising money for the homeless, etc (C,A,S). Creating and managing an IB website (C,S). A GOOD LONG TERM CAS PROJECT Integrates the three elements of C-A-S. Reaches out for the community. Meets needs expressed by the people receiving help. Does NOT generate expectations that can be disappointed in the future. Thoroughly respects all those involved; Sets up an exchange relationship with learning benefits for the students. Is self-sustainable and eco-sensitive. Is replicable. Involves the students in planning, carrying out and evaluating all aspects involved, and in communicating the results. Is open to new partners and actively involves people from different backgrounds, agegroups, with different skills and needs. Promotes use of different means and ways for reflection and result communication. Sets an example for other IB schools.

10 CAS Guiding Questions Students may find the following questions helpful for determining whether or not an intended activity qualifies as CAS. Is the activity a new role for me? How will I be involved? How will the activity benefit me? What do I hope to learn from getting involved? How can this activity benefit other people? What can I reflect on during this activity? Will the activity help me develop new skills and proficiencies? Which ones? Will the activity help me meet any of the eight learning outcomes? Which ones? Why do I think the activity qualifies for CAS? Would this activity be considered Creativity, Action, Service?

11 RESPONSIBILITIES OF THE STUDENT Students should own their personal CAS programs. With guidance from their mentors/advisers, students should choose activities for themselves, initiating new ones where appropriate. Students are required to: self review at the beginning of their CAS experience and set personal goals for what they hope to achieve through their CAS program. plan, do and reflect (plan activities, carry them out and reflect on what they have learned) Remember to have activities preapproved. consult with their CAS coordinator to discuss student s progress in completing activities, meeting goals, completing reflections and meeting the eight Learning Outcomes. (It is recommended that students briefly consult with the CAS Coordinator each month.) take part in a range of activities, including at least one project, some of which they have initiated themselves. At least one project must involve teamwork and include two or more of the CAS strands (creativity, action, service). keep records of their activities and achievements, including a list of the principal activities undertaken. Any time during the two years students may be asked to present their documentation to the CAS coordinator or IBO committee. show evidence of achievement of the eight CAS learning outcomes.

12 REFLECTION Reflection is what makes a CAS activity a true learning experience. Reflection allows you to critically think about your experiences. When you reflect on your experiences, you think, write, and talk about them. You share the experiences with others and relate them to other experiences that you have had. You become aware of your feelings. Reflection allows you to learn during and from your experiences. Learning takes place when you combine theory and practice, thought and action, observation and interaction. You should be completing a reflection at least once a week. To make the reflection process meaningful, you need to: recall life-situations analyze them evaluate them draw conclusions change perspectives plan further actions communicate and share the experiences with others. Reflection needs to be developed. It should not be assumed that it comes naturally. Just as the kind of reflection that a critic applies to a work of art or literature is something that develops with time and experience, so the kind of reflection appropriate in CAS is something that requires guidance and practice. The fundamentals are simple. Of any activity, it is appropriate to ask 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?

13 Writing is by no means the only possible outcome of reflection. Students can present their activities orally to peers, parents or outsiders. They can make scrapbooks, photo essays, videos/dvds, or weblogs. They can use journals or make up varied portfolios. Experiential learners might consider, where appropriate, for themselves and others, and for each stage of an activity (before, during and after): How did I feel? How do I think others felt? What did I perceive? What did I think about the activity? What did the activity mean to me? What was the value of the activity? What did I learn from the activity and how can I apply this learning (for example, a change of perspective) to other situations? Additional Guiding Questions/Statements to Address When Completing Reflections 1. Summarize and describe the activity. What has happened? What is happening? Include relevant dates. 2. What activities were completed? What abilities and attitudes were put into action by me and others? 3. What did I (we) hope to accomplish by this activity/project? 4. What did I (we) actually accomplish? What have been or will be the outcomes or the consequences of the activity/project? 5. Who have I (we) met? Who have I (we) worked with? 6. Did you feel at any time that you were failing to achieve what you wanted from the activity? 7. Have I (we) achieved our goals and objectives? 8. What difficulties did you encounter? How and what did you do to overcome the difficulties? 9. What could I (we) have done differently to achieve my (our) goals and objectives?

14 10. What did you hope to learn about yourself, about others, or about academic subjects from the experience? (self-confidence, modesty, respect, awareness, responsibility, curiosity, honesty, objectivity, commitment, initiative, determination, new skills, the ability to meet challenges) 11. What did you actually learn from the activity/project? (knowledge, abilities, attitudes, values, etc.) 12. Did anyone help you during the activity? If so, describe the help you were given. 13. How did this activity benefit other people or institutions? 14. What would you change if you did this same activity again? 15. What would you like to do next if you could continue this activity? 16. How can I (we) apply what I (we) have learned to other life situations? 17. Have I changed my perspectives? In what way? 18. Which of the eight learning outcomes did the activity help me accomplish? 19. How did the activity help me reach this learning outcome?

15 CAS Self-evaluation form (before the activity) Please self evaluate: How much do I know about the project I will take part in? How clear am I about my role? Is this a new role for me? How much I think I will learn from doing this? How confident am I that I will be successful? How good am I at expressing myself? How good am I at listening to others? How good am I at setting up emphatic communication with people? How tolerant am I? How open-minded am I? How interested am I in global issues? What I hope to learn by taking part in this project? About myself: About other people:

16 CAS Self-evaluation form (after the activity) Please self-evaluate: How much do I know about the project I took part in? How clear am I now about my role? Was this a new role for me? How much I think I learnt from doing this? How successful I reckon I have been? How good am I now at expressing myself? How good am I now at listening to others? How good am I now at setting up emphatic communication with people? How tolerant am I now? How open-minded am I now? How interested am I now in global issues? What have I actually learnt by taking part in this project? About myself: About other people:

17 Recording and reporting Students must document their CAS activities, noting in particular their reflections upon their experiences. This documentation may take many forms, including weblogs, illustrated displays and videos, and written notes. Its extent should match the significance of the particular activity to the student. Some of the most valuable recording and reporting happens when there is a real audience and purpose, for example, when students inform other students, parents or the wider community about what is planned or what has been achieved. Students must include support documentation with their reflections. Examples include: *Photographs *Letters from organizations *Journal entries *Brochures from organizations *Certificates of Achievement *Programs *CDs/videos/DVDs *Travel itineraries *Team/Club agendas *Ribbons *Service Organization agendas *News articles *Posters * There should be consultations between each student and the CAS coordinator as necessary, at least twice in year 1 and once in year 2, where the student s progress is discussed and appropriate encouragement and advice is given. (If possible it is recommended that students briefly consult with the CAS Coordinator each month during year 1.) These consultations should be briefly documented on a simple CAS progress form. If any concerns arise, especially about whether a student will successfully complete the CAS requirement, these should be noted and appropriate action should be taken at the earliest opportunity. The school will record the completion decision for each student, noting the evidence for each learning outcome. This decision is reported to the regional office, as specified in the Handbook of Procedures for the Diploma Programme.

18 LEARNING OUTCOMES 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: increased their awareness of their own strengths and areas for growth They are 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 the 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 the CAS coordinator. 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. All eight 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.

19 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. The guideline for the minimum amount of CAS activity is approximately the equivalent of half a day per school week (three to four hours per week), or approximately 150 hours in total, with a reasonable balance between creativity, action and service. Hour counting, however, is not encouraged. EVALUATION The most important aspect of evaluation is self evaluation by the student. The school provides students with formative feedback on progress and offers guidance on future activities. The school also makes the final decision on completion, which is reported to the IB regional office. There is no other assessment of student performance in CAS. The school CAS coordinator will decide if a student has satisfactorily completed CAS. CAS coordinators will notify the regional IBO office whether or not candidates have completed their CAS programmes. This will be completed by May 1 in the examination year. Failing students will have their diploma withheld, but are given the opportunity to complete the CAS component of the diploma within a year of examination. CAS PLAN OF ACTION 1. Read the CAS Guide carefully and completely. If you have any questions or concerns, contact your CAS Coordinator. 2. Complete a Self-assessment form. Determine personal growth goals for what you hope to achieve through your CAS program. 3. Develop a CAS plan. 4. Fill in a pre-approval form for each activity. 5. Do the activity. While completing it, continuously record your observations and reflections. Remember to collect support evidence to show that you actually participated in the activity. 6. When the activity is complete, use the CAS Guide questions to write your final reflection.

20 CAS TIMELINE Grade 11 IB Diploma Program Students September 2013 CAS Orientation: (2-4 hours) Students will review CAS Handbook. Students will begin the CAS process. Students will begin to determine and select CAS activities. Students will develop a CAS Master Plan. Students will begin the Activity Proposal process. CAS Individual Student Consultations: (15-20 minutes) Students will discuss progress on CAS activities with coordinator. CAS Group Projects: (2-3 hours) Students will brainstorm ideas for CAS group projects. Students will form groups and research possible projects. Students will identify a group project. CAS Group Projects: (1/2 hour) Groups will meet with coordinator to declare a team project. Group Projects completed All Group Project documentation completed and submitted CAS Activity Log of Year 1 CAS activities completed and submitted. All reflections and CAS Questions for Year 1 activities completed and submitted. Proposals for summer activities submitted for approval. Grade 12 IB Diploma Program Students September 2014 CAS Orientation: (2-4 hours) CAS Individual Student Consultations: (15-20 minutes) Students will discuss progress on CAS activities with coordinator. CAS Activity Log of Year 2 CAS activities completed and submitted. All reflections and CAS Questions for Year 2 activities completed and submitted. Celebrate CAS Accomplishments.