CREATIVITY-ACTIVITY-SERVICE

CAS @ HPSH
What is CAS?

CAS encourages you to explore interests, take risks in trying new things, and helps you become an
interesting, well-rounded person. CAS experiences build the student, apart from academics. CAS
acknowledges you have a well rounded life.

CAS is organized around the three strands of creativity, activity and service defined as follows.

Creativity—exploring and extending ideas leading to an original or interpretive product or

performance

Activity—physical exertion contributing to a healthy lifestyle

Service—collaborative and reciprocal engagement with the community in response to an

authentic need

The CAS program aims to develop students who:

. enjoy and find significance in a range of CAS experiences

. purposefully reflect upon their experiences

. identify goals, develop strategies and determine further actions for personal growth

. explore new possibilities, embrace new challenges and adapt to new roles

. actively participate in planned, sustained, and collaborative CAS projects

. understand they are members of local and global communities with responsibilities towards each
other and the environment.

(CAS subject guide, IBO)

A CAS experience must:

o fit within one or more of the CAS strands

o be based on a personal interest, skill, talent or opportunity for growth
o provide opportunities to develop the attributes of the IB learner profile
o not be used or included in the student’s Diploma course requirements

To further assist in deciding on a CAS experience, the following questions may be

useful to consider.
§ Will the experience be enjoyable?
§ Does the experience allow for development of personal interests, skills and/or
talents?
§ What new possibilities or challenges could the experience provide?
§ What might be the possible consequences of your CAS experience for you,
others and the environment?
§ Which CAS learning outcomes may be addressed?

(CAS subject guide, IBO)

 CAS LEARNING OUTCOMES
The goal is that, through your CAS experiences, you grow as a person. The CAS learning outcomes
help to identify areas growth may be seen. They will help you reflect on your own growth – some
may show up in many experiences, some may only show up in one or two. Throughout your CAS
experiences, you need to identify and reflect on all learning areas.

Learning outcome 1: Identify own strengths and develop areas for growth
The student…
• Is aware of own strengths and weaknesses
• Is open to improvement and growth opportunities
• Is able to propose activities according to own interests and talents
• Is willing to participate in different activities
• Is able to undertake a thoughtful self-evaluation
• Is able to see themselves as individuals with various abilities and skills, some more
developed than others.

Learning outcome 2: Demonstrate that challenges have been undertaken, developing new
skills in the process
The student…
• Participates in an experience that demands an appropriate personal challenge; this could be
with new or familiar experiences
• Is willing to become involved in unfamiliar environments and situations
• Acquires new skills and abilities
• Increases expertise in an established area
• Shows newly acquired or developed skills or increased expertise in an established area

Learning outcome 3: Demonstrate how to initiate and plan a CAS experience

The student…
• Is able to articulate the CAS stages including investigation, preparation, action, reflection
(ongoing) and demonstration, moving from conceiving an idea to carrying out a plan for a
CAS experience or series of CAS experiences
• Demonstrates knowledge and awareness by building on a previous CAS experience
• Shows initiative by launching a new idea or process
• Suggests creative ideas, proposals or solutions
• Integrates reflective thoughts in planning or taking initiative
• Is aware of roles and responsibilities when designing an individual or collective CAS
experience
• Shows responsible attitude to CAS project planning
• Is able to develop a coherent action plan taking into account the aim or purpose, activities
and resources.

Learning outcome 4: Show commitment to and perseverance in CAS experiences

The student…
• Demonstrates regular involvement and active engagement with CAS experiences and CAS
project
• Is able to foresee potential challenges to the initial plan and consider valid alternatives and
contingencies
• Demonstrated adaptability to uncertainties and changes
• Gets involved in long-term CAS experiences and CAS project
Learning outcome 5: Demonstrate the skills and recognize the benefits of working
collaboratively
The student…
• Shares skills and knowledge
• Listens respectfully to proposals from peers
• Is willing to take on different roles within a team
• Shows respect for different points of view and ideas
• Makes valuable contributions
• Is responsible for participating in the group
• Readily assists others
• Is able to identify, demonstrate and discuss critically the benefits and challenges of
collaboration gained through CAS experiences

Learning outcome 6: Demonstrate engagement with issues of global significance

• Recognizes the global implications of local issues
• Is able to identify global issues in the local or national community
• Shows awareness of issues of global importance and takes concrete and appropriate actions
in response to them either locally, nationally or internationally
• Gets involved in CAS projects addressing global issues in a local, national or international
context
• Develops awareness and responsibility towards a shared humanity

Learning outcome 7: Recognize and consider the ethics of choices and actions
• Recognizes ethical issues
• Is able to explain the social influences on one’s ethical identity
• Takes into account cultural context when making a plan or ethical decision
• Identifies what is needed to know in order to make an ethical decision
• Articulates ethical principles and approaches to ethical decisions
• Shows accountability for choices and actions
• Is aware of the consequences of choices and actions regarding self, others involved and the
community
• Integrates the process of reflection when facing an ethical decision
• Shows awareness of the potential and varied consequences of choices and actions in planning
and carrying out CAS experiences.
CAS Subject Guide – IBO
IB - Diploma Program Requirements

CAS work is completed over an 18 month time period, starting September of your junior year, and
wrapping up February/March of your senior year. While there is no set requirement of hours, it is a
general expectation that you are regularly participating in CAS experiences, for an average of about
a half a day a week. It is understandable that some times will be considerably more than that, while
other times will be less. Overall, you should almost always be active in something.

It is expected that each of the three CAS strands are represented in your work, and there is
evidence of each of the seven learning outcomes. Reflection is an integral part of growth. Reflection
should be done regularly, and incorporate evidence of the learning outcomes.

CAS Project: As a part of the DP, it is required that you complete a CAS project. The project must
include at least one of the strands (creativity, activity or service), and many times includes multiple.

• Spans the time of a month or more

• Includes at least one of the strands – creativity, activity or service
• Shows evidence of CAS stages
• Includes multiple reflections
o 1 pre-reflection: Why is this your project? What goals do you have? What planning
have you done? What are you looking forward to in your project?
o 3 or more reflections along the way: What is going well? What obstacles have been
encountered, how are you working through them? What success have you seen? How
are you working through the CAS stages?
o 1 final reflection: tie together your learning within the CAS stages – what did you
learn? What were some successes?
Reflections are time stamped in managebac – record your reflections as you go.

Many things could qualify for the project, as long as it shows the CAS stages. Something you are
already familiar with may qualify, as long as it presents a new challenge, and you reflect on that new
challenge through the lens of the CAS stages. Being a captain of a team, learning a new skill,
leading an event, leading school organizations, being commissioned to create a piece of art, and
working with community organizations are all examples of potential projects. Talk with your CAS
advisor as you prepare for your project. You may also always check with Ms. Hedwall
([Link]@[Link] room 3207).

IB – Honors Program Requirements (class of 2018 only)

CAS work is completed over an 18 month time period, starting September of your junior year, and
wrapping up February/March of your senior year. While there is no set requirement of hours, it is a
general expectation that you are regularly participating in CAS experiences. Some times may be
more intense than others.

It is expected that each of the three CAS strands are represented in your work at least once, and
there is evidence of at least five of the seven learning outcomes. Reflection is an integral part of
growth. Reflection should be done regularly, and incorporate evidence of the learning outcomes.

There is no requirement of a CAS project in the IB – Honors program.

 CAS STAGES

This cycle may be used in individual experiences, or parts may be used. The CAS project should
include all parts of the cycle, and may move back and forth through various parts multiple times.

Investigation: Students identify their interests, skills and talents to be used in considering
opportunities for CAS experiences, as well as areas for personal growth and development. Students
investigate what they want to do and determine the purpose for their CAS experience. In the case of
service, students identify a need they want to address.
Preparation: Students clarify roles and responsibilities, develop a plan of actions to be taken,
identify specified resources and timelines, and acquire any skills as needed to engage in the CAS
experience.
Action: Students implement their idea or plan. This often requires decision-making and problem-
solving. Students may work individually, with partners, or in groups.
Reflection: Students describe what happened, express feelings, generate ideas, and raise
questions. Reflection can occur at any time during CAS to further understanding, to assist with
revising plans, to learn from the experience, and to make explicit connections between their growth,
accomplishments, and the learning outcomes for personal awareness. Reflection may lead to new
action.
Demonstration: Students make explicit what and how they learned and what they have
accomplished, for example, by sharing their CAS experience through their CAS portfolio or with
others in an informal or formal manner. Through demonstration and communication, students
solidify their understanding and evoke response from others.
The CAS stages provide a framework that enables students to:
• increase self-awareness
• learn about learning
• explore new and unfamiliar challenges
• employ different learning styles
• develop their ability to communicate and collaborate with others
• experience and recognize personal development
• develop attributes of the IB learner profile.
 CAS TIMELINE

Junior Year:
• Check in meeting with CAS advisor (fall)
• Interview I with CAS advisor (winter)
• Working on/complete at least 5 CAS experiences
• Reflect on CAS experiences and provide evidence in Managebac
• Communicate with your CAS advisor as needed
• Make plan for CAS Project
• Summer opportunities meeting (late spring)
• CAS experiences over summer

Senior Year:
• Check-in meeting with CAS advisor (fall)
• Interview II with CAS advisor (late fall/early winter)
• Continue engaging in CAS experiences
• Reflect on CAS experiences and provide evidence in Managebac
• Complete CAS Project
• Interview III with Ms. Hedwall (March/April) All experiences and reflections need to be
completed, with evidence. This is your final interview J

Key to a student’s CAS programme is personal engagement, choice and enjoyment of CAS
experiences. Throughout the Diploma Programme students undertake a variety of CAS experiences,
ideally on a weekly basis, for a minimum of 18 months. They must also undertake at least one CAS
project with a minimum duration of one month. Students reflect on CAS experiences at significant
moments throughout CAS and maintain a CAS portfolio. Using evidence from their CAS portfolio,
students will demonstrate achievement of the seven CAS learning outcomes to the CAS coordinator’s
satisfaction.

Reflections

While many students find it most convenient to write reflections, other forms may be used – videos,
posters, presentations, conversations with advisor, email, photographs, speeches, etc. All forms of
reflection should show evidence of learning outcomes, not just be a recap of the activity. Reflections
should be stored in managebac. Communication between student and advisor is best done in
managebac, as it keeps record of discussions with other evidence.

What might a reflection look like?

o Includes a brief description of the activity
o Shows evidence of the Learning Outcomes you have checked (if you checked 5 outcomes, all
5 should be clearly addressed in your writing.)
o Be yourself – discuss your thought process. The only people reading your reflections are the
CAS advisors and coordinator. Reflections are not passed along to supervisors listed.

Some questions to guide your reflection:

o What did you do? What planning took place?
o Was there a moment that left an impact?
o What challenged you in your work?
o How did you handle a time you needed to make a decision that impacted others?
o Did your experience have global impact? In what way?
o What strengths did you develop? What challenges did you did you encounter?
o How did you work with others?
o Look over Learning Outcome descriptions
What counts as an CAS experience?

A CAS experience must:

o fit within one or more of the CAS strands

o be based on a personal interest, skill, talent or opportunity for growth
o provide opportunities to develop the attributes of the IB learner profile
o not be used or included in the student’s Diploma course requirements
o not be a paid experience

Creativity
Creativity in CAS provides you with the opportunity to explore your own sense of original thinking
and expression. Creativity will come from your talents, interests, passions, emotional responses, and
imagination; the form of expression is limitless. This may include visual and performing arts, digital
design, writing, film, culinary arts, crafts and composition. Students are encouraged to engage in
creative endeavors that move them beyond the familiar, broadening their scope from conventional
to unconventional thinking.

CAS Subject Guide – IBO

Types of creativity

On-going: A student may already be engaged in creativity as part of a school group or club,
or through some other form of creativity.

School-based: These experiences could be part of the school’s service CAS projects, school
clubs, scheduled creativity sessions or other opportunities.

Community-based: Students could join a community-based theatre or music group,

contribute towards a community art gallery, create a sculpture for a park, take cooking
classes, or participate in other opportunities.

Individual: Students could compose music, develop a website, write fiction stories, design
furniture, create arts and crafts, take photographs, or paint pictures.

Some ideas for creativity:

o Learn to play an instrument

o Undertake a challenging piece of music
o Choreograph a dance
o Learn and perform a dance
o Take a class through St. Paul Community Education
o Photography
o Design and complete a mural
o Participate in a cultural day assembly
o Take a dance class
o Participate in band or choir (not testing)
o Join a community band
o Learn to bake a family recipe
o Improve a known recipe (best chocolate chip cookies ever!)
o Design a website for a nonprofit group/charity/individual
o Design an awareness campaign for a cause you are passionate about
o Participate in speech or debate
o Create/carry out new activities for student council, NHS, Link Crew, FFA
o Yearbook and Plaidline
o Take a non-testing art class
Activity: Physical exertion contributing to a healthy lifestyle

The purpose of the activity element is to promote lifelong healthy habits related to physical well-
being. Experiences may include individual and team sports, aerobic exercise, dance, outdoor
recreation, fitness training, and other forms of physical exertion that contribute to a healthy lifestyle.
Students should participate at an appropriate level and on a regular basis to provide a genuine
challenge and benefit. Students with disabilities must be given the opportunity to take part in this
strand.

Students must reflect meaningfully on their engagement with activity looking for moments of
personal significance or inspiration as a call for reflection.

Types of Activity

On-going: A student may already be engaged in activity as part of a a school team or club,
or through some other form of sustained physical exercise.

School-based: These experiences could be part of school curriculums or a school sports.

Students could initiate intramural activities and engage other IB students or any students
within the school.

Community-based: Students could join a community-based running club, a dance class, an

aerobics class, or a St. Paul Community Education athletic activity.

Individual: Students may engage in solitary activity experiences such as running, cycling,
swimming, and strength conditioning.

Some ideas for creativity:

o Join an athletic team
o Walk/ride bike to school
o Join archery club
o Martial arts classes
o Take a PE elective (volleyball, weight lifting, racquet sports, etc)
o Go for a hike
o Walk for charity
o Train for and run a 5K
o Take classes at a gym (YMCA offers cheap summer rates for HS students)
o Take a work-out class through St Paul Community Education
o Try a new sport
o Teach a sport to kids
o Help in a community garden
o Go bowling
o Learn to golf
o Commit to walking with a friend regularly
o Swim
Service: Collaborative and reciprocal engagement with the community in response to an authentic
need

The purpose of the service element is for students to understand their ability to make a meaningful
contribution to their community and society. Service is often determined to be the most
transforming element of CAS. Use of the CAS stages in developing service experiences is
recommended. CAS service experiences are unpaid. Students must reflect meaningfully on their
engagement with service looking for moments of personal significance or inspiration as a call for
reflection.

Types of Service
On-going: Students develop perseverance and commitment when investigating a
need that leads to a plan of action implemented over time.

School-based: Authentic need must be verified that will be met through student
action. Tutoring other students in school would be an example of a school-based
service experience.

Community-based: Participating in service within the local community advances

student awareness and understanding of social issues and solutions. Interactions
involving people in a service context best occur with regularity that builds and sustains
relationships for the mutual benefit of all.

Immediate need: In response to a disaster, students often want to take immediate

action. This involves quickly assessing the need and creating a planned response.

Fundraising: Students need to develop an understanding of the organization they

want to support and the issues being addressed. Students should directly
communicate with the organization and establish accountability for funds raised.

Volunteerism: Students often volunteer in service experiences organized by other

students, the school or an outside group. Student’s benefit from prior knowledge of
the context and the service need. Using the CAS stages prior to volunteering is highly
recommended.

Some ideas for service:

o Help out at a local elementary school
o Serve in a school group (NHS, Student Council, Link Crew, etc)
o Work with a community organization
o Volunteer with a non-profit
o Serve as a translator
o Care for pets at a local shelter
o Volunteer at fundraiser walks
o Trick or Canning for NHS
o Participate in a community clean up
o Volunteer at a local hospital
o Volunteer coach for kids athletic teams
o Coordinate a neighborhood event
o Participate in local government action
o Become first aide/CPR certified
o Check on the Highland Park CAS page for specific volunteer activities