MR.

BEN CARTER

I B DI PLOMA PROGRAMME
CAS COORDI NATOR

EDWARD H. WHI TE HI GH SCHOOL

SEPTEMBER 201 4
Creativity Action Service
An Introduction for Parents
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
programmes of international education and rigorous
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.
The IB Learner Profile
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.
The IB Diploma Programme
CAS (Creativity, Action,
Service) is a CORE
component of the IB
Diploma Programme.
Students must complete
the CAS requirement in
order to:
Be eligible for an IB
Diploma.
NOTE: Students who complete
the IB curriculum shall have
satisfied the district and state
graduation requirements.

The Aims of CAS
CAS 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

Reflective
Balanced
Risk-takers
Caring
Open-minded
Principled
Communicators
Thinkers
Knowledgeable
Inquirers
Personal
Development
Service
Action Creativity
What is CAS?
Creativity, Action, Service 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
The emphasis is on learning by doing real tasks
that have real consequences and then reflecting on
these experiences over time.
C is for Creativity
This aspect of CAS is interpreted as imaginatively as
possible to cover a wide range of arts and other activities
outside the normal curriculum, which include creative
thinking in the design and carrying out of service
projects.
This could involve doing dance, theatre, music, or it
could involve taking on a leadership role and designing a
service project.
You should try to be involved in group activities, and
especially in new roles, wherever possible; however,
individual commitment to learning an art form IS
allowed, where it respects the requirements for all CAS
activities.
A is for Action
This aspect of CAS can include participation in expeditions,
individual and team sports, and physical activities outside of
the normal curriculum; it also includes physical activity
involved in carrying out creative and service projects.
Action may involve participation in a sport or other activities
requiring physical exertion such as expeditions, camping
trips, or digging trenches for water, etc.
Again, you are encouraged towards group and team activities,
and undertaking new roles, but an individual commitment is
acceptable where the general requirements of CAS are met.
Incorporating the service element can enhance both
creativity AND action. For example, if you become
involved in the arts or physical activities you might
consider young children or seniors in residential
homes.
S is for Service
Service involves interaction, such as the building of
links with individuals or groups in the community.
The community may be the school, the local district,
or it may exist on national and international levels
(such as undertaking projects of assistance in a
developing country).
Service activities should not only involve doing
things for others but also doing things with others
and developing a real commitment with them.
The relationship should therefore show respect for
the dignity and self-respect of others.
What is NOT CAS?
CAS is not a points-scoring exercise. It is also NOT
an hour-counting exercise.
CAS is not taking place if you are in a passive role.
You must be active in all activities. There should be
interaction.
If you are passive, nothing of real value results from
what you are doing, and no real reflection is possible.
What is NOT CAS? Examples
Any class, activity, or project that is already part of the DP.
An activity for personal reward, either financial or benefit-in-kind.
Simple, tedious, and/or repetitive work.
A passive pursuit, e.g. museum, theatre, exhibition, concert.
Part of family or religious duties.
Work experience that only benefits the student.
Fundraising with no clearly defined end in sight.
An activity where there is no responsible adult on site to evaluate
your performance.
Activities that cause division amongst different groups in the
community.
Working in a retirement or childrens home when you are just
making sandwiches/food and have no contact with the residents or
actually do no service for other people.
Learning Outcomes
Learning outcomes are not rated on a scale.
The CAS Committee (The Diploma and CAS
Coordinator Mr. Carter) will simply look at each
outcome and ask, Has this outcome been achieved?
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 sufficient evidence for every outcome.
We are looking for MASTERY!!!
Learning Outcomes
1. Increase your awareness of your strengths and
areas for growth.
You are an individual with various skills and abilities, some
more developed than others. You can make choices about
how to move forward.
2. Undertaken new challenges.
A new challenge may be an unfamiliar activity, or an
extension to an existing one. Identify new challenges that
you would like to take on. Reflect on these challenges from
creative, active, and service perspectives.
Learning Outcomes
3. 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 on going school activities in the local
community, as well as in small student-led activities.
4. Worked collaboratively with others.
Collaboration can be shown in many activities, such as team
sports, playing music in a band, or helping in a kindergarten.
At least one project must involve collaboration and
integrate at least two of creativity, action, and/or
service, and be of significant duration.
Learning Outcomes
5. Shown perseverance and commitment on your
activities.
A student needs to attend regularly and accept a share of the
responsibility for dealing with problems that arise in the
course of activities.
6. Engaged with issues of global importance.
You are required to act on at least one issue of global
significance. This activity may be an international project,
but there are many global issues that can be acted on locally
or nationally (for example, environmental concerns).
Learning Outcomes
7. Considered the ethical implications of your actions.
Ethical decisions arise in almost any CAS activity. Evidence
of thinking about ethical issues can be shown in various
ways, including journal entries and conversations with CAS
advisors.
8. Developed new skills.
As with new challenges, new skills may be shown in activities
that the students have not previously undertaken, or in
increased expertise in an established area.
Student Responsibilities in CAS
Pre-Planning
Set your own expectations during your initial self-review.
Create Your CAS Plan
CAS should not take up more than one half-hour per day. (Three to four
hours per week.)
Carry Out Your CAS Plan
All activities must be pre-approved before you start an activity.
Recording and Reporting
Students must keep records of their activities and achievements,
including a list of primary activities with photos when possible. You
must provide evidence of your achievement of learning outcomes.
ManageBac
Reflections
You must reflect on all you do most will be done electronically.
ManageBac
Student Requirements
Plan and complete CAS activities meeting the Aims of CAS.
Demonstrate that they have mastered the eight learning outcomes
at some point during the 18+ month commitment. (August 2014
March 2016)
Demonstrate a reasonable balance of creative, active, and service
activities.
Provide proof that the participated as they claimed.
Reflect on each of their individual and group CAS activities.
Reflect on their CAS program as a whole.
Complete ONE comprehensive project involving collaboration, two
of the three elements, and is of significant duration (4-6+ months).
Demonstrate an 18-month commitment to CAS. You cant just do it
all in one month.
Document and reflect at least once a month in ManageBac.
Timeline for Completion DP Year One
Students will be trained in CAS in May/June of the
Sophomore year.
CAS STARTS on Day 1 of the Junior Year. (per IB)
Initial CAS Review will be in October/November of
Junior Year.
Review #2 will be in March of the Junior Year.
Review #3 will be in June of the Junior Year.

Timeline for Completion DP Year Two
CAS continues over the summer between Junior and
Senior Year.
Review #4 will be in October of Senior Year.
Students not making progress will be placed on
probation.
Review #5 (Final Review) will be in January of the
Senior Year.
Summative Interviews and CAS Sign-Offs will occur
in March and April of the Senior Year.

Questions?
Students will receive this information, plus more in-
depth descriptions of how to use all aspects of
ManageBac and how to plan a project in the month
of May/June.

REMINDER: Students must pass ALL IB CLASSES
and maintain a 2.0 unweighted GPA to continue to
the next grade level.