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- Chandler High
- CAS (Creativity Action Service)
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CAS
Overview
2020-2021
All Diploma Programme students participate in the three elements of the IB Diploma Programme core! The 3 elements of the Diploma Programme are TOK, CAS, and the extended essay. This one-pager will focus on the CAS element.
There are 2 types of CAS work that must be completed:
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CAS experiences involving one or more of the 3 CAS strands. A CAS experience can be a single event or may be an extended series of events. There are multiple experiences that must be completed.
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CAS Project. The CAS Project is at least one month in duration and it challenges students to show initiative, demonstrate perseverance, and develop skills such as collaboration, problem-solving, and decision-making. The CAS project can address any single strand of CAS or combine two or all three strands.
Students are required to make sure that all 7 of the CAS learning goals are addressed following the completion of their experiences/project. All 7 do not need to be included in each experience; however, all 7 must be used throughout the 18 months.
CAS is organized around 3 strands of creativity, activity and service defined as follows:
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Creativity – exploring and extending ideas leading to an original or interpretive product or performance
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Activity – physical exertion contribution to a healthy lifestyle
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Service – collaborative and reciprocal engagement with the community in response to an authentic need
For each of a student’s CAS experiences/project, a framework should be followed. This framework is called the 5 CAS learning stages. They are:
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Investigation
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Preparation
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Action
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Reflection
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Demonstration
Completion of CAS experience/project is based on student achievement of the 7 CAS learning outcomes. A student must use all 7 of these learning outcomes (not on each experience/project but over the 18 month process) throughout their experiences/project. The learning outcomes are:
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Identify own strengths and develop areas for growth
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Demonstrate that challenges have been undertaken, developing new skills in the process.
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Demonstrate how to initiate and plan a CAS experience.
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Show commitment to a perseverance in CAS experiences
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Demonstrate the skills and recognize the benefits of working collaboratively
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Demonstrate engagement with issues of global significance
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Recognize and consider the ethics of choices and actions
CAS timeline:
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Beginning of junior year – Meet with the CAS coordinator and complete a formal interview. This is a time to ask questions about CAS and get a clear understanding of what is expected.
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During junior year – Students should reflect on their CAS experiences and provide evidence in their Managebac accounts of achieving the 7 learning outcomes. Students should be regularly inputting CAS experiences, ideally on a weekly basis, for at least 18 months with a reasonable balance between creativity, activity and service.
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End of junior year – Meet with the CAS coordinator and complete a mid-session formal review of your CAS experience so far. There would also be a discussion about the CAS project at this time too.
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During senior year – Continue reflecting on their CAS experiences/project and providing evidence in their Managebac accounts.
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Senior year end of CAS program (month of April) – Last formal interview to summarize their CAS experience/project and receive final completion approval on CAS.
Examples of CAS experiences:
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Students could engage in creative writing, produce audiobooks for the blind or write a movie and produce it.
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Students could provide language lessons to those in need, develop language guides using technology or raise awareness of the culture of the language being studied through a website or other forms of communication.
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Students could record the oral histories of people living in elderly residential facilities and create family memoirs, create a social enterprise addressing a community need or collaborate on a community garden.
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Students could form an astronomy club for younger students, help maintain a nature reserve or promote physical participation in “walk to school” groups.
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Student could teach younger children to overcome mathematical challenges, maintain financial accounts for a local charity or plan a mathematics scavenger hunt at school to highlight the importance of mathematics in every life.
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Students could take dance lessons that lead to a theatrical performance, participate in a community art exhibition or community initiatives (such as performances or photo exhibits) for hospitals or aged-care facilities.
Examples of topics for a CAS projects (remember these are at least a month in length):
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Aiding those in need – Elderly who need help around their homes
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Art exhibition – Setting up and facilitating a diverse art exhibition
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Donation Campaign
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Home Construction – This could be related to aiding those in need
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Zoo Involvement
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Music concert for a cause
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Toy repair workshop
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Bicycle repair clinics
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Animal shelter, adoption or rescue
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