Woodstock School CAS Handbook

2022-2023

CREATIVITY, ACTIVITY, SERVICE

HANDBOOK

MESSAGE FROM THE IB DP COORDINATOR MOUSUMI BASU

AS YOU BREATHE IN, CHERISH The programme is meant to inspire Y O U R S E L F . A S Y O U B R E A T H E O U T , students to look beyond personal CHERISH ALL BEINGS. ambition at the premise of greater H I S H O L I N E S S , T H E D A L A I L A M A good.

I

have

seen

students

These words by His Holiness, the Dalai

continuing in its quest long after IB,

Lama emulate the underlying philosophy

often bringing about changes in the

of CAS, which is to exhibit a passion for

real world by helping those in need.

Creativity,

and

Woodstock offers a wide range of

Service. Amidst the rigour of academic

CAS activities and outdoor projects

studies, CAS is the beating heart of the

in the Himalayan setting, reaching

Diploma Programme. It is the IB mission

out to the indigenous communities

in action which strives to ‘develop caring

in collaboration with the Centre for

young people who help to create a

Imagination, Enrichment Activities,

better and more peaceful world through

Community Engagement and the

intercultural understanding and respect.’

Hanifl Centre. It complements the

At

provides

intellectual rigour in a holistic way

opportunities to discover new interests,

in sync with the philosophy of the

face the challenges of understanding

school. It will be our endeavour to

the self and the other and to ‘become

enable students to take part in

active,

lifelong

CAS, on or off campus, during their

learners.’ CAS also enables students to

time here and carry on with it even

demonstrate the attributes of the IB

after they leave the school. We are

learner profile in the real world to grow

certain that CAS will help them

as unique individuals and recognise

strike the perfect balance between

their responsibility as ‘global citizens of

looking

tomorrow.’

attain a healthy and purposeful life.

Physical

Woodstock,

Activity,

CAS

compassionate,

inward

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and

outward

to

TABLE OF CONTENTS

CAS Explained ............................................................................................................ 4 CAS Experiences ....................................................................................................... 5-9 CAS Reflections ......................................................................................................... 10 CAS Project .................................................................................................................. 11-14 CAS Project Proposal ............................................................................................. 15 CAS Project Reflections ........................................................................................ 16-18 Interviews....................................................................................................................... 19 Learning Outcomes.................................................................................................. 20 Be the Change ............................................................................................................ 21-22 Who's Who in CAS.................................................................................................... 23 Timeline........................................................................................................................... 24-27 Managebac.................................................................................................................... 28-30

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CAS EXPLAINED

CAS stands for Creativity, Activity, and Service. It essentially involves any other extracurricular activity which you do outside the classroom, with a couple of additional requirements.

Beginning at the start of DP1, CAS requires you to be creative, be active, and serve others, and then record regular reflections along the way every week for 18 months.

CAS experiences can be one-offs (like participating in Big Brother Big Sister Day) or extended (like being on a sports team). Woodstock offers many opportunities for CAS through our extensive enrichment program, CFI, and our school events.

Through this 18 month journey, you will: Regularly

engage

in

Creative,

Active,

and

Service-based

experiences "I had the opportunity to use my time and talents to benefit others as well as myself. " -Kwanghyun Jo

Reflect on your experiences at least 3 times a month Undertake at least 1 collaborative project of at least one month’s duration Keep a portfolio on Managebac of your CAS experiences and project(s) with evidence of a balance between C, A, and S and your growth as an IB learner Complete three times for formal interviews

CAS enables students to enhance their personal and interpersonal development. A meaningful CAS programme is a journey of discovery of self and others.

Each individual student has a different starting point and different needs and goals.

A CAS programme is, therefore, individualized according to student interests, skills, values and background.

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CAS EXPERIENCES Experiences in CAS can include many, many things. Chances are high that you are already doing things which are Creative, physically Active, and Service-based and you don’t even realize it.

Dabble in painting? Enjoy your morning run? Volunteer at a shelter? Enjoy photography? So long as you are doing something Creative, physically Active, and Service based every week, you don’t need to do anything extra, unless you want to!

Woodstock offers tons programs and opportunities for you to complete all of your CAS requirements all while you are on campus. If you have a passion which isn't offered by Woostock, you can start your own club or choose to engage in independently - led experiences outside of campus. Both options are CAS!

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CAS EXPERIENCES DEFINED Creativity Exploring and extending ideas leading to an original or interpretive product or performance Photography * Choir * Debate Club * Drama * Journalism * Tournament Organization * Band * Website Development * Talent Show * Learning a Musical Instrument * Art Lessons * Fashion Show * Making Documentaries or Podcasts * Creative Writing * Yearbook * Culinary Arts * Graphic Design *

Activity Physical exertion contributing to a healthy lifestyle Aerobics * Badminton * Basketball * Hikes * Trekking * Rock Climbing * Personal Training * Swimming * Tennis * Cycling * Football * Ultimate Frisbee * Yoga * Squash * Camping * Cricket * Dance * Martial Arts * Cross Country * House Competitions * Bowling * Table Tennis *

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CAS EXPERIENCES CONT...

Service Collaborative

and

reciprocal

engagement

with

the

community in response to an authentic need Organize a sports tournament for children * Be involved in a roadside clean-up or tree-planting * Teach computer skills * Work in an orphanage * Provide peer tutoring to younger students * Create awareness for an NGO * Participate in Community Engagement

Students may try to engage with different types of service within their CAS programme.

Direct service: Student interaction involves people, the environment, or animals.

For example, this can appear as one-on-one tutoring, developing a garden with others, or working in an animal shelter.

Indirect service: Though students do not see the recipients of indirect service, their actions will benefit the community or environment. For example, this can be re-designing a non-profit organization’s website, writing original picture books to teach a language, or nurturing tree seedlings for planting.

Advocacy: Students speak on behalf of a cause or concern to promote action on an issue of public interest. This may appear as initiating an awareness campaign on hunger, performing a play on replacing bullying with respect, or creating a video on sustainable water solutions.

Research: Students collect information through varied sources, analyse data, and report on a topic of importance to influence policy or practice. For example, they may conduct environmental surveys to influence their school, contribute to a study of animal migration, compile effective means to reduce litter in public spaces, or interview people on topics

"Personally, I think the best thing about jumping into Creativity, Activity or Service is that they almost always end up going handin-hand. You’ll notice how they often fall in multiple strands, proving that serving others can use creativity or that activity can in fact be a part of service, while being creative may require activity" -Asta Banerjee

such as homelessness, unemployment or isolation.

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CAS EXPERIENCES AT WOODSTOCK Here are some examples for how you can complete your Experience requirements while at Woodstock

Enrichment activities and clubs GAIL Community Engagement Internships (unpaid) Center for Imagination Participate in school events and competitions

Hanifl Centre Sports

QR code for the Enrichment Sharepoint site (log-in using your WS e-mail

Activity Week Treks and other outdoor experiences Your own experiences...

"it’s important to know that you don’t necessarily have to always plan specific experiences for CAS because the fact is, several things we do often have a lot of possibilities to fit into CAS anyway. " -Asta Banerjee

CAS IS NOT...

Paid (you cannot financially benefit from CAS unless the money will be donated) A grade (if it is part of your IB or Woodstock Diploma, it does not count) Passive (you must be actively participating. Ex- going to a museum, reading a book, watching a movie, or sitting on the sidelines does not count; however, you may use one of these experiences to inspire an activity, such as creating a painting which was inspired by your trip to a museum) A StuCo leadership role or meeting (Class Gov, DC, etc. does not count toward CAS). StuCo events (BBBS/Goalathon/etc) do count as CAS Activities, but not as CAS Projects.

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CAS PORTFOLIO Over the course of 18 months (DP1 plus fall of DP2), you will gradually be working towards building a portfolio which you will upload into Managebac and which will showcase all that you have done for CAS. Your portfolio will comprise of: All of the experiences which you engaged in The goals and descriptions which you set for each experience Written reflections sharing about what you did, why, and the impact it had on you (see next page for more info) Relevant media: pictures, videos, recordings collected from your experience 3 interviews - your Advisor and Coordinator will upload notes from each of your interviews Other relevant info: certificates, meeting notes, e-mails, invitations, etc...

This portfolio will be sent to the IB for evaluation upon your completion of the DP program. You will pass CAS based on what you put in your portfolio.

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CAS REFLECTIONS You are required to write at least three reflections in ManageBac each month (but you are encouraged to write more).

Your reflections should address the following points:

DESCRIBE: what happened, what was important or influential, what went well or was difficult.

EXPRESS FEELINGS: Did the experience make you feel happy, sad, or something else? Why? GENERATE IDEAS: Re-examine your choices and actions. What could you do differently next time? What did you learn about yourself and how you handle certain situations?

ADDRESS LEARNING OUTCOMES: Which of the seven learning outcomes (see Page 4) did this CAS experience or project address?

How?

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CAS PROJECT The primary purpose of the CAS project is to ensure participation in sustained collaboration. Through this level of engagement, students may discover the benefits of teamwork and of achievements realized through an exchange of ideas and abilities. A CAS project challenges students to show initiative, demonstrate perseverance, and develop skills such as those of cooperation, problem-solving and decision-making.

A CAS project involves collaboration between a group of students or with members of the wider community. Students work as part of a team, with all members being contributors. A CAS project offers students the opportunity to be responsible for, or to initiate, a part of or the entire CAS project. Working collaboratively also provides opportunities for individual students to enhance and integrate their personal interests, skills and talents into the planning and implementation of CAS projects.

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A CAS PROJECT ...

... is a well-planned series of CAS events which culminate in an end product, such as an event, structure, or piece of work.

Can address any single strand of CAS (creativity, activity, service) or combine two or all three strands Must be completely student-led Must demonstrate some element of collaboration.

I enjoy giving back to the community that has given so much to me, and makes me feel like I actually am making a difference in people's lives, something that keeps me motivated and excited to continue helping my community in any way possible.

-Ananyashree Mishra

Must last at least a month, but may be longer Should use the CAS stages as a framework for implementation to ensure that all requirements are met Cannot be a project that you initiate in your role as a StuCo member If continuing a legacy project, must include an element of innovation or improvement from the previous leader(s) Must be approved in writing by your CAS Coordinator prior to beginning it.

Approval of your proposal should be uploaded into Managebac as one of your reflections Will be presented as a part of the CAS Mela during Spring semester DP2

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CAS PROJECT IDEAS Here are some examples of projects done at Woodstock and projects addressing Creativity, combination of the three.

Activity,

Service,

or

a

Creativity: Students plan, design, and create a mural.

Activity: Students organize and participate on a new sports team, including training sessions and matches against other teams.

Service: Students set up and conduct tutoring for people in need.

Creativity and Activity: Students choreograph a routine for an all-school assembly.

Service and Activity: Students plan and participate in the planting and maintenance of a garden with members of the local community.

Service and Creativity: Students identify that children at a local school need backpacks and subsequently design and make the backpacks out of recycled materials.

Put

together

and perform a street play

Start a club using your skills in...

Find a unique and creative way to raise funds for a cause you believe in

Organise a tournament

Make a video about a topic which matters to you, or just for fun

Start a club

Work towards

which fills a gap

solving a major problem in. your area

in the schools' program

Teach

Design or create

underprivileged

something using

children your skill in

interest in tech/

sports, tech,

theater/ the

academics, creativity

arts

Work with a local NGO and focus on their needs

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PROJECT CYCLE The 5 CAS Stages are as follows: 1. 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.

2. 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.

3. Action: Students implement their idea or plan. This often requires decision-making and problem- solving. Students may work individually, with partners, or in groups.

4. 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.

5. 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 a response from others.

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CAS PROJECT PROPOSAL You will be required to complete and submit a proposal form to your CAS Coordinator before beginning it.

Denied?

2- Written project approval from CAS Coordinator 1- Submit project proposal 3- Begin your project

If your project addresses any of the following topics, please submit your proposal and then reach out to your Coordinator directly to set up a meeting: 1. Projects that involve mental health or wellness 2. Projects that involve surveys or student information 3. Projects that involve social media or public-facing digital platforms MUSSOORIE, INDIA | WOODSTOCK SCHOOL

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CAS PROJECT REFLECTIONS Your project has specific reflections which you will need to complete during and after your project has been completed.

Provide 1 reflection for each of the 5 stages and then 1 reflection addressing the 7 Learning Outcomes (total of 6).

There is not a minimum or limit to how much you can write, what we are looking for is quality, authenticity, and genuine reflection.

Reflection #1 : 5 CAS Stages: Stage 1. 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.

Discuss: How you chose the topic/project idea. What led you to this idea, what research did you do for it, did you start with a different idea and adapt to find this one, how is it connected to your passions/interests/etc...

If a service project - how did you identify the need which you addressed.

Reflection #2 : 5 CAS Stages: Stage 2. 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.

Discuss: What role did collaboration play? ie- peers/ your home community/online community/ a variety of different individuals.

What did you have to do to get ready/prepare for this project?

Ie- securing resources, building relationships, gaining permission, setting up a club.

How long did you intend for the project to last (beginning to end)?

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CAS PROJECT REFLECTIONS CONT...

Reflection #3 : 5 CAS Stages: Stage 3. Action: Students implement their idea or plan. This often requires decision-making and problem- solving. Students may work individually, with partners, or in groups.

Discuss: What were the core activities you did? ie - 5 fundraising events, training sessions, weekly rehearsals, prototypes.

Did you encounter any issues or challenges? How did you solve them and what impact did it have on your end goal?

Pictures/videos are great in this stage.

Reflection #4 :

"The process of reflection has taught me to look at myself as an individual from an introspective perspective, understanding and accepting my flaws and strength and to work to change my flaws into my strength. It has also helped me see how I have developed as a global citizen and an individual as time doing the activities has passed by."

-Ananyashree Mishra

5 CAS Stages: Stage 4. 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.

Discuss: What thoughts/emotions emerged through this process?

What particular challenges did you face and what did you learn from them?

Did this project make you think of deeper questions how to improve it/ how it could impact other areas/ how it could be used to solve various issues/ etc...

What skills did you gain from the process of working with others, building a project, and executing your idea?

How have you grown as a person/ student/ professional?

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CAS PROJECT REFLECTIONS CONT...

Reflection #5 5 CAS Stages: Stage 5. 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 a response from others.

Discuss: What is the next step for this project? Will it end here or be continued? Who will take it over?

How will you showcase your final project Reflection #6 7 Learning Outcomes When you created your Project, you would have selected a number of the Learning Outcomes to go with it depending on your goals and the topic of your project. They are listed above for your reference In this reflection, ensure that you directly address each of the LO's you selected and how you addressed each of them through the course of your project.

The reflection process serves as a reminder of how far I have come since I started my projects.

When I look back at my reflections, It tells me what I was engaged in during that time and how I achieved it.

-David Laldina

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CAS INTERVIEWS There will be three interviews between you and your CAS coordinator where your progress is discussed and appropriate advice is given.

The First Interview: We’ll discuss your interests and ideas for CAS projects, explain what form your CAS portfolio should take, and review the CAS stages. If you are already aware of CAS, this can be an opportunity to confirm your understandings and assist with any plans and ideas.

The Second Interview:

The Final Interview: You outline how you have achieved the learning outcomes for CAS. In addition, you discuss and evaluate their overall CAS programme and reflect on personal growth. .

This is normally held towards the end of the first year of the Diploma Programme. The main purpose is to assess your progress, ensuring that you have committed to a range of CAS experiences and are achieving the CAS learning outcomes. At this stage you may have completed or are planning to carry out a CAS project. Your CAS portfolio is used as a reference in this interview and reviewed for gathered evidence including achievement of any of the seven learning outcomes.

In preparation for your interview: Review the questions which will have been sent to the grade beforehand Ensure your portfolio is up to date atleast 24 hours beforehand so it can be reviewed prior to your interview There will not be time for many questions during this interview, so if you have specific concerns, write them down and e-mail them or set up a 1-1 meeting with your Coordinator or Advisor

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CAS LEARNING OUTCOMES Through meaningful and purposeful CAS experiences, students develop the necessary skills, attributes and understandings to achieve the seven CAS learning outcomes.

Some LO's may be achieved many times, while others may be achieved less frequently. Not all CAS experiences lead to a CAS learning outcome. Students provide the school with evidence in their CAS portfolio of having achieved each learning outcome at least once through their CAS programme. This can be demonstrated through video, audio, or written reflection.

LO1 : IDENTIFY OWN STRENGTHS AND DEVELOP AREAS FOR GROWTH

LO2 : DEMONSTRATE THAT CHALLENGES HAVE BEEN UNDERTAKEN, DEVELOPING NEW SKILLS IN THE PROCESS

Students are able to see themselves

A new challenge may be an unfamiliar

Students can articulate the stages

as individuals with various abilities

experience or an extension of an

from conceiving an idea to executing

and skills, of which some are more

existing one. The newly acquired or

a plan for a CAS experience or series

developed than others.

developed skills may be shown through

of CAS experiences. This may be

experiences that the student has not

accomplished in collaboration with

previously

undertaken

or

LO3 : DEMONSTRATE HOW TO INITIATE AND PLAN A CAS EXPERIENCE

through

other participants.

increased expertise in an established area.

LO4 : SHOW COMMITMENT TO AND PERSEVERANCE IN CAS EXPERIENCES Students demonstrate regular involvement and active engagement in CAS.

LO5 : DEMONSTRATE THE SKILLS AND RECOGNIZE THE BENEFITS OF WORKING COLLABORATIVELY Students are able to

LO6 : DEMONSTRATE ENGAGEMENT WITH ISSUES OF GLOBAL SIGNIFICANCE

identify, demonstrate

demonstrate their understanding of

and critically discuss the

global issues, make responsible

benefits and challenges

decisions, and take appropriate

of collaboration gained

action in response to the issue either

through CAS

locally, nationally or internationally.

Students are able to identify and

experiences.

LO7 : RECOGNIZE AND CONSIDER THE ETHICS OF CHOICES AND ACTIONS Students show awareness of the consequences of choices and actions in planning and carrying out CAS experiences.

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BE THE CHANGE Making CAS relevant in the 21st Century The world we live in is in a constant state of change, propelling us forward in time as we learn from the past and advance towards a common future. For this change to be relevant, sustainable, and impactful, it must be led by YOU, the next generation of global leaders.

The UN's Sustainable Development Goals have been created to map out a path towards a more sustainable future for us individually and as a local and global community.

While these goals won't apply to some of your experiences/projects that you are a part of, see if you can apply and incorporate some of them into your CAS program.

Watch this video about the 17 Sustainable Development Goals

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APPLYING THE 17 SDG'S

Applying the SDG's to your CAS experiences and project. Try these ideas: Partnerships- We live in an age where the wheel has almost always already been invented. To prevent 'reinventing' the wheel with your experience/project, see whom you can partner with who is already an expert - a peer, NGO, or another contact. Use their work as inspiration, a place to begin your work, or work in collaboration with them.

Think Global Act Local - It can be overwhelming thinking you need to save the world. Start by identifying a local need and seek to address it, then see how your idea can become globally relevant.

Short/long term impact- Can your short-term project be extended or become a legacy? What goals do you need to set and who would take over?

Need-based action- Is your idea or what you are doing in response to a real, grassroots need? What do you need to do or with whom do you need to speak to respond to a direct need?

SDG's in Creativity You recently learned about the 2013 Uttarakhand flood in your TOK class and its following restoration programs.

You create a piece of artwork reflecting on this disaster and display it at school or your

SDG's in Service You learned about potable water shortages during a previous service learning/Activity Week trip.

You and a friend work together to design an easy to replicate water filter.

Addressing SDG #1,3,6 & 10

local community center.

Addressing SDG # 1 & 13

SDG's in Activity You notice local dogs going hungry during the covid lockdowns. You and your friends organize weekly bike rides to feed dogs in your locality and organize their immunizations.

Addressing SDG #15

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WHO'S WHO IN CAS IB Coordinators Mousumi Basu: IB DP Coordinator.

Ms. Basu will lead the final wrap-up of all CAS portfolios during DP2, before they get submitted to the IBO. Priya Rollins: DP 1&2 CAS Coordinator Overlooks all DP2 CAS activity. runs training sessions for staff and students. Conducts CAS interviews. Approves all DP2 projects.

Advisors Your CAS Advisor is the same person as your Academic Advisor.

CAS Advisors will keep regular checks on how your reflections and portfolio are coming along, offer prompts and ideas for reflections and evidence, and will be key players in answering your CAS questions.

Supervisors Your CAS Supervisor is the closest adult to what you are doing. They are the person who knows the most about your experience. This could be your coach, mentor, parent, etc...

They will either be walking alongside you as you engage in your experience (ie- a coach), or be aware that you are doing it and regularly check in with you (ie a parent who knows when you go for your morning run).

Departments and programs to help with your experiences and projects Enrichment- Led by Vimmi Dang. These are formal experiences organised by Woodstock which you can sign up for every semester. This can include sports, clubs, community engagement, or enrichment opportunities initiated and led by students.

Center for Imagination- Led by Jamie Williams. Regular events will be hosted, such as workshops, competitions, activities, etc... This is also a great platform to jumpstart your project.

Community Engagement: Led by Sanjaya Mark. This department will help you connect with communities around us, from the Woodstock community, to Mussoorie, to villages surrounding the school. The CE program already has a number of ongoing projects you can plug into and you can also propose your own projects to them or simply seek help and guidance for your Service idea.

Hanifl- Led by Akshay Shah. Outdoor education at Woodstock. Organizes hikes, and outdoor adventures, and plans activity week.

Internships- various internships are offered throughout Woodstock, including Business, CFI, Alumni, Community Engagement, and many more.

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CAS TIMELINE DP1&2 Semester 1 (Aug-Dec): Start undertaking CAS experiences within your school and community. Plan and initiate at least one CAS project using the CAS stages framework. Collect evidence and undertake meaningful reflection.

Meet with your CAS advisor or coordinator to consider the balance of activities you have chosen and ask any questions you might have about CAS. Engage multiple times, on a monthly basis, with Creative, physically Active, and Service oriented experiences.

Submit 3 reflections* per month that enrichment opportunities are running (ie- not during exam weeks). 1 each for Creativity, Activity, and Service. (appx 9-12 for the semester).

Submit your Project Proposal to Ms. Priya for approval. It is highly recommended to begin your project during this semester.

Complete your first CAS interview.

Mid-Term: Review your balance in terms of studying commitments, academic progress and CAS experiences. Consider whether your experiences are providing you with the opportunity to work on all the learning outcomes and cover the three strands of creativity, activity and service.

If you have any gaps, make a plan to adapt your programme by adjusting your current experiences or becoming involved with new experiences.

Winter Break: Engage in Creative, physically Active, and Service oriented activities at least once.

Submit 1-3 reflections* for the holiday, covering what you did that was Creative, Active, and Service based (15 total).

(This is often a good time to begin or complete your project).

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CAS TIMELINE, CONT...

Semester 2 (Jan-May): Engage multiple times, on a monthly basis, with Creative, physically Active, and Service oriented experiences.

Submit 3 reflections* per month that enrichment is running. 1 each for Creativity, Activity, and Service. (appx 9 for the semester, 24 total).

Begin your project, if you haven't already done so.

Complete your second interview Summer Break: Use this time to make sure you are all up to date with your portfolio with evidence and reflections. Reflect on your experiences so far. Ask yourself the following questions: Do you want to continue with all your activities from last academic year?

Perhaps you would like to take on a different role, or stop an activity altogether and start something different.

Can you undertake some experiences over the holiday that balances your portfolio better?

Short of Creativity? Design and make a mural.

Short of Activity? Plan and go for a hike with your friend.

Short of Service? Undertake a micro service-project.

Engage in Creative, physically Active, and Service oriented activities at least once.

Submit 1-3 reflections* total, covering what you did that was Creative, Active, and Service based (27 total).

(This is often a good time to begin or complete your project).

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CAS TIMELINE, CONT...

Semester 3 (Aug-Dec): By now you should have met all of the CAS learning outcomes at least once.

This is a busy time for Diploma Programme students, so consider how you are managing university applications and academic commitments alongside CAS. Are you getting everything you can or want out of your CAS experiences? Is there anything you want or need to change about your CAS programme?

You should have met with your CAS advisor or coordinator a second time by now.

Begin collecting evidence from your project for the CAS Mela. This includes 6 reflections*, as well as any pictures, videos, recordings, or physical products which emerged from your project.

Engage multiple times, on a monthly basis, with Creative, physically Active, and Service oriented experiences.

Submit 3 reflections* per month that enrichment is running. 1 each for Creativity, Activity, and Service. (appx 9 for the semester, 36 total).

Complete your final CAS interview.

Winter Break: At this point, you should have completed your CAS project and be thinking about how you will reduce your CAS commitment to focus on exams next term.

Consider how you want to finish an activity, experience or project. Ask yourself these questions: Who do you have to thank?

Are you passing on responsibility to someone else to finish your project?

Is this an experience you will continue after your exams (perhaps at university or college)?

Complete all your evidence and reflections ahead of your final meeting with your CAS advisor or coordinator.

*See the Project Reflections for a detailed breakdown of these reflections.

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CAS TIMELINE, CONT...

Semester 4 (Jan-May): You should now have completed CAS and will be able to concentrate on your exams. By all means, carry on with your experiences if you enjoy them and are able. Many students continue with experiences and projects long after they complete the requirements or even the Diploma Programme.

If you have not completed something you will need to catch up now.

Prepare for and participate in the CAS Mela, presenting your CAS project to your peers and junior classes.

Ensure your portfolio is complete and ready for submission to the IB board.

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MANAGEBAC Keeping track of CAS Experiences in Managebac You must log your experiences into Managebac and write monthly reflections Here’s how: Step 1.

Open Managebac, find ‘Homeroom’ on the Menu bar and click on the CAS tab.

Step 2.

Click on the “Add CAS Experience” button in the top right corner: Step 3.

For each enrichment opportunity (internship, Community Engagement, club, sport, etc...) you must create a New Experience. You’ll also fill one out for any one-off experiences (like BBBS, Goal-a-thon, weekend hike), too. If you are continuing an experience from the previous term (ie you are on the Basketball team), create a separate experience for Fall and Spring.

Please fill in these fields (see explanations below): A. Experience Name This is the name of the enrichment/activity. For example, Journalism, Big Brother Big Sister Day, or Tennis.

DO NOT CLICK the “CAS Project” box unless it is your official CAS project which has been approved by your CAS Coordinator B. Strands Select Creativity, Activity, and/or Service. For example, Journalism = Creativity; Big Brother Big Sister Day = Service; Tennis = Activity. Some experiences can fit multiple strands. For example, teaching football through the Community Engagement program = Service & Activity; writing an article about climate change = Service & Creativity.

If you’re not sure which strand it is, choose one and ask your Advisor. We can change it later.

If you have selected Service, you need to select one of the following: 1) Direct.

2) Indirect 3) Advocacy 4) Research

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Keeping track of CAS Experiences in Managebac, cont...

C. Approaches.

Most Enrichment activities will be “Ongoing” as they will continue through the semester. However: - A one-off event like Big Brother Big Sister Day will be “School-based” - An event you do on your own will be “Individual” - Start/End Dates: select the date when the activity started and will end - Events like Big Brother Big Sister Day have the same start/end date - Enrichment activities typically begin in late August and will end when enrichment ends (watch for mails from the VP’s office).

D. Supervisor information - fill in the full name of the adult in charge of the activity (not your CAS Coordinator or CAS Advisor) - this would be the adult closest to what you are doing – coach, mentor, enrichment supervisor, parent - fill in the adult’s email address - ** Note: if your supervisor is not a WS staff member, you will need to upload a copy of their consent mail into Managebac as a form of evidence. Make sure they are aware of everything they are supervising you for (ie- if your parent is monitoring your photography and morning yoga).

For your Project – upload a copy of your supervisor’s consent into Managebac as a form of evidence, whether they are WS staff or not.

E. Description and goals - Write a sentence or two explaining this activity.

- Write your personal goals for this activity. What do you want to learn? do? accomplish? improve?

F. Select your targeted learning outcomes (click on one or more). REMEMBER that you’ll need to demonstrate that you’ve met each of the outcomes throughout the 18 months in CAS, but you do not need to meet all of them at the same time.

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Keeping track of CAS Experiences in Managebac, cont...

Learning Outcomes are: - Identify your own strengths and develop areas for growth - Demonstrate that challenges have been undertaken, developing new skills in the process - Demonstrate how to initiate and plan a CAS experience - Show commitment to and perseverance in CAS experiences - Demonstrate the skills and recognize the benefits of working collaboratively - Demonstrate engagement with issues of global significance - Recognize and consider the ethics of choices and actions G. Click the blue “Add CAS Experience” button Step 4.

REPEAT FOR EACH Enrichment activity or other activity

You are now ready to begin adding Evidence and Reflections

This document was created on August 16, 2021. It will be revisited and updated yearly.

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