Creativity, Action, Service (CAS) Guide for students · Web viewCreativity, action, service (CAS) is at the heart of the Diploma Programme. It is one of the three essential elements

Paderewski Private Grammar school Creativity, Action, Service (CAS) Guide for students

International Baccalaureate

Barbara Ostrowska

2009/2010

Students Name: ___________________________________________________

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Paderewski Private Grammar school

THE NATURE OF CREATIVITY, ACTION, SERVICE

...if you believe in something, you must not just think or talk or write, but must act.Peterson (2003)

Creativity, action, service (CAS) is at the heart of the Diploma Programme. It is one of the three

essential elements in every student’s Diploma Programme experience. It involves students in a range of

activities alongside their academic studies throughout the Diploma Programme. The three strands of

CAS, which are often interwoven with particular activities, are characterized as follows.

Creativity: arts, and other experiences that involve creative thinking.

Action: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere

in the Diploma Programme.

Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights,

dignity and autonomy of all those involved are respected.

CAS enables students to enhance their personal and interpersonal development through experiential

learning. At the same time, it provides an important counterbalance to the academic pressures of the

rest of the Diploma Programme. A good CAS programme should be both challenging and enjoyable, a

personal journey of self-discovery. Each individual student has a different starting point, and therefore

different goals and needs, but for many their CAS activities include experiences that are profound and

life-changing.

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.

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Within the Diploma Programme, CAS provides the main opportunity to develop many of the attributes

described in the IB learner profile. For this reason, the aims of CAS have been written in a form that

highlights their connections with the IB learner profile.

AIMS:

The CAS programme 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

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Paderewski Private Grammar school balanced—they enjoy and find significance in a range of activities involving

intellectual, physical, creative and emotional experiences.

LEARNING OUTCOMES:

“You must be the change you wish to see in the world.” Mahatma Gandi

Increased awareness of their own strengths and areas for growth (be able to name skills and

abilities, be able to make choices about the future);

Undertaken new challenges (unfamiliar activity or an extension to the existing one);

Planned and initiated activities;

Worked collaboratively with others (many forms: team sports, playing music in the band,

helping in the kindergarten – at least one project involving collaboration and two out of three

areas is required);

Shown perseverance and commitment in their activities (regular activities, sharing

responsibility);

Engaged with issue of global importance (think globally act locally);

Considered the ethical implications of their actions;

Developed new skills (new skills in new activities or in the established areas).

WHAT IS CAS?

“We can do no great things—only small things with great love.” Mother Teresa

CAS is a framework for learning through experience. It is designed to involve students in new roles.

The emphasis is on learning by doing real tasks that have real consequences and then reflecting on

these experiences over time.

If done with the true CAS spirit, your CAS experience will leave you with a sense of accomplishment.

It will teach you more about the world and about yourself. It will challenge you to step out of your

zone of comfort. It may even change you as a person.

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CREATIVITY

Creative activities should have a definite goal or outcome. They should be planned and evaluated like

all CAS activities. This can present something of a challenge where, for example, a student is a

dedicated instrumental musician. It would be artificial to rule that something that is both a pleasure and

a passion for the student could not be considered part of their CAS experience. How, though, can it

help to fulfill CAS learning outcomes?

Perhaps the instrumental musician can learn a particularly difficult piece, or a different style of playing,

in order to perform for an audience. The context might be a fund-raising activity, or the student might

give a talk to younger children about the instrument, with musical illustrations. Appropriate CAS

activities are not merely “more of the same”—more practice, more concerts with the school band, and

so on. This excludes, for example, routine practice performed by IB music or dance students (as noted

earlier), but does not exclude music, dance or art activities that these students are involved with outside

the Diploma Programme subject coursework.

ACTION

Similar considerations apply here. An outstanding athlete will not stop training and practising in order

to engage in some arbitrary, invented CAS physical activity. However, modern approaches to sports

coaching emphasize the notion of the reflective practitioner, so it is possible for the athletics coach to

incorporate relevant CAS principles and practice into training schedules for the benefit of the student.

Setting goals, and planning and reflecting on their achievement, is vital. “Extending” the student may

go further, for example, to asking them to pass on some of their skills and knowledge to others. If their

chosen sport is entirely individual, perhaps they should try a team game, in order to experience the

different pleasures and rewards on offer.

Some excellent “action” activities are not sporting or competitive but involve physical challenge by

demanding endurance (such as long-distance trekking) or the conquest of personal fears (for example,

rock climbing). It is important that schools carefully assess the risks involved in such activities.

Alternatively, a student’s “action” may be physical exertion as part of a service activity, perhaps in a

project.

SERVICE

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Paderewski Private Grammar schoolIt is essential that service activities have learning benefits for the student. Otherwise, they are

not experiential learning (hence not CAS) and have no particular claim on students’ time.

This rules out mundane, repetitive activities, as well as “service” without real responsibility. A learning

benefit that enriches the student personally is in no way inconsistent with the requirement that service

be unpaid and voluntary.

Ideally, such prior communication and consultation will be face-to-face and will involve the students

themselves. Where this is not possible, schools need to work with appropriate partners or

intermediaries, such as NGOs (non-governmental organizations), and make every effort to ensure both

that the service provided is appropriate, and that the students are able to understand the human

consequences of their work, for both individuals and communities.

WHAT IS NOT CAS?

“It’s amazing how much we can achieve in this world, if we don’t worry about who gets the credit.”

Anon

Generally, CAS is not taking place when you find yourself in a passive rather than an active role. There

should be interaction. If you are passive, nothing of real value, either for yourself or for other people,

results from what you are doing, and no real reflection is possible.

Activities mentioned below cannot count as CAS activities:

Driving licence course;

„more of the same” – more practice of sports or music or dance BUT music, dance or art

activities outside DP programme, that is a personal challenge, is a CAS;

Regular training UNLESS it incorporates modern coaching techniques like training journals,

planning, reflecting and monitoring progress;

Service without real responsibilities („making tea” and photocopying);

Family duties;

Same work that we already count for EE or subject project;

Religious activity and proselytizing BUT work done by a religious group in the wider

community, provided that objectives are clearly secular is CAS;

Any class, activity or project which is already part of the Diploma Programme;

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Paderewski Private Grammar school Any work or activity where the student is personally rewarded, financially or

otherwise or any work experience;

An activity where there is no responsible adult on site to evaluate your performance;

A passive pursuit, eg. museum, theatre, exhibition, concert visits or watching sports events;

Fund-raising with no clearly defined end in sight;

Translation work;

Any activity where there is no leader or responsible adult on site to evaluate and confirm your

performance or a leader is your family member;

Any activity that may cause division amongst different groups within the community.

TIME SPENT ON CAS

”If you want happiness for an hour, take a nap. If you want happiness for a day, go fishing.

If you want happiness for a year, inherit a fortune. If you want happiness for a lifetime, help someone.”

Anon

A minimum of 150 hours well spent in three categories of CAS is required by the IB.

However, just as important as hours, if not more so, is the attitude with which you approach your

CAS activates, since CAS emphasizes more on sharing your talents and working together. The hours

are important, but they are not everything.

Therefore,

• practicing without focus is not CAS. So practice for individual or team sports during PE lessons at

school will be capped at 20 hours per semester. Competitive matches, organizing tournaments,

coaching others will count in addition to these 20 hours;

• You are obliged to do at least 10 hours for the school.

Ideally, at least two-thirds of your CAS requirement should be fulfilled by the end of DP1.

Fulfillment of CAS requirements is a condition of award of a Diploma just as much as is the gaining of

sufficient points in the academic subjects. Each student must complete a minimum of 150 hours of

evaluated CAS activities for the award of the Diploma.

If you do not complete the 150 hours to the satisfaction of the CAS team you will fail the Diploma. It is

important that students find a suitable balance between their subjects and their non-academic activities.

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Paderewski Private Grammar schoolAll students should be involved in CAS activities that they have initiated themselves.

Other CAS activities may be initiated by the school. Activities should vary in length and in the amount

of commitment required from the student, but none should be trivial.

In line with the aim of CAS to broaden students’ experience during their Diploma Programme years,

work that is part of a student’s study of a Diploma Programme subject, theory of knowledge or

extended essay may not be counted towards CAS.

Activities must be real tasks with consequences for you and for others.

GUIDING QUESTIONS

Listed below are questions that might help you decide if the chosen activity might count as CAS:

• Is the activity a new role for me?

• Is it a real task that I am going to undertake?

• Does it have real consequences for other people and for 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?

THE CAS TEAM

“The purpose of human life is to serve and show compassion and the will to help others.” Albert Schweitzer

CAS coordinator – Barbara Ostrowska:

• Provide leadership and help to all DP students and teachers;

• Training activity supervisors;

• Supervising the professional development of CAS advisers;

• Ensuring that staff, parents and teachers are informed about CAS;

• Publicizing achievements;

• Ensuring that students are well prepared to face challenges;

• Reporting student achievement to IB.

CAS advisers – tutors:

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Paderewski Private Grammar school• Helping students to identify personal and social goals;

• Monitoring the range of balance of activities undertaken by an individual;

• Developing students’ powers of reflection through group discussion and individual consultations;

• Reading/reporting to diaries/journals;

• Helping students to make connections and to look for generalizable understandings.

Activity supervisors:

• Monitoring attendance;

• Providing guidance and support related to the activity;

• Alerting CAS coordinator, administration or CAS advisers of any problems;

• Reporting on student performance.

YOUR CAS RESPONSIBILITIES

Self-review and set personal goals they would like to achieve during CAS programme;

Plan, do and reflect;

Undertake at least one interim review and final review with CAS advisor and CAS coordinator;

Take part in a range of activities, including at least one project;

Keep record of activities and achievements;

Show evidence of achievement in all of the 8 CAS learning outcomes.

GETTING STARTED

The following checklist should help you. Tick each box when you are sure that you have understood.

I have carefully read through the information contained in this handbook and I have fully understood the CAS requirements

I know that I can always discuss CAS issues and concerns with the CAS Coordinator or CAS Advisor

I know who the CAS coordinator and CAS Advisor is

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I know that I must try and maintain a balance between Creativity, Action and Service

I will set myself goals for each activity and reflect on each activity I undertake. I must fill in a CAS Activity Proposal Form BEFORE undertaking any CAS activity

I will keep written records in my CAS Journal

I have an adult supervisor for each activity I undertake

I have the necessary report forms available for my supervisors to fill in and return to me

I will maintain a tally of my hours and have these signed by the relevant supervisors

I am aware of the CAS timetable and I am prepared to follow it

I know that I must fill in an official CAS Activity Self-Evaluation Form (CAS / AEF) at the completion of each activity I undertake

I have copies of these evaluation forms

I am aware that at the end of the two-year CAS program I must write a final summary report using the official report form

My parents have read and sign the IB and Volunteerism Letter to Parents

CAS SCHEDULE

Date DP1 DP2September 2009 CAS Information Meeting with

students: CAS Guide Issued complete your CAS Background

Information Form design your CAS program that

you will follow in the next two years

discuss it with your CAS Coordinator, CAS Advisor and parents, gain their approval and complete CAS Planning Form

30th - finalize CAS planning and

CAS Information Meeting with students:

Make possible changes on your CAS plan if desired

discuss your CAS with your CAS Coordinator

Start your CAS activities as soon as possible

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Paderewski Private Grammar schoolstart your program

September 2009

CAS Information Meeting with Parents

October 2009

CAS interviews with the CAS Coordinator:

1st - submit the CAS Planner to your CAS Coordinator

CAS Check:26th approximately (but not

less then) 40 hours each C,A,S part (total – 120 hours,

required to register)

30th November 2009

CAS check – CAS diaries are handed in to tutors:

approximately (but not less then) 8 hours each C,A,S part

(total – 24 hours).

March 2010

1st – term review: approximately (but not less

then) 20 hours each C,A,S part (total – 60 hours)

brief summary of your CAS activities, critical reflection on your strong and week points and the way you achieve CAS goals

CAS Report1st - review: 50 hours each C,A,S

part (total – 150 hours)Submit CAS Journals to your CAS

Coordinator. Discuss the requirements for your CAS

summary essay with the CAS Coordinator or CAS AdvisorBy March 31st, your CAS summary essay must be

handed in personally to the CAS Coordinator.

30th April 2010

CAS check - CAS diaries are handed in to tutors:

approximately (but not less then) 28 hours each C,A,S part

(total – 84 hours).

The CAS Coordinator examines all CAS paperwork, fills out IBO official forms, and mails them to the IB office, informing them of

candidates who have not met the CAS requirements

June 2010

CAS ReportCAS Journals and Self-Evaluation

Essay: brief summary of your CAS activities, critical reflection on your strong and weeks points

and the way you achieve CAS goals

2/3 of your CAS hours should be fullfilled

This calendar may be subject to changes

Students will be notified about all changes well in advance

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Paderewski Private Grammar schoolCAS PROCESS – A VISUAL GUIDE

CAS JOURNAL

The CAS Journal is a very important part of the CAS experience. In addition to providing an excellent

opportunity for reflection, it is an important record of activities, which will aid you in writing the

required self-evaluations. The records, of which the journal is a part, may be used in the writing of

school reports, the preparation of university entrance applications, monitoring the school’s CAS

program by the IB. For activities occurring more than once in a week, a weekly entry is sufficient.

Journal entries are a personal reflection on the progress you are making over a period of time.

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.

The final essay written by the student must include the personal development and new understanding,

skills and values gained, and the benefit to others resulting from service activities. These areas should

be taken into consideration when journal entries are made.

The first Journal entry for a new activity must include a clear statement of your goals for participation

in the activity. Activities will not be accepted without clearly stated goals. Your final Journal entry for

the activity should include information about whether or not your goals were met, how, why or why

not. Journal entries must be dated. The date should be the date of the activity.

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Paderewski Private Grammar schoolCAS LOG

You must also keep the CAS log – it must be an A4 2-ring binder. CAS Logs may be filled out by hand

(type) or computer typed. For organizational consideration you should have dividers for either each of the

activities, or for the six quarters you will be in the CAS program. It should include all obligatory materials: CAS

Background Information Form, CAS Planning Form, CAS Activity Planning Forms, CAS Log Entry Form and

Activity Self-Evaluations Forms.

You may want to include in your CAS Log, photographs, programs, any other documentation related to

your CAS work. The CAS Coordinator may ask to examine the CAS Log at any time.

IMPORTANT FORMS

Before starting any activity, you must use the CAS Activity Proposal Form and bring it to the CAS

coordinator, so that you’re certain that the activity can be accepted.

Upon completion of each activity an official Activity Self-Evaluation Form must be completed, and

submitted to the CAS Coordinator within 2 weeks. Failure to do this will mean the activity will not be

accepted as fulfillment of your CAS requirements. You may respond on the appropriate questions from

the form or write a reflective essay using the questions to structure your writing. Keep in mind that an

evaluation for each activity is required from the approved adult supervisor at the end of the activity.

The adult supervisor also determines if the activity was successfully completed. Hours will not be

given for those that are not.

At the end of the entire CAS experience students must make a final evaluation report by listing all their

projects and activities and then write a critical reflection on their entire CAS experience, addressing the

questions below. An official CAS Student Final Summary Form will be provided for this purpose.

This final report, like the individual activity self-evaluations, should relate closely to the performance

criteria and should be a critical reflection on your entire CAS experience. You should look back at

your CAS Journal entries and self-evaluations to help you.

Your essay should address:

the extent to which you have developed personally as a result of your activities

the understanding, skills and values acquired through the experience

how others may have benefited from your activities

initiative, planning and organization involved in your CAS experiences

the amount of effort and commitment you have displayed

the degree of personal challenge in your activities

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Paderewski Private Grammar school the extent to which you’ll continue doing some of the activities undertaken under the

CAS programme

Show evidence of achievement in all of the 8 CAS learning outcomes.

There is no definite length assigned for your summary essay. Certainly it should be more than one

page, but it should not be volumes of empty words used to fill space. Your essay must address the

criteria listed, and should be well written.

REFLECTION, RECORDING AND REPORTING

“Without community service, we would not have a strong quality of life. It’s important to the person who serves as well as the recipient.

It’s the way in which we ourselves grow and develop.” Dr. Dorothy Height

The evaluation should focus on the following:

a CAS Journal containing written and perhaps visual, evidence of the candidate’s involvement

evidence of planning, organization, commitment and effort

the candidate’s personal achievement, and development, taking into account skills, attitudes and

values at the start of the activity

evidence of reflection throughout their CAS activities

EVALUATION BY THE STUDENT

Reflection and self-evaluation by the student is an important part of CAS. This is why it’s a good

idea to write in your CAS Journal every time you have been involved in an activity. Records and

reflective comments, in writing, should be made at the conclusion of each series of regular activities

and at regular intervals in the course of a project.

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?

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Paderewski Private Grammar school What were the outcomes, for me, the team I was working with, and others?

How I felt?

What I perceived?

What I thought about the activity?

What the activity meant to me?

What the value of the activity was?

What I learned from activity and how this learning might apply more widely?

EVALUATION BY THE SCHOOL

Evaluation by supervising adults

Minimally this requires that a considered comment will be written on the student self-evaluation form

at the end of a activity or a project. Supervising adults are encouraged to write letters for the student’s

CAS Journal and file.

Evaluation by the CAS Coordinator

An official file is compiled and kept for each CAS student containing all documentation.

The CAS Coordinator makes a final, individual evaluation of the performance of each student

according to the following performance criteria, that describe a range of related qualities which each

candidate is expected to demonstrate during CAS:

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Criterion A: Personal achievement.

The student demonstrates:

The ability to meet challenges, regular participation, awareness of personal limitations, progress in the

new role, learning from experience, helping to solve community problems.

Criterion B: Personal skills.

The student demonstrates the abilities of:

thinking creatively, researching community needs, planning and organisation, resource management,

identifying success and failure.

Criterion C: Personal qualities.


perseverance, self-confidence, a degree of humility, responsibility, punctuality, commitment,

reliability, initiative.

Criterion D: Interpersonal qualities.


adaptability, collaboration, empathy, respect, a sense of justice and fair play.

Criterion E: Awareness of global issues.


an ethical appreciation of humanitarian and environmental issues to guide choices from a local, national

and international perspective.

CAS ACTIVITIES AT PADEREWSKI PRIVATE GRAMMAR SCHOOL

Although activities are grouped according to category, what you do within an activity may allow you to

bring in a second or third category. If an activity can be used to fulfil more than one category, the hours

may be divided appropriately.

This list will give you an idea of the possibilities that are acceptable as CAS activities. You are not

restricted to the list. You may use your own initiative in planning your CAS program.

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Paderewski Private Grammar schoolCREATIVITY

Student newspapers and

publications

Band, chorus, orchestra**

Yearbook*

Art Classes*

Drama productions

Photography*

Model of United Nations (MUN) delegate or

officer

Assembly contributions

Personal hobbies (subject to approval)

Music, dance lessons, etc. (must include

performance)**

ACTION

MUN security guard, housing assist.

P.E. class *

Individual sports (subject to approval)

Clean up and Ecology projects;

Aerobics class *

Adventure trips

Personal hobbies (subject to approval)

Outdoor pursuits (subject to approval)

Joining a sport club;

Personal Fitness class*

SERVICE

Volunteering in the Orphanage;

Volunteering in the Red Cross;

Volunteering in the Clinic for Children

Diseases;

Volunteering in the school for visually

impaired;

* Non-IB classes, classes not needed for

graduation, only with consent of teacher.

**Activities that are already part of the IB diploma

program may not be used.

Recycling project;

Volunteering at the home for elderly people

Environment Protection activities;

Volunteering in the WOŚP

Volunteering in the Hospice

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BACKGROUND INFORMATION FORM

Please write clearly!

Name: ______________________________________________________________________Grade: ______

Date of birth: / /

E-mail address: ______

______

Languages spoken: ______

_______________

List your hobbies, sports, and other activities and interests. Include information in appropriate

including length of time at activity, level of competence, involvement, where appropriate.

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

What are your plans for future education and career?

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

__________________________________ ____________________________________________________________________________

_______________________________________________________________________________________________________________

Why are you in the CAS program? What do expect to get from the program besides the CAS

hours needed for your IB Diploma?

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_____________________ _________________________________________________________________________________________


CAS PLANNING FORM

Please write clearly!

Student Name: Grade:

Please list your planned CAS activities at this point. This form simply gives us an idea of your plans for your CAS career.

CAS activity C / A / S Estimated

hours?Activity leader or

organisation?Rationale for the

activity?

Signatures:

Student: ______________________ Date: ____________

CAS Adviser: ________________________________________ CAS Coordinator: ______________________________

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Date: ____________

CAS LOG

The CAS Log must be updated weekly and must be made available to the CAS Coordinator

together with CAS Journal (for each deadline).

Student Name: Grade:

DATE ACTIVITYAREA

C / A / S

TIME

SPENT

SUPERVISOR’S

SIGNATURE

HOURS: Creativity Action Service = Total

PERIOD: / / - / /

Signatures:

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Student: ______________________ Date: ____________

CAS Coordinator: ________________ Date: ____________

ACTIVITY/PROJECT SELF-EVALUATION FORM (CAS/AEF)

Submit to: Activity/Project Supervisor

Session:

School Number: 0 0 2 8 5 3

School Name: ________PADEREWSKI PRIVATE GRAMMAR SCHOOL

The following questions should be addressed at the end of each activity/project. These are guiding

questions. Candidates can either answer on this form or write a reflective, continuous text incorporating

responses to these questions. Type the information or write legibly using black ink.

CANDIDATE SELF-EVALUATION

Candidate Name:

Candidate Session Number:

Activity/Project: No Of Hours (Approx):

1. Summarise what you did in this activity/project and how you interacted with others.

2. Explain what you hoped to accomplish through this activity/project.

3. How successful were you in achieving your goals? What difficulties did you encounter and how did you overcome them?

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4. What did you learn about yourself and others through this activity/project? What abilities, attitudes and values have you developed?5. Did anyone help you to think about your learning during this activity/project? If so, who helped and how did they help?

6. How did this activity/project benefit others?

7. What might you do differently next time to improve?

8. How can you apply what you have learned in other life situations?

Candidate’s signature: Date:

TO BE COMPLETED BY THE ACTIVITY/PROJECT LEADER

Punctuality and attendance: ______________________________________________________________________________

Effort and commitment:

___________________________________________________________________________________

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Further comments:

________________________________________________________________________________________

_______________________________________________________________________________________________________________

The activity/project was (circle the desired response):

Satisfactorily completed Not satisfactorily completed

Activity/project leader’s name: .............................................................................

Activity/project leader’s signature: ............................................................................... Date: ...................................

Please give this form to the CAS coordinator when it has been completed.

CAS STUDENT FINAL SUMMARY (CAS/SFS)

Submit to: CAS Coordinator

School Deadline: ________________________ Session:

School Number: 0 0 2 8 5 3

School Name: ________PADEREWSKI PRIVATE GRAMMAR SCHOOL

Type or write legibly using black ink.

This form is to be retained by the school. Do not send to the regional office unless requested.

CANDIDATE NAME: _______________________________________________________________________________________

CANDIDATE SESSION NUMBER: _________________________

Indicate below the CAS activities/projects in which you have been involved and the hours

dedicated to each one with a total number of hours for the whole CAS course.

Number of CAS activities/projects which you have undertaken Total hours dedicated

Activities/projects Approximate no of hours

1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

4. ___________________________________________________________________________

5. ___________________________________________________________________________

6. ___________________________________________________________________________

7. ___________________________________________________________________________

8. ___________________________________________________________________________

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9. ___________________________________________________________________________

10. ___________________________________________________________________________

11. ___________________________________________________________________________

12. ___________________________________________________________________________

13. ___________________________________________________________________________

14. ___________________________________________________________________________

15. ___________________________________________________________________________

16. ___________________________________________________________________________

17. ___________________________________________________________________________

CANDIDATE NAME:____________________________________________________________________________

CANDIDATE SESSION NUMBER: _________________________

Write a clear and complete critical reflection on your entire CAS experience, following the same

performance criteria as indicated on the activity/project self-evaluation form CAS/AEF.

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Candidate’s signature: ..................................................................................................... Date: ……................................

CAS coordinator’s name: ...........................................................................................................................……….......…....

I guarantee the information given is correct.

CAS coordinator’s signature: ....................................................................................... Date: ........................................

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Creativity, Action, Service (CAS) Guide for students · Web viewCreativity, action, service (CAS) is at the heart of the Diploma Programme. It is one of the three essential elements