Never doubt that a small

group of thoughtful,

committed citizens can

change the world.

Indeed, it is the only

thing that ever has.

~ Margaret Mead

Shirakatsy Lyceum International Educational and Scientific Complex, IBDP

Handbook, 2018-19

CAS Handbook Table of Contents

The Lyceum’s IBDP CAS Program

The Nature of Creativity, Activity, and Service (CAS) The

Mission Statement of CAS

7 CAS Learning Outcomes (LOs)

Responsibility of the CAS Student

What is a CAS Experience?

What are the CAS Stages?

What is a CAS Project?

What’s a CAS Service Project?

The CAS Diary

Choosing, Initiating, Planning

But, is it CAS? Reflections

& Reflecting CAS

Reflections & TOK The

CAS Portfolio

The Role of the CAS Supervisor The CAS essay The CAS interviews What CAS in NOT

Requirements, records and reports The Lyceum’s CAS requirements CAS timeline CAS documentation guidelines CAS evaluation descriptors Risk Assessment policy

Lyceum’s IBDP CAS Program

What is CAS? CAS stands for Creativity, Activity, and Service, and is a fundamental part of the International Baccalaureate for all Diploma Program students. The CAS requirement takes seriously the importance of life outside the world of scholarship. It is the IB framework that involves students in new roles in their communities. Emphasis is placed on learning by doing activities that have real consequences in daily life and reflecting on those experiences over time. CAS allows students to extend what they have learned in the classroom and apply that knowledge to extra-curricular activities, in particular service and community projects for others while improving the living conditions of those in need. CAS encompasses a stimulating variety of activities that students find fundamentally rewarding and beneficial for both themselves and the community.

The Nature of Creativity, Activity, Service (CAS)

In order to reinforce the International Baccalaureate (IB) philosophy that there is more to education than what occurs in the classroom, students pursuing the IB diploma are required to complete the CAS requirement of the IB Diploma Program (DP). The emphasis of CAS is on experiential learning. Students learn by doing real tasks that have real consequences and then reflect on these experiences over time. CAS takes a holistic approach, and it is designed to strengthen and extend students’ personal and interpersonal learning from the PYP and MYP.

CAS is organized around the three strands of creativity, activity and service defined as follows: o Creativity – exploring and extending ideas leading to an original or interpretive

product or performance. o Activity – physical exertion contributing to a healthy lifestyle. o Service – collaborative and reciprocal engagement with the community in response

to an authentic need. Does not include service to family.

Students will be engaged in a combination of creative, aesthetic, athletic, and community service activities. Students should select activities that they find intrinsically worthwhile and rewarding, as well as mutually beneficial to themselves and their communities. While students are required to earn 150 hours of CAS projects during the duration of the Diploma Program (DP), it is not an “hour counting” exercise.

Students should select activities that are congruent with their own interests, skills,

passions, and abilities. The activities should represent a good balance of creativity, activity, and service, while enhancing students’ personal and interpersonal skills. These activities are to be done gradually, to be appropriately adapted to situations, and to take into account the students' aptitudes and interests. When carried out well, CAS projects should build self-esteem, self- confidence, autonomy, and self-reliance.

The CAS Coordinator assists students in selecting activities that are in the “spirit of CAS.” All

proposed CAS activities must involve: ü Real, purposeful activities with significant outcomes ü Personal challenge (projects must extend students and be achievable in scope) ü Thoughtful consideration (i.e. planning, reviewing individual progress, reporting) ü Reflection on outcomes and personal learning ü Understand they are members of a glocal community, responsible for each other

IBO Creativity, Activity, Service Guide: For students graduating in 2017 and after

All proposed CAS projects are required to meet the above-mentioned four criteria. It is

also essential that they do not replicate other parts of the student’s DP work. CAS activities should continue on a regular basis for as long as possible throughout the program, and certainly for 18 months with a reasonable balance between creativity, activity, service.

All CAS students are expected to maintain and complete a CAS portfolio as evidence of

their engagement with CAS. The CAS portfolio is a collection of evidence that showcases CAS experiences and for student reflections.

Further, students undertake a long-term CAS project of 3-18 month’s duration that

challenges students to show initiative, demonstrate perseverance, and develop skills such as collaboration, problem solving, and decision-making. The CAS project must combine two or all three strands.

Students use the CAS stages (investigation, preparation, action, reflection and

demonstration) as a framework for CAS experiences and the CAS project. There are three

formal documented interviews students must have with their CAS coordinator/adviser. The 1st

interview is at the beginning of the CAS program, the 2nd at the end of the first year or

beginning of second academic year (after the summer break), and the 3rd interview is at the end of the CAS program.

CAS emphasizes reflection, which is central to building a deep and rich experience in

CAS. Reflection informs students’ learning and growth by allowing students to explore ideas, skills, strengths, limitations and areas for further development and consider how they may use prior learning in new contexts.

Successful completion of CAS is a requirement to earn the IB diploma. Students must

document all CAS projects according to the school’s CAS procedures and provide evidence that they have met all seven of the CAS learning outcomes to earn credit for the CAS component of the IBDP.

The Mission Statement of CAS

The Lyceum aims to develop in students the knowledge, skills, and attitudes they will need to fulfill as part of their Learner Profile for the IB. In so doing, we encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

All IBDP students of the Lyceum shall have ample opportunity to achieve their full

potential academically and through a wide range of artistic and athletic ventures in a disciplined environment that offers challenges at all levels. CAS Projects will be provided to students several times a year, which will allow students to engage in projects collaboratively in a supervised environment. As such, students will develop organizational and leadership skills. However, CAS hours must also be fulfilled by each student individually as well collectively, and students are required to propose their own projects independent of the Lyceum’s initiative and supervision. Each student shall develop traits of patience and tolerance along with an open mind when dealing with diverse cultures, and be exposed to abundant experiences that will help them contribute meaningfully to both the national and international society and thrive in an interdependent world.

The 7 CAS Learning Outcomes (LOs)

IB has identified seven outcomes to be achieved through the CAS program. As you are planning your CAS program, a reflection of all 7 LOs are required to be present at the end of CAS.

1. Identify own strengths and develop areas for growth

They are able to see themselves as individuals with various skills and abilities, some more developed than others, and understand that they can make choices about how they wish to move forward.

2. Undertake new challenges, and develop new skills in the process A new challenge may be an unfamiliar activity, or an extension of an existing one. Identify new challenges that you would like to take on. Reflect on these challenges from creative, active and service perspectives. The acquired or developed skills may be shown through experiences not yet undertaken, or through increased expertise in an established area.

3. Demonstrated planning and initiation of CAS experiences Planning and initiation may be in collaboration with others. It can be shown in activities that are part of larger projects, for example, ongoing school activities in the local community, as well as in small student-led activities. Students may show their knowledge and awareness by building on a previous experience, or by launching a new idea or process.

4. Shown perseverance to and commitment in CAS experiences Students demonstrate regular involvement and active engagement in CAS. At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities.

5. Demonstrated the skills and understood the value of collaboration Students are meant to identify, demonstrate and critically discuss the benefits and challenges of collaboration. This can be shown in many different activities, such as team sports, playing music in a band, or helping in a kindergarten. At least one project, involving collaboration and the integration of at least two of creativity, activity and service, is required.

6. Demonstrated engagement with issues of global significance Students are required to act on at least one issue of global significance. Students may be involved in international projects but there are many global issues that can be acted upon locally, nationally, or internationally. Students here develop awareness and responsibility towards a shared humanity.

7. Recognized and considered the ethics of choices and actions Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musical composition, in relationships with others involved in service activities). Evidence of thinking about ethical issues can be shown in various ways, include journal entries, reflections and conversations with CAS advisers. Students here must show awareness of the potential and varied consequences of choices and actions in planning and carrying out CAS experiences.

Responsibility of the CAS Student

Throughout the Diploma Program students undertake a variety of CAS experiences on a weekly basis, for a minimum of 18 months and 150 hours total throughout the duration of the DP. They must also undertake at least one long-term CAS project with a minimum duration of 3 months. Students reflect on CAS experiences at significant moments throughout CAS and maintain a CAS portfolio that includes all the relevant CAS documentation (available via Google Drive). Using evidence from their C AS portfolio, students will demonstrate achievement of the seven CAS learning outcomes to the CAS coordinator’s satisfaction.

CAS students are expected to:

• approach CAS with a proactive attitude

• develop a clear understanding of CAS expectations and the purpose of CAS

• explore personal values, attitudes and attributes with reference to the IB learner profile and the IB mission statement

• determine personal goals

• discuss plans for CAS experiences with the CAS coordinator and/or CAS adviser

• understand and apply the CAS stages where appropriate

• take part in a variety of experiences, some of which are self-initiated, and at least one CAS project

• become more aware of personal interests, skills and talents and observe how these evolve throughout the CAS program

• maintain a CAS portfolio and CAS Diary and keep records/documentation of CAS experiences including evidence of achievement of the seven CAS learning outcomes (all material is available via Google Drive) • understand the reflection process and identify suitable opportunities to reflect on CAS experiences (reflections must be evident in diaries and all relevant records)

• demonstrate accomplishments within their CAS program

• communicate with the CAS coordinator/adviser and/or CAS supervisor in formal and informal meetings

• ensure a suitable balance between creativity, activity and service in their CAS program

• behave appropriately and ethically in their choices and behaviors.

Example of CAS Strand Disbalance!

Creativity Activity Service

What is a CAS Experience?

A CAS experience is a specific event in which the student engages with one or more of the three CAS strands. CAS experience can be a single event or may be an extended series of events. A CAS project is a collaborative series of sequential CAS experiences lasting at least one month. Typically, a student’s CAS programme combines planned/unplanned singular and ongoing experiences. All are valuable and may lead to personal development. However, a meaningful CAS programme must be more than unplanned/singular experiences. A series of planned CAS experiences are recommended for a more engaging CAS programme.

The CAS coordinator assists students in understanding what may or may not be a CAS

experience. There are four guidelines that should be applied to any proposed CAS experience. fit within one or more of the CAS strands • fit within one or more of the CAS strands

• be based on a personal interest, skill, talent or opportunity for growth

• provide opportunities to develop the attributes of the IB learner profile

• not be used or included in the student’s Diploma course requirements

While it is not necessary for each CAS experience to address a CAS learning outcome, upon completion of the CAS programme, CAS students are required to present evidence demonstrating achievement of all CAS learning outcomes. Examples of using the CAS strands in CAS experiences include:

• Going for a mountain hike could be a singular experience within the “Activity” strand.

• A student plans a number of visits to a nursing home resulting in a series of CAS experiences within the “Service” strand.

• A group of students plan and stage a basketball tournament for the local community, resulting in a series of CAS experiences involving the strands of “Activity” and “Service”.

CAS experiences

What are the CAS Stages?

The CAS stages offer a helpful and supportive framework and continuum of process for students as they consider what they would like to do in CAS, make plans, and carry out their ideas. The CAS stages are applicable to the three strands of creativity, activity, service, and the CAS project. These stages represent a process and sequence that can assist students in many aspects of their life.

The five CAS stages are as follows:

1. Investigation: Students identify their interests, skills and talents to be used in considering opportunities for CAS experiences, and areas for personal growth and development. Students investigate what they want to do and determine the purpose for their CAS experience. In ‘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 problemsolving. Students may work individually, with partners, or in groups.

4. Reflection: Students describe what happened, express feelings, generate ideas, and raise questions. It can occur at any time to further understanding, revise plans, learn from experiences, and make connections between their growth, accomplishments, and the LOs for personal awareness. Reflection may lead to new action.

5. Demonstration: Students communicate what and how they learned and what they have accomplished (e.g. by sharing their CAS experience through their CAS portfolio in an informal or formal way). By showcasing their work, students solidify their understanding and evoke response from others.

What is the CAS Project?

A CAS project is a collaborative and planned series of sequential CAS experiences, engaging students in one or more of the CAS strands. CAS students must be involved in at least one CAS project during their CAS program, although projects of longer duration are highly encouraged, like the CAS Long-Term Project of 3-18 months. 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 under the position of ‘Project Student Leader.’

All CAS projects should use the CAS stages as a framework for implementation,

and are designed with a defined purpose and goals. A CAS project can address any single or more strands of CAS. For example:

• Creativity: A student group plans, designs and creates a mural.

• Activity: Students organize and participate in a 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 their marching band.

• 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.

• Creativity, activity and service: Students rehearse and perform a dance production for a community retirement home.

What’s a CAS Service Project?

A CAS Service Project is a CAS project that addresses the CAS strand of service (hence known as service project). A service project that includes interaction with and appreciation of diverse social or cultural backgrounds can increase international- mindedness and engagement with issues of global significance.

International service projects are acceptable if clear goals and outcomes are established, understood, and based on the expectation of benefits globally. If a service project is conducted outside the local context, it is recommended that there is some form of continuation. For example, students could research the community served and educate themselves further about the issues involved, develop an advocacy programme for the served community, or develop greater awareness of a related need in their local community leading to some form of local action.

For any service project it is important to ensure that there is:

• a genuine need for the service project, which has been stated and agreed upon by the potential partners

• if required, a liaison officer who has a good relationship with the community where the service project is based

• an understanding of the level of student participation that is feasible in the service project

• a clear assessment of potential risks to participating students

• approval from the school administration for the service project

• a demonstration of how the CAS stages were followed

• a thorough evaluation of the benefits of the service project for all involved Types of service action include:

• Direct service: Student interaction involves people, the environment or animals (e.g. one-on-one tutoring, developing a garden in partnership with refugees, or working in an animal shelter).

• Indirect service: Though students do not see the recipients of indirect service, they have verified their actions will benefit the community or environment (e.g. re-designing an NGO’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 (e.g. an awareness campaign on hunger, performing a play on solutions to bullying, 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 (e.g. conduct environmental surveys, create a study of animal migration, find solutions to reduce litter, or do social research by interviewing people on homelessness).

Service projects can incorporate several types of approaches, such as ongoing

service, school-based service, community-based service, immediate need service, fundraising, international service, volunteerism, or service arising from the curriculum. Remember, that when fundraising, students are NOT allowed to personally profit from any CAS experience. In addition, volunteerism must include an element of service and cannot resemble a professional internship!

The CAS Diary

Students must establish a CAS diary (to have at home) where they have to keep

all their records of your CAS activities. Every time students are engaged in a CAS

experience they must write it down in their diary so that they can keep track of what

they actually did and when. The CAS diary can be any booklet, or it can take the form

of an e-journal, which must be placed in their individual CAS folders on Google Drive. CAS diaries must include a table of contents in the beginning outlining individual CAS experiences and CAS project(s). Page numbers are not required. CAS diaries must follow a specific format (highlighted in the images below), which includes the date the experience was implemented, the LOs specific to the project/task, a short list of tasks done that day, and ideally an in-depth reflective statement. Evidence of work in the diary is required, and can take a variety of forms, including photographs, screenshots, items, project materials, and anything that displays and proves actual work undertaken.

Examples of CAS diary entries include:

Geography Fieldwork

Date: 20 September 2015

Supervisor: Mrs. Anna Stepanyan

CAS Element Service

Hours: 5 hours

Learnlng Outcomes

LO 1

, LO

2 , LO

5.

OVERVIEW

Reflection

--Ta-sk-s-- Collecting data (building widths, number of Ьins, number of vehicles in

а given period of time, etc.)

Surveys

As data collection was an unknown phenomenon for

me, at first it was hard to take action. We were

supposed to go to the city center and conduct different

types of data collection. As we had to calculate the

approximate width of the buildings, count the number

of Ьiпs, etc., we had to Ье extremely accurate апd

precise. Мiпог errors could affect the overall outcome. After the work was dопе, 1 was pleased with what I got

to know. 1 learned how to multitask in а typical

geography fieldwork. Also, 1 helped my peers out,

which was also beneficial for them.

SHIRAКATSY SPORTS EVENTS (SSE)

2 8 APRIL 2 0 1 6

Supervisor: Zaruhi Ghaltakhchyan

Creativity and Service

1 hour 2 0 minutes

L01- L03- L04- L05

Tasks:

filling audienceforms

selling tickets

record питЬег of tickets sold

ensuring that the топеу is put in the right Ьох

This was thefirstgame in the tournament. lt was hard t o manage the audience and the

game а// at опсе. However, we divided the roles between the team and worked

collaboratively which епаЬ/еd us t o Ье efficient. We faced some challenges since it was the

first timefor us t o organize such ап event at the school. 1 сате t o know what we had t o

improve. l t would Ье easier next time since Iwould Ье familiar with what I have t o do.

Although this was new and chal/enging, 1 a m sure that / was аЬ/е t o gain some skills such as

time management and collaboration.

Either the CAS Coordinator or CAS Adviser will periodically review CAS diaries. Meaningful reflections that are not purely descriptive in CAS diaries are imperative, and integration of the LOs for each experience will be evaluated. A weekly commitment of roughly 3-4 hours in CAS experiences must be evidenced in the diary.

Choosing, Initiating, Planning

CAS students are meant to have a sense of personal ‘ownership’ of their project and proposals. Although each student will receive personalized guidance, initiating CAS experiences are nonetheless the responsibility of the individual student, as the CAS experience must meet and reflect the needs of the student and his/her ideas. When planning any CAS experience, it is important to ask the following questions:

• What do I plan to do? Describe the CAS experience.

• Where will it occur?

• When will I participate?

• How will I be involved?

• Why am I going to be involved in this activity?

• What are my measurable goals? When attempting to choose a CAS experience, the student shall take note of the following conditions:

• All CAS experiences must of new and measurable goals

• Students must learn new skills and meet new challenges

• Each project must be properly document, reported, and verifiable

• CAS is more than simply volunteering. Students must plan!

• CAS projects are integral to the overall CAS program

But, is it CAS?

It’s a CAS experience if it is a new experience for the student and permits growth in one or more of the LOs. Appropriate CAS experiences do NOT include: just volunteering, activities for pay, political activities which are divisive, a course for a grade, a religious activity involving only the religion of the individual student (particularly any project or experience that incorporates proselytizing), a family responsibility, or other activities deemed inappropriate by the CAS school staff. The CAS advisor should approve a CAS experience before the student officially begins the project. CAS experiences of a secular nature within a religious community are usually acceptable, but at best only partially meet the aims and LOs of CAS, so there would need to be evidence from students’ other activities that all the required outcomes have been met.

CAS planning in action!

Reflection is central to building a deep and rich experience in CAS. Student learning is enhanced by reflection on choices and actions. Through reflection students examine ideas and consider how they might use prior learning in new contexts. Reflection leads to improved problem solving, higher cognitive processes and greater depth of understanding in addition to exploring how CAS experiences may influence future possibilities.

Reflection is a dynamic means for self-knowing, learning and decision-making.

Four elements assist in the CAS reflective process. The first two elements form the foundation of reflection. • Describing what happened: Students retell their memorable moments,

identifying what was important or influential, what went well or was difficult, obstacles and successes.

• Expressing feelings: Students articulate emotional responses to their experiences. The following two elements add greater depth and expand perspectives.

• Generating ideas: Rethinking or re-examining choices and actions increase awareness about self and situations.

• Asking questions: Questions about people, processes or issues prompt further thinking and ongoing inquiry.

Following reflection, formal or informal feedback from the CAS coordinator and/or adviser will take place, as it offers acknowledgment, confirmation or clarification of students’ understanding and insight, and provides opportunities for development. Purposeful reflection is about quality rather than quantity. The appropriate occasion, amount and method is the student’s decision. Students are not expected to reflect on every CAS experience; they should identify moments worthy of reflection. Reflection is most meaningful when recognized as a personal choice. The preferred emphasis is for the student to determine key moments during CAS experiences that inspire reflection. The following approaches may be helpful.

• Students choose significant moments as the basis for reflection, for example when:

–– a moment of discovery is happening –– a skill is mastered –– a challenge is confronted –– emotions are provoked –– achievement deserves celebration.

• Students reflect during or at the end of a CAS experience or series of CAS experiences, to identify important moments, discuss a possible learning outcome, recognize personal growth and achievements, and plan for their next CAS experience.

Reflections & Reflecting

• Students engage in group reflection with their peers to discover shared insights.

• Students reflect at the beginning, during, and at the e series of CAS experiences. This enables students deliberate on such elements as planning, opportunities, expectations, challenges, progress, and personal growth.

Reflection offers students opportunities to understand the c process and value of CAS experiences. With experiences the meaning and self-knowledge, students can adapt, ado integrate reflection into a lifelong practice.

CAS Reflections & TOK

The theory of knowledge (TOK) course provides students with critical thinking

skills to develop and extend their reflections. For example, during TOK (ways of knowing) they consider their emotions, ability to reason and how to use language.

Students can be encouraged to move forward through deeper questions. For example: What did I do? could become:

• Why did I make this particular choice?

• How did this experience reflect my personal ideas and values?

• In what ways am I being challenged to think differently about myself and others? How did I feel? could become:

• How did I feel about the challenges?

• What happened that prompted particular feelings?

• What choices might have resulted in different feelings and outcomes? The following chart categorizes the nature of CAS reflections:

When trying to reflect on CAS, it’s best to ask yourself:

• What did I plan to do initially? What were the challenges? • What did I do?

• What were the outcomes for me, with whom I was working, and others?

• Did I meet my goals? Why or why not?

Reflections may be written, or in the form of a video, musical piece, a scrapbook, photo essay, weblog, or mirror any other form of creative outlet. When developing reflections, experiential learners might consider, where appropriate, and for each stage of an activity (before, during and after):

• How did I feel?

• What did I perceive?

• What did I think about the activity?

• What did the activity mean to me?

• What was the value of the experience?

• What did I learn from the experience, and how might this be applied widely? It may also be significant to also think about the ethical implications of a CAS experience:

• What is service?

• Why is service to the family not considered as a service?

• Am I trying to help or empower people with a service?

• What obligation do I have to the person who is being served?

• How do I finish a service relationship?

• What do I do if the person does not want my service?

The CAS Portfolio

All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS and achievement of the 7 CAS LOs. The CAS portfolio can also reveal how students have developed the attributes of the IB learner profile.

Students use the CAS portfolio to plan their CAS program, reflect on their CAS experiences and gather evidence of involvement in CAS. Though the portfolio is not formally assessed, either the CAS coordinator or adviser will check and regularly evaluate whether the portfolio has been kept up-to-date and relevant, as it is a summation of CAS. It could also be a valuable addition to a student’s CV/resume for a prospective employer or educational institution.

The CAS portfolio is used to showcase the student’s CAS programme and should be a source of pride for the student. To highlight its significance, students could have the choice of how the CAS portfolio is assembled, what they include and how it is shared.

Individual student learning styles will dictate the type of portfolio that they use: digital, online, diary, journal, scrapbook or a blended approach. The CAS Portfolio will be divided into segments that the CAS Coordinator and/or CAS Adviser will be checking:

• Profile: students include their interests, skills and talents, plans and goals for their CAS programme. At the start of CAS, students map their interests against the three strands of CAS to identify possible CAS experiences.

• Experiences: chronicles the student’s journey in CAS, incorporating a variety of reflections, learning moments, personal achievements, and how they have utilized the CAS stages. Demonstrates active engagement in CAS.

• Evidence: students collect evidence of their involvement/achievements in CAS, which include planning documents, letters, emails, certificates, acknowledgments of participation, photographs, videos, etc. Students could connect their involvement with the CAS LOs.

• Notes & Commentary: any commentary and suggestions given throughout the programme by the CAS Coordinator, Adviser, or Supervisor(s) on any material presented in CAS must be included in the CAS portfolio.

• CAS Diary: the CAS Diary is submitted separately in electronic or tangible form, but is nonetheless evaluated as part of the CAS portfolio.

• CAS records & reports: all CAS documentation is submitted separately via Google Drive, but is nonetheless evaluated as part of the CAS portfolio.

• Final CAS Essay: a final reflective essay of 1,000 words maximum is required as part of the portfolio, where the student is meant to write about his or her experiences with CAS, their long-term and short-term projects, their Los, challenges, how CAS fit in with the IB learner profile, etc.

Further information and instructions regarding the CAS portfolio are subject to change each academic term based on the instructions and guidelines outlined exclusively by the CAS Coordinator.

The Role of the CAS Supervisor

The CAS supervisor assists, offers guidance and oversees the students’ CAS experiences when needed. CAS supervisors are almost always required for all CAS experience and project proposals. Dependent on the nature of the experience, the CAS Coordinator decides whether a supervisor is required to guide and assist the student, to ensure safety and to provide feedback on student involvement to the school.

A supervisor may not be necessary if a student is able to undertake a CAS experience without assistance or supervision; however, this decision is subject to the decision of the CAS Coordinator.

CAS supervisors can be teachers, non-teaching members of the school or wider community, or volunteers with the skills and/or knowledge of the CAS experience undertaken by the student.

The CAS Essay

For the CAS Portfolio essay, students need to discuss how they have satisfied all 7 of the CAS LOs. Students can use any CAS experience as evidence of the meeting of the LOs. Feel free to discuss more than one activity for each LO if it is applicable. For each LO, students will need to write between 150-200 words.

The CAS Essay is the most formal assignment to go in students’ records and students are asked to take this seriously as it needs to be an honest reflection the students’ past two years of CAS experiences. This essay is due at the end of February during the students’ senior year. No formal grade is given for this essay, but it must be completed to a high acceptable standard. A copy of your essay will be included in your final CAS Portfolio, and must be ticked as part of the Final CAS Completion Report, which shows students’ fulfillment of each of the CAS requirements.

The 1,000-word essay needs to be a critical self-evaluation and reflection of the students’ entire CAS experience. It is a critical reflection on the 7 LOs, which students have been evaluated on throughout their junior and senior years. Criteria that need to be considered in students’ essay includes, the extent to which students have developed personally as a result of students’ CAS experiences and projects, the understanding, skills, and values acquired through the experiences, and how others may have benefited from the activity. Examples and more guidance for this essay will be provided during students’ senior year.

When thinking of the LOs for the essay, students may consider the following questions:

• LO 1: How have you increased your own strengths or improved on your weaknesses through your CAS experience?

• LO 2: In what ways has your CAS experience challenged you? What new skills have you developed through your CAS experiences?

• LO 3: In what ways have you taken responsibility for planning or initiating CAS experiences?

• LO 4: In what ways have you shown perseverance and commitment through your CAS experiences?

• LO 5: Describe ways in which you have worked collaboratively with others through your CAS experiences.

• LO 6: Describe ways in which your CAS experiences have engaged in issues of global significance.

• LO 7: What ethical issues have you dealt with in your CAS experiences?

Example of the CAS Essay!

helping the cause that is the Pokot region of Northern Кепуа. lt is amazing to witness lsthand how а club has grown and progressedfrom ;ts foundations, this is

certainly true for Friends of Marich.

ln this very с/иЬ / ат afso involved with issues of gfobal importanc.e like

travel infrastructure that comes in the form of the bridges we built оп the Marich

fie/d trip. We also address conservation оп the Senior Trip this уеаг with the work

and Jearning we did at the Watamu Turtle Watch. Тhе issue of poverty was

tackled when raising топеу at Goals to Go. Other initiatives involve the threat of

pollution to the /оса/ environment, and promoting sustainabllity within а

community.

Whilst being involved in CAS / have Ьееп considering the ethical

considerations of ту actions. This has Ьееп demonstrated through every activity /

have participated in because 1 ат we/1 aware of ethics and morals involved in

interactions with other реор/е. For ехатр/е, playing footba/1 1 always

demonstrate good sportsmanship and fair р/ау. When vis;ting а another tribe ог

culture / make sure to respect their values and traditions like the Pokot Tribe in

Northern кепуо when / went оп the Marich Field Trip in 11 th grade.

After every activ;ty 1 have completed in the CAS programme, / have Ьееп

aware of ту strengths and weaknesses in the агеа. / сап then use this know/edge

to further ту leaming and continue to improve. А perfect example of this would

Ье оп the Ski Тпр during March of 2011. Му instructor made те aware of ту

strengths and what 1 need to improve оп, / also used his ехатр/е to арр/у to ту

own situation and decided for myseff how 1 could improve better. / needed to

work оп ту tum /гот heel-side to toe-side of ту board.

Тhroughout CAS ту main goa/ has Ьееп to develop new skills, / achieved

this in тапу senses. Like improving ту footba/1 skills at а high Jevel, learning to

sail, Jearning to snowboard, continuing with ту passion for music, Jearning to

compose, and deve/oping реор/е skills through servic.e activities that have given

те much responsibllity.

Му overa/1 CAS experience has Ьееп enriching with new experiences that have

moulded те into the person / ат today. 1 use skilfs and ту enhanced worldview in

апу difficult situations 1 encounter. 1 have participated in dozens of fun activities

through CAS that have developed ту personality.

Sourre: http://jspi1.sburycas.Ыogspot.CDm/2012/03/ros-finak!ssay.trtml. 2014.

IBDP CAS Coordinator

Artur Tashchyan arthurtashchyan@shirakatsy.am

(+374)77 285552

3 CAS Interviews

There is a minimum of 3 required interviews conducted between the student and the CAS Coordinator where student progress is discussed and appropriate encouragement and advice is given. The interviews generally occur at least twice in the first year of the Diploma Programme and once in the second year. All interviews are digitally recorded, and the CAS coordinator records feedback from these interviews. The interviews are documented on a CAS progress form.

What CAS is No t !

CAS is not a checklist of tasks to complete the IB diploma requirements. Students must remember the “spirit of CAS” at all times. Below is a list of examples of inappropriate CAS activities:

• Anything for which money is paid or other credit is given, personal reward or

benefit-in-kind.

• Doing simple, repetitive or tedious activity, such as filing, replacing books on

library shelves, club meetings and routine activities. • All forms/part of duty within the family or religious and/or political activities that

cause division amongst different groups in the community.

• A passive pursuit such as visits to sports events, exhibits, concerts, theatre,

conventions or museums.

• Fund-raising attempts with no clearly defined end in sight or purpose.

• Work experience (internship) that benefits the student only and individual

learning, • Bookkeeping, logistics, self-promotion, boring, indifferent, and neutral is not CAS.

• Activities where there is no responsible adult on site to evaluate and confirm the

candidate’s performance.

• Any course/subject that is part of your IB Diploma Programme.

• Working in an old people’s or children’s home when you have no idea of how the home operates, are just making sandwiches, have no contact at all with the old people or children, actually do no service for other people.

IBDP CAS Coordinator

Artur Tashchyan arthurtashchyan@shirakatsy.am

(+374)77 285552

Requirements, Records & Reports

The above example can be applied to many other activities purporting to be CAS. Students are required to: • Self-review at the beginning of their CAS experience and set personal goals for

what they hope to achieve through their CAS programme.

• Plan, do and reflect (plan activities, carry them out and reflect on what they have

learned) • Undertake at least one interim review and a final

review with their CAS Coordinator.

• Take part in a range of activities, including at least one major project, some of

which they have initiated themselves. • Keep records of their activities and achievements, including a list of the principal

activities undertaken.

• Show evidence of achievement of the 7 CAS learning outcomes

The Lyceum’s CAS Student

Requirements

The CAS student responsibilities required by our school include: 1. Students must complete a minimum of 150 hours well before

March of their senior year. Students are strongly urged to complete 75-100 hours by the end of the junior year. For the summer of junior year, students may complete up to 30 hours in June and July.

2. CAS activities must be pre-approved by the CAS Coordinator in order to confirm that the experience will qualify as CAS. It is the student’s responsibility to find, select, and organize your CAS experiences and projects during the two-year program.

3. Reflection and signatures for CAS hours follows completion of the CAS experience, preferably within one week so that the impressions made will be fresh in your mind. CAS forms on Google Drive cannot be written up in advance of the project.

4. For each of your CAS experiences, reflect in your CAS diary focusing on one or more

IBDP CAS Coordinator

Artur Tashchyan arthurtashchyan@shirakatsy.am

(+374)77 285552

of the Los of CAS. You may also reflect using videos, presentations, etc. 5. Students are responsible for maintaining a well-organized and up-

to-date CAS Folder for documentation and reflection (available on Google Drive). It is the student’s responsibility to keep up with all of his or her CAS experiences and to make sure that he or she completes the CAS requirement for the IB Diploma on time.

6. It is the student’s responsibility to have parent permission and an adult supervisor at ALL CAS endeavors that are not school-sponsored activities. The Anania Shirakatsy Lyceum does not officially sponsor any outside CAS experiences and project and students assume their own risk for these events.

1. Junior Year: Propose, complete, document, and reflect on CAS experiences. Your goal should be to complete 75-100 hours by the end of your junior year.

2. Prior to summer before Senior Year: Present your plan of summer activities and turn in project proposals to the CAS Coordinator in your end-of-year CAS meeting. Continue adding to your CAS diary and portfolio throughout the summer.

3. Senior Year: Much of your CAS time will be accumulated in grade 11, but you must continue your commitment to CAS during grade 12 (sustained 18 months total work). Complete your CAS diary and documentation file before March 1 of Senior Year.

4. Spring of Senior Year: You will meet individually with the CAS Coordinator for a final discussion about your CAS journey and to complete final CAS documentation and portfolio for IB. The Lyceum’s CAS Long-Term Project Student Fair will be held in late May to early June of your graduating year.

Keep in mind the best CAS projects are organized and

implemented by students. If you see an opportunity or need, seek the advice and approval of the CAS Coordinator and put your own project together.

CAS Documentation Guidelines

All relevant and required CAS documentation is available in individual folders allocated per student on Google Drive. All recorded CAS interviews and project announcements will also be found here; therefore, it is imperative that students who do not yet

CAS Timeline

IBDP CAS Coordinator

Artur Tashchyan arthurtashchyan@shirakatsy.am

(+374)77 285552

possess a Gmail account create one once the start of the first academic term. All CAS folders on Google Drive must be updated and maintained continuously, as the CAS Coordinator/Adviser will periodically be checking folders for student progress. All documents make up an aspect of the final CAS portfolio and are subject to evaluation. CAS documentation that required include:

• Initial Self-Review forms (3 forms, attached)

• CAS Planner form

• CAS Proposal forms (2 forms) per CAS project

• CAS AEF forms per CAS project

• CAS Supervisor form per CAS project

• CAS Review Form(s) (interim)

• CAS SFS form (single final form)

• Final CAS Essay

• Final CAS Completion Report The Final CAS Completion Report is a final summary table where all the activities are noted down individually and distributed according to C, A or S strands including the amount of hours spent on each activity (just like the first year self-review report). All CAS forms and documents require official signatures from the CAS Coordinator and the project supervisor, where necessary.

CAS Evaluation Descriptors

When submitting student report cards, students will be made

aware of their progress in CAS throughout the duration of the programme. Although CAS is not formally assessed, the CAS Coordinator holds the right to evaluate each student’s work and commitment to CAS based on a set of criteria used and implemented at the Lyceum. Students will be assessed through color-coding, whereby each color signifies their status in the course. The following criteria for formative evaluation apply:

• 7 Learning Outcomes: the student’s performance in addressing the CAS Learning Outcomes properly in both the Proposal form(s) and CAS Diary. The student’s level of understanding of the LOs, and demonstration of potential to meet all 7 LOs by the end of his/her CAS career.

• Projects, preparation & planning: demonstration of appropriate planning skills when organizing potential

IBDP CAS Coordinator

Artur Tashchyan arthurtashchyan@shirakatsy.am

(+374)77 285552

projects and experiences. CAS projects need to be well thought out and executed with follow-through. Preparation and planning for the Long-Term Project (and others) will be evaluated accordingly.

• Records & documents: ability to consistently update his or her CAS Diary with

evidence in the proper format. Demonstrated ability to consistently commit to 3+ hours of CAS per week.

• Reflective skills: student’s level of analysis and thoughtful reflection (where appropriate); reflections were not merely descriptive. Whether CAS experiences and challenges were effectively reflected on and offered relevant solutions for overcoming difficulties.

• Motivation & attitude: student’s level of commitment, motivation, genuine interest, and dedication to assigned or proposed CAS projects. Demonstration of a strong ability to face challenges efficiently. Evidence of initiation of projects independently and collaborative with effective follow-through.

• Leadership & collaboration: Display of leadership skills when appointed as Student Leader for a school-led project. Shown abilities to work well in a team.

• Deadlines, hours & review: shown a record of routinely updating CAS documentation (proposals, planners, self-review forms, AEF, supervisor forms). Documents/forms were submitted and completed within the appropriate timeframe. Level of preparation for CAS reviews, provided at least 150 hours of CAS experiences, and there is evidence of balance between CAS strands.

Risk Assessment Policy

The IB and the learner profile attributes encourage students to be risk-takers; however, this does not mean that students or teachers should be encouraged to take unnecessary risks or place themselves in danger. The key to safely taking risks is having the ability to fully understand the nature of the risk being taken and how to mitigate potentially dangerous outcomes where necessary. As such, schools need to strike the right balance between protecting students from risk and allowing students to participate in CAS experiences. When planning a CAS experience in which participants may be

IBDP CAS Coordinator

Artur Tashchyan arthurtashchyan@shirakatsy.am

(+374)77 285552

exposed to hazards, it is important that risks are identified and

assessed. The IB requires that schools always comply with the

pertinent local health and safety laws and regulations both in

and out of the classroom. In addition, the IB provides the

following guidelines on assessing the potential risk of a CAS

experience.

Schools and teachers should ensure adequate systems are in

place to assess and mitigate the risk of any CAS experience.

The school should ensure the staff organizing and supervising

CAS experiences are fully supported throughout the risk

assessment process.

In order to prevent risk assessment from becoming a barrier to

CAS experiences, schools should develop risk assessment

systems that are proportionate to the level of risk. Although

CAS experiences must be properly planned and assessed,

experiences presenting a lower-risk level should be quicker and

easier to assess and organize than higher-risk experiences.

Where risks are identified, schools should ensure that all

potential stakeholders (colleagues, students and parents) are

informed of both the risk and any precautions or contingency

plans that will be implemented in order to minimize the risk

IBDP CAS Coordinator

Artur Tashchyan arthurtashchyan@shirakatsy.am

(+374)77 285552

Risk assessment for CAS experience

Student name: ___________________________

During a CAS experience participants may be exposed to risks and it is important that these risks are identified

and assessed. This form is to be completed when a student undertakes a CAS activity mainly outside the school. You need to complete this form with the help of your supervisor and/or parents. Your supervisor and a

parent will also need to sign this form.

Name of experience/project: ____________________________________________________ Organisation running the activity (if applicable): ________________________________________________ Supervisor’s name: _______________________________________________ Supervisor’s contact email or mobile number: ___________________________________ What duties/activities will you be expected to carry out? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

In case of an emergency:

Know you can always ring 911 and 103

Have an emergency contact number you can ring

Ensure your supervisor has emergency contact

details I have read and understood the above

IBDP CAS Coordinator

Artur Tashchyan arthurtashchyan@shirakatsy.am

(+374)77 285552

With your supervisor/parent(s) discuss and record a method of dealing with any potential risks that you face

whilst participating in this activity

Potential hazards/risks Treatment/avoidance

Fire/Emergency at venue Ensure aware of emergency evacuation procedures

Eg Falling from ladder in warehouse Ensure someone is holding ladder at all times &

check stability of ladder & suitability of task. Suggest

alternative task if considered dangerous

Supervisor to complete: I agree that the information I have provided is correct and that I will follow the procedures outlined above

____________________________

Supervisor’s Name

___________________________ Signature

_________________ Date

Parent to complete:

I agree to Student’s Name: ________________________________________

attending the above experience and I am satisfied with the risk assessment performed on this activity.

____________________________

Parent’s Name

___________________________

Signature

_________________

Date

IB Coordinator to complete:

I am satisfied with the above risk assessment and approve this CAS experience

____________________________

Name

___________________________ Signature

_________________ Date

IBDP CAS Coordinator

Artur Tashchyan arthurtashchyan@shirakatsy.am

(+374)77 285552

Source: IBO Creativity, Activity, Service Guide: For students graduating in 2017 and after.