subic student cas guide 2011

8/9/2019 Subic Student CAS Guide 2011

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IBDIPLOMAPROGRAMME

STUDENTSHANDBOOK

Name:

Class:Creativity Action Service

2010 - 2011

BRENT INTERNATIONAL SCHOOL SUBIC


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Brent International School Subic

CONTENTS

SECTION A INFORMATION ABOUT CAS

Philosophy of CAS 1

Introduction 2 -5

What is CAS 2 International Dimensions 3 CAS and Ethical Education 3 CAS and TOK 4 Complement to the CAS Reflection 5

Aim 5

Learning Outcomes 6

Responsibilities of the student 7

Evaluation 7

The Cycle of Experiential Learning 8

Reflection, recording and reporting CAS activities 9

Developing reflection Recording and reporting

What is NOT CAS? . 10

SECTION B PROCEDURES

CAS Procedures . 11 - 12

CAS Blog or Diary . 13

CAS Final Self-Evaluation . 14

Evaluation Details . 15


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SECTION C CAS FORMS

CAS Planning Form 16

CAS Proposal Form 17

Activity Log 18

Activity Self-Evaluation 19

Activity Evaluation Form (for Activity Supervisor) 20

Activity Summary Sheet 21

Letter to Activity Supervisor 22 - 23

CAS Progress Form (for CAS Adviser) 24

CAS Completion Form (for CAS Adviser and CAS Coordinator) 25

CAS Coordinator: MR. ERIC TOLENTINO

Email: [email protected]

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)


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PHILOSOPHYOFCREATIVITY,ACTION,SERVICE

Philosophy

of

CAS

Counterbalance to

academic self-

absor tion

Education of the

whole person

Education beyond

the classroom and

examination hall

Development of

attitudes and values

which transcendrace, religion,

gender and

politics

Promotion of

international

understandin

Encouragement of

new skills and

interests

Sharing energies

and talents

Development of

awareness, concern

for and ability to

work with others

Promotion of more

informed andunderstanding

attitudes

Service to the

community as a

complement to

intellectual

development in the

academic

curriculum

Establishment of

links with local,

national and

international

communities

Challenge to the

student

Development of a

spirit of discovery

and self-reliance

Encouragement of a

sense of

res onsibilit to all


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INTRODUCTION

Creativity, Action, Service (CAS) is a non-examined component of the Diploma Programme which

emphasizes experiential learning. Over the two-year programme you must engage in activities outside

the classroom and develop a number of personal skills achieving the eight learning outcomes (see page

6) given by the IBO. In order to have sufficient time to do this, you should aim to spend about 3 4

hours a week. Therefore, CAS activities should continue on a regular basis for as long as possible

throughout the programme, and certainly for at least 18 months.

WHATISCAS?

CAS is about taking risks, exploring, challenging oneself, and personaldevelopment. CAS is designed to encourage students to take up NEW ROLES and to learn

NEW SKILLS.

Although there are three elements Creativity, Action, Service, it is important notto consider them as mutually exclusive.

It is based on the philosophy of the International Baccalaureate programme learning beyond the classroom.

This document is to make the CAS programme a reflective process, and notmerely a record of hours clocked in.

Creativity is interpreted as imaginatively as possible to cover a wide range of arts and other activities

outside the normal curriculum which include creative thinking in the design and carrying out of service

projects.

Action can include participation in expeditions, individual and team sports, and physical activities

outside the normal curriculum; it also includes physical activity involved in carrying out creative and

service projects. Action may involve participation in sport or other activities requiring physical

exertion such as expeditions and camping trips, or digging trenches to lay water pipes to bring fresh

water to a village. Students should be encouraged towards group and team activities, and undertaking

new roles, but an individual commitment is acceptable where the general requirements of CAS are

met, goals are set, and the student reflects on progress.

Service involves interaction, such as the building of links with individuals or groups in thecommunity. Service activities should not only involve doing things for others but also doing things

with others and developing a real commitment with them. The relationship should therefore show

respect for the dignity and self-respect of others.

Everything that is really great and inspiring is created by the individual who can labor in freedom.

Albert Einstein (1979-1955)


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INTERNATIONALDIMENSIONS

The aim of all IB programme is to develop internationally minded people who,

recognizing their common humanity and shared guardianship of the planet, help to

create a better and more peaceful world

IB learner profile booklet (March 2006)

Creating a better and more peaceful world is a large aim. Working towards it should be seen as

involving many small steps, which maybe taken locally, nationally or internationally. It is important

to see activities in a broader context, bearing in mind the maxim think globally, act locally. Working

with people from different social or cultural backgrounds in the vicinity of the school can do as muchto increase mutual understanding as large international projects.

CASANDETHICALEDUCATION

There are many definitions of ethical education. The more interesting ones acknowledge that it

involves more than simply learning about ethics. Meaningful ethical education the development of

ethical beings happens only when peoples feelings and behavior change, as well as their ideas. It

offers the possibilities of learning by the experience, valid alternatives in the construction of their life-

projects.

Critical reflection, the key element of experiential learning, is in itself an ethical reflection, since it

fosters to develop skills to analyze, evaluate, draw conclusions, change perspectives, etc in the long

term of ones own life.

Points to ponder: In what ways can service-learning projects enhance the personal development?

In what ways can CAS projects actually contribute to improve the community

life-conditions?


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CAS AND THEORY OF KNOWLEDGERelation CAS and TOK: Reflection Proposal

CAS offers opportunities to enhance the understanding and awareness of oneself, as well as those of

others in relationships and the surrounding world.

CAS is a way of building knowledge from life situations. It is in this sense that CAS is intimately

related to TOK.

The complex structure of the human knowledge is due to multiple variables. TOK proposes to

distinguish four ways of knowledge: Sense perception, Language, Reason and Emotion.

How does one reflect on a CAS experience in light of these four ways of knowledge?

Suggested Guideline

A Sense perception

1 What did our senses show us?

2 In what manner did the sense perceptions influence my understanding of these

experiences (regarding myself, regarding others and the surrounding world).

3 Exchange with others your answers to these questions.

B Language

1 What did others transmit to us through their language?2 What new meanings did we discover in spoken sounds?

3 Were we able to communicate through different languages? How?

4 Did we give new content and representations to the words we usually employ?

5 In what way can words stereotype people?

C Reason

1 What reasoning preceded my experience?

2 Did I have any bias and arguments that determined my approach towards the reality

of our experience?

3 Have I changed my certainties in any way?

D Emotion

1 What kind of feelings and emotions can I identify in myself regarding the experience?

2 How do I think others have felt?

3 How did the emotions affect my thoughts, my ability to perform, make decisions, or

to reason, with regard to the experience?

4 Could I develop empathy with other people?


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Complement to the CAS Reflection (Blogs/Diary/Reflection Essays)

1 To bring back the experience.

Briefly summarize the activities carried out.2 To analyze it.

What were the goals and objectives set up before the start of the activity? WhatCAS elements were involved? What kind of links could we establish? How were

relationships established with the schoolmates, with adults, with other members of

the community, etc? (Follow the suggested guideline relating CAS and TOK for

each way of knowledge when applying and adding the relational dimension.)

3 To evaluate it.

What were the successes, difficulties, and aspects to improve? Were the objectivesachieved? Any relevant issues?

4 To draw conclusions.

Did I learn anything meaningful? Did I realize any change in myself? in my perspectives? What abilities, attitudes and values did I discover and could

develop?

5 Application in other life-situations.

How can I apply what I have learned in other life-situations? Can I plan furtheractions with what I have learned? Can I project myself in the future with what Ihave learned?

AIMS

The aims of the CAS programme are to develop students who are:

Reflective thinkers to understand your own strengths and limitations, identifygoals and devise strategies for personal growth

Willing to accept new challenges and new roles Aware of themselves as members of communities with responsibilities towards

each other and the environment

Active participants in sustained, collaborative projects Balanced to enjoy and find significance in a range of activities involving

intellectual, physical, creative and emotional experiences.

The ultimate measure of a man is not where he stands in moments of comfort and convenience, but

where he stands at times of challenge and controversy.

Martin Luther King Jr.


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LEARNING OUTCOMES

As a result of your CAS experience as a whole, including reflections, you should be able to

demonstrate that you have met each of the following outcomes:

increased your awareness of your own strengths and areas for growthYou are able to see yourself as an individual with various skills and abilities, some more

developed than others, and understand that you can make choices about how you wish to

move forward.

undertaken new challengesA new challenge maybe an unfamiliar activity, or an extension to an existing one.

planned and initiated activitiesPlanning and initiation will often 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.

worked collaboratively with othersCollaboration can be shown in many different activities, such as team sports, playing

music in band, or helping in a kindergarten. It is required to have at least one project

involving collaboration and the integration of at least two of creativity, action and service.

shown perseverance and commitment in their activitiesAt a minimum, this implies attending regularly and accepting a share of the

responsibilities for dealing with problems that arise in the course of activities.

engaged with issues of global importanceYou may be involved in international projects but there are many global issues that can

be acted upon locally or nationally (for example, environmental concerns, caring for theelderly).

considered the ethical implications of your actionsEthical decisions arise in almost any CAS activity (for example, on the sports field, in

musical compositions, in relationships with others involved in service activities). Evidence

of thinking about ethical issues can be shown in various ways, including journal / blog

entries and conversations with CAS advisers.

developed new skillsAs with new challenges, new skills maybe shown in activities that the student has not

previously undertaken, or in increased expertise in an established area.

All eight outcomes must be present for you to complete the CAS requirement. Some maybe

demonstrated many times, in a variety of activities, but completion requires only that there is some

evidence for every outcome, i.e. have these outcomes been achieved?

This focus on learning outcomes emphasizes that it is the quality of the CAS activity (its contribution

to your development) that is of most important. The guideline for the minimum amount of CAS

activity is approximately the equivalent of half a day per school week (three to four hours per week),

with a reasonable balance between creativity, action and service.


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RESPONSIBILITIES OF THE STUDENT

Your personal CAS programme should genuinely engage you and you should feel that you own it.

It should be built on activities that are meaningful to you and to others. With the guidance of the

school, you are given the opportunity to choose your own activities and to initiate new ones as

appropriate.

You are required to:

Self-review at the beginning of your CAS experience and to set personal goals forwhat you hope to achieve through this programme.

Plan, do and reflect. That is, plan your activities, carry them out and reflect onwhat you have learned.

Undertake two interim reviews and a final review with your CAS Adviser/CASCoordinator.

Take part in a range of activities, including at least one project, some of whichyou have initiated yourself.

Keep records of your activities and achievements, including a list of principalactivities undertaken.

Show evidence of achievement of the eight CAS learning outcomes.EVALUATION

The most important aspect of evaluation is self-evaluation by the student. The school will provide

formative feedback on progress and offer guidance on future activities. The school also makes the

final decision on completion, which is reported to the IB regional office. There is no other

assessment of student performance in CAS. The IB regional office systematically monitors school

CAS programme and provides feedback to the school.

Character cannot be developed in ease and quiet. Only through experiences of trial and suffering

can the soul be strengthened, vision cleared, ambition inspired and success achieved.

Helen Keller


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THECYCLEOFEXPERIENTIALLEARNING

PLAN

Identify goals

Decide how (usingprevious experience

and knowledge)

OBSERVE

Think about feelings

and interactions

Analyze perceptions

ACT

Real tasks

Concrete experience

REFLECT

Identify achievements andoutstanding issues, personal

strengths and challenges

Evaluate actions

Synthesize newunderstandings

APPLY

LEARNING

IN NEW

SITUATIONS

Experiential learningisatthe heartofCAS. It is important to rememberthat it ismuchmorethanjusttheactivityitself;planning,acting,observingandreflectingare

allcrucialinmakingtheexperienceasvaluableaspossible.


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REFLECTION, RECORDING AND REPORTING CAS ACTIVITIES

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

The difficulty lies in the complexity of the possible answers.

Developing reflection

Moving on from the What? questions outlined earlier, experiental learners might consider, where

appropriate, for themselves and others, and for each stage of an activity (before, during and after):

How you felt What you perceived What you thought about the activity What the activity meant to you What the value of the activity was What you learned from the activity and how this learning (for example, a change of

perspective) might apply more widely

Recording and reporting

You should document all your CAS activities, noting in particular your reflections upon experiences.

This documentation may take many forms, including weblogs, illustrated displays and videos, and

written notes.

I look to a day when people will not be judged by the color of their skin, but by the content of their

character.

Martin Luther King


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WHAT IS NOT CAS?

Any class, activity or project which is already part of the students Diploma Programme. An activity for which a student is personally rewarded either financially of with some other

benefit (unless this benefit is passed on in full to a worthy cause).

Doing simple, tedious and repetitive work, like returning school library books to the shelves. A passive pursuit, such as a visit to a museum, theatre, art exhibition, concert or sports event,

unless it clearly inspires work in a related activity in which a student is already engaged.

All forms of duty within the family. Religious devotion and any activity which can be interpreted as proselytizing. Work experience which only benefits the student. Fund-raising with no clearly defined end in sight. An activity where there is no leader or responsible adult on site to evaluate and confirm

student performance.

Activities which causes division amongst different groups in the community.Generally, CAS is not taking place when the student is in a passive rather then an active role.

There should be INTERACTION. If the student is passive, nothing of real value, either for the

student or for other people, results from what the students is doing, and no real reflection is possible.

In such circumstances the student will be able to meet the objectives of CAS only to a very limited

extent.

We are not social workers. We may be doing social work in the eyes of some people, but we must be

contemplatives in the heart of the world

Mother Teresa.


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CAS PROCEDURES

1. Read the entire CAS guide, take notes, ask questions, and actively engage in the process ofowning your CAS programme. This is your CAS programme you must develop, execute and

evaluate it. Your ultimate goal is to convince the CAS Coordinator that you have

completed all the requirements outlined in the guide, specifically the learning outcomes

on page 6.

It is essential that you understand that your CAS programme is a constant work in progress,

never static, always changing. Just because it has never been done does not mean it cannot be

done. Think creatively and realize that there are many ways to skin the proverbial cat.

Without your input, we will not grow and evolve.

2. Locate a good CAS activity/project to undertake. Join an already existing project in school Consult your CAS Adviser or your CAS Coordinator Complete your CAS Planning Form for the whole year and submit to your CAS

Coordinator at the beginning of the academic year.

Your CAS programme should have a balance of activities in all three components of CAS.

3. The CAS activity/project Proposal Form must be completed before the beginning of anyactivity/project especially if it is monitored by an external supervisor and/or held outside

school. Your CAS Coordinator needs to be aware of what you are doing so that s/he can havea record of your activities and make sure it is an appropriate CAS activity.

Ensure that each of your proposed activities meets the following requirements:

a) Real, purposeful activities, with significant outcomesb) Personal challenge tasks must extend the student and be achievable in scopec) Thoughtful consideration, such as planning, reviewing progress, reportingd) Reflection on outcomes and personal learning

If activity does not fit any of the above-mentioned requirements and does not involve learning,

then it is NOT CAS-worthy. It is important to realize that learning is not only acquiring

information about subjects. Learning also includes learning about self, other people and

cultures, life, real world lessons, etc. Your plan should include specific ideas as to how you

will reflect on your activities. (Please note that this plan is fluid and will change. Do not

worry if your plan evolves over the 18 months)

4. Once it has been approved, start your activity and update your CAS Diary or Blog diligently.Get your supervisor to log every individual time spent on the activity in the log. All this

attributes to evidences of up to 10 sample pages from your ongoing CAS documentation.


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5. Upon completion of the activity, properly reflect on your overall experience on the CASActivity Self-Evaluation (Reflective Essay of not less than 150 words) (up to no more than 2

weeks after the activity).

6. Attach the CAS activity self-evaluation to the front of the activity supervisors evaluationreport and submit it to the adult supervisor of the activity. (Parents signatures ARE NOT

ALLOWED!)

7. Within two weeks of the completion of the activity, the activity log, the completed CASactivity self-evaluation, and the activity supervisors evaluation report, must be submitted to

the IB CAS Coordinator.

The CAS Calendar must be observed. All forms must be signed and work must be handed in on time.

Accurate, timely records of all activities must be kept by you. If this is not done, no CAS credit will

be given. Missing deadlines will mean loss of hours.

Remember! An IB Diploma willNOTbe awarded if the CAS requirements have not

been met!

I slept and dreamt that life was joy. I awoke and saw that life was service. I acted and behold,

service was joy.

Rabindranath Tagore


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THE CAS BLOG or DIARY*

The CAS Blog/Diary 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.

Guidelines:

Record each CAS activity, the type of activity (CAS) and your supervisors name,in the Activity Log.

The first blog/diary entry for a new activity must include a clear statement of yourgoals for participation in the activity. Your final entry for the activity should

include information about whether or not your goals (and please indicate which the

learning outcomes you have achieved) were met, how, why or why not.

Entries must be dated. The date should be the date of the activity. Journalentries are a personal reflection on the progress you are making over a period

of time.

You may include photographs or videos of your activities.

* It must be kept up-to-date daily or at least weekly, brought to every CAS meeting and

be made available upon request to the CAS Adviser or CAS Coordinator.

Follow effective action with quiet reflection. From the quiet reflection will come even more effective

action.

Peter F. Drucker


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THE CAS FINAL SELF-EVALUATION (THE CAS ESSAY)

At the end of the two-year CAS programme, each IB Diploma student is required to write a clear and

complete critical reflection on your entire CAS experience based on the 8 Learning Outcomes. The

essay should be approximately 500 words. 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.

Kindness in words creates confidence. Kindness in thinking creates profoundness. Kindness in

giving creates love.

Lao Tzu


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EVALUATION DETAILS

EVALUATION BY THE STUDENT

The evaluation should focus on the following:

A CAS Folder Journal, Diary, Portfolio containing written, and perhaps visual,evidence of the students involvement.

Evidence of planning and organization Evidence of commitment and effort The students 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 SCHOOL

Evaluation by the supervising adult, including comments on eachactivity/project supervised.

Evaluation by the CAS adviser (two interim review and a final review) andCAS Coordinator, including guidance given during the course of CAS

10 sample pages of students CAS (ongoing) documentation. These sample pages, which may, for example, be photocopied journal pages or printouts from

electronic logs/blogs, must include a list of the principal activities undertaken and

evidence of both planning and reflection. For one or more activities, it must be

possible for the reader to tell what happened, why it happened, how it happened,what its value was and what you have learned from it.

Brent International School Subic is required to compile and keep full records of each Diploma

Programmed students CAS performance. These records will facilitate the writing of full evaluation

comments for future transcripts, for transferring to another school and for giving to the regional office

on request.

If a man hasnt discovered something that he will die for, he isnt fit to live.

Martin Luther King, Jr.


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CASPLANNINGFORM2010-2011

Submit to: MR. ERIC TOLENTINO

Name of student Class

Email address

Diary or Blog address

CAS Adviser

Below is a summary of my plan to complete my CAS activities.

Name of Activity(Location)

StartingDate Goals CAS

Name ofSupervisor/

Contact details

Students signature Date of submission

(Parents signature over printed name) (Parents email address / contact number)


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CASPROPOSALFORM

ThisformmustbesubmittedandapprovedbytheCASCoordinator BEFOREyoubeginwork!

Name

1. Activity: Describe the activity you wish to undertake:

2. Goals: What are your personal goals for this activity? What do you anticipate learning?

3. Impact: Who will benefit from this activity?

4. Timeline: Where, how often, and for how long will the activity take place? (specificdates, if possible)

STUDENT AGREEMENT: I will commit myself to the activity at the above stated time/s and given

duration to the best of my ability. I understand that failure to meet my commitment without valid

reason will jeopardize any hours accumulated through this activity. It is also understood that this

activity can only be cancelled through negotiation with the supervisor and CAS Coordinator.

Student Signature: Date:

SUPERVISOR AGREEMENT: The student has provided information about the CAS programme and

I understand what my role as supervisor is. I agree to monitor the students progress and to sign the

students CAS activity log on a regular basis to assure that s/he is satisfactory fulfilling the agreed

function. Upon completion of the activity, I will supply comments on the students Activity Evaluation

Form for the International Baccalaureate.

Name of Supervisor: Organization:

Address, email and contact number of supervisor if NOT at BISS:

Supervisor Signature: Date:

Approved by: _____________________________ Date: ________________MR. ERIC TOLENTINO, CAS Coordinator. Email: [email protected]:


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CASACTIVITYLOG

StudentName Class

NameofActivity/Project

The CAS Log must be updated weekly and must be made available to the CAS Adviser and/or CAS

Coordinator as scheduled and upon request .

Under CAS indicate C, A, or S, depending on which category received the major commitment of

time and focus.

%

of time

Checked by

SupervisorDate Description

C A S

Supervisors Name: __________________________________

Supervisors Signature: ____________________________ Date: _______________


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CASACTIVITYSELF-EVALUATION

SchoolName:BrentInternationalSchoolSubic SchoolCode:

(This form and your essay MUST be attached to Activity Supervisors Evaluation Report BEFORE the

supervisor completes his/her form)

Student Name: Class

Name of Activity/Project:

Candidates must complete a copy of this form at the end of each activity. Type the information or

write legibly using blue/black ink.

DIRECTIONS: Within two weeks of completion of an activity, attached a typed Reflective Essay

with this form to your CAS Coordinator. The reflection should be in essay format with a minimum

of 150 words in length. Make sure to attach this page to your reflection essay. Your essay should

explore your experience. Consider the following questions:

Describe the activity. What did you do at each stage? Include dates where relevant.What did you hope to accomplish by this activity? What did you actually accomplish?

What difficulties did you encounter? Did you feel at any stage that you were failing toachieve what you wanted from this activity?

What did you hope to learn from this activity, about yourself, about others, or aboutacademic subjects? (For example: self-confidence, modesty, curiosity, objectivity, new

skills, determination and the ability to meet challenges).

Did anyone help you during this activity? If so, describe the help given.How will you provide thoughtful consideration, such as planning, reviewing progress,

reporting on this activity?

Does this activity lend itself to reflection on outcomes and personal learning?How did you record what you have done for this activity? Please provide evidence that you

have actually done it.

Your signature below indicates that you have honestly and accurately described your activity

and that you have completed the CAS activity/project as described:

Students Signature _______________________________ Date _____________________


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CASACTIVITYEVALUATIONFORM(Tobecompletedbythesupervisor)

Student Name (Class)

Date(s) / Duration of Activity

Name of Activity

To the Supervisor: Thank you for your leadership of this activity. Please read the students self-

evaluation and then tick the appropriate box for each trait.

The student demonstrates:

Excellent Good Satisfactory Poor

Attendance and Punctuality

Effort and Commitment

Diligence

Initiative

Organization Skill

Please comment on students personal achievement and development taking into account his/herskills and attitudes at the start of the activity.

I confirm that the student has accomplished his/her goals in this activity.

Supervisors Name ____________________________

Supervisors Signature ___________________ Date _______________


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CASACTIVITYSUMMARYSHEET(COVERPAGE)

Student Name ______________________________ Class _______ Year2010-2011

CAS Adviser _______________________________

School Name: Brent International School Subic School Code:

Indicate below the CAS activities/projects in which you were involved.

Number of CAS activities/projects which you have undertaken (completed): _________

Activities/Projects Completed

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.


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[Insert date here]

Dear CAS Activity Supervisor:

Thank you for agreeing to supervise this Brent International School Subic student, who will beworking under your direction in order to complete the Creativity Action Service (CAS)

requirement of the International Baccalaureate Diploma Programme. The student needs to learnnew skills and to show commitment and enthusiasm to pass the CAS requirement.

As a supervisor, we would be grateful if you could complete the relevant section with your nameand contact details on the CAS Proposal Form. We may contact you in the future to arrange for

viewing of the student in the activity as part of our assessment for the programme. It would, ofcourse, be at your convenience.

At the end of the students term under your direction, s/he will request you to fill in an evaluation

form. The student will need to be evaluated on the following criteria:

Attendance

Punctuality

Time spent on the activity

InitiativeOrganization

Effort and Commitment

Diligence

Enthusiasm

Teamwork

If at any time you have questions about the programme or concerns over the studentsparticipation and attitude, please do not hesitate to contact me at school phone number 252-6871.

Alternatively, you can email me at [email protected]. I will be more than happy todiscuss any issues with you.

On behalf of Brent International School Subic, thank you for your time and help with this

programme.

ERIC TOLENTINOCAS Coordinator

IBDP


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[Insert date here]

CAS Information for Activity Supervisor

On behalf of Brent International School Subic, I would like to outline some of the requirements of the

programme and responsibilities of the Activity Supervisor:

All students in Years 11 and 12 at Brent International School Subic have to do CAS (CreativityAction Service). This MUST be fulfilled satisfactorily for a student to pass their IB Diploma at

the end of the two years.

CAS is an experiential learning programme involving students in NEW ROLES. Students arerequired to undertake a new activity or a new role in an activity.

CAS is not taking place when the student is in a passive rather than an active role. There should be INTERACTION. Examples of activities which would appear to be inappropriate are listed

below:

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

course.

Doing simple, tedious and repetitive work, like returning school library books to shelves.

Attending the same activity for two years without real progress, goals or direction.

Students are expected to demonstrate active involvement, commitment, effort and application.CAS should extend the student with the emphasis on learning by doing real tasks that have

real consequences and then reflecting on these experiences over time. These reflections take

the form of an online diary of periodic self-evaluations.

The requirement for all CAS activities is that goals are set and that the student reflects on progress.

Several things are asked of CAS Activity Supervisor:

a. To support the student in trying to fulfill the assessment criteria listed above. If you feel thateither the activity does not meet the CAS requirements or that the student is unsuitable for your

activity, please let me know as soon as possible so that we can find an alternative.b. To monitor students attendance by logging the time spent on the activity onto the Activity

Log.

c. To read the students Self-evaluation Essay. Please follow up if you do not see it a week afterthe completion of the activity.

d. To evaluate students performance and add a pertinent comment onto the Activity ReflectionForm. These should then be returned to me.

If you have any concerns about the student(s) involved or further questions about the CAS programme,

please let me know. Many thanks for your support.


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CASPROGRESSFORM

(TobefilledintogetherwiththeCASAdviser)

Student Name ____________________________________ Class _______________

CAS Diary/Blogsite __________________________________________________

Name of CAS Adviser _________________________________

Event Date Signature Comments

Student has declared an

acceptable plan for CAS

activities

First consultation between

CAS adviser and student

Second consultationbetween CAS adviser and

student

Student has submitted

reflective work

Third consultation

between CAS adviser and

student

Student has submitted final

reflections and CAS File


28/28

CASCOMPLETIONFORM

(TobefilledintogetherwiththeCASAdviser)

Student Name ____________________________________ Class _______________

There is evidence that the above-mentioned student has fulfilled each of the following learning

outcomes:

Learning Outcome Achieved ?

( / )

Nature and location of evidence (blog/date,

journal/page, progress form/date

Increased awareness of his/her own

strengths and areas for growth

Undertaken new challenges

Planned and initiated activities

Worked collaboratively with others

Shown perseverance and

commitment in their activities

Engaged with issues of global

importance

Considered the ethical implications

of their actions

Developed new skills

Name of CAS Adviser ____________________________________

CAS Advisers Signature _______________________________ Date ____________________

subic student cas guide 2011

Documents