Narmer American College

Narmer American College IB Diploma Programme CAS Handbook 1 CAS Student Handbook

2 CAS Student Handbook

International Baccalaureate Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. Narmer American College Mission Statement Narmer American College has as its primary mission the education and development of the whole student-mind, body and spirit. The students will be equipped to assume positions of leadership with an understanding of technology and its impact on the global community. Students will be able to cooperate in a diverse multicultural community. 3 CAS Student Handbook

What is CAS? Creativity Activity service CAS is range of activities that the IB student is required to participate in throughout the Diploma Program. These activities go alongside the academic studies the student is involved in. Every IB student must successfully complete CAS in order to be awarded the IB Diploma. CAS is at the of the Diploma Program Why is CAS at the heart of the IB Program? The IB MISSION STATEMENT states that the aim of the IB Diploma Program is to develop inquiring, knowledgeable and caring young people. CAS ensures that this aim is met because CAS develops the whole student: body, mind and soul. The emphasis of CAS is on experiential learning, learning by doing. At the same time, CAS provides an important counterbalance to the academic pressures of the rest of the Diploma Program. Students should be challenged by the CAS program, but should enjoy it as well. For many students their CAS activities include experiences that are profound and life-changing. The end result is an all rounded student who has matured physically, intellectually, socially and emotionally. 4 CAS Student Handbook

How does CAS relate to the IB Learner Profile? The aim of all IB programmes 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 5 CAS Student Handbook

Through CAS students experience and participate in a range of activities that help them develop and grow in accordance with the IB Learner Profile. All IB learners strive to be: BALANCED COMMUNICATORS REFLECTIVE RISK TAKERS PRINCIPLED IB LEARNER PROFILE INQUIRERS THINKERS OPEN MINDED CARING KNOWLDEGEABLE Refer to appendix p. 18 for IB Learner Profile What defines the three strands of CAS? Creativity: exploring and extending ideas leading to an original or interpretive product or performance. Examples include experiences in the arts (painting, writing, knitting), 6 CAS Student Handbook

and any other experiences that involve creative thinking such as planning activities, problem solving or taking a leadership role. Creative activities should have a definite goal or outcome. They should be planned and evaluated like all CAS activities. Activity: requires physical exertion contributing to a healthy lifestyle to complement the demands of the Diploma academic work. Examples include physical activities outside of the normal curriculum like individual and team sports, dance classes and planning and leading an expedition. Action also includes physical activity involved in carrying out creative or service projects. Service: an unpaid and voluntary exchange that has learning benefit for the student. The rights, dignity, and autonomy of all those involved are respected. Some examples include helping with activities for the elderly, leading a music ensemble for the visually impaired, coaching a sports team for disadvantaged children, environmental restoration and protection. What are the CAS Learning Outcomes? The IB Diploma Program expects all students to achieve all seven learning outcomes listed below after successfully completing the CAS Program. Students must provide evidence and documentations that show how the activities/projects they participated in helped them achieve the 7 learning outcomes. While some of these outcomes may be demonstrated many times, in different activities, students should meet each learning outcome a minimum of one time. Refer to appendix p. 12 for CAS learning outcome descriptors CAS Learning Outcomes LO 1- Identify own strengths and develop areas for growth LO 2- Demonstrate that challenges have been undertaken, developing new skills in the process LO 3- Demonstrate how to initiate and plan a CAS experience LO 4- Show commitment to and perseverance in CAS experiences LO 5- Demonstrate the skills and recognize the benefits of working collaboratively LO 6- Demonstrate engagement with issues of global significance LO 7- Recognize and consider the ethics of choices and actions (use CAS experiences to understand the ethical systems explored in TOK.) 7 CAS Student Handbook

What Should CAS involve? General CAS Guidelines Real, purposeful activities, which meet one or more of the 7 learning outcome. Personal challenge --- tasks must extend the student and be achievable in scope. Thoughtful consideration, such as planning, reviewing progress, reporting (done on ManageBac) Evidence and Reflection on outcomes and personal learning CAS Requirements Successful completion of the CAS Program requires that students take part in and document CAS activities and projects on regular basis for a minimum of 18 months. A- CAS Activities Student must provide the following information in order for a CAS activity to be approved: A detailed description of the activity as well as the personal goal for doing the activity. Indicate whether it falls under creativity, activity, and/or service Identify which of the 7 learning outcomes will be addressed Identify an activity supervisor (non-family member) and list his/her name and email address Refer to appendix p.16 for sample CAS activities. B- CAS Projects All students must be involved in at least one CAS project. For the activity to count as a CAS project, student must: Submit a detailed description of the project as well as the personal goal for doing the activity. Identify which of the 7 learning outcomes will be addressed Identify an activity supervisor (non-family member) and list his/her name and email address Ensure that the activity encompasses 2 or more of the CAS strands (ex. creativity and service, creativity and action) Ensure that the project meets learning outcome #4: Work collaboratively with others 8 CAS Student Handbook

Use the CAS stages as a framework ( see appendix p. 15) Ensure that the CAS project is series of CAS experiences that last at least one month. Show that the project challenges student to take initiative, demonstrate perseverance, and develop skills such as collaboration, problem-solving, and decision-making. CAS Project Examples 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 dance class. Service and activity: Students plan and participate in the planting and maintenance of a garden with members of the local community. Service, activity and creativity: Students identify that class rooms at a public school need to be painted/ decorated and chairs and desks to be repaired so they design and carry out the renovation plans. Creativity, activity, and service: Students rehearse and perform a dance/drama production for a community senior home/orphanage/school for disabled children. Creativity, activity and service: students planning and organizing an MUN conference at school. C- Posting Reflective Evidence: REFLECTION Reflection is central to building a deep and rich experience in CAS. Reflection allows students to: deepen learning consider relevance of experience explore personal and group values recognize the application of knowledge, skills, and attributes identify strengths and areas for development gain a greater understanding of self and others 9 CAS Student Handbook

place experience in a larger context generate relevant ideas and questions consider improvements in individual and collective choices and actions transfer prior learning to new situations generate and receive constructive feedback develop the ongoing habit of thoughtful, reflective practice. Reflection is most meaningful when recognized as a personal choice so students should decide which reflections will be placed in their CAS portfolio. Students should include reflections in their CAS portfolio that give evidence that they have achieved each of the seven CAS learning outcomes. Student should submit at least one form of reflection for each activity, but for longer range activities, students should be encouraged to submit more reflective evidence. It is recommended to provide at least one form of reflective evidence per number of weeks that the activity occurs (ex. For an activity taking place over 8 weeks, a student should have 8 forms of reflective evidence documented).reflective evidence may be documented in the following ways: Pictures (with captions) Journals Blogs Creating and posting the link to videos Creating and posting the link to websites Another creative form of reflection (must be previously approved by the CAS Coordinator) D- CAS Portfolio All CAS students are expected to maintain a CAS portfolio as evidence of their achievement of the seven CAS learning outcomes. Students will use the CAS portfolio to plan their CAS program, reflect on their CAS experiences, and gather evidence of involvement with CAS. In Narmer American College, the CAS portfolio is electronic through Managebac. The CAS coordinator and CAS Advisers will communicate with students through Managebac. It is the student s responsibility to regularly check it for updates. In addition, students must consistently keep their reflections and evidence up to date in their Managebac portfolios. 10 CAS Student Handbook

E- Completing CAS Activities/Projects In order for a CAS activity/project to be marked as complete, the following must be done in addition to the information stated above: Provide reflective evidence in the reflections section (1 per week of activity) Answer the CAS questions in the CAS Questions section. The questions will allow you to explain how you met the learning outcomes that you identified for each activity Have a completed supervisor review (either done through ManageBac, or uploaded statement) Have a complete CAS portfolio CAS Responsibilities CAS Coordinator (Mrs. Hala Ahmed) CAS Advisors (Assigned by Mrs. Hala Ahmed ) Students Explain to students, parents, and faculty all CAS requirement Explain to CAS Advisors all CAS requirements Assist CAS Advisors with understanding how to manage students Regularly update all stake holders with any changes that might happen to the CAS Program Meet with students to discuss the initial selfreview (beginning of junior year) Complete CAS exit interview (April of senior year) Oversee ManageBac Meet with students to approve CAS activities Provide needed feedback to students about CAS activities/project Meet with students in person at least 2 times Communicate any CAS concerns to the CAS Coordinator Plan, do and reflect on CAS activities Complete at least one CAS project Meet with CAS Advisor at least twice Keep a detailed portfolio of CAS activities/projects and reflective evidence Ensure that there is an adult supervisor to verify CAS activities/projects and that they complete a supervisor review at the end of each activity (must be a nonrelative) Provide evidence that that all 7 CAS learning outcomes have been achieved Have an exit meeting with the 11 CAS Student Handbook

website Inform students of possible CAS activities Update the school with the latest CAS information CAS Adviser to share reflection on CAS program and demonstrate that the outcomes were met.. 12 CAS Student Handbook

APPENDIX CAS Meeting Log-bring to all meetings with CAS Coordinator Meetings Discussion/evidence Goals-moving forward Meeting #1: fall junior year- Discussion of student interests and ideas for CAS experiences, discussion of format for portfolio, review of CAS stages, general planning Meeting #2: spring junior yearassessment of student progress. Check on range of CAS experiences and achievement of learning outcomes. Discussion on 13 CAS Student Handbook

planning and/or implementation of CAS project, portfolio check on evidence of 7 learning outcomes Meeting #3: Final meeting, spring senior yearsummative interview for CAS. Show achievement of seven learning outcomes. Portfolio is used as a reference 14 CAS Student Handbook

CAS Learning Outcome Descriptors Learning outcome 1: Identify own strengths and develop areas for growth The student: is aware of own strengths and weaknesses is open to improvement and growth opportunities is able to propose activities according to own interests and talents is willing to participate in different activities is able to undertake a thoughtful self-evaluation is able to see themselves as individuals with various abilities and skills, some more developed than others. Learning outcome 2: Demonstrate that challenges have been undertaken, developing new skills in the process The student: participates in an experience that demands an appropriate personal challenge; this could be with new or familiar experiences is willing to become involved in unfamiliar environments and situations acquires new skills and abilities increases expertise in an established area shows newly acquired or developed skills or increased expertise in an established area. Learning outcome 3: Demonstrate how to initiate and plan a CAS experience The student: is able to articulate the CAS stages including investigation, preparation, action, reflection (ongoing) and demonstration, moving from conceiving an idea to carrying out a plan for a CAS experience or series of CAS experiences demonstrates knowledge and awareness by building on a previous CAS experience shows initiative by launching a new idea or process suggests creative ideas, proposals or solutions integrates reflective thoughts in planning or taking initiative is aware of roles and responsibilities when designing an individual or collective CAS experience shows responsible attitude to CAS project planning 15 CAS Student Handbook

is able to develop a coherent action plan taking into account the aim or purpose, activities and resources. Learning outcome 4: Show commitment to and perseverance in CAS experiences The student: demonstrates regular involvement and active engagement with CAS experiences and CAS project is able to foresee potential challenges to the initial plan and consider valid alternatives and contingencies demonstrates adaptability to uncertainties and changes gets involved in long-term CAS experiences and CAS project. Learning outcome 5: Demonstrate the skills and recognize the benefits of working collaboratively The student: shares skills and knowledge listens respectfully to proposals from peers is willing to take on different roles within a team shows respect for different points of view and ideas makes valuable contributions is responsible for participating in the group readily assists others is able to identify, demonstrate and discuss critically the benefits and challenges of collaboration gained through CAS experiences. Learning outcome 6: Demonstrate engagement with issues of global significance The student: recognizes the global implications of local issues is able to identify global issues in the local or national community shows awareness of issues of global importance and takes concrete and appropriate actions in response to them either locally, nationally or internationally gets involved in CAS projects addressing global issues in a local, national or international context develops awareness and responsibility towards a shared humanity. 16 CAS Student Handbook

Learning outcome 7: Recognize and consider the ethics of choices and actions The student: recognizes ethical issues is able to explain the social influences on one s ethical identity takes into account cultural context when making a plan or ethical decision identifies what is needed to know in order to make an ethical decision articulates ethical principles and approaches to ethical decisions shows accountability for choices and actions is aware of the consequences of choices and actions regarding self, others involved and the community integrates the process of reflection when facing an ethical decision shows awareness of the potential and varied consequences of choices and actions in planning and carrying out CAS experiences. 17 CAS Student Handbook

The CAS stages The CAS Stages are used with the CAS project, CAS Service, and may be used with other CAS experiences. The five CAS stages are as follows: Investigation: Students identify their interests, skills and talents to be used in considering opportunities for CAS experiences, as well as areas for personal growth and development. Students investigate what they want to do and determine the purpose for their CAS experience. In the case of service, students identify a need they want to address. 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. Action: Students implement their idea or plan. This often requires decision-making and problemsolving. Students may work individually, with partners, or in groups. Reflection: Students describe what happened, express feelings, generate ideas, and raise questions. Reflection can occur at any time during CAS to further understanding, to assist with revising plans, to learn from the experience, and to make explicit connections between their growth, accomplishments, and the learning outcomes for personal awareness. Reflection may lead to new action. Demonstration: Students make explicit what and how they learned and what they have accomplished, for example, by sharing their CAS experience through their CAS portfolio or with others in an informal 18 CAS Student Handbook

Sample CAS Activities Activity C A S Teaching children with disabilities to swim Coaching children in public schools to play soccer/basketball Teaching young students how to play a musical instrument Working with children to paint murals Setting up a club at an elementary school to teach a language to children Participate in planning and organizing an MUN conference Participating in an MUN conference as a delegate Exchanging artistic or musical skills with other local schools Organizing a fund-raising event in support of an important cause like Cancer Children Hospital Raising funds for a non-profit organization( Food Bank ) Creating a web site as a service for others Creating a brochure for a volunteer organization/ fund raising / social awareness Organizing and participating in events that raise awareness for global issues ( Peace One Day) Participating in tutoring program Learning to paint watercolor landscapes Joining a running club/ cycling club Learning to scuba-dive or any new sport or skill 19 CAS Student Handbook

Playing on a sport team and improving a specific skill Making a film, writing a novel, or a short story Making something for sale for a fundraiser Backpacking or any sport for any health reason Renovating classes in a public school Tutoring younger students from public schools Participating in projects that restore monuments/historical buildings Making quilts for the homeless Writing and/or performing a play for an orphanage/senior citizen home/school for disabled children Planting trees or participating in campus beautification Volunteering in a local non-profit organization 20 CAS Student Handbook

IB Learner Profile 1. Inquirers: Develop a natural curiosity that allows them to become lifelong learners. 2. Knowledgeable: They explore ideas of importance and dig deep into its meaning creating a balance of their learning. 3. Thinkers: They apply thinking skills that allow them to tackle complex problems in creative ways. 4. Communicators: They understand and can articulate information in confident, creative ways, including a second language. 5. Principled: Students are honest, fair, just and full of integrity. They strive to solve their own problems and to take responsibility for their own actions. 6. Open-minded: Students understand and embrace other cultures. They recognize and celebrate their own backgrounds and learn tolerance for others. 7. Caring: Students actively care about others and participate in active service. 8. Risk-Takers: Students are brave in the face of new challenges. They strive to take on new roles and to defend their own beliefs. 21 CAS Student Handbook

9. Balanced: Students understand the need to be emotionally, physically and mentally balanced. They strive for this in themselves and others. 10. Reflective: Students reflect on their own learning. They are able to adjust for weaknesses and strengths. 22 CAS Student Handbook