CAS at AISM

Creativity Action Service

Learner Outcome 1
Increased their awareness of their own strengths and 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

Learner Outcome 2 Undertaken new challenges

A new challenge may be an unfamiliar activity, or an extension to an existing one.

Learner Outcome 3 Planned and initiated activities

Planning 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.

Learner Outcome 4
Worked collaboratively with others
Collaboration 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, action and service, is required

Learner Outcome 5
Shown perseverance and commitment in their activities
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

Learner Outcome 6
Engaged with issues of global importance
Students 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 the elderly).

Learner Outcome 7
Considered the ethical implications of their 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, including journal entries and conversations with CAS advisers.

Learner Outcome 8 Developed new skills

As with new challenges, new skills may be shown in activities that the student has not previously undertaken, or in increased expertise in an established area

The Project
All CAS students must engage in at least one project that: Integrates two or more of creativity, action and service Is of significant duration. Is reflected upon in written format

The Reflection
Every activity that is counted for CAS needs documentation in the form of reflection. This helps document achievement of the learner outcomes.

Reflection Requirements
Reflections need to include each of the following: What happened Why it happened How it happened What its value was What was learned from it How it connects to the learner outcomes

Developing Reflection
Moving on from the What ? questions outlined above, experiential learners might consider, where appropriate, for themselves and others, and for each stage of an activity (before, during and after): How they felt What they perceived What they thought about the activity What the activity meant to them What the value of the activity was What they learned from the activity and how this learning (for example, a change of perspective) might apply more widely.

Format of Reflections
Reflections may be in any media, for example: Journals Blogs Websites Recorded interviews or podcasts Essays Photo Essays

Time Commitment
There is no maximum amount of time that may be devoted to CAS activities Each student needs a minimum of 50 hours of each of the three areas of creativity, action and service.

Documenting Participation
Diploma candidates must document participation in CAS activities. This may take the form of: a letter from the organization A signature of the teacher/community supervisor on the designated form

Supporting Documents
The IB requires satisfactory completion of CAS to receive the IB diploma. Their requirements: Model form A Model form B 10 pages of ongoing documentation (reflection)

Graduation Requirement

AISM requires that all students complete CAS (regardless of diploma candidacy) to receive their high school diploma.