HÜSEYİN AVNİ SÖZEN ANADOLU LİSESİ

INTERNATIONAL BACCALAUREATE DIPLOMA

CAS HANDBOOK

CAS Coordinator:
Mrs. Esin KAYRA
Email: esinkayra@yahoo.com
 Contents

The nature of CAS ...................................................................................... Error! Bookmark not defined.

Aims ........................................................................................................... Error! Bookmark not defined.
The responsibility of the CAS student ....................................................... Error! Bookmark not defined.
CAS strands ................................................................................................ Error! Bookmark not defined.
CAS experiences ........................................................................................ Error! Bookmark not defined.
CAS stages ................................................................................................. Error! Bookmark not defined.
CAS project ................................................................................................ Error! Bookmark not defined.
Reflection .................................................................................................. Error! Bookmark not defined.
CAS learning outcomes.............................................................................. Error! Bookmark not defined.
CAS portfolio.............................................................................................. Error! Bookmark not defined.
What is not CAS ......................................................................................... Error! Bookmark not defined.
Monitoring progress / interviews.............................................................. Error! Bookmark not defined.
CAS Calendar 2021 - 2023 ......................................................................... Error! Bookmark not defined.
CAS Personal Profile Questionnaire .......................................................... Error! Bookmark not defined.
CAS Planning Form .................................................................................... Error! Bookmark not defined.
CAS Proposal Form .................................................................................... Error! Bookmark not defined.
CAS Experience / Project and Learning Outcomes Documentation...................................................... 19
Monthly CAS Evaluation Checklist ............................................................. Error! Bookmark not defined.
CAS Final Programme Evaluation .............................................................. Error! Bookmark not defined.

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

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.

ii
The nature of CAS :
CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to
strengthen and extend students’ personal and interpersonal learning.
A meaningful CAS programme is a journey of discovery of self and others. Each individual
student has a different starting point and different needs and goals. A CAS programme is,
therefore, individualized according to student interests, skills, values and background.
• CAS is organized around the three strands of creativity, activity and service defined as
follows.
Creativity—exploring and extending ideas leading to an original or interpretive product or
performance
Activity—physical exertion contributing to a healthy lifestyle
Service—collaborative and reciprocal engagement with the community in response to an
authentic need

• The CAS programme formally begins at the start of the Diploma Programme and
continues regularly, ideally on a weekly basis, for at least 18 months with a
reasonable balance between creativity, activity, and service.
• Students engage in CAS experiences involving one or more of the three CAS strands.
• CAS emphasizes reflection which is central to building a deep and rich experience in
CAS.
• All CAS students are expected to maintain and complete a CAS portfolio as evidence
of their engagement with CAS.
• Students undertake a CAS project of at least one month’s duration that challenges
students to show initiative, demonstrate perseverance, and develop skills such as
collaboration, problem-solving, and decision-making.
• There are three formal documented interviews students must have with their CAS
coordinator/adviser. The first interview is at the beginning of the CAS programme,
the second at the end of the first year, and the third interview is at the end of the
CAS programme.
Aims :
The CAS programme aims to develop students who:
• enjoy and find significance in a range of CAS experiences
• purposefully reflect upon their experiences
• identify goals, develop strategies and determine further actions for personal growth
• explore new possibilities, embrace new challenges and adapt to new roles
• actively participate in planned, sustained, and collaborative CAS projects
• understand they are members of local and global communities with responsibilities
towards each other and the environment.

1
The responsibility of the CAS student :

• Throughout the Diploma Programme students undertake a variety of CAS

experiences, ideally on a weekly basis, for a minimum of 18 months.
• They must also undertake at least one CAS project with a minimum duration of one
month.

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 programme
• maintain a CAS portfolio and keep records of CAS experiences including evidence of
achievement of the seven CAS learning outcomes
• understand the reflection process and identify suitable opportunities to reflect on
CAS experiences
• demonstrate accomplishments within their CAS programme
• 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
programme
• behave appropriately and ethically in their choices and behaviours.

CAS strands :
1. Creativity : Exploring and extending ideas leading to an original or interpretive
product or performance
Creativity will come from the student’s talents, interests, passions, emotional responses, and
imagination. This may include visual and performing arts, digital design, writing, film,
culinary arts, crafts and composition.

Creativity ideas for CAS experiences :

• composing music
• developing a website
• creating arts and crafts

2
 • gastronomy
• sewing
• wood painting
• marbling art
• ceramics and pottery
• MUN
• acting / singing in a play
• learning to play a new instrument
• writing your own music, poetry, short stories
• designing posters
• filmmaking
• digital design

2. Activity : Physical exertion contributing to a healthy lifestyle

The aim of the “Activity” strand is to promote lifelong healthy habits related to
physical well-being.

Activity ideas for CAS experiences :

• organising and participating in sports team including training sessions and matches
against other teams
• learning to do / play a new sport (students who are interested in individual sports
may try team sports, and vice versa)
• outdoor recreation
• fencing
• dance
• fitness training
• aerobic exercise

3. Service : Collaborative and reciprocal engagement with the community in response to

an authentic need
The aim of the “Service” strand is for students to understand their capacity to make a
meaningful contribution to their community and society. Through service, students develop
and apply personal and social skills in real-life situations involving decision-making, problem-
solving, initiative, responsibility, and accountability for their actions.

Service ideas for CAS experiences :

• physical assistance to the elderly at the neighbouring old people’s home
• a structured series of visits to the rehabilitation centre for disabled people residing in
the area, in Üsküdar
• volunteering at a hospital, nursing home, public library, museum, animal shelter etc.
• visiting the neighbouring old people’s home to read a book or to teach them a new
craft / skills
3
CAS experiences :
• 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.
• A CAS experience must:
o fit within one or more of the CAS strands
o be based on a personal interest, skill, talent or opportunity for growth
o provide opportunities to develop the attributes of the IB learner profile
o not be used or included in the student’s Diploma course requirements
• The following questions may help students to consider on CAS experiences :
o Will the experience be enjoyable?
o Does the experience allow for development of personal interests, skills and/or
talents?
o What new possibilities or challenges could the experience provide?
o What might be the possible consequences of your CAS experience for you,
others and the environment?
o Which CAS learning outcomes may be addressed?

CAS stages:
By applying these stages to CAS, students have a reliable yet flexible structure they can then
apply to future situations with confidence. The five CAS stages are as follows.

1. Investigation: Students identify their interests, skills and talents for personal growth and
development.
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. Students may work individually, with
partners, or in groups.
4. 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.
5. 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 or formal manner.

4
CAS project:
• A CAS project is a collaborative, well-considered series of sequential CAS experiences,
engaging students in one or more of the CAS strands of creativity, activity, and service.
• CAS students must be involved in at least one CAS project during their CAS programme.
• The primary purpose of the CAS project is to ensure participation in sustained
collaboration. Students may discover the benefits of teamwork and of achievements
realized through an exchange of ideas and abilities.

A CAS project can address any single strand of CAS, or combine two or all three strands.
Further sample CAS experiences :
• teaching English, Maths and IT for the primary school students and the secondary
school students who are visually impaired at their schools in the neighbourhood
(creativity and service)
• establishing and coaching a sports team for disadvantaged primary school students
residing in the area (creativity, activity and service)
• establishing and leading a musical ensemble for visually impaired students (creativity,
activity and service)
• involvement in a theatrical production to which refugee children are invited
(creativity, activity and service)
• teaching guitar / piano / dance to children (creativity, activity and service)
• working with abandoned children to paint murals in their institution (creativity and
service)
• organising student participation in and raising funds for students who have no
opportunities to have books and new clothes (creativity and service)
• organising a book donation for the libraries of schools whose students do not have a
chance to get any (creativity and service)
• creating and maintaining a website to raise awareness of a global issue (creativity
and service)
• organising and participating in the planting and maintenance of a part of the local
park in the neighbourhood with members of the local community (activity and
service)
• organising and performing a skit about being healthy for the neighbouring primary
school students (creativity, activity and service)
• writing and producing audio books for the people who are visually impaired
(creativity and service)

5
Reflection:
• Reflection is central to building a deep and rich experience in CAS, which means for
self-discovery, learning and decision-making.
• Students are expected to have reflection before, during and after the CAS
experience.

There are four elements in the reflective process :

1) Describing what happened: Students retell their memorable moments, identifying what
was important or influential, what went well or was difficult, obstacles and successes.
2) Expressing feelings: Students articulate emotional responses to their experiences.
a. How did I feel about the challenges?
b. What happened that prompted particular feelings?
c. What choices might have resulted in different feelings and outcomes?
3) Generating ideas: Rethinking or re-examining choices and actions increases awareness
about self and situations.
a. Why did I make this particular choice?
b. How did this experience reflect my personal ideas and values?
c. In what ways am I being challenged to think differently about myself and others?
4) Asking questions: Questions about people, processes or issues prompt further thinking
and ongoing inquiry.

Forms of reflection :

During CAS, the form of reflection must take into account student choice. The student who
understands the purpose and process of reflection would choose the appropriate moment,
select the method and decide on the amount of time needed. The ultimate intention is for
students to be independently reflective. Student reflection may be expressed through a
paragraph, a dialogue, a poem, a comic strip, a dramatic performance, a letter, a photograph,
a dance, or other forms of expression. For example:

• A student might take photographs while hiking and use these to reflect in writing.
• Two students could compose a song describing how they helped children.
• A student might dramatize a poem to capture a feeling of creative endeavour.
• A student could produce a short video summarizing a CAS experience.
• A group of students create a poster highlighting aspects of a shared experience.

Students should include reflections in their CAS portfolio that give evidence to achieving
each of the seven CAS learning outcomes.

6
 Examples of good reflections (from the International School of Panama)

Volunteer at the Minneapolis Children’s Hospital – Service

“… The children were very open in accepting me. They were always the ones who made this
brief interaction between two strangers seem comfortable. Through the compassion I
constantly saw in these very sick children I was exposed to an amazing outlook on life. One
of the false assumptions I made about working at Children’s was that as a result of my work I
would feel good about myself for giving my time to these children. In fact, I did feel good
about myself but it was not because of what I had given. Instead it was the children who
gave to me. From them I learned how positive and selfless people can be… ”

Activity: Volleyball – Junior Varsity (Action)

Goal– I haven’t played volleyball for very long. I am really not much of an athlete, but my
best friend, Kathy, promised me I would love this sport if I gave it a try. This is definitely out
of my ordinary type of activity. I am a runner and prefer to work out alone. Volleyball seems
like another way to improve m y fitness level, have fun and work with a group. I have to
admit that I am a bit nervous about trying something so public.

Activity to date:
My stomach was upset the first day we suited up. It seemed as if everyone knew exactly
what they were doing, everyone but me. My friend was so patient and kind, helping me
understand the rules, the regulations and where to stand. I found serving the ball most
intimidating. All eyes were on me…I thought I would die. The game went much faster than I
imagined. Everyone is always in motion and all the players were most serious about winning.
This made me a bit uncomfortable as the group dynamic was new for me. I found it difficult
not to be in control all the time.
This activity is becoming more important to me. It gives me a sense of belonging. It’s fun to
see other players in the hallway and be able to say hello and know that we belong to a club
together. My high school is so large, it can be easy to feel a bit alone.

An example of a poor reflection

“Today I got to the nursing home at 2:00. Talked to some ladies. Passed out popcorn at the
movie. Went home at 4:00. When you volunteer at the nursing home, the residents really
make you feel appreciated. It makes it all worthwhile.”

Teachers report unique ways students have presented their reflections

“Some students organized an impromptu ‘flash mob’ to commemorate their attendance at

an annual Youth Leaders symposium. One of the art students then followed this up with a
cartoon depiction of the event, which included caricatures of each student who had
participated accompanied by speech bubbles with their individual comments on the flash
mob experience and the symposium.”

7
“A student created a magic show as his choice for expressive, meaningful reflection.
Challenges and surprises were represented by objects appearing out of hats, from behind
ears and magically out of thin air. Similarly, items disappeared within an instant,
representing challenges successfully met along his CAS journey. The magic show
demonstrated the student’s passion for magic—his distinct talent—as well as a compilation
of numerous skills and knowledge acquired during his time in the DP.”

“Following his involvement in a CAS project focusing on improving social justice, a student
wrote two songs that acted as a culminating reflection. The student performed these songs
in the school cafeteria, with an accompanying visual presentation that gave further details
on his reflections and overall experience.”

“One of my students decided to take one photograph a week throughout her CAS experience
that captured what she was feeling, thinking, seeing or learning. She combed through her
photographs to create a gallery without a single caption to present to the community. She
wanted to see if what she saw through her camera lens would reflect the story accurately.”

“A student turned in a basketball to represent his reflection in Activity. All over the
basketball he wrote phrases, attached photos, and adhered articles to repurpose the ball as
a road map to his experience and represent his reflections.”

“Students who, as part of a CAS group project, were tutoring children within the Hmong
community learned about the story quilts that are their traditional art form. They
collaborated on a tapestry using learned skills from the Hmong artisans to tell about their
collective journey.”

“A student decided to make a drawing on his growth process through CAS. Just with
drawings we could understand how his experiences developed his self-identity.”

A series of written reflections by one student

17 February: I wouldn't say my football ability is terrible but I would like to improve on the
skills I already have. During secondary school, I would occasionally play football, however, in
my opinion, there was no real passion behind it. I played football just because I had to,
however, over the given two year period, I've grown to the sport and began watching a lot
more on television. This has driven me forward into building upon the skills I have into a
better player overall. Also, this would help me keep fit and healthy while studying the IB. The
first week, I filled in the midfield role to push for a 3-1 victory over the opposing team. Good
start to a promising future I thought.

24 February: I decided I wanted to play the same role as I did during the first week. My
reason for this was I knew some of the mistakes I had made during my debut match. For
instance, in an attempt to pass the ball to one of the strikers as they were in on goal, I
accidently passed it off the pitch. This lead to the opposing team getting a throw in and lead

8
to them getting a goal. Therefore, this time round, my aim for this week was to play the role
I was 100% sure of and knew the limits to my abilities.

2 March: As I started the match on both first and second week, I did not want to be greedy
and continue to be first pick. The main reason I believe I was first pick was purely based
upon knowing friends that attended football on Friday. I took this time to stand on the side
and observe those who played in the role Midfield that I would normally be playing to see if
they are doing anything different in comparison to me. I know that in any team sport it is
essential to be cooperative and have good communication with the team. Saying this, I
wanted to explore how important it was to be a communicative player in a team and
therefore, at the beginning of next week, I shall be asking if I can play manager of the team
rather than playing. This will allow me to see how the team interacts and able to
communicate good strategies I may have come across.

9 March: This week went successfully I think. I had the privilege to manage the team which I
found interesting. My plan was to observe the game and, during the second half, have a
quick team talk about the positives and negatives. I called for a change in formation as I
believed it would be more beneficial to the team if we played 1 striker but 5 midfielders
instead. Fortunately, the strategy worked and we came out from a 2-1 lose during the first
half to a 2-3 win for the students! What an intense game.

16 March: Getting picked for a starting position felt good again. Although previously I had
really enjoyed the manager role, I think a big part of playing football every Friday is to
maintain a high level of fitness and try to extrapolate as much both physical and mental skills
as I can from the sport. Therefore, going back to the midfield role was fun and interesting as
I could use the skills I had acquired from last session whilst playing in the game.

30 March: This week was not as exhausting as other weeks are for me as we ended up
playing a five-a-side match due to a shortage of players. I could not gain much from the
game and therefore once everyone decided to leave, me and friends stayed to play penalty
shoot out. I found out during this week that there is a huge amount of pressure on one's
shoulders.

Expressions of observations, thoughts and feelings by three different students

"I was just in town and standing in front of a store. A bearded man came by and politely
asked another man who was passing by, ‘Excuse me, can you help me?’ This other man,
much more affluent by the look of his clothes, replied in a very rude and abrupt tone, ‘I don’t
have time for that right now!’ and kept walking. I suppose he thought the bearded man was
going to ask him for money. But that wasn't the case. After he stomped off this man turned
to me and asked the same question. It turned out all he wanted was for someone to unclip a
watch that was clipped to the back of his pack so he could go in and buy a battery for it. Not
a huge request. I was glad to be able to help after the first man had treated him so rudely.
This experience reminded me how important it is to stop, look, and listen.

9
“As one of my service experiences I wanted to help an elderly person as I realized that their
problems are sometimes neglected or forgotten. That is why I turned to a nurse so that she
could find a person in need of help and willing to be helped. I stayed in contact with the
nurse and after a while she gave me the name and address of an old lady whom she
described as lonely and having problems with walking. I was happy that I found the
opportunity to offer my help to a person in need. On one day the nurse and I visited the
elderly lady in her flat. Beforehand, the nurse informed me that the lady used to work
physically and retired early (at the age of 45 due to health problems). I got acquainted with
her and from that day on I started visiting her regularly once a week.

“I went for walks with the lady and every week we went shopping to the nearest
supermarket. However, the most important task turned out to be far more difficult than I
had expected. I made the greatest effort to make the woman cheerful, to create a friendly
warm atmosphere, but I noticed how reserved and depressed she was. She mentioned the
fact that she had been lonely for a long time and it stuck in my memory. It made me realize
how loneliness affects human psyche.

“At the beginning I found it very difficult to make her smile, because she was only saying
how miserable her life was and complained about the problems that she faced. I tried to
show my understanding and convince her that life is worth living regardless of the difficulties
one faces, but it seemed to me that it did not speak to her.

“Sometimes I wondered if my visits and help were bringing her anything good. Surprisingly,
as time was passing by and we came to know each other better, I noticed a change in her
and a change in the character of our interaction. I was very happy when on one day she
confessed to me how grateful she was for my help. The experience gave me fulfilment and
made me conceive how serious is the problem of loneliness in life and I realized the
importance of attention that needs to be paid to lonely people.”

“I have seen first-hand the harshness of the aging process. People who were once vibrant,
bustling human beings are now confined and subdued by their deteriorating health. Jane has
Parkinson’s disease and is inhibited by her soft speech and inability to use her hands. I know
from the time we have spent together that she has so much to say and many interests, but is
slowed and sometimes stopped by her illness. Anne’s only disease is effects of time and how
it has affected her memory and hearing. Although she always recognizes me, Anne does not
remember my name or hear much of what people say to her.

“As time went by, I began to realize that they had wonderful lives. Both have successful and
large families, with interesting experiences throughout their lives. Now they are slowed
down, but maybe because it is time for them to rest. I have learned a lot from them, about
many things, but mostly about how to live with what you are given. . . . I hope when I am
their age and in their situation like theirs that I can have their attitude–life is what it is and
the best thing to do is accept it and be happy.”

10
CAS learning outcomes :
Students provide the school with evidence in their CAS portfolio of having achieved each
learning outcome at least once through their CAS programme. Commonly, the evidence of
achieving the seven CAS learning outcomes is found in students’ reflections.

In CAS, there are seven learning outcomes.

LO 1 Identify own strengths and develop areas for growth

Descriptor Students are able to see themselves as individuals with various
abilities and skills, of which some are more developed than others.
LO 2 Demonstrate that challenges have been undertaken, developing
new skills in the process
Descriptor A new challenge may be an unfamiliar experience or an extension of
an existing one. The newly acquired or developed skills may be shown
through experiences that the student has not previously undertaken
or through increased expertise in an established area.
LO 3 Demonstrate how to initiate and plan a CAS experience
Descriptor Students can articulate the stages from conceiving an idea to
executing a plan for a CAS experience or series of CAS experiences.
This may be accomplished in collaboration with other participants.
Students may show their knowledge and awareness by building on a
previous experience, or by launching a new idea or process.
LO 4 Show commitment to and perseverance in CAS experiences
Descriptor Students demonstrate regular involvement and active engagement in
CAS.
LO 5 Demonstrate the skills and recognize the benefits of working
collaboratively
Descriptor Students are able to identify, demonstrate and critically discuss the
benefits and challenges of collaboration gained through CAS
experiences.
LO 6 Demonstrate engagement with issues of global significance
Descriptor Students are able to identify and demonstrate their understanding of
global issues, make responsible decisions, and take appropriate action
in response to the issue either locally, nationally or internationally.
LO 7 Recognize and consider the ethics of choices and actions
Descriptor Students show awareness of the consequences of choices and actions
in planning and carrying out CAS experiences.

11
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 seven CAS learning outcomes.
• The CAS portfolio is used by students to plan their CAS programme, reflect on their
CAS experiences and gather evidence of involvement in CAS; it is not formally
assessed.
• During the three scheduled CAS interviews the CAS portfolio is discussed and
appropriate encouragement and advice is given.
• Three sections are offered to organize the portfolio.
1. Profile: In this section, 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.
2. Experiences: This section chronicles the student’s journey in CAS, incorporating a
variety of reflections, learning moments, personal achievements, and how they
have utilized the CAS stages.
3. Evidence: In this section, students collect the evidence of their involvement and
achievements in CAS. Evidence could include, but is not limited to, planning
documents, letters, emails, certificates, acknowledgments of participation and
achievements, photographs, videos, and so on.
CAS portfolio samples
• a scrapbook
• video log
• blog
• files
• school-organized website

What is not CAS ?

• Any class activity or project which is a part of your Diploma
• An activity for which you are paid
• Doing simple, tedious or repetitive work
• A passive pursuit
• All forms of family work (working at your parents’, friends’, etc. company, or at any
JOB, even unpaid!)
• Religious devotion, and any activity that can be interpreted as proselytizing, does not
count as CAS
• Raising money with no project in mind.
• An activity which causes division amongst groups in the community
• An activity where there is no responsible adult on site to evaluate your performance;
• working in an old people’s or children’s home when you:
o have no idea of how the home operates
o are just making sandwiches
o have no contact at all with the old people or children
o actually do no service for other people

12
Monitoring progress / interviews :
There must be a minimum of three interviews between a student and the CAS
coordinator/adviser where student progress is discussed and appropriate encouragement
and advice is given.

The initial interview (October of IB1)

The CAS coordinator/adviser ensures the student understands the requirements for CAS,
explains the CAS learning outcomes and how the student might achieve these outcomes,
discusses the student’s interests and ideas for CAS experiences, determines what form the
student’s CAS portfolio should take, and reviews the CAS stages.

The second interview (by the end of IB1)

The main purpose of the interview is to assess the progress of the student in CAS. The
students have committed to a range of CAS experiences and achieved CAS learning
outcomes and carried out CAS project. The student’s CAS portfolio is used as a reference in
this interview.

The third interview (final end of year CAS programme)

This is the summative interview for CAS. In this interview the student outlines how they have
achieved the learning outcomes for CAS. In addition, they discuss and evaluate their overall
CAS programme and reflect on personal growth. The student’s CAS portfolio is used as
reference in this interview.

13
 CAS Calendar 2021 - 2023
DATE YEAR 1 (10TH GRADE) YEAR 2 (11TH GRADE)

* Meet CAS coordinator to focus on the

* Presentation for parents and students second academic year
SEPTEMBER
* Update the second year plan
* Discuss on reflections and evidence

* Answer CAS Personal Profile Questionnaire

* Complete CAS Planning Form
* Complete CAS Proposal Form * Informal meetings
OCTOBER
* Select CAS activities * Present monthly CAS reflections (at least 2)
* Participation in CAS begins
* the First formal interview with CAS coordinator

* Individual and group projects are organised

* Informal meetings
NOVEMBER * Informal meetings
* Check CAS portfolio and reflections
* Present monthly CAS reflections (at least 2)

* Evaluation on CAS progress * Evaluation on CAS progress

DECEMBER
* Present monthly CAS reflections (at least 2) * Present monthly CAS reflections (at least 2)

* Informal meetings * Informal meetings

JANUARY
* Present monthly CAS reflections (at least 2) * Present monthly CAS reflections (at least 2)

* Informal meetings * Evaluation on CAS progress

FEBRUARY
* Present monthly CAS reflections (at least 2) * Present monthly CAS reflections (at least 2)

* Check CAS reflections, portfolio and

* Evaluation on CAS progress
MARCH evidence
* Present monthly CAS reflections (at least 2)
* Informal meetings

* Complete CAS reflections, portfolio and

* Informal meetings evidence
APRIL
* Present monthly CAS reflections (at least 2) * Complete CAS Final Programme Evaluation
* Final interview with CAS coordinator

* the Second formal interview with the CAS

* Celebration of CAS accomplishments
MAY coordinator
* CAS fair
* Present completed CAS experiences

JUNE * Continue progress and reflections

14
CAS Personal Profile Questionnaire
This document will help in matching your interests, experience, skills, talents and ways you
want to grow and develop with CAS experiences and project ideas. Use the following
questions as a part of preparing for your engagement in your CAS experience :

Name : Yakup Öztürk

Class : 10-E

Creativity or Activity planning questions

1. Planning for Creativity or Activity
a) What creative/activity pursuit do you wish to undertake?
I want to run at least 4 hours a week as an activity. For creative activity, I plan to
learn piano 4 hours a week.
b) Why have you chosen this experience?
Because these activities are interesting as I have no experience with these
activities also, I think those activities will be fun and instructive.
c) How does this CAS experience address the strand of Creativity/Activity?

d) Which of the learning outcomes might this CAS experience address?

-Learning to play piano may contains three learning outcomes: LO2, LO3, LO4
-Running may contains three learinng outcomes: LO1, LO2, LO5
e) With which organization, group or individuals if any might you collaborate?
After learning to play the piano, I can teach piano to children or go to a nursing
home and give a music concert.
f) What is the anticipated timeframe for this CAS experience?
I want to run every day so it will be daily. I'm also talking to an art school to learn
piano, so I'm planning to start learning piano next week.
g) What will be the final product of your CAS experience?
h) Running every day will give me a fit body, healthy organs and a vigorous brain. I
can also give nice music concerts to other people after learning to play the piano.
I aim to achieve a balanced healthy life and at the same time I want to enrich
myself culturally.
i) Who will be your contact and/or supervisor for this CAS experience?
No one will accompany me on the run. I will go to youth center to learn piano
j) Are there any safety/risk management issues you will need to address?
No , there are not any risk.
2. Preparing for your CAS Experience
a) What steps will you first need to take to get involved in your experience?

15
 First of all, I had to go to an art school to learn piano and I did. Then I have
everything to run.
b) What resources will you need?
Articles on how to improve my running performance and musical ear .
c) What timeline would you suggest?
Next week I will start at 16 hours a month
d) What specific skills or knowledge will you need to carry out your experience, and
how will you get them?

Service planning questions

1. Planning for Service
a) What CAS Service activity do you wish to undertake?
I plan to volunteer at the library
b) Why have you chosen this experience?
Because I love books and libraries and I can help organize events to get people
to like it.
c) How does the CAS activity address the CAS strand of Service?
d) Which of the CAS learning outcomes might this activity address?
It may include four outcomes: LO1, LO3, LO4, LO5,
e) What community need will this CAS experience specifically address? How have
you authenticated the need?
Our community reads few books. Also, some of us need a reason to read book.
We can some activities to address these needs. Also, there are need for
organize libraries.
f) With which organisations or individuals are you intending to work?
I intent work at public libraries
g) Have you familiarised yourself with the context/expectations of the
organisation/individuals with which you will be working?
No
h) Do the values of the organisation or individuals with which you will be working
align with IB Mission statement?

16
 Yes because The purpose of public libraries is to provide information to the
public.
i) Have you other students in this school worked with this organisation or
individuals and if so have you communicated with them regarding their CAS
experience?
No, I have not worked with any students, but I am considering consulting with
experienced students.
j) What are the expected outcomes of the CAS experience?
Outcomes of the working at puclic library are mainly learning logic of sort order
and tracking. Also, working in a public library can give me the chance to meet
good people and students in their fields.
k) What is the anticipated timeframe for this CAS experience?
I plan to start at the beginning of February and continue until the end of next
summer.
l) Who will be your contact and /or supervisor for this CAS experience?
Municipal and library powers
m) Have you considered any language barriers, and religious or cultural differences
that may arise during this CAS experience?
I think there is no risk of language barrier, religious and cultural differences.
n) Are there any ethical issues you will need to consider?
No there are not
o) Are there any safety/risk management issues you will need to address?
No there are not
2. Preparing for your CAS Experience
a) What steps will you first need to take to get involved in your experience?
I need to talk a municipal power to arrange my internship at library
b) What resources will you need?
Articles on how to organize and manage a library
c) What timeline would you suggest?
I answered this in previous questions
D) What specific skills or knowledge will you need to carry out your experience, and
how will you get them? Is there any training you will need to do?

17
 CAS Planning Form
List all your potential experiences in the appropriate columns.
You are expected to write at least two experiences in each category.

NAME : Yakup Öztürk

CLASS : 10-E

DATE CREATIVITY ACTIVITY SERVICE

the First
Semester
of the 10th grade

Learning Piano Running

the Second
Semester
of the 10th grade

Being Volunteer at
Learning Piano Running Library

the First
Semester
of the 11th grade

Being Volunteer at
Learning Piano Running Library

the Second
Semester
of the 11th grade

18
 CAS Proposal Form
All CAS experiences must be approved by the CAS coordinator before starting the experience
NAME : ________________________________________
CLASS : _____________
Description of experience/project

Date range of experience/project _____________________________

Circle the CAS strand/s which your experience/project will encompass

Creativity Activity Service

Check one or more of the CAS learning outcomes that you plan to accomplish your goals

1.__________ Identify own strengths and develop areas for growth

2.__________ Demonstrate that challenges have been undertaken, developing new skills in the process

3.__________ Demonstrate how to initiate and plan a CAS experience

4.__________ Show commitment to and perseverance in CAS experiences

5.__________ Demonstrate the skills and recognize the benefits of working collaboratively

6.__________ Demonstrate engagement with issues of global significance

7.__________ Recognize and consider the ethics of choices and actions

Preparation :
1. Describe your initial goals for the experience/project
2. Identify your responsibilities in the community
3. Develop the plan of your idea to accomplish the experience
4. Clarify timelines and the required resources you need to achieve your objectives
5. Describe skills or knowledge you may need to carry out your experience

Reflection : Circle how you will document your reflection/s for the experience

Scrapbook Journal Video Log Weblog Other __________

Evidence : Attach documentation of evidence that you will complete for the experience

Student signature : ___________________

19
CAS Coordinator signature for approval : __________________ Date : ____________

CAS Experience / Project and Learning Outcomes Documentation

NAME :
NUMBER :

NAME OF EXPERIENCE :

CAS STRAND/S IN THIS EXPERIENCE / PROJECT : CREATIVITY? / ACTIVITY? / SERVICE?

DATE : FROM ................................................... / TO ..............................................

CAS
Learning CAS Experience / Project description
Outcomes

1
Identify own
strengths and
develop areas
for growth

2
Demonstrate
that
challenges
have been
undertaken,
developing
new skills in
the process

3
Demonstrate
how to initiate
and plan a
CAS
experience

20
4
Show
commitment
to and
perseverance
in CAS
experiences

5
Demonstrate
the skills and
recognize the
benefits of
working
collaboratively

6
Demonstrate
engagement
with issues of
global
significance

7
Recognize and
consider the
ethics of
choices and
actions

Present CAS Experience / Project and Learning Outcomes Documentation to CAS coordinator after you have ended your
journey with your experience or project.

Date : CAS Coordinator signature

Student signature

21
 Monthly CAS Evaluation Checklist
NAME :

CLASS :
Seven Learning
Outcomes

Exp/project doc.
Proposal Form
Questionnaire

Reflection
Creativity

Evidence
Activity

Service

PP
Month CAS Experience 1 2 3 4 5 6 7

22
 CAS Final Programme Evaluation
NAME :
CLASS :

CAS Programme Y/N CAS Coordinator's Notes

Evidence of planning of a CAS Programme
Regular commitment over at least 18 months to CAS
Understanding and ability to use the CAS stages when
planning CAS experiences
Balance between creativity, activity and service
At least one initiated project undertaken over at least one
month
Evidence of achieving all seven learning outcomes
1. Evidence of identification of strengths and areas for personal
growth
2. Evidence of undertaking new challenges and developing new
skills in the process

3. Evidence of initiating and planning a CAS experience

4. Evidence of commitment and perseverance in CAS experiences

5. Evidence of demonstrating the skills and recognizing the benefits
of working collaboratively

6. Evidence of engagement with issues of global significance

7. Evidence of recognizing and considering the ethics of choices and
actions

Reflections completed on CAS experiences

Supervisor reports supplied where necessary
CAS interview 1 completed
CAS interview 2 completed
CAS interview 3 completed
CAS portfolio completed
CAS demonstration completed

CAS Programme Completed

Signed by the CAS Coordinator : _____________________________ Date : _________________

23
24