IBDP CAS HANDBOOK

2021 and beyond

CONTENTS
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 Letter to Parents 3
 Oakridge’s Mission and Vision and IB Mission 4
 Philosophy of Creativity, Activity, Service 5
 The IB learner Profile 6
 Introduction 6
 An overview of CAS 8
 Learning outcomes 8-9
 Responsibilities of the school 10
 Responsibilities of the student 11
 The essentials of a good CAS programme 11-12
 CAS stages 13
 CAS Project 14-15
 Reflection, recording and reporting 16
 Developing reflection 17
 Recording and reporting 18
 Range and diversity of activities 19
 CAS Portfolio 19
 CAS Interviews 20
 Evaluation 20
 Consequences for not complying with CAS requirements 21
 Model form A: CAS progress form 22
 CAS Fundraising Permit Application 23
 Model form B: CAS individual student completion form 24
 Possible CAS activities at OIS 26
 Letter to the activity supervisor 27
 CAS Calendar 2020-22 28

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Letter to Parent/Guardian
Dear Parent
As a part of the International Baccalaureate (IB) diploma, students must complete a
program called CAS, which stands for Creativity, Action and Service. The CAS program
aims to provide the student with challenges in three areas:
Creativity: This covers a wide range of creative activities, including the arts, and creative
thinking in carrying out projects.
Activity: This includes sports and other physical activities outside the normal curriculum.
Service: This entails doing things for others and with others, in a relationship of mutual respect.
The CAS program aims to extend your child/ward’s educational experience beyond the
classroom and complement their academic studies. CAS programs are designed to
provide a challenge for each student. CAS is a compulsory requirement for any student
working towards obtaining the IB diploma. It is also a graduation requirement for all OIS
students regardless of their program of study.
In order to fulfill the CAS requirements students must do the following:
 Planning at the beginning of their CAS experience to set personal goals for what they
hope to achieve through their CAS program.
 Plan, do and reflect. That is, plan activities, carry them out and reflect on what they have
learned on managebac. Their CAS adviser must approve a CAS Activity Proposal before
they begin.
 Take part in a range of activities, including at least one major project. They should have
initiated some of these activities themselves. At least one activity should combine two of
the three components -creativity, activity and service.
 Keep a record of their activities and achievements, including a list of the principal
activities that they have undertaken.
 Show evidence of achievement of the seven CAS learning outcomes in their CAS. They
are encouraged to supplement their journals with pictures, videos, podcasts,
illustrations etc.
The students are expected to spend 3 to 4 hours each week on CAS throughout the
duration of grades 11 and 12. They should undertake each task with clear goals and with
a responsible adult supervisor. The students should not receive payment for these
activities and they should not be assisting family members or relatives. The chosen
activities should involve the active participation of the students. The students’ reflection
on their activities is an essential part of the experience.
Students are often more successful with CAS when their parents or guardians take an
active interest in it. Therefore, you are requested to take some time and together
with your child/ward, look through their CAS information.
It would also be helpful if you continue to dialogue with your child/ward throughout the
two years of his/her diploma about the CAS activities he/she is involved in.
I hope that this explains the general outline of the CAS program and some of what your
child will be doing during the coming two years. Should you have any enquires
regarding the CAS program, please contact me. Thank you for your support.
With regards,

Shalini Samuel CAS Coordinator

[email protected]
Oakridge International School

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Oakridge’s Mission Statement

Oakridge International School will be a centre for excellence in education. In

keeping with the rich heritage of India, it will stress the simultaneous development
of the spirit, the mind, and the body and endeavour to send out compassionate,
responsible, and innovative students committed to change and progress in the
development of India and the global environment.

Oakridge’s Vision Statement

“Nurture individuals to be future-ready, responsible citizens, who impact the world

positively.”
And how do we do that…..

By adopting best learning practices in an innovative and interactive environment, within

and beyond the classroom.
IBO’s Mission Statement

The International Baccalaureate Organization 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 IBO
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.

CAS at Oakridge International School

At the beginning of each academic year, the IB Coordinator and CAS Coordinator will go
through the OIS Guide with all Diploma candidates.
The IBO CAS Guide is the ultimate source of information and direction for the
Coordinators and the students and will be consulted if there are any questions regarding
the implementation of the program.
The OIS CAS Book has been designed to give students and parents the essence of the
philosophy of the CAS program. Moreover, it is hoped that students and Coordinators
will be able to fulfill the IBO’s Diploma requirements through a coherent and structured
manner.

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Characteristics of an IB Student
Hardworking and conscientious
Highly motivated
Self-Starter
Intellectually Curious
Strong Work Ethics
Enjoys Challenges
Enthusiastic about learning
Organized and manages time well.

Philosophy of Creativity, Activity, Service

You must lead yourself before you can lead others.

Be loyal to those with whom you collaborate whether it is a team, fellow participants on
a group project, the less fortunate you are serving or coaches, supervisors and advisers.
In everything you do, act with integrity. Live a life such that who you are in the dark is
the same as who you are in the light. Have the courage and character to do what you
know is right regardless of the consequences. Allow your conscience to guide you to act
ethically, morally and responsibly.

The IB learner Profile

The IB learner Profile represents 10 attributes valued by IB world schools. We believe
these attributes and others like them can help individuals and groups become
responsible members of local, national and global communities.

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Introduction
The core of the Diploma Programme model All Diploma Programme students participate
in the three elements of the IB Diploma Programme core.

• The theory of knowledge (TOK) course encourages students to think about the nature
of knowledge, to reflect on the process of learning in all their subjects, and to see and
understand the connections between them.

• The extended essay, a substantial piece of academic writing of up to 4,000 words,

enables students to investigate a topic of special interest that they have chosen
themselves; this encourages the development of independent research skills expected at
university.

• CAS involves students in a range of enjoyable and significant experiences, as well as a

CAS project.

Aims

Within the Diploma Programme, CAS provides the main opportunity to develop many of
the attributes described in the IB learner profile. For this reason, the aims of CAS have
been written in a form that highlights their connections with the IB learner profile.

The CAS programme aims to develop students who are:

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• reflective thinkers—they understand their own strengths and limitations, identify goals
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-they enjoy and find significance in a range of activities involving intellectual,
physical, creative and emotional experiences.

What do CAS projects involve?

CAS requires students to take part in a range of experiences and at least one project.
These should involve:
• real, purposeful activities, with significant outcomes
• personal challenge
• thoughtful consideration, such as planning, reviewing progress, reporting
• reflection on outcomes and personal learning

An overview of CAS

Attend the CAS orientation, read the CAS handbook, understand the significance of CAS

Create a personal profile to identify areas of interest

Discuss your CAS plan with the CAS Coordinator/ Supervisor in the first interview

Participate actively in all ongoing activities planned by the school for CAS and prepare your own
plan

Propose CAS experiences, get the approval of the CAS Coordinator, complete the activity and
submit a reflection

Match all experiences with the CAS objectives

Track progress through the second and third CAS interviews

Submit the CAS completion form

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Learning outcomes

Learning outcomes are differentiated from assessment objectives because they are not
rated on a scale. Rather than merely logging hours, student completion of CAS is based
on the achievement of the seven learning outcomes.

Some learning outcomes may be achieved many times, while others may be achieved
less frequently. Not all CAS experiences have to lead to a CAS learning outcome. Students
must provide evidence, through reflections in their CAS portfolio, of having achieved
each learning outcome at least once.
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 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 new
experiences or through increased expertise in an established area.
LO Demonstrate how to initiate and plan a CAS experience
Descriptor Students can articulate the stages from conceiving an idea to executing a
plan for
individual or collaborative CAS experiences. Students may show their
knowledge
and awareness by building on a previous experience or by launching a
new idea or
process.
LO Show commitment to and perseverance in CAS experiences
Descriptor Students demonstrate regular involvement and active engagement in
CAS.
LO 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 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 Recognize and consider the ethics of choices and actions

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 Descriptor Students show awareness of the consequences of choices and actions in
planning and carrying out CAS experiences.

This focus on learning outcomes emphasizes that it is the quality of a CAS activity (its
contribution to the student’s development) that is of most importance. 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), for a period of 18 months with a reasonable
balance between creativity, activity and service.

Responsibilities of the school

In line with the IB Programme standards and practices document it is required that:

• schools provide appropriate resources and staff to support the delivery of an appropriate
and varied CAS programme.

• students have opportunities to choose their own CAS experiecnces and to undertake
activities in a local and international context as appropriate
• students have opportunities to reflect on their CAS experiences, guided by teacher
advisers who provide appropriate feedback
• parents are fully informed about the CAS programme.
The key to the success of the CAS programme is the CAS coordinator. In larger schools a
team approach under the direction of the CAS coordinator is essential if students are to
be helped to make the most of their CAS experiences. The core team members are the
coordinator and the CAS advisers, who provide personal advice and support to
individual students. CAS advisers will usually be teachers.

Responsibilities of the student

The relevant section of the IB Programme standards and practices document states that
students should have opportunities to choose their own CAS activities and to undertake
activities in a local and international context as appropriate. This means that, as far as
possible, students should “own” their personal CAS programmes. With guidance from
their mentors/advisers, students should choose activities for themselves, initiating new
ones where appropriate.

Key to a student’s CAS programme is personal engagement, choice and enjoyment of CAS
experiences. 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. Students

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reflect on CAS experiences at significant moments throughout CAS and maintain a CAS
portfolio. Using evidence from their CAS portfolio, students will demonstrate
achievement of the seven CAS learning outcomes to the CAS coordinator’s satisfaction.
CAS students are expected to:
 approach CAS with a proactive attitude
 develop a clear understanding of CAS expectations and the purpose of CAS
 explore personal values, attitudes and attributes with reference to the IB learner profile
and the IB mission statement
 determine personal goals
 discuss plans for CAS experiences with the CAS coordinator and/or CAS adviser
 understand and apply the CAS stages where appropriate
 take part in a variety of experiences, some of which are self-initiated, and at least one
CAS project
 become more aware of personal interests, skills and talents and observe how these
evolve throughout the CAS 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.

The essentials of a good CAS programme

The following components are needed in order to ensure a quality CAS programme.

1.Coordination

This involves oversight of every aspect of the school’s CAS programme. It includes:

• developing and maintaining policy statements

• providing leadership for staff involved in CAS
• training activity supervisors
• supervising the professional development of CAS advisers
• ensuring that staff, parents and other students are kept informed about CAS
• publicizing achievements
• ensuring that students are prepared for the challenges they will face (actual
preparation/training to be provided by an appropriate person)
• reporting student achievement to the IB, as required by the Handbook of procedures for the
Diploma Programme.

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2. Administration

A CAS programme of any size requires support in order to ensure that it runs smoothly.
This includes:

• contact with outside individuals and agencies

• consideration of safety issues (risk assessment)
• record keeping.

3. Mentoring/advising

CAS advisers are involved in:

• helping students to identify personal and social goals
• monitoring the range and balance of activities undertaken by individual students
• developing students’ powers of reflection through group discussion and individual
consultation
• supporting students in their consideration of ethical concerns
• going through their entries on Managebac and responding
• helping students to make connections (for example, CAS experience to subject learning,
local activity to global concerns) and to look for generalizable understandings.
• meeting with students in person at least thrice (twice in year 1 and once in year 2) to
check their progress and conduct interviews.

4.Supervision

Activity supervisors’ responsibilities include:

• monitoring attendance
• providing guidance and support related to the activity
• alerting the CAS coordinator, administration or relevant CAS adviser to any problems
• reporting, as required, on student performance.

6.Evaluation

The most important aspect of evaluation is self‑evaluation by the student.The school

should provide students with 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 programmes and provides

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feedback to the school.

More information about evaluation is given in the section “Reflection, recording and
reporting”.

CAS STAGES

There are two parts as noted in the diagram. The center represents the process with four
key parts: investigation, preparation, action and reflection (occurring intermittently in
response to signification experiences)
The outer circle has two parts and guides students in summarizing their experience:
reflection and demonstration

The five stages are as follows:

1. Investigation: Students identify their interests, skills and talents, as well as areas for
growth and personal development. Students investigate what they want to do and
determine the purpose for taking part in the CAS experience.

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2. Preparation: Students clarify roles and responsibilities, develop a plan of action to be
taken, and acquire any skills needed to take part in the activity.
3. Action: Students implement their idea or plan.
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
learn from experience, and to make connections between their accomplishments and the
learning outcomes. Reflection may lead to new action.
5. Demonstration: Students make clear what they have learned and what they have
accomplished, by sharing their CAS experience through their portfolio or with others in
an informal or formal manner. This enables students to solidify their understanding and
evoke response from others.
For singular CAS experiences, students may begin with investigation, preparation, or
action. For ongoing CAS experiences, beginning with investigation is advised. In these
ongoing experiences, the action stage may lead students back to investigation or
preparation as they further develop, expand and implement new or related ideas.

Four types of service action

It is recommended that students engage with different types of service within their CAS
programme. These types of action are as follows.
 Direct service: Student interaction involves people, the environment or animals. For
example, this can appear as one-on-one tutoring, developing a garden in partnership
with refugees, or working in an animal shelter.
 Indirect service: Though students do not see the recipients of indirect service, they
have verified their actions will benefit the community or environment. For example, this
can appear as re-designing a non-profit organization’s website, writing original picture
books to teach a language, or nurturing tree seedlings for planting.
 Advocacy: Students speak on behalf of a cause or concern to promote action on an issue
of public interest. For example, this may appear as initiating an awareness campaign on
hunger, performing a play on replacing bullying with respect, or creating a video on
sustainable water solutions.
 Research: Students collect information through varied sources, analyse data, and
report on a topic of importance to influence policy or practice. For example, they may
conduct environmental surveys to influence their school, contribute to a study of animal
migration, compile effective means to reduce litter in public spaces, or conduct social
research by interviewing people on topics such as homelessness, unemployment or
isolation.

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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.
Through this level of engagement students may discover the benefits of teamwork and
of achievements realized through an exchange of ideas and abilities. A CAS project
challenges students to show initiative, demonstrate perseverance, and develop skills
such as those of cooperation, problem-solving and decision-making.
All CAS projects should use the CAS stages as a framework for implementation to ensure
that all requirements are met. A CAS project can address any single strand of CAS, or
combine two or all three strands. Students reflect on their CAS project experience. Due
to the collaborative nature of the CAS project, having occasions to reflect with others can
prove most informative and assist students in gaining insights into the process of their
endeavour as well as personal growth.
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 marching band.
 Service and activity: Students plan and participate in the planting and maintenance of
a garden with members of the local community.
 Service and creativity: Students identify that children at a local school need backpacks
and subsequently design and make the backpacks out of recycled materials.
 Creativity, activity, and service: Students rehearse and perform a dance production
for a community retirement home.

Students develop skills, attitudes and dispositions through a variety of individual and
group experiences that provide students with opportunities to explore their interests
and express their passions, personalities and perspectives. CAS complements a
challenging academic programme in a holistic way, providing opportunities for self-
determination, collaboration, accomplishment and enjoyment. CAS enables students to
enhance their personal and interpersonal development. CAS enables students to
enhance their personal and interpersonal development. A meaningful CAS programme is
a journey of discovery of self and others. For many, CAS is profound and life-changing.
Each individual student has a different starting point and different needs and goals. A
CAS programme is, therefore, individualised according to student interests, skills, values

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and background.

Reflection, recording and reporting

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

elements assist in the CAS reflective process.
The first two elements form the foundation of reflection.
 Describing what happened: Students retell their memorable moments, identifying what
was
 important or influential, what went well or was difficult, obstacles and successes.
Expressing feelings: Students articulate emotional responses to their experiences.
The following two elements add greater depth and expand perspectives.
 Generating ideas: Rethinking or re-examining choices and actions increases awareness
about
self and situations.
Asking questions: Questions about people, processes or issues prompt further thinking
and
ongoing inquiry 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.

Kinds of reflection
Different kinds of reflection work for different people. Reflection can be:

• public or private
• individual or shared

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• objective or subjective.

For example, in a CAS group project, the planning stages are largely public, so reflection
on them can be largely public, shared and objective. The term “largely” is used because
there may be individual views that arise independently, in terms of how satisfactory the
process was for a particular student (who may enter and leave the activity with different
personal experiences from others).

Carrying out the project is likely to be both public and private, both individual and
shared, and both objective and subjective.

Outcomes of a project or other activity are similar: there may be objective successes and
limitations of the activity as a whole, but what it has meant for the team and for
individuals within it may be more varied.

For some students and some kinds of reflection (such as private, individual, subjective),
writing is the best tool for reflection. However, for many, reflective writing does not
come naturally. It can, to some extent, be “modelled” in oral discussion of more public,
less sensitive matters, either as an end in itself or as a prelude to writing.

But writing is by no means the only possible outcome of reflection. Students can present
their activities orally to peers, parents or outsiders. They can make scrapbooks, photo
essays, videos/DVDs or weblogs. They can use journals or make up varied portfolios. Or
they may sometimes simply reflect privately: some of the most important lessons may
be very personal ones that students should be allowed to keep to themselves.

Developing reflection
Moving on from the “What …?” questions outlined earlier, 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.

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Recording and reporting
Students should document their CAS activities, noting in particular their reflections upon
their experiences. As previously indicated, this documentation may take many forms,
including weblogs, illustrated displays and videos, and written notes. Its extent should
match the significance of the particular activity to the student. While it is important to
encourage students to make an early start on their CAS log, there is no point in writing
lengthy accounts about relatively routine experiences.

Some of the most valuable recording and reporting happens when there is a real
audience and purpose, for example, when students inform other students, parents or the
wider community about what is planned or what has been achieved.

There should be consultations between each student and a CAS adviser as necessary, at
least twice in year 1 and once in year 2, where the student’s progress is discussed and
appropriate encouragement and advice is given. These consultations should be briefly
documented on a simple CAS progress form. If any concerns arise, especially about
whether a student will successfully complete the CAS requirement, these should be
noted and appropriate action should be taken at the earliest opportunity.

The school will record the completion decision for each student, noting the evidence for
each learning outcome. This decision is reported to the regional office, as specified in the
Handbook of procedures for the Diploma Programme.

Where a school is required to submit sample student CAS records to the regional office,
as part of the regular monitoring process, the records required will be:

• the progress form (see model form A in the “Appendices” for a possible model)
• the completion form (see model form B in the “Appendices” for a possible model)
• up to 10 sample pages from the student’s ongoing documentation. These sample pages,
which may, for example, be photocopied journal pages or printouts from electronic logs,
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 the student
learned from it.
Schools should retain other supporting material until 31 May (May session schools) or
30 November (November session schools) in case there are queries about the material
supplied. As part of routine monitoring, or during five‑year reviews, regional offices may
request to see the complete documentation for individual students.

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Range and diversity of activities

All students should be involved in CAS experiences that they have initiated themselves.
Other CAS experiences may be initiated by the school.

Activities should vary in length and in the amount of commitment required from the
student, but none should be trivial. Some schools have ongoing relationships with local
organizations that offer challenging opportunities for service activities that may also
incorporate elements of creativity and/or action. Other schools undertake major,
concentrated, one‑off activities that may involve considerable planning and fund‑raising
(for example, expeditions or building projects).

In line with the aim of CAS to broaden students’ experience during their Diploma
Programme years, work that is part of a student’s study of a Diploma Programme
subject, theory of knowledge or extended essay may not be counted towards CAS. This
excludes, for example, routine practice performed by IB music or dance students.
However, where students undertake activities that follow CAS guidelines (for example,
by meeting CAS learning outcomes and including student initiative or choice), the fact
that these activities also satisfy the requirements of a state qualification or of another
award scheme does not prevent them from being counted towards CAS. The idea of CAS
is to ensure that students have a balanced, fulfilling overall experience; it is not to
overload students who are already participating in a very demanding academic
schedule.

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 can also reveal how students have developed the attributes of the IB
learner profile.

The CAS portfolio is used by students to plan their CAS program, reflect on their CAS
experiences and gather evidence of involvement in CAS; it is not formally assessed. The
students must keep their CAS portfolio up-to-date and relevant as it is a summation of
their CAS program. It could also be a valuable addition to a student’s resume for a
prospective employer or educational institution.

During the three scheduled CAS interviews the CAS portfolio is discussed and
appropriate encouragement and advice is given. Notes and recommendations from these
consultations are briefly documented and included in the student’s CAS portfolio.
Your CAS portfolio is electronic through Managebac - a system that was actually
developed by former IB students! You will provided with Login details at the beginning
of the DP-1.
The CAS coordinator will communicate with students through Managebac and it is the
student’s responsibility to regularly check it for updates. In addition, students must

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consistently keep their reflections and evidence up to date in their Managebac
portfolios.

CAS Interviews

There are 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 interviews occur at least twice in the first year
of the Diploma Program and once in the second year. If concerns arise, particularly with
respect to successful completion of the CAS program, a letter will be sent home to
parents notifying that the student is in jeopardy of not meeting the requirements for the
IB Diploma.

The initial interview (August - September of Junior year)

This interview is conducted at the beginning of the Diploma Program. 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 end of Junior year)

This interview is normally held towards the end of the first year of the Diploma
Program. The main purpose of the interview is to assess the progress of the student in
CAS. This interview is conducted to make sure that the students have committed to a
range of CAS experiences and they are achieving the CAS learning outcomes. Students at
this stage may have completed or are planning to carry out a CAS project. The student’s
CAS portfolio is used as a reference in this interview and reviewed for gathered evidence
including achievement of any of the seven learning outcomes.

The third interview

This is the summative interview for CAS. It is conducted just before the Diploma
Program finishes. In this interview the student outlines how they have achieved the
learning outcomes for CAS. In addition, they discuss and evaluate their overall CAS
program and reflect on personal growth. The student’s CAS portfolio is used as reference
in this interview. This third interview may provide the opportunity for discussion on
development of the CAS program for future CAS students based on this student’s
personal experience.

Evaluation
Successful completion of CAS is a requirement for the award of the IB diploma and
equally a RBKIA diploma of graduation.
Requirements include:
 Satisfactory evidence of CAS experiences continuing throughout the 18 months of the
 program and are balanced across Creativity, Activity and Service.
 Documentation and reflection of all CAS experiences with sufficient evidence of all
seven key
 learning outcomes is shown.
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  Interview with the CAS Coordinator/Mentor three times throughout the two years.
 Satisfactory completion of at least one long-term group project that the student
initiated.
 Satisfactory completion of Final CAS Portfolio reviewed at the end of the CAS Program
in
March of Senior year.

Consequences for not complying with CAS requirements

If you fail to engage in an adequate quantity of CAS experiences or you are not
documenting them in a timely manner with appropriate reflections, the following
procedures will take place:

1) You will receive an email reminder via ManageBac and will be required to comply
with the request within three days of receiving the email.

2) Failure to comply with the request will result in a Friday detention. The detention will
not be revoked or changed to suit your after-school schedule.

3) Continual failure to comply with the CAS requirement following the day of the
detention will result in student privileges being revoked for a period of two weeks or
however long it takes for the student to comply with the requirements of CAS. Parents
will also be asked to attend a meeting with the CAS Coordinator and IBDP Coordinator.

4) Failure to complete the CAS program ultimately means that you will not receive your
IB Diploma until the summer of the following academic year, providing that you
independently complete the CAS requirements within that time.

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 Model form A: CAS progress form
Teachers should consider the following model when creating their own CAS progress
forms.

Name of student:

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 consultation
between CAS adviser and
student

Student has submitted

reflective work

Third consultation
between CAS adviser and
student

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Student has submitted
final reflections

Note: More feedback and detail might be desirable but needs to be balanced against
overload.

CAS Fundraising Permit Application

Prior to any solicitation of funds, please complete this form and return it to the CAS
Coordinator for approval.
CAS Group___________________________________________________Date__________
ProposedEvent/Project: ____________________________________________________________________
What are you raising money for? __________________________________________
Does this project raise funds for a third party? If so, explain:
________________________________________________________________________
Primary Student Representative:
________________________________________________________________________
Phone:_____________________________Email:________________________________
Preferred Date(s) and time: __________________________________________________
2nd Preference for Date(s) and time: ______________________ ____________________
Location of Event/Project:____________________________________________________
Target Fundraising Goal: Rs. ________________________________________________
Projected costs: Rs________________________________________________________
Proposed Use of Funds: (Please be specific)
________________________________________________________________________
________________________________________________________________________
Planned Methods of Advertising:
___________________________________________________________________

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 Approval Signatures (please obtain in order): ______________________________
CAS Student Representative:_________________________ Date: __________________

Faculty Advisor: ___________________________________ Date: __________________

CAS Coordinator ___________________________________ Date:___________________

IBDP Coordinator ____________________________________ Date:___________________

Principal:______________________________________ Date:______________________

Model form B: CAS individual student completion form

LEARNING OUTCOMES ACHIEVED  List the CAS experiences

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.
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 new experiences
or through increased expertise in an
established area.
Demonstrate how to initiate and
plan a CAS experience
Descriptor Students can articulate the stages
from conceiving an idea to executing a plan for
Individual or collaborative CAS experiences.
Students may show their knowledge and
awareness by building on a previous
experience or by launching a new idea or
process.

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Show commitment to and
perseverance in CAS
experiences
Descriptor: Students demonstrate regular
involvement and active engagement in CAS.
Demonstrate the skills and SERVICE IN
SERVICE TO LOCAL
CREATIVITYthe
recognize benefits ACTIVITY
of INTERNATIONAL
COMMUNITY
COMMUNITY
working collaboratively
Descriptor Students are able to identify,
demonstrate and critically discuss the benefits
and challenges of collaboration gained
through CAS experiences.
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.

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

Possible CAS activities at OIS

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 Spark (School Habitat for
Soccer Peer Counseling
magazine) Humanity
Drama/theater Basketball Student Tutoring Adopt-a-Village
Being part of a Choir Cricket Spoorthi Cyclone Relief
Talent Show Volleyball Social Service Volunteer Disaster relief
House Activity/School Global Issues
Website Design
Swimming Function Organization Network
House Activity/School Field Trips Habitat for humanity
Function Organization Sports Day (creativity and service)
Anti bullying awareness Environmental
Festivals Rock climbing
campaign Conservation
Treasure Fest
Students Exchange Trekking/Hiking
Volunteering
General
Debating Tennis Lessons
Hospital
Art - personal,
Adventure Children’s Cancer
community
Camps Society
Photography
Coaching of The Green Volunteers
Learning a new junior Network/ Green
instrument students Rangers
Cooking Class Badminton Teaching children who
are disadvantaged
MUN Athletics Founders’ Day
Volunteering
Global Issues Network Power Yoga /
Zumba
Week-end Voyagers Table Tennis

 The activities listed above do not make an exhaustive list of possibilities. Moreover, some activities may
not be offered every year. Please check with the CAS Coordinator.

 You are encouraged to create your own activities. Please do not feel you are limited to the above choices.
In fact, you and your peers are invited to come up with a group project which may cover one two, or all
three areas of CAS.

Student’s Name:___________________Candidate’s session number _______Session: May __________

Signature of CAS Coordinator................................ Date....................

Letter to the activity supervisor

Dear Activity Supervisor

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 The International Baccalaureate (IB) diploma is a program of education held at upper
secondary schools throughout the world. As a part of the IB diploma, students must
complete a program called CAS, which stands for Creativity, Activity and Service.
The CAS program aims to provide the student with challenges in three areas:
Creativity: This covers a wide range of creative activities, including the arts, and
creative thinking in carrying out projects.

Activity This includes sports and other physical activities outside the normal
curriculum.

Service: This entails doing things for others and with others, in a relationship of mutual
respect.

The students should undertake each task with clear goals and with a responsible adult
supervisor. The students should not receive payment for these activities and they should
not be assisting family members or relatives.
Your cooperation as an activity supervisor would be greatly appreciated. Your
understanding, support and guidance are important for the overall success of the young
person in the activity.

As a supervisor, you will be asked to evaluate the student’s performance. In particular,

you will be asked to monitor the student’s attendance, provide guidance and support
relating to the activity, alert the CAS coordinator of any problems, and report on the
student’s performance.

Should you have any enquires regarding the CAS program, please contact me. Thank you
for your support.

With regards,

Shalini Samuel
CAS Coordinator
[email protected]
Oakridge International School

CAS CALENDAR 2020-22

GUIDELINES AND MAJOR DEADLINES

MONTH Year XI Year XII

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 Introduction to the IB CAS on 10 July. Deadline: 17th July. Submit
Mail the CAS Handbook and Forms all the CAS hours piled over
July Deadline to submit following forms latest the summer vacation for the
by July 18th 2020 Background monthly review of the
Information Form and CAS Planning folders.
Form First CAS Meeting and
presentation on 18 July.
August Deadline: 28th Aug Deadline: 28th Aug
Monthly Review with the CAS advisers Monthly Review with the
CAS advisers
September Deadline:25th Sep. Submit your Deadline: 30th Sep
Completed Folder, Autumn Break begins. Monthly Review with the
Monthly Review with the CAS advisers CAS advisers. Autumn Break
begins.

October Deadline: 30th Oct Deadline: 30th Oct

Monthly Review with the CAS advisers Monthly Review with the
CAS advisers
November Deadline: 27th Nov Deadline: 27th Nov
Monthly Review with the CAS advisers Monthly Review with the
CAS advisers
January Deadline: 29th Jan Deadline: 29th Jan
Monthly Review with the CAS advisers Monthly Review with the
CAS advisers
February Deadline: 26th Feb Deadline: 26th Feb
Monthly Review with the CAS advisers Monthly Review with the
CAS advisers

March Deadline: 25th March Deadline: 25th March. Final

Monthly Review with the CAS advisers Submission of CAS Folder.
Must have completed CAS
Hours.

April Exams All the best for your IB

May Summer Vacation. Involve in Off-campus external Examinations.
CAS. Please be reminded that
only after completion of
minimum 18 months you
will be eligible for the IB
Diploma

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