International Baccalaureate at Colonel By

CAS
The Creativity, Action, Service (CAS) requirement of the IB Programme takes seriously the importance of life outside the world of scholarship, providing a counter-balance to the academic self-absorption some students may feel within a demanding school programme.
The emphasis is on learning by doing new tasks that have real consequences (results/effects) and then reflecting on these experiences over time.

CAS Forms

CAS General Guidelines

YOU WILL BE A PARTICIPANT, AN ACTOR, NOT AN OBSERVER.

CREATIVE involves being actively involved in a creative activity. Not only can this encompass an art-related activity (dance, music, theatre, etc.) but could also include learning and developing a skill (yearbook, Reach for the Top, etc.). It should not be a solitary experience; interacting with others is key.

ACTION includes participation in expeditions, individual and team sports, and physical activities outside the normal curriculum. Action could also be incorporated as part of a service project (labor work required to work with Habitat for Humanity)

SERVICE activities should not only involve doing things for others but also doing things with others and developing a real commitment with them.
Participation in the Duke of Edinburgh Awards program is a perfect compliment to the CAS program, and is very well respected by the community at large and universities.

The Submission
A submission consisting of three sections: A Write-Up, a Picture Form, and a Supervisor Form, will be required for every activity. If the activity spans a longer period of time, several submissions may be needed.
Part 1. The Write –Up – Answer prescribed questions to describe what you did in the activity and what you learned. WE are looking for depth and breadth. Length must validate hours.
Part 2. The Picture – A picture of YOU doing the activity. (credit the photographer)
Part 3. The Supervisor Form – A questionnaire to be filled out and signed by a supervisor of the activity. Peers may never sign-off on another’s activity sheet. However, a teacher or other adult can co-sign with them. Parents should not sign as a supervisor unless the situation is confirmed with the coordinator.

The Timetable
CAS IS NOT INTENDED TO BE FORCED THROUGH, 'GOTTEN OUT OF THE WAY', OR CAUGHT UP AT THE LAST MINUTE.
The choice of activities and their duration should show diversification and commitment.
Students are expected to be involved for the equivalent of at least 3-4 hours per week over the two years (170 hours total) in a balanced range of different activities.
By the end of the two years, a candidate must complete a minimum of three activities in each of the three areas of concentration (Creative- 3, Active- 3, Service-3).
Suggested minimum timeline:
September 6th IB 1 = 20 hours
December 4th IB 1 = 45 hours (total minimum)
May 1st IB 1 = 90 hours (total minimum)
December 3rd IB 2 = 135 hours (total minimum)
April 17th IB 2 = 165 hours (total minimum)
It is suggested that students should complete at least 15 hours of each element (C-A-S) for EACH submission.
Lack of completion of ALL facets of the CAS Programme, and the adherence to this time line could jeopardize a student's continuation and completion of the International Baccalaureate Programme. Students must demonstrate a clear balance of all three elements of the CAS programme.
Assessments of CAS booklets will take place in September, December and May of IB year 1 and in December and April of IB year 2. Each logbook must be complete with an up to date activity tally sheet, a photograph and description of the student in each of the three areas of CAS and a reflection on their experience. If the element is incomplete, it will not be accepted for assessment.

Table of contents for the CAS booklet:
Section 1: General information
- Students must maintain all information (guidelines) so as to have easy access.
- Students will maintain the Performance Criteria sheet for guidance in the selection of appropriate activities.
- Students will update the Summary sheet for each submission date.
- Students will maintain an IB CAS student final summary sheet.
- Students will maintain a “parent’s understanding of volunteering” sheet.

Section 2: Summer IB1 submission (September) (you will need a divider)
- Divider is in place.
- Time sheet including all activities for this submission.
- One reflection for each submission.
- Each submission is signed by your leader/supervisor.
- There is a photograph of me involved in the activity.
- If you are missing information, a signature, or photograph, submit what you have and include a note explaining the cause for the missing records. Indicate on which date you will fix the problem.

Section 3: Fall IB 1 submission (December)(you will need a divider)
- Divider is in place.
- Time sheet including all activities for this submission.
- One reflection for each submission.
- Each submission is signed by your leader/supervisor.
- There is a photograph of me involved in the activity.

Section 4: Winter/spring IB 1 submission (May)
- Repeat the submission requirements from section 2 and 3.

Section 5: Fall IB 2 submission (December)
- Repeat the submission requirements from section 2 and 3.

Section 6: Winter/spring IB 2 submission (April)
- Repeat the submission requirements from section 2 and 3.
- Fill out IBO Form CAS/SFS: Student Final Summary
- Ensure complete package is in order.
- Ensure complete package is clean and ready for presentation.
- If you need a new binder, get one.
- Ensure all pictures are in place

In order to develop a depth and breadth of growth outside of their academic endeavors, students are expected to seek out new or underdeveloped skills, traits, or understandings of the world around them. For this reason, students are expected to undertake three activities/project per CAS elements (C/A/S/) during their IB Diploma years.
Creativity Suggestions
- School newspaper or yearbook
- Musical or Choral group
- School or community dramatic production Literary magazine
- Art show
- Participating in a dance company
- Taking a photography class
- Caroling
-Taking an art class (group)
- School Arts club
- Active organization in a school club
- Woodworking
- Participation on school Council
- Band is acceptable if not earning a credit
- Look to community centers
- Look to both school boards for evening and weekend activities
Activity Suggestions
Participation in:
- a school team
- intramural activities
- a community sporting activity
- a service or creative activity with a physical component
- an ongoing family activity which promotes physical fitness
- Look to community centers
- Look to community pools
- Look to both school boards for evening and weekend activities
Remember: You are a sponge not an observer. Be a part of the activity.
Service Suggestions
Scouts, guides, 4-H club, Colonel By, tutoring, assist in Telethons,
Volunteer at senior’s residence, children’s camp,
Volunteer at veteran’s hospital, Homework clubs, CHEO, CNIB, Habitat for Humanity, Shepherds of Good Hope,
Participate in a Relay for Life, Do-it-for-Dad run, Famine Relief, or Gang Car wash
Any number of Societies which require assistance (Alzheimer’s, Heart and Stroke Foundation, CHEO telethon, Cancer fundraising, etc)
Caned Food Drive and Hamper project at Holidays, Landmines project (movie night)
Caution: activities such as stacking books at a library, although being a service would not count as you would get little experiential learning from the exercise. Running a Children’s Reading Club at your library would be acceptable.
OF SPECIAL NOTE:
In response to a number of questions raised by schools, the IBO CAS committee has determined the following principles in relation to CAS activities and religion. The following statement on page 6 remains the main guideline in identifying activities which do not qualify for CAS: “Religious devotion and any activity which can be interpreted as proselytizing.”
The concept of community in the “community service” may include a religious community when the objective of the activity is secular and not religious. Students who engage in such activities must also show evidence of participation beyond their religious community. This is in keeping with the IBO philosophy of promoting international understanding and developing attitudes and values which transcend race, religion, gender and politics.
A religious group helping people in the larger community qualifies for service where the objectives are clearly secular.

Frequently Asked Questions
1. Who can sign as a supervisor or leader?
- A peer can not be a supervisor, and you should use a parent as a last resort. You should seek out a leader or supervisor who is aware of your activity and progress. As you are involved in a team, or group activities, or in community activities, a leader should not be difficult to locate. No acceptable Leader = no hours.
2. What if I sing in the church choir?
- Your desired participation in your chosen religious activities is very admirable. Participation is a responsibility within most spiritual groups. The answer is NO, it will not count as CAS. Should your choral group volunteer to sing Christmas carols at a seniors home or the Perley Hospital or CHEO, this would be acceptable.
3. Does the school band count?
- If you volunteer, YES (this would be not for credit). Should you be receiving a school credit for it, the answer is NO.
4. How important are DUE DATES?
- Time management is an integral element of the IB program. We have a team of dedicated volunteers who give of their time to read and assess your CAS portfolios. It would be disrespectful to delay their work.
5. What if my submission is not ready?
- Learn from this. Plan ahead next time. For this submission, place everything that you have in your booklet in the best order possible. Indicate the reasons for the missing documentation and when you will commit to remedying this situation. (give yourself a few days max.) (you should always come and see me when a delay is anticipated)
6. Are sports the only form of athletic activity?
- NO. While being a part of a school or community activity is considered athletic, other activities can earn you experiential learning hours. Cultural dancing, bi-weekly exercise program, Tae-Kwon-do classes, walking 4 hours for the Relay for Life cancer fundraiser.
7. Should I keep a time sheet?
- YES, keep as many as possible. Strong recording is important. One time sheet is required for each submission. A Summary sheet is also required (in your 1st section)

Frequently “not-answered” questions
Often, the questions to be reflected upon do not always fit the activity as comfortably as we would wish. Following is the same list of questions with alternative approaches for reflection. I hope this helps.
Answering the questions with detail and insight:
1. Summarize what you did in this activity, and how you interacted with others.
- What is most lacking are details, who, what, when, where, why? Not just who you interacted with, but how, and why you need to interact. If no interaction is intended, could you choose to interact in any way in the future (explain why this needs to be a solitary activity). What would be the benefit of “working alone”?
2. Explain what you wish to accomplish through this activity/project.
- Which organization are you helping? Why help this organization?
- Why did you choose this athletic activity? What were you looking at improving, learning, or developing. Give details.
3. What did you learn about yourself and what did you learn about others through this activity? What abilities, attitudes, and values have you developed?
- This is an important opportunity to reflect and give insight into any learning that you earned from this activity. If you did not learn anything, what stood in your way? What would you need to do next time to gain more from this experience?
- What abilities, attitudes and values have you developed about yourself or about others around you through this activity? You must be thoughtful of this while you do the activity so that you can appreciate others or yourself for what you have accomplished.
4. Did anyone help you, guide you, or motivate you during this activity/project? How did this person (s) guide you?
- This does not need to be one specific person, and it need not be a “teaching moment”. Others can teach you as they critique your work (give you feedback) team members can teach you by modeling behaviour, a parent or friend can give you feedback as you explain what you are doing and why you are doing it.
- You can reflect to yourself on how you learn different things. As a solitary jogger or as a solitary photographer, you can reflect on your work and develop an opinion on how you best learn. Self-analysis with results is the best form of learning.
- Write out what you have learnt about yourself.
5. How did this activity help others?
- If you were involved with one, or more people, you should have a thoughtful identification of what you were hoping to do for the other person(s) and whether you were successful. (What is the evidence of success? If not successful, why not? )
- If you were in a solitary activity, how could accomplishing this task help anyone? Could you then share your efforts with another? Could you get your parent or sibling out running so they too, can benefit? If you found that the activity made you a better person in any way, how might that translate in a benefit for another?
6. Will you continue this activity? What would you do differently if you were to continue this activity?
- This question implicitly asks why you would choose not to continue this activity.
- Also, if you would not continue it, could you translate this activity into another choice? (I will not help at my local kindergarten after school project, but I would like to do the same people-related activities at a senior’s residence, because I like working with people.)
7. What would be the character skill that you most developed in this activity/project? Explain.
- Most did reasonably well with this, but they stopped before the “Explain” part. I need you to give me details.
IB and volunteerism… A Memo to parents
The International Baccalaureate program is very serious about this element of a student’s education. The CAS element of the program is a significant component of the IB Diploma’s central core. Diplomas are withheld should this element be incomplete or lacking balance. Coordinator’s instructions regarding the evaluation of the school’s CAS effort leave little doubt that this is not just one last thing to tend to, but an integral part of learning to contribute to the world expected of all IB students.

TIPS FOR PARENTS
Parental encouragement and support is a vital part of helping students complete the IB diploma or involving themselves in volunteer activities. Here are some ideas how you as a parent can encourage your child:
1. Familiarize yourself with the CAS Guidelines, timelines and performance criteria.
2. Discuss the requirements/opportunities with your child.
3. Share your own volunteer, active, creative experiences with your son or daughter and reflect on what you have given and gained through volunteering.
4. Explore your child’s interests and look through listings of possible activities that would develop new experiences for your child.
5. Join your child in an activity (take a course in pottery or stain glass making).
6. Be willing to be involved – come to games, plays, and concerts; support your child's volunteer activities by providing transportation; talk about their experiences with them; support them in making a call to the United Way Center, the Community Resource Center, or The City of Ottawa Volunteer network to explore interest areas.
Encourage your son or daughter to start early. Former Diploma candidates have said that the requirements are not difficult if you start early and you make it a part of your overall time management plan.
BECOME A PART OF THE PROGRAM ALONG WITH YOUR CHILD
Date: _________________ Student’s Name: (print) _____________________________
Parent’s Name: (print)_____________________________
Parent’s Signature___________________