RDFZ

International Curriculum Center

International Baccalaureate Diploma Programme

2021-2022 CAS
Student Handbook
Table of Content
MISSION AND PHILOSOPHY 4

IB MISSION STATEMENT
 4
IB LEARNER PROFILE
 4
RDFZ MISSION AND PHILOSOPHY 4

WHAT IS CAS 6

INTRODUCTION TO CAS 6
CAS STRANDS 6
FOUR APPROACHES TO DO EACH STRAND AND THE EXAMPLES 6

WHY TO DO CAS 8

LEARNING OUTCOMES 8

WHAT TO DO IN CAS 9

CAS EXPERIENCE 9
CAS PROJECT 9
CAS REFLECTION 10
CAS PORTFOLIO 13
CAS INTERVIEW 13

HOW TO DO CAS 14

CAS STAGES 14

WHEN TO DO CAS: TIMELINE 16

WHO WILL GUIDE 17

CAS COORDINATOR 17
CAS ADVISOR 17
CAS SUPERVISOR 17

WHERE TO RECORD CAS 18

STEP 1: FIND CAS ON MANAGEBAC 18

STEP 2: CAS WORKSHEET 18
STEP 3: ADDING A CAS EXPERIENCE /PROJECT 18
STEP 4: ADDING REFLECTION/EVIDENCE 19
STEP 6: REQUEST SUPERVISOR REVIEW 20

SUMMARY OF STUDENTS’ RESPONSIBILITIES 21

STUDENT CAS CONTRACT 22

CAS PROJECT APPROVAL FORM 23

Mission and Philosophy
IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring
young people who help to create a better and more peaceful world through intercultural
understanding and respect. To this end the organisation works with schools, governments
and international organisations to develop challenging programs of international education
and rigorous assessment.

IB Learner Profile

The aim of all IB programs is to develop internationally-minded people who, recognising
their common humanity and shared guardianship of the planet, help to create a better and
more peaceful world.
IB Learners strive to be:
Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and shows independence in learning. They actively enjoy learning and
this love of learning will be sustained throughout their lives.
Knowledgeable: They explore concepts, ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and develop understanding
across a broad and balanced range of disciplines.
Thinkers: They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators: They understand and express ideas and information confidently and
creatively in more than one language and in a variety of modes of communication. They
work effectively and willingly in collaboration with others.
Principled: They act with integrity and honesty, with a strong sense of fairness, justice, and
respect for the dignity of the individual, groups and communities. They take responsibility
for their own activity and the consequences that accompany them.
Open-minded: They understand and appreciate their own cultures and personal histories,
and are open to the perspectives, values and traditions of other individuals and
communities. They are accustomed to seeking and evaluating a range of points of view,
and are willing to grow from the experience.
Caring: They show empathy, compassion and respect toward the needs and feelings of
others. They have a personal commitment to service, and act to make a positive difference
to the lives of others and to the environment.
Risk-takers: They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas and strategies.
They are brave and articulate in defending their beliefs.
Balanced: They understand the importance of intellectual, physical and emotional balance
to achieve personal well-being for themselves and others.
Reflective: They give thoughtful consideration to their own learning and experience. They
are able to assess and understand their strengths and limitations in order to support their
learning and personal development

RDFZ Mission and Philosophy

RDFZ’s mission and philosophy is to value individuality, discover personal potential, to
enhance student growth, to boost national prosperity and to promote the progress of
humanity.
The ICC aims to develop young people who want to reach their full potential by being
inquiring, knowledgeable and caring; they should value individuality, boost national
prosperity and work to promote the progress of humanity by being open-minded, caring
and empathetic to others. Internationalism and cultural diversity are fundamental
characteristics of the ICC, its students and teachers.
What is CAS
Introduction to CAS
“If you believe in something, you must not just think or talk or write, but must act.” -Alec Peterson, founding Director
General of the IBO, 2003

Creativity, Activity, Service (CAS) is at the heart of the Diploma Program. It is one of the
three core elements in every DP student’s experience. Successful completion of CAS is a
requirement for the award of the IB Diploma. The CAS programme 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.

CAS Strands
Creativity in CAS encourage students to explore and express their unique talents, interests,
passions, emotional responses, and imagination. The final product of the expression may
include visual artwork, arts performance, a piece of writing, culinary arts, and music
composition.
Activity strand is physical exertion contributing to a healthy lifestyle. Examples may include
individual and team sports, aerobic exercise, dance, outdoor recreation, fitness training,
and any other form of physical exertion that purposefully contributes to a healthy lifestyle.
Students are encouraged to participate at an appropriate level and on a regular basis to
provide a genuine challenge and benefit.
Service is 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.
Four types of service action:
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.

Four Approaches to do Each Strand and The Examples

CAS experiences for each strand can be done in various contexts and approaches:
Ongoing School-based Community- Individual
based
Creativity A student may In school, there Participate in Students may
already be may well be creativity within decide that they
engaged in appropriate the local wish to engage in
creativity as part creativity community. For solitary creativity
of a school group opportunities in example, experiences such
or club. Students which the students could be as composing
may continue in students can encouraged to music, developing
this as part of engage. These join a community- a website, writing
their creativity. creativity based theatre a compilation of
experiences group, contribute short fiction
could be part of towards a stories, designing
the school’s community art furniture, creating
service CAS gallery, create a arts and crafts, or
projects, a school sculpture for the painting a series
club, timetabled community park, of portraits.
creativity take cooking
sessions, or other classes, or other
opportunities. opportunities

Activity A student may These activity For example, Students may

already be experiences rather than a decide that they
engaged in could, for single activity wish to engage in
activity as part of example, be part experience at a solitary activity
a school team or of the school community-based experiences such
club, or through curriculums, a fun run, students as, for example,
some other form school sports could be attending a gym,
of sustained club, or encouraged to bicycling, roller-
physical exercise. timetabled sports join a community- skating,
sessions. based running swimming, or
club, a dance strength
class, an aerobics conditioning.
class or an out-of-
school sports
group.

Service Students develop There may well Participating in

perseverance and be appropriate service within the
commitment by service local community
creating an opportunities advances student
ongoing service within the school awareness and
as they see a setting; for understanding of
need that leads to example, by social issues and
a plan of action tutoring within the solutions. When
implemented over school, students possible,
time. may then be interactions
better prepared involving people
to tutor at a in a service
community context best
centre. occur with a
regularity that
builds and
sustains
relationships for
the mutual benefit
of all.
Why to do CAS
Learning outcomes
Student completion of CAS is based on the achievement of the seven CAS learning
outcomes realized through the student’s commitment to his or her CAS programme over
a period of 18 months.
What to do in CAS
CAS Experience
A CAS experience is a specific event in which the student engages with one or more of the
three CAS strands.

CAS experiences may incorporate one or more of the CAS strands. For example:
Ÿ Going for a mountain hike could be a singular experience within the “Activity” strand.
Ÿ A student plans a number of visits to a nursing home resulting in a series of CAS
experiences within the “Service” strand.
Ÿ A group of students plan and stage a basketball tournament for the local community,
resulting in a series of CAS experiences involving the strands of “Activity” and
“Service”.
A CAS experience must:
Ÿ fit within one or more of the CAS strands
Ÿ be based on a personal interest, skill, talent or opportunity for growth
Ÿ provide opportunities to develop the attributes of the IB learner profile
Ÿ not be used or included in the student’s Diploma course requirement
Ÿ To further assist students in deciding on a CAS experience, the following questions
may be useful for students to consider.
Ÿ Will the experience be enjoyable?
Ÿ Does the experience allow for development of personal interests, skills and/or talents?
Ÿ What new possibilities or challenges could the experience provide?
Ÿ What might be the possible consequences of your CAS experience for you, others and
the environment?
Ÿ Which CAS learning outcomes may be addressed?
There are several things a CAS experience can’t be:
Ÿ It cannot be paid work. For example, if you get paid to be a lifeguard it’s not CAS.
Ÿ It cannot be part of your official IB Diploma Study. For example, if you are undertaking
Dance as a Group 6 subject, a performance you are using for the IA is not CAS.
Likewise, if you are involved in Model United Nations (MUN) as part of your Global
Politics IA then it does not count.

CAS Project
CAS students must be involved in at least one CAS project during their CAS programme.
A CAS project involves collaboration between a group of students or with members of the
wider community. Students work as part of a team, with all members being contributors to
a stated goal. A CAS project offers students the opportunity to be responsible for, or to
initiate, a part of or the entire CAS project. Working collaboratively also provides
opportunities for individual students to enhance and integrate their personal interests, skills
and talents into the planning and implementation of CAS projects.
A CAS project can address any single strand of CAS, or combine two or all three strands.
The following examples are provided to help generate further ideas:
Ÿ Creativity: A student group plans, designs and creates a mural.
Ÿ Activity: Students organize and participate in a sports team including training sessions
and matches against other teams.
Ÿ Service: Students set up and conduct tutoring for people in need.
Ÿ Creativity and activity: Students choreograph a routine for their marching band.
Ÿ Service and activity: Students plan and participate in the planting and maintenance of
a garden with members of the local community.
Ÿ Service and creativity: Students identify that children at a local school need backpacks
and subsequently design and make the backpacks out of recycled materials.
Ÿ Creativity, activity, and service: Students rehearse and perform a dance production for
a community retirement home.
A minimum of one month is recommended for a CAS project, from planning to completion.
CAS stages must be applied to that end. CAS projects of longer duration can provide even
greater scope and opportunities for all participants and should be encouraged. If possible,
engage in more than one CAS project over the duration of the CAS programme.
What’s the difference between a CAS Project and an Experience?
CAS Project
Ÿ Require collaboration: You plan and work cooperatively with at least
Ÿ two other students for the duration of the endeavor
Ÿ Are of significant duration: You and your partners commit to the
Ÿ endeavor for a minimum of four weeks
Ÿ Provide opportunities to engage with issues of global importance: You and your
partners engage in exploring a topic or area of concern within local, national and/or
international communities
Ÿ Your entire CAS program may be comprised of “optional” projects as long as they
meet the requirements of a CAS Project
Ÿ CAS Project Approval Form must be filled and uploaded to ManageBac.
CAS Experience 

Ÿ Do not require collaboration: You may choose a solitary activity as long as you provide
valid and timely documentation, evidence and verification (supervision) of your
progress.

Ÿ May be short-or long-term endeavors: An activity may last a week or a year, as long as
it meets the CAS requirements.

Ÿ Can be things you already do: As long as you identify, plan and show evidence of new
or expanded skills or challenges within your involvement (extension)
Ÿ Cannot replace your project requirements

CAS Reflection
Being reflective is one attribute of the IB learner profile: “We thoughtfully consider the world and our
own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning
and personal development.” Reflection is central to building a deep and rich experience in CAS.

Why should we reflect? Opportunity for students to:

Ÿ deepen learning
Ÿ consider relevance of experience
Ÿ explore personal and group values
Ÿ recognize the application of knowledge, skills, and attributes
Ÿ identify strengths and areas for development
Ÿ gain a greater understanding of self and others
Ÿ place experience in a larger context
Ÿ generate relevant ideas and questions
Ÿ consider improvements in individual and collective choices and actions
Ÿ transfer prior learning to new situations
Ÿ generate and receive constructive feedback
Ÿ develop the ongoing habit of thoughtful, reflective practice.
Four Elements of Reflections
Ÿ Describing what happened: Students retell their memorable moments, identifying
what was important or influential, what went well or was difficult, obstacles and
successes.
Ÿ Expressing feelings: Students articulate emotional responses to their experiences.
The following two elements add greater depth and expand perspectives.
Ÿ Generating ideas: Rethinking or re-examining choices and actions increases
awareness about self and situations.
Ÿ Asking questions: Questions about people, processes or issues prompt further
thinking and ongoing inquiry.
The first two elements form the foundation of reflection. Reflections that only show “What
happened” are not qualified.
Extending Reflection
Having established an effective understanding the four elements of reflection, students
develop higher- order thinking skills by critically examining thoughts, feelings and actions,
thereby synthesizing your learning.
You are encouraged to move forward through deeper questions. For example: What did I
do? could become:
Ÿ Why did I make this particular choice?
Ÿ How did this experience reflect my personal ideas and values?
Ÿ In what ways am I being challenged to think differently about myself and others?
How did I feel? could become:
Ÿ How did I feel about the challenges?
Ÿ What happened that prompted particular feelings?
Ÿ What choices might have resulted in different feelings and outcomes?
Time for Reflection
Purposeful reflection is about quality rather than quantity. The appropriate occasion,
amount and method is the student’s decision, but to reflect at the monthly basis is the
minimal requirement of ICC.
Ÿ Students choose significant moments as the basis for reflection, for example when:
– a moment of discovery is happening
– a skill is mastered
– a challenge is confronted
– emotions are provoked
– achievement deserves celebration.
Ÿ Students reflect during or at the end of a CAS experience or series of CAS
experiences, to identify important moments, discuss a possible learning outcome,
recognize personal growth and achievements, and plan for their next CAS experience.
Ÿ Students engage in group reflection with their peers to discover shared insights.
Ÿ Students reflect at the beginning, during, and at the end of a series of CAS experiences.
Ÿ This enables students to deliberate on such elements as planning, opportunities,
expectations, challenges, progress, and personal growth.
Ÿ Reflection may be expressed through a variety of forms - a paragraph, a dialogue, a
poem, a comic strip, a dramatic performance, a letter, a photograph, a dance, a role-
play or other forms of expression.
Reflection and the CAS learning outcomes
Reflection is the primary evidence used to show whether students have successfully
attained the seven CAS learning outcomes. However, it is important to note that not all
reflections should or must discuss learning outcomes.
Examples of Good Reflections:
My personal involvement in this activity was to contribute to the team as a runner. The main
task besides effort was consistent participation. I was expected to be prompt and on time
to practice every day. This helped me with punctuality issues I’ve always struggled with:
oftentimes I leave the house when I’m already supposed to be somewhere. However, cross-
country made me realize that there is no excuse for lateness and everything I do should be
on time. Besides gaining the skill of promptness, I also gained a great deal of physical
strength, stamina, speed, and endurance and was able to gain muscle and run faster times
with each passing season. Running is both frustrating and joyful, but the most apparent
feeling I get from running is one of power. I feel in control of my legs and my abilities
whenever I finish a race with a personal best time and have successfully pushed myself
and prevented myself from walking any part of the course.
My perspective of running has changed since beginning to run. Specifically, this season, I
gained insight by realizing that running is more mental than physical. Why run if it’s not
significant to you? This is not an appropriate activity to fulfil an extra-curricular requirement
with. It is extremely painstaking, and if your heart’s not in it, it will be a miserable experience.
This is why I believed I loved running so much. I was completely dedicated to self-
improvement. I didn’t do it because my friends were doing it, or because I wanted to fill up
my resume. I did it because I enjoyed the burn in my legs. I know I want to continue running
in college, perhaps not as competitively (varsity), but for enjoyment and personal
improvement (such as intramural cross-country). I believe I was very successful in personal
improvement through this activity and gained a lot more self-confidence by staying in shape.
One particular setback that stands out to me is “the bowl” at Holmdel Park. Even when I
was extremely determined and pushed myself as hard as possible to run up this 200-meter
steep incline, sometimes my legs and my lungs weren’t up for it and I involuntarily would
start walking. Whenever this happened, I would console myself by saying that I must do the
best I can do and that sometimes there will be bad days.
During this activity, I noticed the grass and passing roots: one must be extremely aware of
one’s surroundings when running on an uneven course. This is what makes cross-country
so much more difficult than track. In track, you can “zone out” and let your feet do all the
work. Before you know it, your sprint is done. With cross-country, you must be aware of
your surroundings. All. Three. Miles. I’ve learned this lesson the hard way by witnessing
other people sprained knees and experiencing a twisted ankle firsthand.
Before meets, I used to feel nervous. That is another way I have changed since completion
of this activity: confidence. I used to worry about not doing well. But then one day I realized
that no matter my performance, as long as I did my best that day, that was all the team
could ask of me. At subsequent meets my heart wouldn’t pound and I wouldn’t be dizzy
anymore. Gaining confidence likely improved my performance further!
After meets, I know I’ve done things right if I feel absolutely exhausted. I need to feel
mentally and physically drained or I’m unsatisfied with my performance. The last 200
meters need to be an all-out sprint of all the energy I’ve got left. Once I cross that finish line,
cue heavy breathing, reddening face, tired legs. Despite my exhaustion, I always stick
around to cheer on the rest of my teammates, friends or not.
This activity impacted me in that I gained physical abilities I could never dream of having. I
learned a lot about the difference between passion and getting it over with. I believe I can
apply what I’ve learned in cross-country to other life situations because whatever I do, I
want it to be as enjoyable as possible and put my best effort into it in order to get the best
results possible. If I were to run cross-country for another year, I wouldn’t change anything
about my effort. I ran my absolute best and I’m satisfied with it. The only thing I might
change is that I shouldn’t have run ten minutes after spraining an ankle. That probably threw
off my recovery time a bit. Still worth it! But now my ankle is all ouch. Still. It was an amazing
experience and I’m proud to call myself a cross-country runner and a repeated conqueror
of Holmdel Park.
Example of Poor Reflections
In this month, our club held an activity of “re-label”, we have 25 members in our re-label
crew. At the beginning of the activity, we realized that more than ten shelves of exhibits
need to be re-labeled. This is a huge task for a group of four since we haven’t public what
we were going to do. After the advertising and open-publishing in school we-chat group,
we have received more than twenty application of joining the activity. We selected twenty
people into our crew. For the first month, we re-labeled all the insects in our museum.

CAS Portfolio
Your CAS portfolio is a showcase of your CAS programme and should be a source of pride.
All students are expected to maintain a CAS portfolio as evidence of their engagement
within the CAS programme. It should also reveal how you have developed the attributes of
the IB learner profile.
CAS portfolios will be kept within Managebac. To demonstrate participation in CAS and
achievement of the seven CAS learning outcomes, your CAS portfolio will contain:
Ÿ A summary of the CAS experience, including a description of the experience, personal
goals of the experience and the learning outcomes for the experience
Ÿ Answer CAS guiding questions
Ÿ Reflections & Evidence of your learning experiences, which might include:
– Photographs
– Videos
– Audio recordings
– Documents
– Posters
– Programmes of events or performances
Ÿ A supervisor review of your CAS experience

CAS Interview
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.
Ÿ The first interview: to check students’ understanding on CAS and progress made so
far; happen in November of DP 1.
Ÿ The second interview: to check students’ progress, e.g. how many learning outcomes
achieved, whether a balance is made among C., A., and S., how CAS project is going;
happen in June of DP 1.
Ÿ The third interview is a summative discussion of the student’s engagement in CAS
 and his or her achievement of the seven CAS learning outcomes; happen in April of
DP 2.

How to do CAS
CAS Stages
The CAS stages represent a process and sequence that can assist students in many
aspects of their life. They follow a process whereby they investigate an interest that often
raises questions and curiosity, prepare by learning more, take some form of action, reflect
on what they have done along the way, and demonstrate their understandings and the
process.

There are five CAS stages:

Investigation: Students identify their interests, skills and talents to be used in considering
opportunities for CAS experiences, as well as areas for personal growth and development.
Students investigate what they want to do and determine the purpose for their CAS
experience. In the case of service, students identify a need they want to address.
Preparation: Students clarify roles and responsibilities, develop a plan of actions to be
taken, identify specified resources and timelines, and acquire any skills as needed to
engage in the CAS experience.
Action: Students implement their idea or plan. This often requires decision-making and
problem- solving. Students may work individually, with partners, or in groups.
Reflection: Students describe what happened, express feelings, generate ideas, and raise
questions. Reflection can occur at any time during CAS to further understanding, to assist
with revising plans, to learn from the experience, and to make explicit connections between
their growth, accomplishments, and the learning outcomes for personal awareness.
Reflection may lead to new action.
Demonstration: Students make explicit what and how they learned and what they have
accomplished, for example, by sharing their CAS experience through their CAS portfolio
or with others in an informal or formal manner. Through demonstration and communication,
students solidify their understanding and evoke response from others.
When to do CAS: Timeline
Month Mini Semester DP 1 DP 2
September Ÿ ManageBac tutorials Ÿ Keep doing CAS
Ÿ CAS Exam and updating CAS
Ÿ CAS Advisor assigned portfolio
and 1st informal meeting
with your CAS Advisor
Ÿ Enter Activities on
ManageBac to start CAS
Ÿ Start entering
Reflections and
Evidence
October Ÿ Keep doing CAS and Ÿ Keep doing CAS
updating CAS portfolio and updating CAS
Ÿ CAS Project planning portfolio
begins
November Ÿ First Formal Interview Ÿ Keep doing CAS
with CAS Advisors and updating CAS
Ÿ Keep doing CAS and portfolio
updating CAS portfolio
December Ÿ Keep doing CAS and Ÿ Keep doing CAS
updating CAS portfolio and updating CAS
portfolio
January Ÿ Keep doing CAS and Ÿ Keep doing CAS
updating CAS portfolio and updating CAS
portfolio
February Ÿ Keep doing CAS and Ÿ Keep doing CAS
updating CAS portfolio and updating CAS
portfolio
March Ÿ Keep doing CAS and Ÿ Keep doing CAS
updating CAS portfolio and updating CAS
portfolio
April Ÿ Keep doing CAS and Ÿ Self check if all
updating CAS portfolio student’s
responsibilities are
done
Ÿ Final Interviews with
CAS Advisors
Ÿ CAS Portfolio
completed
May Ÿ Keep doing CAS and
updating CAS portfolio
Ÿ CAS Project checking
June Ÿ DP CAS Induction Ÿ Keep doing CAS and
Ÿ Handbook review updating CAS portfolio
Ÿ All students must
complete at least one
CAS Project
Ÿ Second Formal
Interview with CAS
Advisors (project-
oriented)
July Ÿ Student CAS Ÿ Keep doing CAS and
Contract returned updating CAS portfolio
August Ÿ Keep doing CAS and
updating CAS portfolio
Who will guide
CAS Coordinator
The CAS coordinator is the nominated member of staff who facilitates understanding of
CAS and oversees the effective implementation of CAS experiences, working directly with
students, staff, CAS advisers and CAS supervisors. The CAS coordinator is responsible for
reporting the progress of CAS students to the Diploma Programme coordinator.
CAS coordinator in ICC is to:
Ÿ provide support to CAS Advisors and CAS Supervisors
Ÿ overall supervise the process of CAS
Ÿ provide training to CAS Advisor
Ÿ teach CAS course to the students

CAS Advisor
The CAS Advisor works directly with the CAS students to:
Ÿ educate students on all aspects of the CAS programme
Ÿ educate students on the meaning and purpose of the CAS learning outcomes
Ÿ assist students with clarifying and developing the attributes of the IB learner profile
Ÿ support students in understanding ethical concerns and international-mindedness
Ÿ develop purposeful reflection skills through individual interviews, group discussions
and teaching strategies
Ÿ provide feedback on student reflections – assist students in identifying personal and
group goals
Ÿ discuss goals and achievements in regular meetings
Ÿ provide ongoing guidance and support to students
Ÿ monitor the range and balance of experiences undertaken by individuals
Ÿ advise and monitor progress towards meeting the CAS learning outcomes
Ÿ periodically review students’ CAS portfolios
Ÿ meet each student in three formal documented interviews.

CAS Supervisor
The CAS supervisor assists, offers guidance and oversees the students’ CAS
experiences when needed. A supervisor may not be necessary if a student is able to
undertake a CAS experience without assistance or supervision. However, for CAS
projects it is must, because we need a supervisor’s review and acknowledgement that
the student achieved the learning outcomes chosen. Dependent on the nature of the
experience, the school should decide whether a supervisor is required to guide and
assist the student, to ensure safety and to provide feedback on student involvement to
the school. CAS supervisors can be teachers, non-teaching members of the school or
wider community, or volunteers with the skills and/or knowledge of the CAS
experience undertaken by the student. Under no circumstances can a family member
be a supervisor.
CAS supervisors should:
• be familiar with elements of the CAS programme as applicable
• be responsible for student safety and risk management procedures
• provide students with guidance, support and feedback on the CAS experience
• encourage reflection
• comment on the student’s engagement with the CAS experience if required
Where to record CAS
RDFZ students are provided with a personal account on the online learning platform,
ManageBac. All recordings and updates of CAS must be made on ManageBac.

Step 1: Find CAS on ManageBac

Select the IB Manager tab and choose CAS to begin.

Step 2: CAS Worksheet

Your CAS Worksheet organizes all your CAS experience records in one place.

Step 3: Adding a CAS Experience /Project

1) Click Add CAS Experience on the right menu to add your first experience.
2) Enter your experience details

If this is a CAS
Project, tick this box;
otherwise, leave it
blank

Step 4: Adding Reflection/Evidence

Click Add New Reflection to provide evidence of your experience. Reflections can
encompass written journals, photos, websites, files and videos.
 Click Add New Reflection to provide
evidence of your experience. Reflections
can encompass written journals, photos,
websites, files and videos.

When adding a reflection, you must link it to one or more learning outcomes.

Step 6: Request Supervisor Review

Once you have completed your experience and submitted your reflections, you can click
Request Supervisor Review.

Or click this button to get a

PDF, print it and give supervisor
to fill. Then give the completed
form to CAS Advisor
Summary of students’ responsibilities
Based on the descriptions given in the previous parts of this guide, in summary 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.
Please use the list above as a checklist to reflect and monitor the fulfillment of your CAS
responsibility at a regular interval, for example during the Parent Teacher Students Conferences.
Student CAS Contract
Student CAS Contract

Please read the following agreement, check each statement indicating that you have read and
understood the implications of that statement and then sign the form in the appropriate place.
Please not both the student and a parent/guardian must sign this form before CAS work can
commence.

___ I acknowledge that I have attended the CAS course in the mini semester.
___ I have received a copy of the CAS handbook and that I have read and understand the
contents within.
___ I understand that the CAS is one of the core of IB Diploma Programme, which is
required to receive an IB diploma.
___ I understand CAS programme begins at the start of the Diploma Programme and
continues regularly for at least 18 months with a reasonable balance between creativity,
activity, and service, including at least one CAS Project, all 7 learning outcomes met once
and three CAS interviews completed. In order to meet the requirements and complete CAS,
I must continuously doing CAS, record CAS Experience and update CAS portfolio ON TIME
(including winter and summer breaks).
___ I understand I must pass the Exam on CAS in order to start my learning towards IB
Diploma.
___ I understand that if I am completing a service project/experience off school property, it
is required that I am clear about my responsibilities, and to whom at the site I am to report.
___ I must not participate in any experience involving the use of dangerous or potentially
dangerous tools and/or equipment/or dangerous or unethical to other people. Under no
circumstances should I get involved in dangerous activities. My safety and supervision is
of the utmost importance.
___ I understand I must get approval for each CAS project/experience from the CAS
Advisor/CAS Coordinator both on and off campus before I can begin.

Student Name: _____________________ Date: ____________________

Student Signature: ___________________ Date: ____________________
Parent/Guardian Name: ________________ Date: ____________________
Parent/Guardian Signature : ______________________ Date: _____________________
CAS Project Approval Form