BRENT INTERNATIONAL SCHOOL SUBIC

IB  DIPLOMA  PROGRAMME  
 
STUDENT’S  HANDBOOK  
 

 
 
 

Name:
Class:
Creativity Action Service
2010 - 2011
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CONTENTS

SECTION A INFORMATION ABOUT CAS

Philosophy of CAS ………………………………………………… 1

Introduction ………………………………………………………… 2 -5

 What is CAS ………………………………………… 2

 International Dimensions ………………………………… 3
 CAS and Ethical Education ………………………… 3
 CAS and TOK ………………………………………… 4
 Complement to the CAS Reflection ………………… 5

Aim ………………………………………………………………………… 5

Learning Outcomes ………………………………………………………… 6

Responsibilities of the student ………………………………………… 7

Evaluation ………………………………………………………………… 7

The Cycle of Experiential Learning ………………………………………… 8

Reflection, recording and reporting CAS activities ………………………… 9

 Developing reflection
 Recording and reporting

What is NOT CAS? …………………………………………………………. 10

SECTION B PROCEDURES

CAS Procedures …………………………………………………………. 11 - 12

CAS Blog or Diary …………………………………………………………. 13

CAS Final Self-Evaluation …………………………………………………. 14

Evaluation Details …………………………………………………………. 15

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SECTION C CAS FORMS

CAS Planning Form …………………………………… 16

CAS Proposal Form …………………………………… 17

Activity Log …………………………………… 18

Activity Self-Evaluation …………………………………… 19

Activity Evaluation Form (for Activity Supervisor) …………………… 20

Activity Summary Sheet …………………………………… 21

Letter to Activity Supervisor …………………………………… 22 - 23

CAS Progress Form (for CAS Adviser) …………………………… 24

CAS Completion Form (for CAS Adviser and CAS Coordinator) ……… 25

CAS Coordinator: MR. ERIC TOLENTINO

Email: etolentino@brentsubic.edu.ph

The nature of creativity, action, service

… if you believe in something, you must not just think or talk or write, but must act.

Peterson (2003)
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PHILOSOPHY  OF  CREATIVITY,  ACTION,  SERVICE  
 
 
Counterbalance to Sharing energies Development of
academic self- and talents awareness, concern
absorption for and ability to
work with others

Education of the
whole person Promotion of more
informed and
understanding
attitudes

Education beyond
the classroom and Service to the
examination hall community as a
complement to
Philosophy intellectual
of development in the
Development of academic
attitudes and values CAS curriculum
which transcend
race, religion,
gender and Establishment of
politics links with local,
national and
international
communities
Promotion of
international
understanding Challenge to the
student

Encouragement of
new skills and Encouragement of a Development of a
interests sense of spirit of discovery
responsibility to all and self-reliance

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INTRODUCTION  

Creativity, Action, Service (CAS) is a non-examined component of the Diploma Programme which
emphasizes experiential learning. Over the two-year programme you must engage in activities outside
the classroom and develop a number of personal skills achieving the eight learning outcomes (see page
6) given by the IBO. In order to have sufficient time to do this, you should aim to spend about 3 – 4
hours a week. Therefore, CAS activities should continue on a regular basis for as long as possible
throughout the programme, and certainly for at least 18 months.

WHAT  IS  CAS?  

 CAS is about taking risks, exploring, challenging oneself, and personal

development.
 CAS is designed to encourage students to take up NEW ROLES and to learn
NEW SKILLS.
 Although there are three elements – Creativity, Action, Service, it is important not
to consider them as mutually exclusive.
 It is based on the philosophy of the International Baccalaureate programme –
learning beyond the classroom.
 This document is to make the CAS programme a reflective process, and not
merely a record of hours clocked in.

Creativity is interpreted as imaginatively as possible to cover a wide range of arts and other activities
outside the normal curriculum which include creative thinking in the design and carrying out of service
projects.

Action can include participation in expeditions, individual and team sports, and physical activities
outside the normal curriculum; it also includes physical activity involved in carrying out creative and
service projects. Action may involve participation in sport or other activities requiring physical
exertion – such as expeditions and camping trips, or digging trenches to lay water pipes to bring fresh
water to a village. Students should be encouraged towards group and team activities, and undertaking
new roles, but an individual commitment is acceptable where the general requirements of CAS are
met, goals are set, and the student reflects on progress.

Service involves interaction, such as the building of links with individuals or groups in the
community. Service activities should not only involve doing things for others but also doing things
with others and developing a real commitment with them. The relationship should therefore show
respect for the dignity and self-respect of others.

“Everything that is really great and inspiring is created by the individual who can labor in freedom”.

Albert Einstein (1979-1955)

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INTERNATIONAL  DIMENSIONS  

The aim of all IB programme is to develop internationally minded people who,

recognizing their common humanity and shared guardianship of the planet, help to
create a better and more peaceful world
IB learner profile booklet (March 2006)

Creating “a better and more peaceful world” is a large aim. Working towards it should be seen as
involving many small steps, which maybe taken locally, nationally or internationally. It is important
to see activities in a broader context, bearing in mind the maxim “think globally, act locally”. Working
with people from different social or cultural backgrounds in the vicinity of the school can do as much
to increase mutual understanding as large international projects.

CAS  AND  ETHICAL  EDUCATION  

There are many definitions of ethical education. The more interesting ones acknowledge that it
involves more than simply “learning about ethics”. Meaningful ethical education – the development of
ethical beings – happens only when people’s feelings and behavior change, as well as their ideas. It
offers the possibilities of learning by the experience, valid alternatives in the construction of their life-
projects.

Critical reflection, the key element of experiential learning, is in itself an ethical reflection, since it
fosters to develop skills to analyze, evaluate, draw conclusions, change perspectives, etc in the long
term of one’s own life.

Points to ponder: In what ways can service-learning projects enhance the personal development?

In what ways can CAS projects actually contribute to improve the community
life-conditions?

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CAS AND THEORY OF KNOWLEDGE
Relation CAS and TOK: Reflection Proposal

CAS offers opportunities to enhance the understanding and awareness of oneself, as well as those of
others in relationships and the surrounding world.

CAS is a way of building knowledge from life situations. It is in this sense that CAS is intimately
related to TOK.

The complex structure of the human knowledge is due to multiple variables. TOK proposes to
distinguish four ways of knowledge: Sense perception, Language, Reason and Emotion.

How does one reflect on a CAS experience in light of these four ways of knowledge?

Suggested Guideline

A Sense perception
1 What did our senses show us?
2 In what manner did the sense perceptions influence my understanding of these
experiences (regarding myself, regarding others and the surrounding world).
3 Exchange with others your answers to these questions.

B Language
1 What did others transmit to us through their language?
2 What new meanings did we discover in spoken sounds?
3 Were we able to communicate through different languages? How?
4 Did we give new content and representations to the words we usually employ?
5 In what way can words stereotype people?

C Reason
1 What reasoning preceded my experience?
2 Did I have any bias and arguments that determined my approach towards the reality
of our experience?
3 Have I changed my certainties in any way?

D Emotion
1 What kind of feelings and emotions can I identify in myself regarding the experience?
2 How do I think others have felt?
3 How did the emotions affect my thoughts, my ability to perform, make decisions, or
to reason, with regard to the experience?
4 Could I develop empathy with other people?

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Complement to the CAS Reflection (Blogs/Diary/Reflection Essays)

1 To bring back the experience.

 Briefly summarize the activities carried out.

2 To analyze it.
 What were the goals and objectives set up before the start of the activity? What
CAS elements were involved? What kind of links could we establish? How were
relationships established with the schoolmates, with adults, with other members of
the community, etc? (Follow the suggested guideline relating CAS and TOK for
each way of knowledge when applying and adding the relational dimension.)

3 To evaluate it.
 What were the successes, difficulties, and aspects to improve? Were the objectives
achieved? Any relevant issues?

4 To draw conclusions.
 Did I learn anything meaningful? Did I realize any change in myself? in my
perspectives? What abilities, attitudes and values did I discover and could
develop?

5 Application in other life-situations.

 How can I apply what I have learned in other life-situations? Can I plan further
actions with what I have learned? Can I project myself in the future with what I
have learned?

AIMS

The aims of the CAS programme are to develop students who are:

 Reflective thinkers – to understand your 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 – to enjoy and find significance in a range of activities involving
intellectual, physical, creative and emotional experiences.

“The ultimate measure of a man is not where he stands in moments of comfort and convenience, but
where he stands at times of challenge and controversy”.

Martin Luther King Jr.

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LEARNING OUTCOMES

As a result of your CAS experience as a whole, including reflections, you should be able to
demonstrate that you have met each of the following outcomes:

 increased your awareness of your own strengths and areas for growth
You are able to see yourself as an individual with various skills and abilities, some more
developed than others, and understand that you can make choices about how you wish to
move forward.
 undertaken new challenges
A new challenge maybe an unfamiliar activity, or an extension to an existing one.
 planned and initiated activities
Planning and initiation will often be in collaboration with others. It can be shown in
activities that are part of larger projects, for example, ongoing school activities in the local
community, as well as in small student-led activities.
 worked collaboratively with others
Collaboration can be shown in many different activities, such as team sports, playing
music in band, or helping in a kindergarten. It is required to have at least one project
involving collaboration and the integration of at least two of creativity, action and service.
 shown perseverance and commitment in their activities
At a minimum, this implies attending regularly and accepting a share of the
responsibilities for dealing with problems that arise in the course of activities.
 engaged with issues of global importance
You may be involved in international projects but there are many global issues that can
be acted upon locally or nationally (for example, environmental concerns, caring for the
elderly).
 considered the ethical implications of your actions
Ethical decisions arise in almost any CAS activity (for example, on the sports field, in
musical compositions, in relationships with others involved in service activities). Evidence
of thinking about ethical issues can be shown in various ways, including journal / blog
entries and conversations with CAS advisers.
 developed new skills
As with new challenges, new skills maybe shown in activities that the student has not
previously undertaken, or in increased expertise in an established area.

All eight outcomes must be present for you to complete the CAS requirement. Some maybe
demonstrated many times, in a variety of activities, but completion requires only that there is some
evidence for every outcome, i.e. “have these outcomes been achieved?”

This focus on learning outcomes emphasizes that it is the quality of the CAS activity (its contribution
to your development) that is of most important. 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),
with a reasonable balance between creativity, action and service.

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RESPONSIBILITIES OF THE STUDENT

Your personal CAS programme should genuinely engage you and you should feel that you “own” it.
It should be built on activities that are meaningful to you and to others. With the guidance of the
school, you are given the opportunity to choose your own activities and to initiate new ones as
appropriate.

You are required to:

 Self-review at the beginning of your CAS experience and to set personal goals for
what you hope to achieve through this programme.

 Plan, do and reflect. That is, plan your activities, carry them out and reflect on
what you have learned.

 Undertake two interim reviews and a final review with your CAS Adviser/CAS
Coordinator.

 Take part in a range of activities, including at least one project, some of which
you have initiated yourself.

 Keep records of your activities and achievements, including a list of principal

activities undertaken.

 Show evidence of achievement of the eight CAS learning outcomes.

EVALUATION

The most important aspect of evaluation is self-evaluation by the student. The school will provide
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 programme and provides feedback to the school.

“Character cannot be developed in ease and quiet. Only through experiences of trial and suffering
can the soul be strengthened, vision cleared, ambition inspired and success achieved”.
Helen Keller

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THE  CYCLE  OF  EXPERIENTIAL  LEARNING  
 
 

APPLY PLAN
LEARNING
IN NEW Identify goals
SITUATIONS
Decide how (using
previous experience
and knowledge)

REFLECT

Identify achievements and ACT

outstanding issues, personal
strengths and challenges Real tasks

Evaluate actions Concrete experience

Synthesize new
understandings

OBSERVE

Think about feelings

and interactions

Analyze perceptions

Experiential   learning   is   at   the   heart   of   CAS.     It   is   important   to   remember   that   it   is  

much  more  than  just  the  activity  itself;  planning,  acting,  observing  and  reflecting  are  
all  crucial  in  making  the  experience  as  valuable  as  possible.  

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REFLECTION, RECORDING AND REPORTING CAS ACTIVITIES

Reflection 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.

Developing reflection

Moving on from the “What…?” questions outlined earlier, experiental learners might consider, where
appropriate, for themselves and others, and for each stage of an activity (before, during and after):

 How you felt

 What you perceived
 What you thought about the activity
 What the activity meant to you
 What the value of the activity was
 What you learned from the activity and how this learning (for example, a change of
perspective) might apply more widely

Recording and reporting

You should document all your CAS activities, noting in particular your reflections upon experiences.
This documentation may take many forms, including weblogs, illustrated displays and videos, and
written notes.

“I look to a day when people will not be judged by the color of their skin, but by the content of their
character”.

Martin Luther King

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WHAT IS NOT CAS?

 Any class, activity or project which is already part of the student’s Diploma Programme.

 An activity for which a student is personally rewarded either financially of with some other
benefit (unless this benefit is passed on in full to a worthy cause).

 Doing simple, tedious and repetitive work, like returning school library books to the shelves.

 A passive pursuit, such as a visit to a museum, theatre, art exhibition, concert or sports event,
unless it clearly inspires work in a related activity in which a student is already engaged.

 All forms of duty within the family.

 Religious devotion and any activity which can be interpreted as proselytizing.

 Work experience which only benefits the student.

 Fund-raising with no clearly defined end in sight.

 An activity where there is no leader or responsible adult on site to evaluate and confirm
student performance.

 Activities which causes division amongst different groups in the community.

Generally, CAS is not taking place when the student is in a passive rather then an active role.
There should be INTERACTION. If the student is passive, nothing of real value, either for the
student or for other people, results from what the students is doing, and no real reflection is possible.
In such circumstances the student will be able to meet the objectives of CAS only to a very limited
extent.

“We are not social workers. We may be doing social work in the eyes of some people, but we must be
contemplatives in the heart of the world”

Mother Teresa.

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CAS PROCEDURES

1. Read the entire CAS guide, take notes, ask questions, and actively engage in the process of
owning your CAS programme. This is your CAS programme – you must develop, execute and
evaluate it. Your ultimate goal is to convince the CAS Coordinator that you have
completed all the requirements outlined in the guide, specifically the learning outcomes
on page 6.

It is essential that you understand that your CAS programme is a constant work in progress,
never static, always changing. Just because it has never been done does not mean it cannot be
done. Think creatively and realize that there are many ways to skin the proverbial cat.
Without your input, we will not grow and evolve.

2. Locate a good CAS activity/project to undertake.

 Join an already existing project in school
 Consult your CAS Adviser or your CAS Coordinator
 Complete your CAS Planning Form for the whole year and submit to your CAS
Coordinator at the beginning of the academic year.

Your CAS programme should have a balance of activities in all three components of CAS.

3. The CAS activity/project Proposal Form must be completed before the beginning of any
activity/project especially if it is monitored by an external supervisor and/or held outside
school. Your CAS Coordinator needs to be aware of what you are doing so that s/he can have
a record of your activities and make sure it is an appropriate CAS activity.

Ensure that each of your proposed activities meets the following requirements:
a) Real, purposeful activities, with significant outcomes
b) Personal challenge – tasks must extend the student and be achievable in scope
c) Thoughtful consideration, such as planning, reviewing progress, reporting
d) Reflection on outcomes and personal learning

If activity does not fit any of the above-mentioned requirements and does not involve learning,
then it is NOT CAS-worthy. It is important to realize that learning is not only acquiring
information about subjects. Learning also includes learning about self, other people and
cultures, life, “real world” lessons, etc. Your plan should include specific ideas as to how you
will reflect on your activities. (Please note that this plan is fluid and will change. Do not
worry if your plan evolves over the 18 months)

4. Once it has been approved, start your activity and update your CAS Diary or Blog diligently.
Get your supervisor to log every individual time spent on the activity in the log. All this
attributes to evidences of up to 10 sample pages from your ongoing CAS documentation.

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5. Upon completion of the activity, properly reflect on your overall experience on the CAS
Activity Self-Evaluation (Reflective Essay of not less than 150 words) (up to no more than 2
weeks after the activity).

6. Attach the CAS activity self-evaluation to the front of the activity supervisor’s evaluation
report and submit it to the adult supervisor of the activity. (Parent’s signatures ARE NOT
ALLOWED!)

7. Within two weeks of the completion of the activity, the activity log, the completed CAS
activity self-evaluation, and the activity supervisor’s evaluation report, must be submitted to
the IB CAS Coordinator.

The CAS Calendar must be observed. All forms must be signed and work must be handed in on time.
Accurate, timely records of all activities must be kept by you. If this is not done, no CAS credit will
be given. Missing deadlines will mean loss of hours.

Remember! An IB Diploma will NOT be awarded if the CAS requirements have not
been met!

“I slept and dreamt that life was joy. I awoke and saw that life was service. I acted and behold,
service was joy”.
Rabindranath Tagore

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THE CAS BLOG or DIARY*

The CAS Blog/Diary is a very important part of the CAS experience. In addition to providing an
excellent opportunity for reflection, it is an important record of activities, which will aid you in writing
the required self-evaluations.

Guidelines:

 Record each CAS activity, the type of activity (CAS) and your supervisor’s name,
in the Activity Log.
 The first blog/diary entry for a new activity must include a clear statement of your
goals for participation in the activity. Your final entry for the activity should
include information about whether or not your goals (and please indicate which the
learning outcomes you have achieved) were met, how, why or why not.
 Entries must be dated. The date should be the date of the activity. Journal
entries are a personal reflection on the progress you are making over a period
of time.
 You may include photographs or videos of your activities.

* It must be kept up-to-date daily or at least weekly, brought to every CAS meeting and
be made available upon request to the CAS Adviser or CAS Coordinator.

“Follow effective action with quiet reflection. From the quiet reflection will come even more effective
action.”

Peter F. Drucker

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THE CAS FINAL SELF-EVALUATION (THE CAS ESSAY)

At the end of the two-year CAS programme, each IB Diploma student is required to write a clear and
complete critical reflection on your entire CAS experience based on the 8 Learning Outcomes. The
essay should be approximately 500 words. Your essay should address:

 The extent to which you have developed personally as a result of your activities.

 The understanding, skills and values acquired through the experience.

 How others may have benefited from your activities.

 Initiative, planning and organization involved in your CAS experiences.

 The amount of effort and commitment you have displayed.

 The degree of personal challenge in your activities.

“Kindness in words creates confidence. Kindness in thinking creates profoundness. Kindness in

giving creates love”.
Lao Tzu

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EVALUATION DETAILS

EVALUATION BY THE STUDENT

The evaluation should focus on the following:

 A CAS Folder – Journal, Diary, Portfolio containing written, and perhaps visual,
evidence of the student’s involvement.
 Evidence of planning and organization
 Evidence of commitment and effort
 The student’s personal achievement and development, taking into account skills,
attitudes and values at the start of the activity.
 Evidence of reflection throughout their CAS activities.

EVALUATION BY THE SCHOOL

 Evaluation by the supervising adult, including comments on each

activity/project supervised.
 Evaluation by the CAS adviser (two interim review and a final review) and
CAS Coordinator, including guidance given during the course of CAS
 10 sample pages of student’s CAS (ongoing) documentation. These sample
pages, which may, for example, be photocopied journal pages or printouts from
electronic logs/blogs, 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 you have learned from it.

Brent International School Subic is required to compile and keep full records of each Diploma
Programmed student’s CAS performance. These records will facilitate the writing of full evaluation
comments for future transcripts, for transferring to another school and for giving to the regional office
on request.

“If a man hasn’t discovered something that he will die for, he isn’t fit to live”.
Martin Luther King, Jr.

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CAS  PLANNING  FORM  2010  -­‐  2011

Submit to: MR. ERIC TOLENTINO

Name of student Class

Email address

Diary or Blog address

CAS Adviser

Below is a summary of my plan to complete my CAS activities.

Name of Activity Starting Name of

(Location) Date Goals CAS Supervisor/
Contact details

Student’s signature Date of submission

(Parent’s signature over printed name) (Parent’s email address / contact number)

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 CAS  PROPOSAL  FORM  
 
This  form  must  be  submitted  and  approved  by  the  CAS  Coordinator  BEFORE  you  begin  work!  

Name Class

1. Activity: Describe the activity you wish to undertake:

2. Goals: What are your personal goals for this activity? What do you anticipate learning?

3. Impact: Who will benefit from this activity?

4. Timeline: Where, how often, and for how long will the activity take place? (specific
dates, if possible)

STUDENT AGREEMENT: I will commit myself to the activity at the above stated time/s and given
duration to the best of my ability. I understand that failure to meet my commitment without valid
reason will jeopardize any hours accumulated through this activity. It is also understood that this
activity can only be cancelled through negotiation with the supervisor and CAS Coordinator.

Student Signature: Date:

SUPERVISOR AGREEMENT: The student has provided information about the CAS programme and
I understand what my role as supervisor is. I agree to monitor the student’s progress and to sign the
student’s CAS activity log on a regular basis to assure that s/he is satisfactory fulfilling the agreed
function. Upon completion of the activity, I will supply comments on the student’s Activity Evaluation
Form for the International Baccalaureate.

Name of Supervisor: Organization:

Address, email and contact number of supervisor if NOT at BISS:

Supervisor Signature: Date:

Approved by:
_____________________________ Date: ________________
MR. ERIC TOLENTINO, CAS Coordinator. Email: etolentino@brentsubic.edu.ph
Comments:

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CAS  ACTIVITY  LOG  
 
Student  Name                   Class              
 
Name  of  Activity/Project                

The CAS Log must be updated weekly and must be made available to the CAS Adviser and/or CAS
Coordinator as scheduled and upon request .
Under CAS indicate C, A, or S, depending on which category received the major commitment of
time and focus.

% Checked by
Date Description of time Supervisor
C A S

Supervisor’s Name: __________________________________

Supervisor’s Signature: ____________________________ Date: _______________

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CAS  ACTIVITY  SELF-­‐EVALUATION  
 
School  Name:    Brent  International  School  Subic       School  Code:      

(This form and your essay MUST be attached to Activity Supervisor’s Evaluation Report BEFORE the
supervisor completes his/her form)

Student Name: Class

Name of Activity/Project:

Candidates must complete a copy of this form at the end of each activity. Type the information or
write legibly using blue/black ink.

DIRECTIONS: Within two weeks of completion of an activity, attached a typed Reflective Essay
with this form to your CAS Coordinator. The reflection should be in essay format with a minimum
of 150 words in length. Make sure to attach this page to your reflection essay. Your essay should
explore your experience. Consider the following questions:

 Describe the activity. What did you do at each stage? Include dates where relevant.

 What did you hope to accomplish by this activity? What did you actually accomplish?

 What difficulties did you encounter? Did you feel at any stage that you were failing to
achieve what you wanted from this activity?

 What did you hope to learn from this activity, about yourself, about others, or about
academic subjects? (For example: self-confidence, modesty, curiosity, objectivity, new
skills, determination and the ability to meet challenges).

 Did anyone help you during this activity? If so, describe the help given.

 How will you provide thoughtful consideration, such as planning, reviewing progress,
reporting on this activity?

 Does this activity lend itself to reflection on outcomes and personal learning?

 How did you record what you have done for this activity? Please provide evidence that you
have actually done it.

Your signature below indicates that you have honestly and accurately described your activity
and that you have completed the CAS activity/project as described:

Student’s Signature _______________________________ Date _____________________

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CAS  ACTIVITY  EVALUATION  FORM  
(To  be  completed  by  the  supervisor)  
 

Student Name (Class)

Date(s) / Duration of Activity

Name of Activity

To the Supervisor: Thank you for your leadership of this activity. Please read the student’s self-
evaluation and then tick the appropriate box for each trait.

The student demonstrates:

Excellent Good Satisfactory Poor

Attendance and Punctuality
Effort and Commitment
Diligence
Initiative
Organization Skill

Please comment on student’s personal achievement and development taking into account his/her
skills and attitudes at the start of the activity.

I confirm that the student has accomplished his/her goals in this activity.

Supervisor’s Name ____________________________

Supervisor’s Signature ___________________ Date _______________

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CAS  ACTIVITY  SUMMARY  SHEET  (COVERPAGE)  
Student Name ______________________________ Class _______ Year 2010-2011

CAS Adviser _______________________________

School Name: Brent International School Subic School Code:

Indicate below the CAS activities/projects in which you were involved.

Number of CAS activities/projects which you have undertaken (completed): _________

Activities/Projects Completed

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

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[Insert date here]

Dear CAS Activity Supervisor:

Thank you for agreeing to supervise this Brent International School Subic student, who will be
working under your direction in order to complete the Creativity Action Service (CAS)
requirement of the International Baccalaureate Diploma Programme. The student needs to learn
new skills and to show commitment and enthusiasm to pass the CAS requirement.

As a supervisor, we would be grateful if you could complete the relevant section with your name
and contact details on the CAS Proposal Form. We may contact you in the future to arrange for
viewing of the student in the activity as part of our assessment for the programme. It would, of
course, be at your convenience.

At the end of the student’s term under your direction, s/he will request you to fill in an evaluation
form. The student will need to be evaluated on the following criteria:

Attendance
Punctuality
Time spent on the activity
Initiative
Organization
Effort and Commitment
Diligence
Enthusiasm
Teamwork

If at any time you have questions about the programme or concerns over the student’s
participation and attitude, please do not hesitate to contact me at school phone number 252-6871.
Alternatively, you can email me at etolentino@brentsubic.edu.ph. I will be more than happy to
discuss any issues with you.

On behalf of Brent International School Subic, thank you for your time and help with this
programme.

ERIC TOLENTINO
CAS Coordinator
IBDP

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 Brent International School Subic

[Insert date here]

CAS Information for Activity Supervisor

On behalf of Brent International School Subic, I would like to outline some of the requirements of the
programme and responsibilities of the Activity Supervisor:

 All students in Years 11 and 12 at Brent International School Subic have to do CAS (Creativity
Action Service). This MUST be fulfilled satisfactorily for a student to pass their IB Diploma at
the end of the two years.

 CAS is an experiential learning programme involving students in NEW ROLES. Students are
required to undertake a new activity or a new role in an activity.

 CAS is not taking place when the student is in a passive rather than an active role. There should
be INTERACTION. Examples of activities which would appear to be inappropriate are listed
below:
Any class, activity or project which is already part of the student’s Diploma Programme
course.
Doing simple, tedious and repetitive work, like returning school library books to shelves.
Attending the same activity for two years without real progress, goals or direction.
 Students are expected to demonstrate active involvement, commitment, effort and application.

 CAS should extend the student with the emphasis on learning by doing real tasks that have
real consequences and then reflecting on these experiences over time. These reflections take
the form of an online diary of periodic self-evaluations.

The requirement for all CAS activities is that goals are set and that the student reflects on progress.

Several things are asked of CAS Activity Supervisor:

a. To support the student in trying to fulfill the assessment criteria listed above. If you feel that
either the activity does not meet the CAS requirements or that the student is unsuitable for your
activity, please let me know as soon as possible so that we can find an alternative.
b. To monitor student’s attendance by logging the time spent on the activity onto the Activity
Log.
c. To read the student’s Self-evaluation Essay. Please follow up if you do not see it a week after
the completion of the activity.
d. To evaluate student’s performance and add a pertinent comment onto the Activity Reflection
Form. These should then be returned to me.
If you have any concerns about the student(s) involved or further questions about the CAS programme,
please let me know. Many thanks for your support.
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 CAS  PROGRESS  FORM  
(To  be  filled  in  together  with  the  CAS  Adviser)

Student Name ____________________________________ Class _______________

CAS Diary/Blogsite __________________________________________________

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

Student has submitted final

reflections and CAS File

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 CAS  COMPLETION  FORM  
(To  be  filled  in  together  with  the  CAS  Adviser)

Student Name ____________________________________ Class _______________

There is evidence that the above-mentioned student has fulfilled each of the following learning
outcomes:
Learning Outcome Achieved ? Nature and location of evidence (blog/date,
(/) journal/page, progress form/date

Increased awareness of his/her own

strengths and areas for growth

Undertaken new challenges

Planned and initiated activities

Worked collaboratively with others

Shown perseverance and

commitment in their activities

Engaged with issues of global

importance

Considered the ethical implications

of their actions

Developed new skills

Name of CAS Adviser ____________________________________

CAS Adviser’s Signature _______________________________ Date ____________________

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