NORTH MECKLENBURG HIGH SCHOOL
INTERNATIONAL BACCALAUREATE PROGRAM
CAS
Guidelines &
JOURNAL
1
Table of Contents
Quick CAS Guide..............................................................................................3
What is CAS?…………………………………………….………………...4-5
Minimum CAS Requirements…………………………………………..........6
Learning Outcomes…………………………………………………………..7
Responsibilities of Student…………………………………………………...8
Reflection, Recording, and Reporting………………………………….....9-10
A final word ....................................................................................................11
IMPORTANT DOCUMENTS ………………………………………….12-21
CAS Initial Meeting Form…………………………………………………..13
Quick Guide What to write in your reflections…………………………………….14
CAS Accountability Dates (Class of 2015)...……………………………….15
North Meck CAS Activity Proposal Form…………………………………………….16
CAS ACTIVITIES COMMITMENT AND PERMISSION ..........................17
Some hints about selecting CAS projects…...………………………………18
Yearly/Summer Proposal Form……………………………………………..19
CAS Individual Student Completion Form…………………………………20
CAS Progress Report………………………………………………………..21
What is NOT CAS…………………………………………………………..22
Example CAS Activities………………………………………………...23-24
North Meck IB Wiki information...……..…………………………………..25
2
QUICK CAS GUIDE:
Community & Service- MYP 9th/10th grades
Creativity, Action, Service- DP 11th/12th grades
CAS is more than community service. It is also not meant to be considered “work.” CAS is an
amazing opportunity to build character, find self-definition, help others, expose yourself to
different opportunities, become an active member of your community, and change the world!
CAS and C&S are focused on 8 different learning outcomes (outcomes located on the IB Wiki).
The focus of these outcomes emphasizes that it is the quality of a CAS activity (its contribution
to your development) that is of most importance.
Guidelines
 You are to be involved in extended, ongoing, and meaningful activities. You should plan,
act, observe, and reflect for each activity you are involved in. Keep a running reflection
that shows how you planned, acted, observed, and reflected and really explain your
learning outcomes!
 Reflections forms are to be turned in on the 12th of each month.
 You may access the Reflection Forms on the IB Wiki page. There are different reflection
forms for MYP & DP
o On the CAS section of the IB Wiki page you will also be able to:
 See a spreadsheet of your total hours completed (recorded by student
I.D. number)
 Find available opportunities to earn CAS/C&S hours
 See examples of what CAS/C&S is and is not
 IB students are principled, and honesty is a key policy of completing your hourly
requirements. “Fudging the rules” in recording your hours is not acceptable. An
infraction in recording hours will result in loss of hours. (For example: If you record
that you completed 6 hours, when in actuality you only completed 2, you will receive
ZERO credit.)
 You cannot receive an IB Diploma without completing ALL required CAS hours.
 Number of required hours:
o 9th grade =35
o 10th grade =40
o 11th & 12th grade = 150 hours (It is recommended that you complete at least 2-3
hours per week of CAS in order to fulfill your required hours. Of these 150
hours, there should be a reasonable balance between creativity, action,
and service. You cannot wait until Senior year to do all 150 hours! Your CAS
advisor will help you stay the course, but you ultimately are responsible for the
punctual completion!)
*If you have any questions, concerns, ideas on how to help, etc. please contact our CAS coordinator,
Megan Sage Townsend, at megane.sage@cms.k12.nc.us, or at 980-343-3840.
“The best way to find yourself is to lose yourself in the service of others.” ~Mahatma Gandhi
3
CAS= Creativity, Action, Service
The following explanation is borrowed from http://cascorner.wordpress.com/
Creativity
Creativity is what made the first caveman turn a rock into a wheel. Creativity isn’t just
poetry, singing, dancing, art, or writing. Although these endeavors bring beauty and
meaning to our lives, creativity is much more. It’s innovation, it’s progress, it’s new
discoveries, new inventions. It’s the advancements in medicine that kept my dad alive for
many years longer than he should’ve lived through his battle with cancer. It’s the iPad in
my hands as I type this post. Creativity is certainly being involved in the Arts, but it’s also a
better life in a better world through different thinking, new thinking, new ideas.
Service
But this creativity would all be for nothing if we didn’t use it to serve and assist our fellow
man. Creativity and progress doesn’t do anyone any good if its foundation is not born from
a desire to help each other, to make someone else’s life better and more enjoyable.
The majority of us will not serve in big ways and change the world, but all of us can serve in
some way, even small ways, by using our time and talents to change the world for
someone. CAS is at the heart of the IB program, and service is at the heart of CAS. We need
to keep creating and using our creativity to serve our community and the world at large as
best we can.
Action
But if we don’t stay healthy then we can’t maximize our creativity or our service to others.
Our lives may even be cut short. There are many health issues not in our control, but
staying active and exercising the only body we will ever have is one small area of health
that is in our control. Brain research tells us our bodies need physical exertion to keep the
brain AND body healthy, so exercise has a two-fold benefit. Remember this: Move more, eat
less.
Living is the art of loving. Loving is the art of caring. Caring is the art of sharing.
Sharing is the art of living. If you want to lift yourself up, lift up someone else.
-- Booker T. Washington
4
Creativity, Action, Service (CAS) is at the heart of the IB Diploma Program. It is one of the
three essential elements of every student’s Diploma Program experience. It involves students in
a range of activities alongside their academic studies throughout junior and senior year. The
three strands of CAS, which are often interwoven with particular activities, are characterized as
follows.
Creativity: arts, and other experiences that involve creative thinking.
Action: physical exertion contributing to a healthy lifestyle, complementing academic work
elsewhere in the Diploma Program.
Service: an unpaid and voluntary exchange that has a learning benefit for the student. The
rights, dignity, and autonomy of all those involved are respected.
CAS enables you to enhance your personal and interpersonal development through experiential
learning. As the same time, it provides an important counterbalance to the academic pressure of
the rest of the Diploma Program. A good CAS program should be both challenging and
enjoyable, a personal journey of self-discovery. Each individual student has a different starting
point, and therefore different goals and needs, but for many your CAS activities will include
experiences that are profound and life-changing.
CAS should involve:
 real, purposeful activities with significant outcomes
 personal challenge – tasks must extend you and be achievable in scope
 thoughtful consideration, such as planning, reviewing progress, reporting
 reflection on outcomes and personal learning.
All proposed CAS activities need to meet these four criteria. CAS activities should continue on
a regular basis for as long as possible throughout the program, and certainly for at least 18
months.
AIMS
Why CAS? Because you are more than just a grade point average! CAS is intended to move
you out of the academic arena and help you learn through life experiences. As an outstanding,
all around student, you are involved in many interesting activities. What you are asked to do is
consider how these activities help you become a better person. CAS is about:





reflective thinking ~ understanding your own strengths and limitations, identifying and
devising strategies for personal growth
willingness to accept new challenges and new roles
awareness of yourself as a member of communities with responsibilities toward others
and the environment
participating in sustained, collaborative projects
balance ~ enjoying and finding significance in a range of activities involving intellectual,
physical, creative and emotional experiences.
5
WHAT IS THE MINIMUM REQUIREMENT FOR IB?
The International Baccalaureate Office in Geneva has mandated that Diploma students must
perform 18
months with a minimum of 150 hours divided equally
among Creativity, Action, and Service. This is the equivalent of 3 to 4 hours
per week. HOWEVER, THERE IS NO CAS VACATION! What does this mean? You cannot
meet 150 hours at the end of your junior year and be done! It is a continuous 18 month journey!
The school must confirm with Regional Office that all Diploma candidates have
satisfactorily completed the CAS requirement at the end of their two year IB program. If a
candidate fails to do so, the school must report this to the Regional Office. Failure to meet
the requirement will normally result in no diploma being awarded.
It is expected that the highest degree of integrity be demonstrated in the completion and
documentation of CAS activities. This applies to interaction with other students,
supervisors, and members of the community and especially to the accuracy of hours logged.
Any falsification of information will result in no diploma being awarded.
The IBO requires that a central record summarizing each individual student’s CAS performance
must be kept by the school and made available to IBO upon request. Part of this record must
contain self-evaluation reports completed by the student.
HOW DOES A STUDENT ESTABLISH AND PURSUE
A CAS PROGRAM?
At the end of sophomore year there is a mandatory CAS meeting for all IB Diploma candidates.
During the meeting, the CAS program is explained in detail. During the following weeks or over
the summer months, students must design their individual CAS programs using the
Yearly/Summer proposal form (page 19) and based on the following criteria:
1. A variety of activities are chosen so that a good balance of the three CAS areas is
represented.
OR
A major activity is chosen which presents opportunities to include all three CAS areas
in one project.
2. At least one activity has an international component or focus
3. A teacher or other adult is available to act as a supervisor and to evaluate the
student’s performance in each activity.
Students may choose school based activities. Athletic teams, plays, the school paper and
yearbook offer outstanding opportunities for commitment and growth. Many students will
choose to pursue non-academic activities outside of school. It is important to select activities
which intrigue and challenge, which teach new skills and broaden the students’ view of their
community and the world. All of these activities must be documented for CAS credit.
6
Learning Outcomes
(These outcomes are based on the IB Learner Profile)
Successful completion of CAS is a requirement for the award of the IB Diploma. CAS is not
formally assessed. That is, you will not receive a grade upon completion of this component.
However, in documenting and reflecting upon your activities, there should be evidence that you
have:
1. Increased your awareness of your own strengths and areas for growth (Balanced &
Inquirer) 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.
2. Undertaken new challenges (Risk-taker) A new challenge may be an unfamiliar
activity, or an extension to an existing one.
3. Planned and initiated activities (Inquirer & Communicator) 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
small, student-led activities.
4. Worked collaboratively with others (Communicator) Collaboration can be shown in
many different activities, such as team sports, playing in a band, or helping in a
kindergarten. At least one project involving collaboration and the integration of at
least two of creativity, action, and service is required.
5. Shown perseverance and commitment in your activities (Caring)
At a minimum, this implies attending regularly and accepting a share of the responsibility
for dealing with problems that arise in the course of activities.
6. Engaged with issues of global importance (Knowledgeable & Thinker)
You may be involved in international projects, but there are many global issues that can
be acted upon locally or nationally.
7. Considered the ethical implications of your actions (Open-minded, Principled, &
Reflective)
Ethical decisions arise in almost any CAS activity (for example, on the sports field, in
musical composition, in relationships with others involved in service activities).
Evidence of thinking about ethical issues can be shown in various ways, including journal
entries and conversations with the CAS advisor.
8. Developed new skills (Balanced)
As with new challenges, new skills may be shown in activities that you have 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 may be
demonstrated many times, in a variety of activities, but completion requires only that there is
some evidence for every outcome.
This focus on learning outcomes emphasizes that it is the quality of a CAS activity (its
contribution to your development) that is of the most importance. The guideline for the
minimum amount of CAS activity is approximately the equivalent of half a day per school week
(3-4 hours per week), or approximately 150 hours in total, with a reasonable balance between
creativity, action and service. REMEMBER: It is the experience and reflection upon the
experience that counts; this is not merely an exercise in logging hours.
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Responsibilities of the Student
The CAS program is your responsibility! You should “own” your personal CAS program. With
guidance from mentors, teachers, parents, your CAS advisor, and the CAS Coordinator, you
choose your own activities and initiate new ones. The CAS experience is personal, and only you
can build a program that meets your needs. There are, of course, requirements that must be met.
You are required to:

self-review at the beginning of your CAS experience and set personal goals for what you
hope to achieve through your CAS program

plan, do, reflect (plan activities/projects, carry them out, and reflect on what you have
learned

communicate with your CAS advisor at the beginning, midpoints, and end of the 18
month program to discuss plans and progress

take part in a range of activities, including at least one “project,” some of which you have
initiated. Your project must include two of the three CAS components (creativity, action,
service).

keep accurate records of your activities and achievements, including a list of the principal
activities undertaken (If you want copies of your CAS forms for your records, MAKE
COPIES BEFORE YOU TURN THEM IN!)

show the highest degree of integrity in the submission of documentation

show evidence of achievement of the eight CAS learning outcomes. These can be
reflections, blogs, web videos, scrapbooks, pictures, trophies, awards, flyers, pamphlets,
etc…Keep in mind you will present at the North Meck CAS fair at the end of your senior
year so collect items that are easy to show on a tri-fold poster!

keep a log form for your CAS activities
 get every activity signed by a supervisor

turn in reflection forms every 4 weeks (MYP) & 6 weeks (DP)
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Reflection, Recording and Reporting
Reflection is a skill that needs to be developed. Not everyone is comfortable with this process
and it doesn’t always come naturally. Just as the kind of reflection that a critic applies to his
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.
1) What did I plan to do?
2) What did I do?
3) What were the outcomes for me, the team I was working with, others? Physically,
Emotionally, Mentally, or Ethically
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

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, 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 is 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 others, reflective writing does not come naturally. It
can, to some extent, be “modeled” 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. You can present your
activities to peers, parents or outsiders (These must be recorded!). You can make scrapbooks,
photo essays, videos/DVDs or web logs. You can use journals or make up varied portfolios.
You may decide to build an e-mail relationship with the CAS coordinator. All of these are valid
reflective forms. All reflections must outline the learning outcomes and answer the following…
9
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, after):

How did I feel?

What did I perceive?

What did I think about the activity?
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What did the activity mean to me?

What was the value of the activity?

What did I learn from the activity, and how does this learning (for example, a change of
perspective) apply more widely?
If the activity was service, you might also want to consider ethical questions such as :

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What is service?
Why is service to the family not considered as “service”?
Are you trying to help or empower people with your service?
What obligation do you have to the person who is being served?
How do you finish a service relationship?
What do you do if the person does not want your service?
Recording and Reporting
You should document your CAS activities, noting in particular your reflections upon the
experiences. As previously indicated, this documentation may take many forms, including web
logs, illustrated displays and videos, scrapbooks, photographs, programs, and written notes or
journals. Its extent should match the significance of the particular activity to you. There is no
point in writing lengthy accounts about relatively routine experiences.
To assist you in keeping track of your involvement in activities, you are required to keep an
accurate log of participation. The log does not take the place of reflection.
Forms are to be turned in on the 12th of each month. You may submit forms or reflections to
Guidance or room S-8.
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A Final Word
The next 18 months will be a journey of not only helping your community locally, nationally and
globally, but a journey of self reflection. The CAS program is unique and personal to each
individual student. It allows you to fully participate in life and learn who you are! It is your
responsibility, so OWN it! Enjoy this journey and know that you are not alone. Your teachers,
supervisors, and CAS Coordinator are here to guide and advise you through your experiences.
I’m excited to see what challenges you overcome, what successes you reach, and who you grow
to be on this adventure! May the CAS be with you! 
Megan Townsend
CAS Coordinator
Megane.sage@cms.k12.nc.us
For Inspiration . . . . .
“You are what you do, not what you say you'll do.”
--C.G. Jung
To laugh often and much; to win the respect of intelligent people and the
affection of children; to earn the appreciation of honest critics and endure the
betrayal of false friends; to appreciate beauty; to leave the world a bit better
whether by a healthy child, a garden patch or a redeemed social condition; to know
that even one life has breathed easier because you have lived. This is to have
succeeded.
--Ralph Waldo Emerson
Unless someone like you cares a whole, awful lot. Things aren't going to get
better, they're NOT!
-- Dr. Seuss, The Lorax
Volunteers aren't paid, not because they are worthless, but because they are
priceless.
--Anonymous
We make a living by what we do, but we make a life by what we give.
--Winston Churchill
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IMPORTANT
DOCUMENTS
12
CAS Initial Reflection
Name____________________________________________________________
Email Address ____________________________________________________
1. What are your personal goals for CAS?
2. (Think about at least 4 different CAS activities you are interested in, including
ONE that is a combo of two or more components!)
1. C2. A3. S4. CAS3. Which of the learning outcomes will you achieve with these first efforts?
4. What is your time frame for your first activities/project?
5. With whom do you plan to collaborate (if anyone)?
6. Have you given thought to global awareness in planning your activities?
(Continue on the back with any questions if you need to!)
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Quick Guide What to write in your reflections…
For each activity you should experience a completion of the following chart of
experiential learning! Use the chart and the following questions to help you write
your reflection!
Be sure to include goals that you have set for yourself, strengths and areas for growth, and
some of the following:
What did I plan to do?
What did I do?
What were the LEARNING OUTCOMES for me, the team I was working
with, others?
 Physically
 Emotionally
 Mentally
 Ethically
 How did I feel?
 What did I perceive?
 What did I think about the activity?
 What did the activity mean to me?
 What was the value of the activity?
 What did I learn from the activity, and how does this learning (for
example, a change of perspective) apply more widely?



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CAS Accountability Dates ~ Class of 2015
October 15, 2013
By this date all Diploma candidates will have met with Mrs.
Townsend to submit and discuss the CAS Plan that they have
developed over the summer. A minimum of two activities and the
CAS project will have been determined. It is the students’
responsibility to schedule and attend the meeting.
March 15, 2014
By this date, all Diploma candidates will have met with Mrs.
Townsend to share/submit evidence of significant progress on their
CAS requirement. The meeting will be a time to reflect on
experiences to this point and evaluate progress on the eight
learning outcomes. It is the students’ responsibility to schedule
and attend the meeting.
May 1, 2014
By this date, all Diploma candidates will have met with Mrs.
Townsend a second time to share/submit evidence of significant
progress (70 fully documented hours) on their CAS requirement.
The meeting will be a time to reflect on experiences to this point
and evaluate progress on the eight learning outcomes. A plan for
additional activities may be submitted if necessary. It is the
students’ responsibility to schedule and attend the meeting.
October 15, 2014
By this date, all Diploma candidates will have met with Mrs.
Townsend a third time to share/submit evidence of significant
progress on their CAS requirement. At this meeting students will
address any lack of evidence in achieving the required learning
outcomes and make a plan to correct this. It is the students’
responsibility to schedule and attend the meeting.
March 15, 2015
By this date, all Diploma candidates will have met with Mrs.
Townsend a fourth time to share/submit evidence of significant
progress on their CAS requirement. By this meeting, students
should be very close to finishing the 150 hours and should have
submitted another written reflection.
May 1, 2015
By this date, all Diploma candidates will have met with Mrs.
Townsend a fifth time to share/submit evidence of completion of
the CAS requirements:
 Activities have been planned, carried out, and reflected
upon.
 There has been a range of activities, including one project
that included at least two of the CAS components.
 Records and evidence, including a list of the principal
activities and a concluding essay, have been submitted.
 The eight required learning outcome have been achieved.
15
North Meck CAS Activity Proposal Form
Candidate Name:__________________________________________
Grade/Year of Graduation:_________/__________
Activity:_________________________________________
Targeted Learning Outcomes:
Brief Description of activity/project:
Explain which components of CAS this will cover and how:
What is the projected schedule for this commitment? Identify the
days of the week and hours you project you will be working on
this project.
Name of supervisor:_________________________________________________________
Name of Agency:____________________________________________________________
Agency's Address:
Agency’s email:
Agency Contact # : _____________________________ Agency fax #: __________________
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CAS ACTIVITIES COMMITMENT AND PERMISSION
I request that North Mecklenburg High School allow my son/daughter to participate in
the Creativity, Action, and Service component of the International Baccalaureate
Program. I understand that any or all of these activities may take place away from the
North Meck campus, and that my son/daughter is responsible for providing her own
transportation, equipment, and supplies for the activities she undertakes. The activities
will begin no sooner than June 2, 2011, and will be completed by or before April 8,
2013.
In consideration of the making of arrangements for these activities by my son/daughter,
North Mecklenburg High School, or any agency associated with the CAS activities, I
hereby release and save harmless the school of North Mecklenburg, Huntersville, North
Carolina, and any and all personnel of North Mecklenburg High School from any and all
liability for injuries, loss, or other claims arising out of or resulting from these trips and
activities.
I understand and support the fact that the student must comply with the directions given
by North Meck for the purpose of completing the aforementioned activities in a suitable
and timely manner. I also understand that failure to complete CAS activities or
falsification of documentation for CAS activities will result in failure to receive the IB
Diploma.
Student Name ___________________________________________________
Student Signature ____________________________________________________
Year of Graduation ________________________
Parent Signature _____________________________________________________
Address: ____________________________________________________________
Phone Number: ____________________
Date _________________________
17
Some hints about selecting CAS projects
First: Projects involving groups are preferred over projects done alone.
Second: Projects, especially service, interacting with those served are preferred over those
without contact.
In order to make sure that a project can be counted for CAS, you need to ask
yourself the following questions:
1.
2.
3.
4.
5.
Can you describe the project?
What qualifies this experience as “creativity,” “action,” or “service”?
What will your specific involvement be?
How will you measure or evaluate the experience?
Can you clearly state the skills and proficiencies you plan to use or achieve through your
participation in this activity?
6. What do you hope to learn about yourself through this project?
7. How will this project involve your interaction with, or contribution to, others?
8. Who will supervise you and/or attest to your participation in this project? Can you give
his/her title and business phone number?
9. Will you receive any credit or compensation for the project? (If yes, it may not be used.)
10. Does this project take place outside of school time? (If no, it may not be used.)
Remember: At the end of each project, you will write a Self-Evaluation, which is reflective in
nature and includes:




the extent to which you have personally developed through this project;
the understanding, skills, and values you have acquired;
the benefit to others achieved through the project;
how Creativity, Action, and/or Service were incorporated.
The supervisor who attests to your participation in the project will complete an
Evaluation commenting on you performance with reference to the following criteria:




your attendance, punctuality, and time spent on the project;
evidence of your initiative, planning, and organization;
the amount of effort and commitment you gave to the project;
your personal achievement and development, taking into account you skills and
attitude at the start of the activity.
Your evaluations may not always be totally positive. Sometime you may find that
the project, or your skills, did not develop or mesh as you expected. The key is, what did you
learn about yourself and how can you use what you learned to continue growing?
18
YEARLY or SUMMER PROPOSAL
How will you achieve the learning outcomes through CAS? What activities can you be
involved in that are MEANINGFUL to you? Fill out the chart to map out your CAS
journey. At least ONE activity must meet 2 or more components. Your C, A, and S
should be relatively balanced!
Name: ______________________________________ Grade _______Class of:______
For (circle one):
Pre-Junior Summer
Junior Year
Short Description of Activity
Pre-Senior Summer
Expected Learning
Outcomes
Estimated Hours
C
19
Senior Year
A
S
Total
CAS individual student completion form (Model form B)
Learning Outcome
Achieved?
Nature/location of
evidence
(for example, weblog [date], journal
[page xx], progress form [date])
Increased their awareness of
their 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
Student Name:________________________________________
Student Signature:_______________________________________
CAS Coordinator Signature:________________________________________________
Date:_____________________________
20
CAS Progress Report (Model form A)
Student Name:_______________________________________
CAS Advisor:_________________________________________
Event
Date
Student has declared
an acceptable plan for
CAS activities
August/September
20____
First consultation
between CAS adviser
and student
September/October
20____
Second consultation
between CAS advisor
and student
February/March
20____
Student has submitted
reflective work for
junior year (roughly 70
hours)
May 20____
Third consultation
between CAS advisor
and student
September/October
20____
Fourth consulation
between CAS advisor
and student
March 20____
Student has submitted
final reflections
May 20____
Signature
21
Comments
What is not CAS?
Generally, CAS is not taking place when the student is in a passive rather than 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 student is doing, and no real
reflection is possible.
Examples of activities which would not be appropriate for CAS are listed below.
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 or 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.
 Working in senior or children’s home when the student:
Has no idea of how the home operates
Is just making sandwiches
Has no contact at all with the senior citizens or children
Actually does no service for other people.
 A passive pursuit, such as a visit to a museum, the 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. (YOU
CANNOT do Vacation Bible School, watch the nursery at your church, etc…YOU CAN work
with your church if it is OUTREACH, i.e. your church is working at a homeless shelter, etc.)
 Work experience which only benefits the student, or is seen as FREE labor (mowing
someone’s grass, walking a neighbor’s dog, babysitting for free, working at a business for
free, etc.)
 Fund-raising with no clearly defined end in sight.
 An activity where there is no leader, supervisor or responsible adult on site to evaluate
and confirm student performance. (The parent of the student cannot evaluate the student’s
performance)
 Activities which cause division amongst different groups in the community.
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How can I achieve CAS? Creativity, Action, and Service Opportunities
It is the intent of IB to foster a lifelong commitment in CAS philosophy. It is the responsibility of the
IB student to take the initiative and pursue activities which interest them.
Here is a suggestive list of possible CAS opportunities. You are not limited to the following!
Creativity
Action
Service
Art gallery / museum volunteer Community Clean-up / Ada Jenkins Community Center
Beautification
Arts and crafts camp volunteer
Habitat for Humanity
American Cancer Society
Band
Little League Coaches,
Referees and Umpires
American Diabetes Association
Chess Club
Chorus
Martial Arts
Participation on an
organized sports team
American Heart Association
American Lung Association
Debate Team (Speech & Debate)
Drama: Drama club, Theater
productions, Tech crew
Race for the Cure
Relay for Life
American Red Cross
Big Brothers / Big Sisters
IB Magazine
Instrument lessons (learning or
teaching)
Symphony volunteer
(Imaginon, Discovery Place)
Special Olympics
Volunteer Lifeguard
Crisis Assistance Ministries
Environmental Clean-up
Walking, running,
hiking, biking with an
organization (Ex: Boy
Scouts of America)
Local Food Bank
Charlotte Theatre
Web page design for an
organization or group
World of Nations
Yoga Lessons
Girl / Boy Scouts
Goodwill Industries
Studio 345
Inside Out Club
Self Defense Classes
School or Club Sports
Habitat for Humanity
Hospice
DECA
Working out at a gym
(YMCA)
Archery Club at NM
Non-profit Summer Camp Volunteer (*Only
10 hours of summer hours may be logged)
Hospital Volunteer
Charlotte Humane Society
Leukemia & Lymphoma Society
Local Library
Make-A-Wish Foundation
March of Dimes
Meals on Wheels
National Multiple Sclerosis Society
NMHS School Clean-up
NMHS Barbeque
Public Library Volunteer
Salvation Army
Gardening
Culinary Arts
Sewing
Baking
Photography
Film
Journalism
Web Design
Blogging
NM Writing Club
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Service Continued…
Soup Kitchens
Special Olympics
Local Homeless Shelters
Raptor Center
Retirement and Elder Care
Ronald McDonald House
Room at the Inn
Tutoring at Middle / Elementary Schools
(Blythe/JMA)
United Way
YMCA
Side kicks (With Ms. Burns)
Hands on Charlotte
Samaritan’s Feet/Purse
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To get log forms and reflection
forms, see your CAS Hours
spreadsheet, discover current CAS
opportunities, read the IB CAS
Subject Guide and more, visit the
following website:
http://nmib.cmswiki.wikispaces.net/
General+CAS+Info
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