The Galaxy School

Creativity
Activity
Service
Handbook
(2022 – 2023)

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 The IB Learner Profile
Students who participate in IB Programs develop themselves to become:

Knowledgeable

They explore concepts, ideas and issues which have global relevance and importance. In so doing,
they acquire, and are able to make use of, a significant body of knowledge across a range of
disciplines.

Critical Thinkers

They exercise initiative in applying thinking skills critically and creatively to approach complex
problems and make reasoned 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.

Risk-Takers

They approach unfamiliar situations with confidence and forethought, and have the independence of
spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending
those things in which they believe.

Principled

They have sound grasp of the principals of moral reasoning. They have integrity, honesty, a sense of
fairness and justice and respect for the dignity of the individual.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a
personal commitment to action and service to make a positive difference to the environment and to
the lives of others.

Open-minded

Through an understanding and appreciation of their own culture, they are open to perspectives,
values and traditions of other individuals and cultures and are accustomed to seeking and
considering a range of points of view.

Well-balanced

They understand the importance of physical and mental balance and personal well- being for
themselves and others. They demonstrate perseverance and self-discipline.

Reflective

They give thoughtful consideration to their own learning and personal development. They are able
to analyze their strengths and weaknesses in a constructive manner.

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 Aim of CAS
The CAS programme aims to develop students who:
• Enjoy and find significance in a range of CAS experiences

• Purposefully reflect upon their experiences

• Identify goals, develop strategies and determine further actions for personal growth

• Explore new possibilities, embrace new challenges and adapt to new roles

• Actively participate in planned, sustained, and collaborative CAS projects

• Understand they are members of local and global communities with responsibilities towards
each other and the environment.

(As given in IB-CAS guide 2017 page 10)

CAS at TGS aims to develop an environment / framework for students that provides /
creates opportunities for enjoyable, challenging and meaningful life long learning
experiences that contribute towards their growth and helps them develop an identity and
become a bold, sensitive, reflective and informed 21st century global citizen.

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 How to identify a CAS experience?

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 School rules and interpretation of CAS
The school considers CAS program as an integral part of the overall development of the student. It
is at the heart of the IBDP program. It is crucial that all students understand the purpose of CAS, the
learning outcomes and the criteria for CAS completion.

Guidelines and rules for students to follow:

➢ All deadlines have to be strictly followed.

➢ All students need to create a proposal / plan that meets their expectations from CAS.

➢ They should regularly be involved in CAS experiences, spending about 4 to 5 hrs per
week and for a duration of at least 18 months.

➢ They should fulfill all the seven learning outcomes.

➢ They have to maintain a log of all activities. This can be in the form suggested or in any

form that help students maintain a record of their work.

➢ They should maintain evidences of their work.

➢ Reflection should be submitted within 15 days of completion of a one time activity.

Reflection / learnings should be recorded regularly for ongoing CAS experiences and then
culminate into a final reflection at the end of the experience.

➢ CAS Advisors should be consulted for any doubts.

➢ CAS Advisor shall interact regularly with students and at least three times in the form of
a formal interview.

➢ Students are free to choose activity and experiences in or outside the school depending on
their plans. In case of an activity outside the school their advisor should be aware of the
supervisor and approve the method of monitoring the progress.

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 What is Creativity, Activity, Service?
CAS is at the heart of the Diploma Program. It is an essential part of the IB diploma experience.
Through CAS students have the opportunity to explore various aspects of the IB learner profile. It
requires students to be engaged in fruitful experiences directed at fulfilling the seven learning
outcomes.

Along with the growth and development of the students it is also important that the students enjoy
the activities they are involved in. They should feel challenged but not burdened. By devising their
own CAS program Students shall get the opportunity to explore their hidden talents and constantly
keep on pushing their goals. This also helps them identify their weakness and work towards
eliminating them.

CREATIVITY – exploring and extending ideas leading to an original or interpretive product or

performance

Students at TGS have pursued the following for creativity:

Learning a musical instrument

Painting, sketching, rangoli making

Singing

Skit Mime

Photography and Film Making

Photo and Video Editing

Pottery

Newsletter

Public Speaking, Debate, MUN

Dance

Robotics

This list is just indicative. Anything that leads to product or a performance as a result of developing
a skill over a period of time qualifies as creativity.

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ACTIVITY – physical exertion contributing to a healthy lifestyle

Students at TGS have pursued the following for Activity:

Sports - Football, Volleyball, Basketball, Badminton etc.

Cross Country race.

Trekking.

Gymming and fitness training.

Dance.

This list is just indicative. Any experience undertaken having creativity or service as the primary
strand but involving physical exertion is also included for activity e.g. tree plantation.

SERVICE – collaborative and reciprocal engagement with the community in response to an

authentic

Need. Service learning is an integral part of the service program.

Students at TGS have pursued the following for service:

Teaching kids at a local municipal school.

Working with kids from Mother Teresa Ashram.

Regular service and events at orphanages and old age home.

Advocacy – Polio eradication campaign.

Blood donation camp.

Contributing at MUNs

Menstrual hygiene awareness

Organising inter school arts competition

Volunteering at various community and school events

This list is just indicative. Any service done to fulfil an authentic need, leading to a learning
experience and contribution to the stakeholder involved will be considered as part of service.

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CAS project (at least one month)

The CAS project shall give the opportunity to students to work in teams. This project should be of
at least one months duration and can involve one or more CAS strands.

The primary purpose of the CAS project is to ensure participation in sustained collaboration.
Through this level of engagement students may discover the benefits of teamwork and of
achievements realised through an exchange of ideas and abilities. A CAS project challenges
students to show initiative, demonstrate perseverance, and develop skills such as those of
cooperation, problem-solving and decision-making.

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. 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.

All CAS projects should use the CAS stages as a framework for implementation to ensure that all
requirements are met.

Students at TGS have initiated, planned and executed the following projects (2016 onwards):

Organising a cricket tournament and using the funds to make a small terrace garden using
Hydroponics.

Managing the canteen and using the funds for a day of activities and fun for the kids from and
orphanage.

Create a model of an automated transport system to be demonstrated to the local authorities.

Learning an art form and conducting workshops and training sessions for the same.

Creating souvenir for visitors to school.

Creating a football table.

Creating a comic to spread awareness about nutrition.

Performing a Skit on a social issue.

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 CAS and DP Subjects
All IBDP subjects offer opportunities to make connections with CAS. These may be in the form of:
A direct CAS experience initiated by a student or teacher for the entire class.
Discovering an opportunity to undertake a CAS experience as an outcome of classroom discussion.
Making connections between the subject and an ongoing CAS experience.

Few examples of Subject integration with CAS:

- Hydroponics ( CAS ) : Biology, Physics, B&M

- Robotics ( CS ) : Physics
- Tie and Dye ( C ): Chemistry
- Aluminium products ( C ): Physics.
- Healthy food campaign / making ( CAS ) : Biology, Chemistry, Language, B&M, Economics
- Short Movie on a social issue ( CAS ) : (language, B&M)
- Comics / Poems / Different (local) interpretation of a text ( CAS ) : Language
- Assembly performance : All subjects
- Play / Skit / Mime ( CAS ) : language
- Recitation ( CS ) : Language.
- Popup Cards ( C ) : Math
- Annuities project to help support staff ( CS ): Math, Language, B&M
- Math kits / videos focusing on application. CS (Math)
- Packaging project ( CAS ) : B&M, Economics, Psychology, Biology, Chemistry
- Business – Economics club ( CS ) : B&M, Economics
- Psychology trip (CS) : Psychology

The attribute of thinking skills as part of Approaches to Learning (ATL) is an opportunity for
students to develop reflective skills and make connections between their Subjects, CAS and TOK.

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 Seven Learning Outcomes
Students should demonstrate the accomplishment of the Seven learning outcomes. This is one of the
requirements for completing CAS. Each CAS experience may offer the opportunity of
accomplishing one or more learning outcome. Diverse and meaningful CAS experiences offer the
opportunity to develop an in-depth understanding of the learning outcomes and accomplishing
them. Some learning outcomes will be accomplished multiple time. Some experiences may result in
multiple learning outcomes being and some may have none. It is mandatory for each learning
outcome to be accomplished at least once. Different ways in which accomplishment of learning
outcomes can be demonstrated can be discussed with the coordinator at the planning stage. Often
the accomplishment of the learning outcome will be demonstrated in the student reflection.

1. Identify own strengths and develop areas for growth.

2. Demonstrate that challenges have been undertaken, developing new skill in the process.

3. Demonstrate how to initiate and plan a CAS experience.

4. Show commitment to and perseverance in CAS experiences.

5. Demonstrate the skills and recognise the benefits of working collaboratively.

6. Demonstrate engagement with issues of global significance.

7. Recognise and consider the ethics of choices and actions.

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The five CAS stages are as follows.

1. 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.

2. 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.

3. Action: Students implement their idea or plan. This often requires decision-making and
problem- solving. Students may work individually, with partners, or in groups.

4. Reflection: Students describe what happened, express feelings, generate ideas, and raise
questions. Reflection can occur at any time during CAS to further understanding, to 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.

5. 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.

The CAS stages provide a framework that enables students to:

• increase self-awareness

• learn about learning

• explore new and unfamiliar challenges

• employ different learning styles

• develop their ability to communicate and collaborate with others

• experience and recognise personal development

• develop attributes of the IB learner profile.

For singular CAS experiences, students may begin with investigation, preparation, or action.
For ongoing CAS experiences, beginning with investigation is advised. In these ongoing
experiences, the action stage may lead students back to investigation or preparation as they
further develop, expand and implement new or related ideas.

(Source : IBDP CAS guide for 2017.)

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 Students should follow the following sequence of events for each of their CAS experience.
There can be an exception to this for some of the one time activities / experiences.

Reflection
Reflections in CAS are crucial for having meaningful learning experiences. Reflections are an
opportunity to understand themselves and the environment around, explore and identify
opportunities, think about the impact of their actions on self and others, connect what then know
and what they learned to make informed decisions. By reflecting on their experiences students are
able to make connections with the seven learning outcomes and demonstrate their accomplishment.
Reflection help a student understand where they, where they would want to be and how they can
reach there.

Reflections make the learning of an experience more personalised. The same experience may have
different meaning and learning to different students. The literacy project may result in a student
becoming more patient, for another student it may develop more empathy, for another student it
may result in understanding techniques to communicate effectively, others may deeply look at the
ethics of choices made during the experience or identify problems and use the reflection to
determine future course of action. Being reflective and a critical thinker are two attributes of the IB
learner profile.

Four elements assist in the CAS reflective process.

Describe what happened : This is a description of the plan and the event / experience. Include
important events, any deviation from the plan, difficulties faced and successes.

Express Feelings : Express emotional connect with the experience or part of the experience. e.g.
Did you enjoy the experience ? Why ?, How did you feel when faced with difficulties ? How did
you feel after it was over ?

Generate Ideas : Did the experience generate new ideas for future experiences. Reflect on the
choices made during the experience – would you respond in the same way next time.

Ask Questions : Ask deeper questions about the process, people involved and observed, question
the impact on them and vice versa, can anything be different. For an ongoing experience this gives
an opportunity to constantly develop the experience.

Medium of reflection : Reflections are often presented in a written form but can take other forms as
well. Students are encouraged to reflect using a medium that is more meaningful to them as a
medium of expression. This may be in the form of a poem, a painting, scrapbook, blog, mime skit
or any other medium that bring out their true feelings.

TOK sessions and Thinking skills as part of ATLs in different subjects provide students with the
skills to develop reflective skills.

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Reflections will be further addressed during CAS sessions on reflection.

Requirements for successful CAS completion

CAS should continue for at least 18 months of the diploma programs. Students are encouraged to
participate in CAS experiences for the entire duration of the IBDP.
Students should be giving an average of 4 – 5 hrs per week to the CAS experiences.
Should have participated in at least one project of minimum one month duration. This project
should follow the CAS stages.
Should have achieved the seven learning outcomes.
Should present evidences and reflections for all of their CAS experiences. This should be developed
into a CAS portfolio.

CAS - Timeline
Orientation: December 2020 followed by 1 group meetings in Jan 2022 to understand reflection,
documentation and discuss possibilities.

CAS Plans: Ongoing process. Create a plan by Jan 2022 end. This plan forms the framework of
your individuals CAS program. The plan will be helpful in reviewing progress and can be modifies
as one develops deeper awareness about self, the CAS program and stakeholders involved.

First CAS interview: April 2022

Second CAS interview: Oct / Nov 2022

Third CAS interview: August 2023

All logs, reflections, evidences for a term to be completed by the end of the term.
Final logs, reflection, evidences to be completed by the last interview.

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 Bibliography

IBDP CAS guide for 2017

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