SELECTING CAS EXPERIENCES
Throughout your sons/daughters individual CAS programme they will engage in a variety of CAS experiences of which one has to be a project. Throughout most of their experiences/project they will have to use the CAS stages framework if appropriate. Some of their experiences will have to take place outside of school in the engagement with the local community.
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From experience I can say that students find it difficult certainly at the start of the programme to choose appropriate CAS experiences.
This diagram can provide guidance in selecting which ideas could become a CAS experience for CAS.
For your reference I have included information about each of the CAS strands and their definitions in the next section of this page.
If the student is able to go through this diagram doesn't necessarily mean that it will be a good CAS experience. It often happens that a student misinterpreted something. Besides when advising the student we would also look at the balance between the CAS strands and the learning outcomes that still need more focus.
This diagram can provide guidance in selecting which ideas could become a CAS experience for CAS.
For your reference I have included information about each of the CAS strands and their definitions in the next section of this page.
If the student is able to go through this diagram doesn't necessarily mean that it will be a good CAS experience. It often happens that a student misinterpreted something. Besides when advising the student we would also look at the balance between the CAS strands and the learning outcomes that still need more focus.
Creativity
‘Exploring and extending ideas leading to an original or interpretive product or performance’
The creativity strands opens up a lot of opportunities for students to do something they have always wanted to do, or take things to a new level of accomplishment.
Creativity could be anything that involves arts and other experiences that involve creative thinking. From learning how to salsa to creating their own app or website, writing poetry or develop a plan to reduce your family’s greenhouse gas emissions.
‘Exploring and extending ideas leading to an original or interpretive product or performance’
The creativity strands opens up a lot of opportunities for students to do something they have always wanted to do, or take things to a new level of accomplishment.
Creativity could be anything that involves arts and other experiences that involve creative thinking. From learning how to salsa to creating their own app or website, writing poetry or develop a plan to reduce your family’s greenhouse gas emissions.
Approaches to Creativity:
Ongoing creativity:
Students may already be engaged in creativity as part of a school group or club, or through some other form of sustained creativity. They may continue this as part of creativity; however they will be encouraged to further extend and develop their participation if appropriate.
School-based creativity:
Students are encouraged to participate in meaningful creativity and to explore their own sense of original thinking and expression. In school, there may be appropriate creativity opportunities in which they can engage. These experiences could be part of the school’s CAS projects, a school club or other opportunities.
Community based creativity:
Participating in creativity within the local community advances your awareness and understanding of interpersonal relationships with others, particularly if the creativity experience involves the local community. For example, they could join a community based theatre group contribute towards a community art gallery, create sculpture for the community park, take cooking classes or other opportunities.
Individual creativity:
Students may decide that they wish to engage in solitary creativity experiences such as composing music, developing a website, writing a compilation of short fiction stories, designing furniture, creating arts and crafts, or painting a series of portraits. Such creativity experiences are of most benefit when they take place over an extended duration of time. Students can be encouraged to set personal goals and work towards these in a sustained manner.
Ongoing creativity:
Students may already be engaged in creativity as part of a school group or club, or through some other form of sustained creativity. They may continue this as part of creativity; however they will be encouraged to further extend and develop their participation if appropriate.
School-based creativity:
Students are encouraged to participate in meaningful creativity and to explore their own sense of original thinking and expression. In school, there may be appropriate creativity opportunities in which they can engage. These experiences could be part of the school’s CAS projects, a school club or other opportunities.
Community based creativity:
Participating in creativity within the local community advances your awareness and understanding of interpersonal relationships with others, particularly if the creativity experience involves the local community. For example, they could join a community based theatre group contribute towards a community art gallery, create sculpture for the community park, take cooking classes or other opportunities.
Individual creativity:
Students may decide that they wish to engage in solitary creativity experiences such as composing music, developing a website, writing a compilation of short fiction stories, designing furniture, creating arts and crafts, or painting a series of portraits. Such creativity experiences are of most benefit when they take place over an extended duration of time. Students can be encouraged to set personal goals and work towards these in a sustained manner.
Examples of Creativity experiences:
Sometimes an experiences covers more than one CAS strand like in the examples below
- Photography
- Tournament organization
- Event management
- Website development
- Choir
- Speech and debate club
- Drama production
- Journalism (blogger)
- Making a short documentary
- Music/Band
- Learning an instrument
- Art lessons
- Fashion shows
- Talent shows
- Editor of a newsletter
Sometimes an experiences covers more than one CAS strand like in the examples below
Dance Classes
(Creativity & Activity) The cardiovascular fitness, flexibility and muscle strength development adds up to an activity experience. The interpretation and expression of emotions through movement of the body satisfies the creativity strand. |
Student council
(Creativity & Service) A student serves the school and student body by arranging experiences that improve community within the school and by representing student voices to the school management. All the planning and presenting involves significant creative problem solving. |
Activity
‘Physical exertion contributing to a healthy lifestyle’.
This strand encourages students to do something physical that will benefit their wellbeing. They might take up yoga, go to the gym or any outdoor activity such as climbing. It might be something totally new to them or something that they already like and try to take to a new level of accomplishment.
‘Physical exertion contributing to a healthy lifestyle’.
This strand encourages students to do something physical that will benefit their wellbeing. They might take up yoga, go to the gym or any outdoor activity such as climbing. It might be something totally new to them or something that they already like and try to take to a new level of accomplishment.
Approaches to activity:
- Ongoing activity:
- School-based activity:
- Community-based activity:
- Individual activity:
Examples of Activity Experiences:
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Sometimes an experience can cover more than one CAS strand, see the examples below:
Home restoration for an elderly population (Activity & Service) The project assists with the renovation of homes for the elderly and meets the service strand. The hard physical work of renovating houses on a continual basis meets the activity strand. Dance Classes (Creativity & Activity) The cardiovascular fitness, flexibility and muscle strength development adds up to an activity experience. The interpretation and expression of emotions through movement of the body satisfies the creativity strand |
Service
‘Collaborative and reciprocal engagement with communities in response to an authentic need ‘.
Service is meant to be a social act working with people outside of the family and not for a profit. Unpaid and voluntary exchange that has a leaning benefit for students. The aim is to contribute in their own way to make the world a better place. Because service has a direct impact on others, it is very important for it to be well-planned to ensure the impact is positive.
‘Collaborative and reciprocal engagement with communities in response to an authentic need ‘.
Service is meant to be a social act working with people outside of the family and not for a profit. Unpaid and voluntary exchange that has a leaning benefit for students. The aim is to contribute in their own way to make the world a better place. Because service has a direct impact on others, it is very important for it to be well-planned to ensure the impact is positive.
Approaches to service
Examples of Service experiences:
- Ongoing service:
- School-based service:
- Community-based service:
- Immediate need service:
- Fundraising:
- International service:
- Volunteerism:
- Service arising from the curriculum:
Examples of Service experiences:
- Create a community environmental group
- Organize a basketball tournament for children at a community center
- Get involved in a beach clean up
- Assist in obtaining funds for a community garden
- Teach computer skills to those in need
- Design and host a community film and discussion event featuring current issues
- Implement a recycling programme
- Create a petition to present to local government
- Work in an orphanage with regularity
- Create awareness for a non-governmental organization (NGO)
- Be a student council representative
- Plan, participate and implement an activity for an international day of recognition
- Take an active role in a community club
Sometimes an experience covers more than one CAS strand, see examples below:
Teaching chinese to a Chinese ethnic minority group in Northern Thailand
(Creativity & Service)
The development of lessons plans and teaching materials involves creativity. The students being taught are members of a community displaced from their homeland. Cultural identity and native language education have suffered and, as such this can be classified as a service experience.
(Creativity & Service)
The development of lessons plans and teaching materials involves creativity. The students being taught are members of a community displaced from their homeland. Cultural identity and native language education have suffered and, as such this can be classified as a service experience.
Teaching chinese to a Chinese ethnic minority group in Northern Thailand
(Creativity & Service) The development of lessons plans and teaching materials involves creativity. The students being taught are members of a community displaced from their homeland. Cultural identity and native language education have suffered and, as such this can be classified as a service experience. |
Home restoration for an elderly population
(Activity and Service) This project assists with the renovation of homes for the elderly and meets the service strand. The hard physical work of renovating houses on a continual basis meets the activity strand. |