SESSION FIVE “Think globally, act locally”
So where are we? Yesterday we CONSIDERED: Why CAS? Caring and respect CAS can’t be token Reflection makes learning active The reality in daily practice of the IB’s educational philosophy What is Creativity, Action and Service When do we know it is CAS - when student growth occurs – CAS Aims: reflective, aware, willing, active, and balanced CAS Outcomes: v Increased their awareness of their own strengths and areas for growth v Undertaken new challenges v Planned and initiated activities v Worked collaboratively with others – v Shown perseverance and commitment in their activities – v Engaged in issues of global importance – v Considered the ethical implications of their actions CAS AND TOK Similarities and differences
“Think globally, act locally”
The CAS guide quotes the following from the learner profile booklet: “The aim of all IB programmes 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. ” Fortunately it qualifies this ominous task by suggesting small steps: Local national and eventually perhaps, international. It makes the suggestion that working with people from different social or cultural backgrounds and circumstances near to the school, can do as much to teach and increase mutual understanding as large international projects.
Ideas to balance a CAS programme Begin close to home: Share your school: Time wise – afternoons, evenings, weekends Space wise – think through what your facilities really offer, be creative with this Person power wise – don’t underestimate your wider school community, there are often parents with talent and time to help you bring people in to share your school
Share your school: Within the school v v v v Can a local school bring a team to play one of yours once a month A/S Can a local team practice on your courts after school? S Can your students coach a local team? C/S Can local kids use your music rooms? art rooms? dance place? pool? track? IT labs? S Can your students assist? S Can they teach? C/S Can your school be used as a place to organize a clothing drive? A collection of something for people who need it? Can your school be used to fund raise?
Share your school: In the wider community v v v Can you run enrichment holiday camps for sport, art, music, dance, English, IT, science, at your school for a less resourced school/orphanage in your city? It could be in your holiday and their term time and run for three days. Tt could be in your term time and their holiday and run over a weekend.
Out and about in your town/city v v v Can your students visit – an orphanage, old people, a hospital, a prison, a disabled workshop, street sleepers, an NGO? And do what? - play, talk, sing, listen, help out with people, feed Can your students help with – clean ups, maintenance/beautification tasks, cultural events? Can your students collect - clothes, toys, other requested small articles for disadvantaged groups with which they have regular contact? Can your students raise money for small articles for disadvantaged groups with which they have regular contact?
Nationally v v v Intensive work in an orphanage, aged care home, hospital, school: much the same choices as for town and city. More extensive maintenance like larger painting jobs, building jobs, etc. is possible. A special project contained in your country, e. g. Tabitha in Cambodia or Habitat. But there must be a cheap, safe facility nearby in which to stay. Usually, four days to one week is the limit of a national trip.
Internationally You can : • make a connection with a project you hear about from another school • read about a group you admire and make contact • use the information on IBO Schools to Schools – projects – to help you
SESSION SIX
Setting up and running a CAS programme
Responsibilities of the school 1) Schools provide appropriate resources and staff to support the delivery of an appropriate and varied CAS programme
Responsibilities of the school 2) Students have opportunities to choose their own CAS activities and to undertake activities in a local and international context as appropriate
Responsibilities of the school 3) Students have appropriate opportunities to reflect on their CAS experiences guided by teacher advisors who provide appropriate feedback.
v v v Break into groups of 4 and discuss these three requirements from your school. It may help you to consider: How will you make this happen? How will you cost your activities? Do you have translation problems when working outside your school? Do your teachers have to do some extra curricular activity? Does any of it have to be service? Do you have enough time with students to achieve this? What will you need to say to your school for it to give you the help you need?
The CAS coordinator and the advisors The key to the success of the CAS programme is the CAS coordinator. In larger schools a team approach under the direction of the CAS coordinator is essential if students are to be helped to make the most of their CAS experiences. The core team members are the coordinator and the CAS advisers, who provide personal advice and support to individual students. CAS advisers will usually be teachers.
The Essentials of a good CAS programme
Coordination: This involves overseeing of every aspect of the school’s CAS programme. It includes: v Developing and maintaining policy statements v Providing leadership for staff involved in CAS v Training activity supervisors v Supervising the professional development of CAS advisors v Ensuring that staff, parents, and other students are kept informed about CAS v Publicising achievements v Ensuring that students are prepared for the challenges they will face (actual training/preparation provided by an appropriate person) v Reporting student achievement to the IB, as required by the Handbook of Procedures for the Diploma
Administration A CAS programme of any size requires support in order to ensure that it runs smoothly. This includes: v Contact with outside individuals and agencies v Consideration of safety issues (risk assessment) v Record keeping
v v v Go back to your groups and discuss this list. How will you manage to do this? Take the tasks one at a time and define what they really mean. What do you have in place now to achieve this and what will you need to get.
Responsibilities of the Student v To fulfill the IB programme standards, students need the chance to choose their own CAS activities in a local, national or international context. They need to “own” their personal CAS programmes. With guidance from mentors and advisors they should also initiate activities where appropriate.
Students are required to: v v v Self-review at the beginning of their CAS experience and set personal goals for what they hope to achieve through their CAS programme. Plan, do and reflect (plan activities, carry them out and reflect on what they have learned) Undertake at least one interim review and a final review with their CAS advisor Take part in a range of activities, including at least one project, some of which they have initiated themselves Keep records of their activities and achievements, including a list of the principal activities undertaken Show evidence of achievement of the eight CAS learning outcomes
Easy really
Evaluation The most important part of evaluation is the self -evaluation led by the student. v v The school needs to provide the student with 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 programmes and provides feedback to the school
SESSION SEVEN
Range and diversity of activities • • • vary in length none should be trivial ongoing relationships with local organizations major, concentrated, one-off activities which satisfy a state or other award scheme qualification NOT part of subjects, EE or TOK routine practice by music or dance subject people
Projects, themes, concepts v • at least one involving teamwork, integrating two or more of C, A, S, of significant duration • perhaps along the lines of an IB identified theme • www. un. org/millenniumgoals/ • global issues search JF Richard’s twenty global problems (R ’ 02)
Creativity v Personal challenge – task must extend the student v. A music, dance or art activity outside the DP
Action (in DP must be physical) • • Setting goals, planning and reflecting on achievements Individual and team sports Non-sporting or competitive Physical as part of service
Service • Have learning benefits • Prior identification of needs, consultation with community or individual (and students if possible) • Service learning linked to a subject, but as an extension CANNOT COUNT TWICE, should be student initiated NOT • Mundane, repetitive, with no responsibility
Political activity Can be if safe and appropriate
Religious activity NOT Secular objectives Devotion or proselytizing
RUNNING A CAS PROGRAMME FOR THE NEW AND FOR THE EXPERIENCED Building a new CAS programme takes time. It involves making contact with appropriate partners and deciding that some activities are no longer valuable. It also involves following student initiatives which lead in new directions.
Starting out: for new and experienced Step 1 Consult the Handbook of Procedures for the Diploma Programme to ensure the requirements related to monitoring and reporting are met. Also to ensure that sufficient resources are available before the CAS programme commences.
Administrative resources v v A condition of the Diploma Programme Authorisation is that schools demonstrate a commitment to CAS from all members of the school community. The school therefore must provide the budget, time, staffing and resources necessary to run a successful CAS programme. CAS is central to the Diploma programme and its organization and resourcing must not be left solely to students. Asking students to raise funds to provide a CAS budget is not appropriate.
Step 2 Information available to students
Step 3 Sufficient contact time
Step 4 Monitoring of programme in place Reflections and interviews
Step 5 Record of personal CAS upon completion – Individual Student Completon Form
Step 6 School review CAS programme as necessary
CAS MOMENTS 10 MINUTE STORIES
Скачать презентацию SESSION FIVE Think globally act locally So
021c32e740a5d05319fab6b0a5f06bbb.ppt