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To successfully complete CAS, students must provide evidence that all eight learning outcomes described below
have been met. Some may be demonstrated many times, in a variety of activities, but completion requires only
that there is evidence for every outcome which must be covered at least once. For issues of global importance,
world-wide humanitarian, human rights, environmental and animal protection activities are suitable. For ethical
implications, students must contemplate or make decisions about the morality of a situation.
As a result of their CAS experience as a whole, including reflections, there should be evidence that students have:
Increased their awareness of their own strengths and areas for growth
They are able to see themselves as individuals with various skills and abilities, some more developed than others,
and understand that they can make choices about how they wish to move forward.
Undertaken new challenges
A new challenge may be 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 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.
Shown perseverance and commitment in their activities
At a minimum, this implies attending regularly and accepting a share of responsibility for dealing with problems
that may arise in the course of activities.
Engaged with issues of global importance
Students 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 their actions
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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 CAS advisors.
Developing new skills
As with new challenges, new skills may be shown in activities that the student has not previously undertaken, or in
increased expertise in an established area.

Responsibilities of Students
Students are required to:
Complete a CAS Proposal Form at the beginning of their CAS experience and set personal goals for what they
hope to do.
Participate satisfactorily in a minimum of six substantial activities (>15 hours each) and a leadership project (>30
hours). Activities and the project must demonstrate a balance across the three strands and include all the
CAS Learning Outcomes. The project must address at least two of the three strands of CAS Creativity, Action
and Service. Students may undertake more than one leadership project.
For each of the activities/project students need to:
Gain approval for the activity from the Success Coach (complete Activity Summary)
Engage a supervisor who monitors the project and completes the Supervisor Report
Complete the activity/project satisfactorily
Reflect on what they have learned and upload reflections and evidence to ManageBac
Avoid small activities which might have to be combined to meet the requirement of >15 hours for a substantial
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activity.
Each separate activity, no matter how small, will require a Supervisor Report.
The CAS Coordinator:
develops and maintaining policy statements and operational documentation in line with IB requirements and
school policy
provides leadership and support for Success Coaches including ManageBac functionality
facilitates year level presentations for CAS
facilitates the Certificate II in Active Volunteering Program
facilitates CAS opportunities with external providers
develops and publishes CAS timelines
monitors student progress through collaboration with Success Coaches
ensures that staff, parents and students are kept informed about CAS
reports student achievement to the IB.
CAS Advisors (Success Coaches or external supervisors):
support students in creating a balanced CAS Proposal
approve CAS planning proposals
approve suitable CAS activities
develop student powers of reflection through group discussion and individual consultation
regularly monitor student CAS progress, both activities and reflections
identify and support at-risk students through contact with parents/caregivers where necessary
complete CAS progress checklists and end of semester reporting
sign off on CAS portfolios at their completion
report at risk students to the CAS coordinator
provides support for Activity Supervisors
Staff Activity Supervisors:
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facilitate specific activities

monitor activity attendance
assist in reflection process and uploading of evidence
complete Supervisors Report

CAS Program Deadlines

Student
Year Activity Evidence
Requirements

CAS
Yr10 Term 4 CAS handbook
Introduction

Introduction to
ManageBac login
ManageBac

CAS Proposal Students complete and CAS Proposal

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upload CAS Proposal

Form
onto ManageBac

CAS Proposal Students discuss Approved

Approval proposal Proposal

Progress
reported on
CAS reporting CAS Proposal complete
Semester 2
Academic Report

Yr11Semester Major Project

1 underway

Two activities Activities finalised ManageBac

completed including:- 4-5
reflections and 2-3
pieces of evidence per
activity on
ManageBac-
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Supervisor reports

Meet with Success

Progress on
Coach;- Evidence of
CAS reporting Semester 1
planning finished on
Academic Report
ManageBac

Project finalised
including:- 10-12
reflections on
Yr11Semester Major project
ManageBac- 5-6 ManageBac
2 completed
pieces of evidence
uploaded- Supervisor
report

Activities finalised
including:- 4-5
Four activities reflections and 2-3
ManageBac
completed pieces of evidence on
MB- Supervisor
report
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Cert II TAFE Certificate II in Active

completed Volunteering completed

Meet with Success

Coach;- Evidence,
Progress on
reflections and reports
CAS reporting Semester 2
on ManageBac-
Academic Report
Check sheet completed
by Success Coach

Activities finalised
including:- 4-5
Yr12Semester Six activities reflections and 2-3
ManageBac
1 completed pieces of evidence on
MN- Supervisor
reports

CAS sign-off CAS project and ManageBac

activities complete
including;- all
reflections- all
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evidence- all
supervisor
reportsSuccess Coach
sign-of of CAS portfolio
using check sheet

Final CAS Success Coach report on Semester 1

reporting CAS completion Academic Report

Activity/Project Steps
1. Project/Activity Summary
To qualify for approval, the CAS activity should be written up as follow and completed on ManageBac.
The student should include:
The name of the activity/project
A description of the activity/project or group
An explanation of their role in the activity/project
A description of any particular responsibilities they have e.g. student coordinator
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A description of who else is involved and their responsibilities

An indication of how often the activity/project will be done e.g. every week, once a month and for how
long, e.g. 2-3 hours
Correct starting and finishing dates for the activity/project
The name of the activity/ project supervisor, his/her telephone and email contacts, e.g. a responsible adult but
not a relative
If the activity/project is based outside QACI e.g. Leukaemia Foundation, the supervisor will be a member of that
organisation. In some cases e.g. volunteering students will be required to complete a volunteers form specific to
the organisation, or apply for a yellow card (client visits) or blue card (school visits or working with young children).
The name of the organisation involved if the activity/project is for a club or service
An indication of whether the activity/project involves fundraising, the fundraising goals, and if approval has been
given for this from the Principal of QACI or the organisation
The outcomes the activity/project covers (selected from CAS outcomes list)
Activity/project approvals should be discussed with the Success Coach for initial approval. The student will need
to find their own supervisor. If the activity/project involves a large group at QACI requiring calendar dates, the
process below must be used.
2. Large Activities/Project Approval
Activities/projects that involve large groups at QACI may need approval from the CAS coordinator, Deputy for IB
Curriculum and the Principal particularly if a calendar date to be set aside. The process is Success Coach, CAS
Coordinator, Deputy for IB Curriculum, Principal. A proforma is available for this on ManageBac and should be
completed and submitted to the CAS Coordinator to start the process. Any activities/projects held in the refectory
require the permission of the refectory staff.
3. Writing Reflections and Adding Evidence
Students should be journaling a minimum of 4-5 times for activities and a minimum of 10-12 times for leadership
projects. Students must reflect in depth on their CAS journey as experiential learning is at the heart of CAS.
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Experiential learning involves personal observation and reflection of feelings and interactions, analysis of
perceptions, identifying achievements, outstanding issues, personal strengths and challenges, evaluating actions
and thinking about new understandings. Reflections are not simply descriptions or list of events but observations
on how the student felt about them. ManageBac has a set of CAS questions that may be helpful to guide
reflections. Supervisor reports should not be requested until the activity is finished, as once the report is done,
ManageBac will lock the activity and further evidence or reflections cannot be added by the student. As CAS
portfolios are stored digitally on ManageBac, journals can be accessed regularly, and evidence uploaded such as
rehearsal or training schedules, programs, photos, short videos, meeting agendas and minutes, emails or letters,
registration documents. 2-3 pieces of evidence are required for a substantial activity and 5-6 pieces of evidence for
a leadership project. Students should get into the habit of completing reflections and evidence regularly, and
obtain a supervisor report within three weeks of finishing an activity.
4. Supervisors Report
Sign-off by Supervisor
Supervisors must be responsible adults who can testify to a students involvement and commitment in an activity.
They cannot be other high school students or relatives. If an activity/project is organised externally it will have a
supervisor who is not a member of the QACI community. If the external activity/project has been organised
through QACI, there will be a designated QACI supervisor. Students must notify external supervisors in advance
that a report is required once the activity is finished (email generated through ManageBac). In exceptional cases,
where the student has genuinely attempted repeatedly to obtain an external Supervisor Report without success,
the Success Coach may complete the report. When all activities/projects are completed the Success Coach will
sign-off on the portfolio. CAS portfolios are sampled by the IB each year to determine their quality.
5. Academic Honesty
As with all aspects of the IB Diploma, Academic Honesty applies to CAS. Examples of academic dishonesty in CAS
are: incorrect dates or hours; inaccurate or misleading activity/project descriptions and responsibilities; falsifying of
reflections, evidence or reports; using a relative as a supervisor; obtaining a Supervisor Report from someone who
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did not supervise the activity, except in the case described above where, in exceptional circumstances, a Success
Coach may sign off.
CAS Programme Deadlines
CAS Proposal Form

Roles and Responsibilities

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Responsibilities of the student

The relevant section of the IB Programme standards and practices document states that students should have
opportunities to choose their own CAS activities and to undertake activities in a local and international context as
appropriate. This means that, as far as possible, students should own their personal CAS programm. With
guidance from their mentors/advisers, students should choose activities for themselves, initiating new ones where
appropriate.

Students are required to:

selfreview at the beginning of their CAS experience and set personal goals for what they hope to
achieve through their CAS programme.
have an interview with their CAS Advisor to go over the self review and discuss their CAS plan.
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find supervisors for all CAS activities.

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 adviser.
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.
seek help when they have questions.

Evaluation
The most important aspect of evaluation is self-evaluation by the student.
Students will receive formative feedback on their progress and get 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.
Your reflections will not be evaluated on grammar, spelling, punctuation.
Your work will not be evaluated against other students.

Counting Hours
CAS is emphatically not about counting hours. Hour counting is the worst measure of a meaningful CAS program. You
should spend roughly 3-5 hours per week on CAS. This includes the time you spend actually undertaking activities,
recording evidence of participation and on reflection.

CAS Coordinator Mr. Daniel Muller

The coordinators role is to maintain oversight of every aspect of the schools CAS programme. It includes:
developing and maintaining policy documents (ex. this web site).
providing leadership for staff involved in CAS
training activity supervisors
supervising the professional development of CAS advisers
ensuring that staff, parents and other students are kept informed about CAS
publicizing achievements
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ensuring that students are prepared for the challenges they will face (actual preparation/training to be provided by an
appropriate person)
reporting student achievement to the IB

CAS Advisor Mr. Daniel Muller

The CAS advisors role is provide students with mentoring and advice. CAS advisers are involved in:
helping students to identify personal and social goals
monitoring the range and balance of activities undertaken by individual students
developing students powers of reflection through group discussion and individual consultation
supporting students in their consideration of ethical concerns
reading/responding to diaries/journals
helping students to make connections (for example, CAS activity to subject learning, local activity to global concerns)
and to look for generalizable understandings.
CAS Supervisor Guide
This PDF provides detailed instructions on how to supervise CAS activities.

CAS Activity Supervisor

All activities undertaken by students require a supervisor. Supervisors are teachers but may also come outside the
immediate school community. Activity supervisors responsibilities include:
monitoring attendance.
providing guidance and support related to the activity including setting meaningful goals.
alerting the CAS coordinator, administration or relevant CAS adviser to any problems.
reporting on student performance.
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Satisfactory completion of CAS is an annual requirement for all students at AISB. This may be accomplished through completion of AISB
requirements, or by completion of requirements for the IB Diploma. AISB Requirements (Grade 9-12) Students must complete a minimum of 60
hours of activities in a minimum of two areas of Creative, Action or Service per year. These may take place in-school or out of school. Hours for
in-school activities are monitored by the students Advisor, the CAS Coordinator and may be found on the AISB CAS webpage. Students are
responsible for tracking their own hours for out of school activities. Students are required to submit a CAS Plan to their Advisor at the beginning
of the school year detailing what activities they plan to participate in during that year. At the end of each semester, students will have a CAS
Interview with their Advisor to answer reflective questions about their work on CAS over the past term. The Advisor evaluates these interviews,
and a comment on the students progression is included in the semester report card. IB Diploma CAS Requirements (Grade 11-12) 1.
Satisfactory completion of all 7 CAS Learning Objectives. 2. A balance of Creative, Action and Service activities. 3. Regular commitment to
CAS over minimum 18 months of the program 4. Regular documentation and reflection of CAS activities in student on- line portfolio
managebac.com. 5. Regular meetings with CAS Advisor (Minimum 5 times during the 2 year program). More information about IB CAS
requirements can be found on the CAS webpage, or from the CAS Coordinator CAS: Process and Procedures CAS hours, both for AISB and IB
requirements, may be earned the following ways: Category 1: Participation in an AISB club, service programs, activity or sport. These may meet
after school, at lunch or on weekends.

Category 2: An independent, semester-long CAS course during the school day that does not receive academic credit. In this way students can
work towards completing their CAS requirement, but no AISB credit is given. Category 3: An activity or event that takes place outside of AISB
on the students own time. CAS Category 2 offerings are coordinated/facilitated by AISB but not supervised daily. Each activity has pre-defined
Student Expectations. A student is expected to make regular progress towards meeting these expectations and meet with the activity coordinator
approximately once a week. Examples of Category 2 CAS offerings: Teacher Aid Students will volunteer time and support to work with
elementary and/or middle AISB students in 1. literacy development or 2. tutoring students (both during and after school) Athletic Intramurals
Students will work as both planners and organizers for a lunchtime intramural league. AISB Video Yearbook Students will work towards
designing and creating the elements of a video yearbook and dynamic content for an AISB website. Elements include student / teacher
interviews, documenting special events, and daily life.

Foreign Language Teacher-Assistant Students volunteer their time as teacher aides to assist in the elementary / middle school foreign language
classrooms to provide assistance to younger students. Global Issues Network: Work independently or in groups to research and propose solutions
to issues that will require a global solution. Be part of this growing movement worldwide of students and adults aiming to solve these issues.
Independent Project Students are encouraged to follow their passions to develop an independent CAS project that is meaningful and addresses a
tangible need. The Independent Project must be structured by the student creating an Expectations sheet that is similar in nature to other CAS
offerings. The CAS coordinator must pre-approve the Expectations sheet to validate the activity as fulfilling the CAS Learning Outcomes. There
are additional CAS opportunities available for students that are offered during / after the school day (Category 1) but do not require the student
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to sign-up as a "class" in a weekly schedule. Samples of these types of activities are included on the CAS website. These CAS activities will
require lunch and/or after-school meetings. In most cases, there will be afterschool or weekend obligations. Please consult with the CAS
coordinator to learn more about the structure and outcomes of the activity.