Official AIS CAS Guide 2010-2011.2.2

Table of Contents
Student worksheets ...................................................................................................................................2

Summer assignment.................................................................................................................................. 4
CAS and IB.................................................................................................................................................8
IB Mission Statement and CAS ..........................................................................................................8
IB Learner Profile = IB Values ............................................................................................................8
WHAT IS C. A. S.?.................................................................................................................................. 9
Aims of CAS.......................................................................................................................................... 9
What does CAS stand for?................................................................................................................ 10
8 CAS Learner Outcomes....................................................................................................................... 11
What is the purpose of CAS learner outcomes? ............................................................................. 11
1. Increased your awareness of your own strengths and areas of growth..................................... 11
2. Undertaken new challenges............................................................................................................ 11
3. Planned and initiated activities...................................................................................................... 11
4. Worked collaboratively with others............................................................................................. 11
5. Shown perseverance and commitment in activities.................................................................... 11
6. Engaged with issues of global importance ................................................................................... 12
7. Considered the ethical implication of activities ......................................................................... 12
8. Developed new skills....................................................................................................................... 12
Why CAS? ................................................................................................................................................ 12
Requirements and Procedures for CAS Credit................................................................................... 13
Requirements ....................................................................................................................................... 13
SPIRIT OF CAS ............................................................................................................................. 13
Procedures for CAS Activity credit .................................................................................................. 13
Good/Meaningful CAS Activity....................................................................................................14
Summary of Procedures for CAS credit:......................................................................................14
Evaluation of Students ........................................................................................................................ 15
Activities that are NOT CAS............................................................................................................ 15
CAS PROJECT ................................................................................................................................... 15
How to start a project:....................................................................................................................16
A Good/Meaningful Long-Term CAS Project............................................................................16
Final Product for CAS Project ......................................................................................................16
Reflection.................................................................................................................................................. 17
CAS ACTIVITIES and PROJECTS ...................................................................................................18
Possible ACTIVITIES.......................................................................................................................18
On-going AIS Projects........................................................................................................................18
1. Amalna Orphanage Tutoring Buddies – Nasr City .............................................................18
2. Soccer League for Orphans.....................................................................................................19
3. Project Health ..........................................................................................................................19
4. ESL/Green Revolution ............................................................................................................19
5. Zoo Project .............................................................................................................................. 20
6. Through Your Eyes ................................................................................................................ 20
7. Eye Glasses Project.................................................................................................................. 21
Possible PROJECTS ideas ................................................................................................................. 21
Contacts for activities ............................................................................................................................. 23
CREATIVITY.................................................................................................................................... 23
ACTION............................................................................................................................................. 24
SERVICE .............................................................................................................................................25
Appendix of Important Documents and Other Resources...............................................................28
CAS Documentation form.................................................................................................................29
Letters for Supervisors/Organizations............................................................................................. 30
Managebac ............................................................................................................................................ 31
AIS CAS Guide 2010-2011 1

ST U D E NT W O R K S HE E T S
CAS....
Fill in the form below before looking through the rest of the guide.
What is CAS?
What are the aims of

CAS?
What activities do
you want to
participate in to fulfill
your CAS
requirement?
Be concrete and
specific.
Name ......................................................................................... Date .................................
Self Evaluation - where are you now?
You are most interested in….

Sports Arts Service/Environment/charity
Specify:

You are most talented in….
Specify:
You are most experienced in….

Specify
Rate your skills: where do you feel you stand in the 1 to 10 scale? Please circle:
TEAMWORK 1-----2-----3-----4-----5-----6-----7-----8-----9----10
COMMUNICATION 1-----2-----3-----4-----5-----6-----7-----8-----9----10
MUSIC 1-----2-----3-----4-----5-----6-----7-----8-----9----10
DRAMA / THEATRE 1-----2-----3-----4-----5-----6-----7-----8-----9----10
ART 1-----2-----3-----4-----5-----6-----7-----8-----9----10
SPORT 1-----2-----3-----4-----5-----6-----7-----8-----9----10
LEADERSHIP 1-----2-----3-----4-----5-----6-----7-----8-----9----10
CARING 1-----2-----3-----4-----5-----6-----7-----8-----9----10
RISK-TAKER 1-----2-----3-----4-----5-----6-----7-----8-----9----10
EMPATHY 1-----2-----3-----4-----5-----6-----7-----8-----9----10
TOLERANCE 1-----2-----3-----4-----5-----6-----7-----8-----9----10
Pick your three lowest scores and try to think of activities that could help you further develop
in that perspective and list below.

SU M M E R A S SI G N M E NT
Community Walk
What is your community? Where do you live? This is what the community walk helps you
discover. Take a walk through your neighborhood or the closest urban neighborhood to where
you live. As you are walking around try to take pictures of the neighborhood and take notes of
your observations. What exists? What is lacking? What could be improved on? You will be
conducting a needs and assets assessment as you walk through your community.
What does “needs and assets assessment” mean?
In a needs assessment you are actively involving the community in asking them what they feel
like they need and what might be the root problem facing them. Looking for assets means that
you will are looking for the positive things including places, people and initiatives that are
taking place in order to help develop the community. You will be able to have a greater impact
on the community through your service activities or project when you effectively understand
the needs and issues the community faces, as well as the things that already exist that are doing
their part in society. This will help you generate ideas and find places that you can work with
to carry out your ideas. You are searching within the community in which you live, so you can
create a relationship by connecting to community members allowing for more fruitful contacts.
Assignment
Below are the steps and requirements for your summer assignment. You are walking through
your community and interacting with them on a personal level and putting together your
findings into an interesting book to help you locate and understand more, important aspects of
the community. Your final product that you are turning in is essentially a book about your
community including your own conclusions made from information gathered from your
observations and interviews with pictures, maps, and useful contacts.
1. Part I: Before starting your community walk- Define the word “community”.
What does it mean to you? What is necessary in order for a community to thrive? Do
not just look up the definition in a dictionary.
2. Part II: Either individually or in groups of no more than 3- BEGIN YOUR
COMMUNITY WALK. What does your community look like to you?
a. Assignments are individual, but you can do some of your research together. If
you are exploring your community together, you may want to think about
focusing on different themes or areas in the community to help you gather more
comprehensive information. You should mention who you worked with.
b. Be sure to identify important physical locations, as well as resources, people, and
social elements that contribute to the existence of your community, both
positively and negatively. You will find below the different sectors of the
economy (Table 1) that allow a community to function. Things you can look out
for (but are definitely not limited to) and fall under the categories are: lighting of
the streets, entrance ways, pathways; playgrounds/green space- kept/unkept?
open to the public?; bars on windows; evidence of vandalism: broken signs,
graffiti; buildings; numbering of homes for identification; businesses, non-profit
social agencies; hospitals; nursing homes; community agencies, etc. You should
be taking photos and keeping written notes along the way.
3. Part III: DURING YOUR COMMUNITY WALK… you will want to be conducting
interviews with stakeholders (Table 2) of the neighborhood to understand other
people’s opinions on the area. A stakeholder is someone who can influence or be
influence by what is happening in the community. You want to try to talk to a variety of
people with different backgrounds. Table 2 gives samples of categories of people you
may think about interviewing. Ask them what they like about their neighborhood and
what they desire in their neighborhood or dislike. These interviews do not have to be long,

but the purpose is to understand what other people think about the issues that exist who live and
work in the same community that you live in.
a. Building trust: When interviewing people, remember that you need to get
them to trust you, so be very careful of your attitude and the way you talk to
people. It is important that you point out that you live in the area and are
interested in hearing other people’s perspectives about what is going on in the
community.
b. Interview Survey: Use the questions below as a framework for your own
survey, but you should develop more specific questions for topics you are
particularly interested in finding more about. Table 3 can help you.
• What are the strengths in your community here?
• What are your priorities for yourself and then for the place you live in?
• What concerns you most in your neighborhood?
• What are your hopes for your community?
4. Part IV: Find at least 3 social organizations that would be willing to develop a
meaningful relationship with AIS IB and learning environment for volunteers.
a. Search for organizations that you or your friends would be interested in
volunteering with. These cannot be the same organizations that are listed in the
back of this guide.
b. You can use the “Organizations Database” sheet to record necessary
information regarding the organizations and how students can volunteer with
them. you are also doing a mini-needs assessment with the organizations, by
asking them what they need and how volunteers can help fill that need.
c. If you are working in groups- each person is responsible for at least 3 different
organizations.
5. Part V: A plan of activities in each category that you plan to commit to over the next 2
years of IB, including locations in which these activities will be carried out. Be realistic,
think about your interest, hobbies, and areas that you can develop and improve on. This
is your opportunity to expand.
TABLE 1- SECTORS OF THE ECONOMY
FOR PROFIT: businesses and NON-PROFIT: businesses and

organizations whose purpose is to organizations that do not function for
MAKE MONEY. the purpose of making money.
Examples: McDonalds, Mobinil, Radio Examples: Red Crecent, state

Shack, Zara, Maghrabi Optical, some universities and schools, CARE,
private schools and universities, lawyers, orphanages, elder people’s homes,
etc. religious organizations, etc.
GOVERNMENT: the political

system that runs the country.
Examples: Ministry of Defense,

Ministry of Interior, Ministry of
Health, Parliament, police station,
etc...

TABLE 2- STAKEHOLDERS
LAW
ENFORCEMENT/POLICE
HOSPITAL/MEDICAL Judges
COMMUNITY Lawyers
Doctors Police
Nurses Probation Officers
Emergency Medical Police Officers
Personnel Firemen
Physical Therapists
Counselors
Psychologists COMMUNITY
Public Health Personnel MEMBERS
Coaches
BUSINESSES Teachers
Media Parents
Chambers of Commerce Siblings
NEEDS Seniors
Realtors College and university
Small Business Owners ASSESSMENT students
Corporations Neighborhood associations
Youth Organizations
PARTNERS
Camps
Suggestions for groups and SCHOOL

CIVIC, PRIVATE, AND individuals that you can Guidence
RELIGIOUS interview in the community Counselors
ORGANIZATIONS Teachers
Principal
Bus Drivers
Lions Club Security Officers
Churches Parents
Mosques PAC Members
YMCA Students
Lions Club/Rotary Club
GOVERNMENT
SOCIAL SERVICE ORGANIZATIONS
ORGANIZATIONS Health Departments
Parks and recreation Mental Health Departments
Homeless shelters Housing Authorities
Judicial and Justice
Counseling organizations Departments
Support groups Streets Department
Drug and alcohol programs Recreation Department
Welfare offices City Council Members
Hospitals

TABLE 3- SAMPLE OF SPECIFIC DATA QUESTIONS
1
This material has been taken from: STUDENTS FOR SAFE SCHOOLS HOW TO DEVELOP A
COMMUNITY NEEDS ASSESSMENT, Produced by the Pennsylvania Service Learning Alliance
(PSLA) for the PA Department of Education
1999.
CA S A N D I B
IB Mission Statement and CAS
The Current IB Mission Statement to understand where and how CAS fits in the core of the program.
The IBO aims to develop
INQUIRING, KNOWLEDGEABLE AND CARING
young people who help to create
BETTER and MORE PEACEFUL WORLD through
INTERCULTURAL UNDERSTANDING AND RESPECT.
To this end the IBO works with schools, governments and international organizations
to develop challenging programmes of international education and rigorous assessment. These
programmes encourage students across the world to become
ACTIVE, COMPASSIONATE AND LIFELONG LEARNERS
who understand that other people, with their differences, can also be right.
Language A2, B, Language A1

ab initio (Group 2) (Group 1)
EXTENDED ESSAY
THEORY OF
KNOWLEDGE Individuals and
Experimental Societies (Group 3)
Sciences (Group 4)
CREATIVITY,
ACTION,
SERVICE
Arts and Electives Mathematics

(Group 6) (Group 5)
IB Learner Profile = IB Values

Below is the type of person IB wants you to become and keep in mind throughout your
academic and CAS experience.
PRINCIPLED REFLECTIVE THINKERS

OPEN-MINDED BALANCED KNOWLEDGEABLE
COMMUNICATORS RISK TAKERS INQUIRERS

W H A T I S C. A . S.?
CAS is experiential learning where you, as students, take on new roles with goal
setting and ongoing reflection leading to personal development through guided
self-evaluation. It is a challenge and not merely fitting activities into the
categories. CAS gives you the opportunity to develop the above IB learner profile
attributes.
In order to develop the whole person:
﴿
Creativity
MIND
PLAN
Action DO
BODY REFLECT
Service
HEART
Aims of CAS
It is at the heart of the IB Diploma, as it aims to complement the academic demands of the
coursework and allow each individual to improve as a complete and well-rounded human being.
It aims to develop students who are:
•REFLECTIVE THINKERS- understand their own strengths/limitations, identify
GOALS and devise strategies for PERSONAL GROWTH
•WILLING TO ACCEPT NEW CHALLENGES
•AWARE OF THEMSELVES as member of the communities with responsibilities
TOWARDS each other and the environment
•ACTIVE participants in SUSTAINED, COLLABORATIVE projects
•BALANCED: enjoy and find SIGNIFICANCE in a range of activities involving
intellectual, physical, creative, and emotional experiences2
2
IB CAS Guide
What does CAS stand for?
Understanding the nature of each category in CAS. All information in quotations are from the
IB CAS Guide.
“Arts, and other experiences that involve creative thinking…
Creative activities should have a definite goal or outcome. They
should be planned and evaluated like all CAS activities… tasks must
extend the student and be achievable in scope…”
Interpreted as imaginatively as possible to include a wide range of activities
CREATIVITY with a focus on learning new skills/techniques and developing new
parts of the mind.
Examples: musical pursuits, visual arts, arts-crafts, dance, theater,
language lessons (for no credit), MUN, design, photography, website
design, etc….
“Physical exertion contributing to a healthy lifestyle, complementing

academic work elsewhere in the Diploma Programme… Some
excellent “action” activities are not sporting or competitive, but
involve physical challenge by demanding endurance or the conquest
of personal fears… Alternatively, a student’s “action” may be physical
exertion as part of a service activity”.
Activities should have a definite goal/outcome, develop new physical skills,
ACTION raise one’s awareness of importance of physical fitness.
Examples: participation in expeditions, long-distance trekking, rock
climbing, individual and team sports (running, gym training,
basketball, football, tennis, cheerleading, etc.), physical activities
outside your curriculum
“An unpaid and voluntary exchange that has a learning benefit for the
student. The rights, dignity and autonomy of all those involved are
respected… means, among other things, that the identification of
needs, towards which a service activity will be directed, has to involve
prior communication and full consultation with the community or
individual concerned. This approach, based on a collaborative
exchange, maximizes both the potential benefits to the recipients
and the learning opportunities for the students… real
responsibility…”
SERVICE Activities demonstrate an understanding of authentic needs in the community
that someone is expressing, whether person, group of people, general local or
larger community. Activities involve face to face interaction as an individual
or through intermediate organizations that provide service and should
involve interaction, building links with community.
Examples: working with orphanages, senior citizen centers,
organizing event/activities for non-profit, tutoring, helping develop
flyers, pack clothes, raise awareness, etc

8 CA S L E A R N E R OU T C O M E S
What is the purpose of CAS learner outcomes?
This section of the CAS requirement emphasizes the quality of your CAS activities and its
contribution to your own development rather than merely quantity of hours. You are required
to show evidence for having achieved these outcomes throughout your CAS activities. At least
one learner outcome should be present in each activity, which demonstrates your development
through your activities. You may find some outcomes are demonstrated many times. You
demonstrate that you have achieved these learner outcomes through your reflection- both
journals and other evidence. During reflection it is important to discuss and demonstrate why
and how you achieved any learner outcome. Find below the 8 learner outcomes and their
descriptions according to the IB CAS Guide
1. Increased your awareness of your own strengths

and areas of 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.”3
2. Undertaken new challenges

“A new challenge may be an unfamiliar activity, or an extension to an existing one.”
3. 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.”
• Planning something from beginning to end
• Part of organizing something
• Not simply deciding two days in advance that I am going to the gym.
4. 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.”
• This means working WITH others, NOT simply having a voice in an activity with a
teacher or trainer
• This is where we see and understand the “CAS Project” requirement
5. Shown perseverance and commitment in

activities
“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.”
• Rather than meaning that you put all your efforts in one activity, this learner outcome
stresses REGULARITY in activities. Not simply- I stayed the entire day at an activity.
3
IB CAS Guide
6. 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).”
• Engaged = interacting
• Issues of global importance: issues that are important to many people, across boundaries
• Demonstrating that you understand how your activity and/or the issues that you are
working with in your activity fit into the bigger picture of things and how it has
significance in the global community
• IB wants you to “think globally, act locally”
• Can be involved in an international project
7. Considered the ethical implication of activities

“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 advisers.”
• Thinking about how you are implementing your own values, as well as the values of IB
(refer back to IB Learner Profile)
• Thinking about how your actions are impacting others, both positively and negatively
• Not all ethical decisions are black and white and sometimes we do not realize or think
about them until later.
8. Developed 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.”
W H Y CA S?
• Opportunity to explore, examine, and nurture one’s own value system.
• It takes your learning to the real world outside school safe ground – experiential learning
• It challenges your mind, body and heart.
o Engaged intellectually, emotionally, socially, soulfully, and/physically
• It is the only counterbalance to academic self-absorption.
• It focuses on service, the only non self-indulgent part of your education.
• Is provides chances of recognition and success in real life situation.
• You can test your practical, creative, emotional skills and learn to be balanced and in
control of challenging situations.
• It trains you to be reliable, focused on real needs, organized and efficient.
o Required to take initiative, make decisions, and be held accountable.
• These skills will be very useful in your future life and career.
o Engage in posing questions, investigating, experimenting, being curious, solving
problems, assuming responsibility, being creative, and constructing meaning

R E Q U I R E ME N T S A N D
PR O CE D U R E S F O R CA S CR E DI T
Students are responsible for fulfilling certain requirements in order to gain CAS credit. A
student’s CAS program is mainly student-led with supervision and guidance from the CAS
coordinator and advisors of chosen activities and projects.
Requirements
• Self-evaluation at the beginning of your CAS experience, setting personal goals for
development (Self-evaluation in Student Worksheets)
• Undertake at least one interim review and final review with your CAS coordinator
• Plan activities, carry them out, and reflect one what you learned
• Plan and carry out long term project that involve at least 2 of the CAS categories and put
together a final hard copy product with recordings, discussion, pictures, contact
information, objectives, and reflection on the outcomes of the project and how it can
continue that will be due at the end of the second year. This is your final cumulative
reflection of your activities, particularly related to your project.
• Must venture out of school-related activities and comfort zone as you develop
• Keep records of your activities and achievements, including a list of the principle activities
undertaken
SPIRIT OF CAS:
• Complete at least 150 hours total in all categories
• Participate in activities for at least 18 months
• Activities carried out on a regular basis for as long as possible through the duration of
your Program.
• Demonstrate a commitment to 3-4 hours of CAS a week.
• Take part in a range of activities- at least 3 per category demonstrating commitment and
substantial time- including at least one project, some of which you have initiated
yourself
• Show evidence of achievement of the 8 CAS learning outcomes
FAILURE TO FOLLOW CAS GUIDELINES WILL RESULT IN A

“FAILING CONDITION” ACCORDING TO IB, AND NO IB
DIPLOMA WILL BE AWARDED.
Procedures for CAS Activity credit

1. Identify the activities that can help you in achieving your aims
2. Identify an adult, who is not a relative or family member, to act as your activity leader or
supervisor
3. PRE-APPROVAL/PRE-REFLECTION: Submit a “CAS Activity Proposal” through
Managebac (student guide at the end) where you will set your own goals for the activity
including:
a. Category of activity
b. Brief description of activity and your role within the activity?
c. Where is this activity taking place and with whom?
d. Justification for participation in this activity
i. How is this activity going to challenge your mind, body, and/or feelings
and emotions? Is it likely to change you? How?
e. Learner outcomes you aim to achieve
4. Receive CAS Coordinator’s approval or justified objection
5. Engage in the activity by being punctual, reliable, committed, and respectful to all parties
involved. Your advisor will also be asked to review your performance, personal
developments, and attitude during the activities
6. Fully complete CAS documentation form, each form contains activities from only one
category to record activity, time, supervisor signature and contact, and category
7. You will be using the Managebac website to record and reflect on participated in activities.
This is where you will demonstrate the connection between your activity and its significance
to your personal development, and evidence for fulfilling learner outcomes. You will find
the “how to” student guide for Managebac at the end of this guide.
Good/Meaningful CAS Activity:
• New role for student

• Engages student in real task
• Has real consequences
• Provides guidance in reflection
• Turns student into more active,
aware, responsible, and
compassionate citizen than
he/she was before and than
he/she would have been
otherwise.
Summary of Procedures for CAS credit:

Find meaningful activity
Pre-approve activity on MANAGEBAC
Carry out meaningful CAS activity and get documentation form signed
Reflect and demonstrate evidence for learner outcomes on MANAGEBAC
Submit completed documentation form to CAS coordinator and thoughtful reflection on due
dates

Evaluation of Students
As the IB is looking to see you develop a consistent set of personal qualities throughout the
course of 2 years, you will be evaluated in a variety of ways:
• Continuously evaluated throughout the 2 years when journals are read and marked
o Demonstrating awareness of own potential skills, limits, strengths, weaknesses
and need to develop on different levels
o Develop awareness of what is going on around locally and globally, socially and
culturally
o Learn new ways to stop and consider ethical implications
o Learn to asses, face and control personal risk, challenge assumption, values,
emotions
o Enjoy and master planning new activities and working cooperatively in a team
o Try new roles, experiences, learn new skills
o Show commitment to a variety of activities, broadening interests and experiences
o Develop sense of empathy, compassion, care for other people’s needs and feelings
• Feedback from supervisors of activities
• Student commitment
• Taking initiative for oneself
• Meeting with CAS coordinator, particularly with questions or issues that arise
Activities that are NOT CAS

• Any religious activity, including devotion • Any activity that is part of coursework
services or missionary work • Volunteering in a place with no knowledge
• Any activity that includes financial or as to how the organization operates, what
other reward, such as credit they do, their objective, and has no contact
• Anything that is expected (See Ms. Eby for with the beneficiaries themselves
the “I brought my grandmother a glass of • Passive activities: visiting a museum, field
orange juice.” example) trip, theater, art exhibition, concert, sports
• Anything that harms someone, including event, unless inspires further work in an
yourself activity you are already engaged in
• Any kind of divisive activity in which other • Fundraising with no defined end in sight
people would be excluded based on race, • Activity without an adult supervisor who
religion, gender, etc. can evaluate student performance
• Hosting a student for an event • Driver’s license
• ANYTHING NOT PRE- • Trivial and mundane activities: baby-
APPROVED/PRE-REFLECTED sitting, car washing, dog-sitting
CAS PROJECT
Part of the CAS requirement, as related to your learner outcomes and the aims of CAS, is a
long-term, sustainable project. In creating and developing a project, you are encouraged to
connect your activities across categories to leave a real, meaningful impact on the society and
for yourself. A project is what you can do with your activity and how you can spread and share
the results of an activity you have participated in or created. These can be international or local
projects and must keep in mind all stakeholders who may be impacted by this project and
particularly the needs expressed by the community and those that you are working with. Be
sure to keep in mind the idea of the long-term impact and not merely right here and now. This
is a student-initiated project with supervision and guidance from the CAS team.

How to start a project:
You want to be thinking about developing a CAS project from the very beginning when you
begin participating in different activities, as a project is the link and relationship between your
activities. An important aspect of any project, is the relationship with the organization or
people you hope to impact, understanding their needs and assets, but also to establish a trusting
relationship. Starting off volunteering with an organization regularly, while participating in
other Creativity and Action activities can help you brainstorm and plan projects with them, so
that they are most beneficial rather than imposing your own ideas as to what you think they
need.
1. Participate in relevant activities and develop links between the activities
2. Brainstorm ideas: General to specific
a. What do you care about? What interests you? What are the needs of society
3. Plan
a. What do you want to do?
b. What resources do you have? What skills do you have?
c. What resources do you need? What skills do you need to gain?
d. How will you obtain these resources and skills?
4. Carry out activities
5. Evaluate activities and project as a whole (Final Product)
6. Communicate results with partner organizations, school, and others
A Good/Meaningful Long-Term CAS Project
• Integrates 2-3 elements of CAS

• Reaches out to the community
• Meets needs expressed by the people receiving help
• Does not generate expectations that can be disappointed in the future
• Thoroughly respects all those involved
• Sets up a mutually beneficial relationship with learning for the students
• Benefits the school
• Self-sustainable and eco-sensitive
• Replicable
• Involves planning, carrying out, and evaluating all aspects involved, and
communicates the results
• Open to new partners and actively involves people of different
backgrounds, age groups, with different skills and needs
• Promotes use of different means and ways for reflection and result
communication
• Sets an example for other schools.
Final Product for CAS Project

This is a hard copy portfolio with documentation of your activities that can be shared after. It
should include all information listed above: project objective, plan, how did this idea originate, each
person’s role responsibility, what was needed to carry out project, obstacles faced and how they were
overcome, important achievements, contact information, pictures, tips/suggestions for continuation, and any
other relevant information regarding project.

R E F LE CT I O N
The “Quality” of CAS
CAS is a form of experiential learning, which requires you to actively think about the activities
you are participating in to find value for your development. In short, you are learning from
experience. Reflection is the process that helps you recognize this growth and broaden your
views based on your participation in a variety of activities that help develop a more flexible and
tolerant attitude. Through your reflection, you should always take into account the learner
outcomes and the IB learner profile in trying to understand how and why you have achieved
these through your activities and demonstrated the learner profile.
This part of CAS is more important than the results of or performance of a certain activity, as it
focuses on your attitude, approach, changes in your opinion, new skills, overcoming
frights and worries, new developed interpersonal skills, etc. It is necessary and
important that you are honest with yourself and note that you should come speak with your
Coordinator or advisor in any times of difficulties or questions. Arrogance, selfishness, refusal
to admit or recognize difficulties constitute malpractice. Giving up without discussing issues
with someone, letting other people’s expectations down, refusing to try new things also
constitutes malpractice. If you feel you are slipping into any of these zones you should come
speak to you coordinator for their guidance.
Reflection starts….
before starting an activity in your pre-approval/pre-reflection. This is when you set your
goals for the activity.
During your activity, you should be monitoring and keeping track of what is
happening around you, so that
after you have completed the activity you may evaluate the experience and
yourself.
GOAL:
Program, activities
What you are doing
MEANS: “Thing”
How will you carry AIMS:
out activity, keeping Achieve learner
in mind IB values. outcomes while
Resources, skills  demonstrating IB
What do you have? values
Need? How?
VALUES:
Develop IB values
and IB social system
The framework in
which you are
working
You record your reflection on Managebac, where you will find guiding questions that help
you think about what you can learn from your experience in the reflection tab. You will also find
the tab to show evidence, where you can discuss and reflect your achievement of the specific
learner outcomes both in writing and uploaded files, videos, recordings, and pictures. Good
reflection and documentation supports how and why you believe you have achieved the learner outcomes.
With any activity you want to think about the following questions:
• What did I plan to do?

• What did I do?
• What did I think and how did I act during the activity?
• What obstacles were faced? How did I overcome them?
• What did I achieve? How?
• What learner outcomes did I achieve? How?
• Would I do this activity again? Explain
CA S A CT I VI T I E S A N D PR O JE CT S
Possible ACTIVITIES
• Art competition • Activities at senior citizen homes
• New instrument, production, club • Activities that you can do to help visually
• Street cleaning activities or hearing impaired, i.e. sign language
• Fundraising for a cause classes
• New sport • Red Crescent course
• Renovations • Decorating school
• Dance club • Teach English to support staff
• Environmental club • Learn new language
• MUN • Drama Club – school productions
• Student newspaper • Fitness and health activities
• Arabic/Cultural Club • Robotics
• IT work • Choir
• Recycling
On-going AIS Projects

1. Amalna Orphanage Tutoring Buddies – Nasr City
• Main Objective: To give each girl a homework buddy so that individual learning
difficulties can be tackled, improving reading and comprehension skills and establishing
a trusting relationship with the girls (older brother/older sister figure)
• Contact Information: Ms. Dina Ramadan-0101464123
• Student: Heba Hesham- heba.hesham91@gmail.com
• What we covered: Did a lot of reading to improve reading skills, Helped with homework
one-on-one.
• How our project worked: We went to Amalna every week to help with homework and
studying for exams. The point was that they would each have one-on-one help so we
could help each girl with her own difficulties. We helped with Math, English and
Science mostly but when they had French exams I organized a group of people who take
French to help them study and read. They have Arabic tutors so they didn't usually need
our help with Arabic or religion. Another important aspect was helping them to read better in
English. We read with them to help with pronunciation. They also needed to learn to
o Read the words letter by letter instead of trying to memorize words
o Understand what they were reading.
• Possibly the most important part of the whole project was giving them a buddy to trust. Even if
people were unable to go every week, the girls look forward to seeing regular faces and
will ask about those who are missing. We would often rotate with the girls. Even if
there weren't any exams and wasn't any homework we still showed up on Tuesday to
play and read with the girls.
• Tips: The most important thing is consistency and patience. I cannot begin to stress
how terrible the project is going to be if you do not show up every week. The
consistency establishes trust and thus the girls will be more responsive and willing to co-
operate. Also, they are amazing and very sensitive girls, if you aren't planning on showing
up regularly, don't get involved - its ALL about trust.
• To whoever is going to be running the project: its not going to be easy getting 8 people to
show up every week. The most important thing is to want to keep going on and trying
week after week. Lots of people are willing to help but unfortunately most people aren't
willing to unless they are pushed and well, nagged every week. Be willing to remind
people all the time of why this is important and make sure u don't lose sight either!
2. Soccer League for Orphans
held in Maadi specifically at MBIS (Maadi British International School)
• Main Objective: Giving a space for boys from different orphanages to get to know each
other, have role models, play soccer on real teams
• Contact Information: Mr. Charlie- 0122127625
• How our project worked: AIS busses brought the orphans to the school where the matches
are held. Orphanages that participated
o Awladi
o Dar Ahbab Allah
o an orphanage in Helwan
The people who volunteered helped us by being a referee, assistant referee or coach for
one of the six teams playing in the league. The first two weeks we trained all the orphan
players and then assessed them so we could form the teams fairly and equally in strength.
Then the weeks after this we started our league. Each team had six players and there
were six teams. The team who wins is the team who has the most points. A win gets
your team 3 points, a draw gets your team 1 point and if your team loses then they get 0
points. Each day after they were done with the matches we would bring them snacks to
eat then they would leave with the AIS buses.
• Tips: ensure that you have a schedule planned out for the period you will have the league,
incorporate more teams, look into sponsorships, look into other fields, making the
teams larger, having 2 coaches/team.
3. Project Health
held in 2 places- Awladi (Maadi) and Dar El Orman (Nasr City)
• Main Objective: teach about health, including proper hygiene, nutrition, and exercise.
Staying healthy and leading a healthy lifestyle is what we want to encourage, so they can
stay fit and understand the importance of well-being as they grow older. Aim to teach
the importance of health through fun activities and make them realize that physical
well-being is deeply connected to mental and emotional well-being as well as self-esteem
• Contact Information: AIS students- Lila El Messiry - lmessiry8@hotmail.com, Heba El
Bahnassy- hbahnassy_208@hotmail.com
• How our project worked: went every Saturday from 11am-1pm. We start off with
important stretches and teach them which muscles in the body benefit from each
stretch. Then go onto specialized activity for the day.
• Tips: Majority prefer soccer, but can expand to other sports and physical activities,
discipline and attention are always an issue, but sports can be used to calm that down.
4. ESL/Green Revolution
held in Maadi at Awladi Orphanage
• Contact Information: at orphanage- Ms. Eman 012 721 6734
• AIS students: Yara El Razaz- y.elrazaz@gmail.com, Diana Gonimah-
diana.gonimah@hotmail.com
• What we covered: We covered the alphabet (and reviewed words that start with each
letter), numbers, colours, and a few phrases (ex. good morning, good night, hello, what is
your name?) We also briefly touched on green-project related information such as the
importance of plants, the green-house effect, pollution and global warming. The girls
painted their cups but we were not able to start planting.
• How our project worked: Worked with girls (11- 3rd graders, 1- 2nd grader) from Awladi
every Saturday from 11-1. We all contributed in the teaching, but 2 of us created the
lesson plans. We started off with worksheets but we realized that the girls didn't really
learn much from that, and not from lectures either. They learned more through
interactive activities and we realized that it was more fruitful to divide them into smaller
groups based on level. At the end we wanted to further divide the group and only teach a
small group of them (those whom we thought had potential) but in particular one girl
who was learning a lot faster than the rest of them and really had the potential to learn
English. Another idea was to work with an older group because that way discipline
would not be an issue.
• Main Objective: help in English pronunciation, teach them about the environment and
green space and eventually develop green space in front of the orphanage with the girls
• Tips: We tried to create a point system to encourage the girls to be good and to
contribute, we realised this was not a good idea because they got too competitive and
very sensitive and this created friction between them. It is important to call Eman
before going because sometimes the girls weren't free.
5. Zoo Project
• Main Objective: To help reinvigorate the Giza Zoo through renovations, campaigns,
animal treatment
• Contact Information: Dr. Fatima, in charge of zoo
o AIS students: Hana El Fekky- hana.elfekky@hotmail.com and Batoul El Mehdar-
B_mehdar56@hotmail.com
• What was hoped to be covered:
o Choose areas to clean, paint, and plant and take care of “adopt a part of zoo”
o Campaign on zoo maintenance, animal care, environmental cleanliness
o Trash cans, signs
o Help design brochures in different languages
o “Adopt an Animal”- learn about how to take care of the animal, continue to help
in its uptake and being taken care of in all regards
o Redesign signs and put them in different languages: about animals, cleanliness,
etc…
• Tips/things to keep in mind:
o Learn from the zoo- build trust
o Ask them- what do you want? How can we help?
o Learn about the animals, plants and the resources available and that would be
best suitable for this environment
 Design an area, how to take care of it
o Cost of things
6. Through Your Eyes
• Main Objective: Teach kids how to use photography as a means to be observant and
express themselves. They learn how to understand people’s photography- looking for
meanings, how to use a camera, technical aspects of how to take pictures, and how to

explain what their picture means and is trying to show. Use their pictures to create a
final “thing” for exhibition, competition, calendars, scrap books, etc….
7. Eye Glasses Project

• Contact Information: AIS student: Malak El Husseiny- malak_elhusseiny@hotmail.com
• Main Objective: Learn how to use the C-chart to be able to do the basics of eye
examinations. Teach kids the importance of getting their eyes checked and helping
connect them to places they can regularly that will keep their records and are relatively
low prices, also getting glasses for those kids who really need them.
Possible PROJECTS ideas

Again, projects should be inspired by the activities you participate in.
1. LOCAL NEED SURVEY TEAM: research and map local environmental and community
needs, contact relevant or interested local agencies, select one task and carry out the
work, publicise it through school and local newsletters.
2. FUN DAY for the community: plan, organise publicise, run, and report on it. Enjoy it!
3. FROM KNITTING TO SPORTS AND LOCAL ARTCRAFT: learning new skills and
designing CAS projects for community outreach based on sharing these with local people.
Good for overcoming language barrier and for building intergenerational exchange
relationships. Work cooperatively and meet regularly with the GREEN AREAS GROUP
COMMUNICATION PROJECT and with the LANGUAGE HELP TEAM.
4. ONE DAY EVENTS: research and identify special days in the local culture and tradition
as well as days dedicated to global issues. Prepare a presentation on their history and
meaning, design a meaningful way to celebrate/participate for our school WITH local
people, plan it as a group project, organize it and report it on school and local newspaper.
5. COLLEGE CONCERTS TEAM: learn new (or improve existing) skills in playing a
musical instrument as part of a group project aiming to perform at homes for elderly,
disabled and socially deprived people, as well as at other events arranged by the CAS
committee or any other CAS club or groups. Concerts can be run for fundraising in favour
of student projects.
6. DANCE – DRAMA with local disadvantaged people on global issues and needs.
7. COLLEGE SPORTS TEAM: learn new (or improve existing) skills in playing a team
sport activity as part of a group project aiming at organising sport tournaments and events
with local teams, priority to be given to special need people’s teams, special Olympics
teams and teams involving socially deprived persons.
8. LOCAL GREEN AREAS MAINTENANCE PROJECTS in cooperation with local
primary schools, authorities, and groups/organizations aiming at raising environmental
awareness, responsibility, and active citizenship amongst young people.
9. LOCAL GREEN AREAS GROUP COMMUNICATION PROJECT: making use of
music skills, ability to play local traditional games such as chess, backgammon, cards or
bridge, or simply reading or foreign language skills, to provide company and friendship to
elderly people in public areas.
10. VISITING ELDERLY PEOPLE’S HOMES IN GROUPS ON A REGULAR BASIS,
planning entertainment, creative events on holidays and celebration events, as well as
College Concert Team and individual music students performances; the group will also
organize creative writing sessions based on interviews to elderly people on their life
experiences during given periods (links with history), and collect recipes on traditional
cuisine for bake sales and parties. A booklet can be produced (language b?), art students
may provide illustrations, photo club can contribute with pictures, IT students can do the
editing, and the CAS committee shall identify sponsors to cover the costs. Free ads can be
offered to volunteer work organizations supporting the CAS program providing external
supervisors. The booklet can be sold at school events to fundraise for other student run
CAS projects, and can be given as a present to the institutions involved as well as to all
people in the local companies, shops, administrators and social department workers
contacted by the CAS committee.
11. LANGUAGE HELP TEAM: translation will be provided following written agreement,
under special circumstances and only in writing, to local hospitals, charities and non-profit
agencies and schools, only when health and safety are not at risk.
12. SCHOOL AWARENESS CLUBS will work to research on global or local issues; will
work cooperatively with other CAS clubs and will support community outreach programs
by interviewing people and reporting to other schools and to the community. Close link
with the School Newsletter. Possibly write articles for IB World and international school
websites.
13. CHOIR, performing different seasons and different themes for different audiences in the
community, for educational and fundraising events, and also to provide entertainment to
hospitals, hospices, homes for elderly, etc.
14. MUSICAL PRODUCTION AND DRAMA CLUBS
15. STUDENT COUNCIL if WORKING COOPERATIVELY WITH CAS
COMMITTEE, taking CAS ideals and initiatives to the students in the national program
or in other schools. This would be regarded as CAS only if the students engage in real
tasks with real consequences, not just having meetings.
16. PHOTOGRAPHY CLUB AND YEARBOOK PRODUCTION, linking with the
community for sponsorship of community related projects, including green mapping,
animal shelter support, awareness campaigns recycling projects etc… idea: setting up a
season photographic exhibition on the local environment and community – a way of
discovering our area, its colours, its agricultural and industrial, historic and developing
areas. Green mapping and social need survey can also involve the photo group, provided
some ethical issues are discussed beforehand to make sure everyone out there is
thoroughly respected, and that legal issues on privacy and minors are addressed, too.
17. RECYCLING VOLUNTEERING FOR THE ELDERLY living alone – as a means for
getting in touch with them and building a link and a mutually beneficial exchange
relationship, leading to visiting, reading for and shopping with the lonely elderly.
18. NEIGHBOURING CLUB PROGRAMME to foster solidarity and fight loneliness in
neighbourhood. It will involve making contacts with local groups, learning skills that may
be used in playing games and sports or engaging in creative activities with different age
groups. Out door fitness programmes can be developed.
19. WORKING WITH PEOPLE WITH PHYSICAL DISABILITIES OR MENTAL
RETARDATION. Implies learning about different forms of disabilities, getting
psychological training about how to cope with a disability and how to deal with people
with major problems, as well as first aid training to be able to face minor emergency
situations; role playing on “wearing a disability”; finding out about all institutes in the
surroundings, meeting with the director of each institution, asking for areas of possible
cooperation, designing a proposal based on the needs that THEY express, discussing,
readjusting, then planning and carrying out a project, possibly linking more that one
institute in a common project.

C O NT A CT S F O R A CT I V I T I E S
Some places, address, contact information for activities throughout Egypt
CREATIVITY
NAME LOCATION AND ACTIVITIES
CONTACTS
Art Cafe Maadi: 012 70 50 753 Drawing, painting, mosaic, jewelry
http://www.artcafe-egypt.com/ making, candle making, patchwork,
photography, wood carving, cake
decorating, scrap booking, drawing
for fashion design, decoupage,
sculpting, sewing, paper machie,
Agency for Giza: 010 877 1199 Non-formal experiential learning
Development and www.adaa.com.eg to develop leadership skills,
Advancement knowledge of country,
(ADAA’) entrepreneurial skills, academic,
social and career-related skills
Fagnoon Sakkara: 0101586715 Silk screening, pottery, painting,
jewelry making, glass painting,
Sakkia El Sawy Zamalek Courses and cultural activities of all
www.culturewheel.com kinds available, also gallery space
Let’s Make A Book +2 (02) 019-273-8661 Creative writing and publishing
letsmakeabook@gmail.com short stories
Cairo Choral 27380821/23/29 Music- Practice on Tuesdays
Society
Maadi Community Maadi Community Church, Road Performs choral works
Choir 17 and Port Said St
El Nafeza Center Fustat El Gadida Arts and crafts using recycled
fro Contemporary www.elnafeza.com materials
Art and
Development
Alef Bookstores Marghany, Zamalek, Rehab, Ain Cultural events, workshops,
Shams Uni, Porto Marina, Marina painting, screen writing, short
Gate 4, Golf Marina stories writing, Arabic calligraphy,
www.alefbookstores.com
journalism courses
Identity: Keep Nasr City Workshops in emotional and
Thinking 0111105145 communication skills, creativity,
www.identityhawaya.com art, music, leadership, problem
solving, effective listening, etc…
Kythara Institute Heliopolis, Nasr City, El Gamaa Music lessons
for Music Square, El Giza Square
2588926, 24509282, 0106566625
Green Oasis Pottery-Village, Old Cairo Workshops in stained glass, jewelry
Gree_oasisdu@yahoo.com making, patchwork, drawing, and
23619475, 0106073171 painting, pottery, hieroglyphics
0121028201, 0114341800
Townhouse Art Downtown Art workshops, lectures, and
Gallery 25768086 exhibits
ECHO Ain Shams University Cultural events, workshops,
http://echofinearts.com/home.html painting, screen writing, short
stories writing, Arabic calligraphy,
journalism courses
Art Zone Maadi: 55 Masr Helwan Hosts various art courses including
Agriculture Road a free drawing session, give
info@egyptartzone.com lectures, tutorials, and workshops
www.egyptartzone.com on drawing, painting, photography,
printing and sculpture. The courses
are conducted at a professional
level, but amateurs can also use
them to hone their skills.
Berlitz Language Corniche Nil (Arkadia Mall) Courses in Arabic, French, English,
Center 2575-4202/5209 German, Italian, Spanish
British Council Agouza Modern Standard Arabic and
33001666 colloquial
Centre Francais de Mounira French courses
Culture et de Heliopolis: 24193857
Cooperation
Cervantes Institute Dokki: 37601746, 33371962 Spanish courses
German Institute Dokki: 37493043 German courses
Goethe Institute Dokki German courses
Language 37484500/01
Department
Italian Cultural Zamalek Italian courses
Institute 27358791
Indian Cultural Downtown, Talaat Harb
Center 23933396
Japanese Cultural Garden City: 25285910
Center
Chinese Cultural 35876160
Center 26904263
Many other cultural centers all throughout Cairo that often offer language courses or have
other cultural events that you can be part of including intercultural centers as well.
ACTION
NAME LOCATION AND ACTIVITIES
CONTACTS
Sports Teams and @ AIS Basketball, soccer, track and field,
gym volleyball, ping pong, badminton
Curves for Women Maadi: 25170390 Fitness classes, aerobics, weight
Nasr City room
Gold’s Gym Maadi: 0106850600 Co-ed gym, ladies only gym, 2 pools
Heliopolis, Giza
The Breathing Maadi, 12 on Road 251 yoga
Room 010-629-2684
Cairo Hash House Maadi Meet every Friday 2 hours before
Harriers http://www.cairohash.com/ sunset to run, jog, walk
Body Works Heliopolis: 22916484 Ladies only fitness, aerobics, dance,
0162527237; and yoga
www.bodyworks-eg.com
Cairo Rugby Club Maadi: 0106383080 Rugby
clubhouse@cairorugby.com
Arthur Murray Maadi: 39, Road 15 Ballroom dancing
Dance Studio 3597397/9782
Samia Allouba- Maadi Degla: 25202599 Gym, gymnastics, martial arts,
Creative Dance Maadi Nerco (ladies only): 27057595 fitness classes, diet nutrition, tai
and Fitness Mohandeseen: 33020572 chi, yoga, dance
Smash Heliopolis: 22670779/ 0467 Aerobics, bodysculpting, back
training, jazz, ballet, flamenco,
ballroom dancing
Sacha Zamalek: 27356167 Sports incurie and rehab,
aromatheraphy, reflexology,
acupressure, nutrition, personal
training, aerobics and gym
Shake and Shape Heliopolis: 0106281010 Ladies fitness, aerobics, and
http://www.shakenshapestudio.com/ dancing studio
En Vogue and Nasr City (in front of City Stars) Social etiquette, catwalk modeling,
Finishing Center 012 8136789 make-up, body flex, jazz, ballroom,
belly dancing, ballet, aerobics
Indji Solh Dance Mohandiseen Modern dance, ballet, jazz, and tai
and Fitness Center 33051050/ 33461517 chi
Korea Tae Kwon Maadi Tae Kwon Doe and kickboxing
Do Gym 25216288
SERVICE
NAME LOCATION AND DESCRIPTION
CONTACTS
Wadi Environmental 54 km from Cairo on Alex- Environmental and cultural
Science Center Desert Road activities, including World
(WESC) Environment Day
Habitat for Heliopolis: 24195161/2 Helps build and reconstruct homes
Humanity no@habitategypt.org
Ein El Sira After Ein El Sira After school program for youth
School Program Karim Shalaby:
karimshalaby@yahoo.com
Resala Branches throughout Cairo Helping orphans, aid for poor
www.resala.org families, helping mentally
19450 handicapped, support and services
for the blind, blood donation, care
for deaf, educational support
programs, illiteracy services, shop
and exhibition of second hand
clothes, hospital, and more
Animal Haven New Maadi: 25164010 Work with animals and help with
fundraising
Hope Village Headquarters: Nasr City Working with orphans and street
Tel: 02 22724563, 02 22745199, children in different capacities
02 22728683
Email:
hope_village1988@hotmail.com
www.egyhopevillage.com
Alwan Wa Awtar Moqattam To broaden the cultural dimension
www.alwan-awtar.org, of youth through exposure to art,
workshops and field trips to
info@alwan-awtar.org museums, concerts and exchange
02 2 505 1815 programs. The intention is for
participants to embark upon a
learning journey that both inspires
and informs them, to provide them
with new tools that enable them to
better their living conditions, both
socially and economically.
Community School Establ Antar- between Maadi Offering a combination of formal
in Establ Antar and Downtown and technical education, along with
www.stablantar-dream.com exposure to the world outside their
Ghada Gabr: community for children living in
ghadagabr@hotmail.com Establ Antar, along with other
activities
Dar El Orman Dokki Orphanages and many other
Association 19 4 55 / 02 3345 05 49 charitable activities
Akram (director): 012 456 0219
Development No Nasr City: +202-6701727 To encourage working on
Borders www.dnbegypt.org development and youth creativity
dnb@dnbegypt.org whilst preserving our Egyptian
identity in the midst of the
globalization age by implementing
charity works and indulging young
aiming ideas through our youth who
believe in their role in developing the
society.
Meshwar www.meshwar.net Organization for community
Organization 02 333 89608 development
St. Andrew’s Refugee Maadi: Offering refugees opportunities of
Services www.standrewschurchcairo.com development
El Gamaeya El Al Sayeda Aisha: 02 510 4711 orphanage and finds women jobs
Shareya
Kafelat Al Kheir Heliopolis: 02 2 636 0061
Abrar El Saghar Katameya
Orphanage Ghada Shaban: 010 094 5413
Al Tariq Ila El Jena Maadi Financial, medical, and food aid to
Hanna Ismail: 010 878 8112 poor families
Dar El Sandous 02 262 07127/6 Orphanage
SOS Children’s Nasr City: 24047645 Orphanage
Village soskdi@gov.eg;
www.sosegypt.org.eg
Ala Shanak Ya Baladi http://www.ayb- Family based development,
sd.org/joinus.html integration training and
employment, changing stereotypes,
community participation and
inclusion, twin system and
sustainability
Al-Ghad Cairo Office Dr. Luciano Derdoscia 012 Help numerous child rubbish
7782305 collectors. Need help to teach or
Luder56@hotmail.com prepare food
Shereen Tolba:
shereen_tolba@hotmail.com
EMRO Mokattam: 0106544707 Charitable animal adoption agency
www.emauresue.org

Friends Of Children 0122105835 Offer time, comfort, encouragement,
with Cancer snacks, and gifts to the children
cancer patients coming from very
poor background. 80 children
between ages 1-18
S.P.A.R.E- Society www,sparelife.org 0123162912 Dedicated to protect animal lives-
for the Protection of 33813855 need volunteers to socialize with
Animal Rights in animals and assist in grooming
Egypt
Ana Masry 6th of October Works with street children
0121055107
Save The Children Garden City: Envisions an Egypt where children in
27963510, 27954300, 27944389 need are safe, educated and healthy,
www.savethechildren.org and are better able to attain their
rights.
Omar’s Box Heliopolis: 0124864339 Helps poor families economically
010112265, 0102266935
Helal Orphanage Shorouk Orphanage
26289061
Dar El Faiza Katameya: Hana- 0116264678 Orphanage
Breast Cancer Qasr El Aini, Downtown Help spread awareness of detecting
Foundation of Egypt www.bcfe.org breast cancer early on
0103491104
You can also check out www.thawab.net for more places that could use your help.

A PP E N DI X O F I M P OR T A N T
D O CU M E NT S A N D OT H E R
R E S O U R CE S
CAS Documentation form…….……………………. p.29

Should be used to document all activities including time and date, signature and phone number
of supervisor and total number of hours completed in this activity. This form should be
completed upon every visit or activity and should match the activities and hours you have
submitted on Managebac.
Letters for Supervisors/Organizations…………. p. 30

These are sample letters that can be translated to give to organizations, as a step in building
trust and explaining to them what is expected of you.
Managebac…………………………………………………. p. 31
Step by step guide that can be downloaded from the Managebac website that tells you how to
set up an account, pre-approve activities, join groups, reflect and demonstrate evidence.

IB CAS Documentation Form
Incomplete Forms may have CAS rejected
Name: __________________________ Grade: 11 or 12

(Circle One)
Circle One: Creativity Action Service
Activity Dates Supervisor’s Time Number of

Signature and Hours
Phone number
Photographs?
Yes/No
Photographs?
Yes/No
Photographs?
Yes/No
Photographs?
Yes/No
Student’s Signature: ___________________________________
Total Hours Completed on this form: _____________________

Address:
Date:
Dear _____________________________,
____________________________________ is a student in the International Baccalaureate

Diploma Program at the American International School of Egypt, two years of rigorous
academic high school studies. One of the three essential core requirements of the Diploma
Program is an element called CAS, which stands for Creativity, Action, and Service. It involves
students in a range of activities meant to develop mind, body, and spirit alongside their
academic studies throughout the program.
The three strands of CAS stand for:
Creativity: arts and other experiences that involve creative thinking
Action: physical exertion contributing to a healthy lifestyle, complementing academic work
Service: unpaid, voluntary experience that has a learning benefit for the student. The rights,
dignity and autonomy of all those involved are respected.
This aspect of the program allows students to enhance their personal and interpersonal
development through experiential learning.
By agreeing to allow _______________________________ to be under your supervision in the
activity/ies you offer you are a valued partner to his/her learning experience. In agreeing to
supervise this student, you are responsible for:
• Providing / running activity
• Monitoring attendance
• Providing guidance and support related to the activity
• Alerting the CAS coordinator of any problems that may arise
• Reporting on student performance, commitment and attitude
Your assistance in this process allows us to evaluate the personal development of our students
against the key learning outcomes. If you have any questions regarding the CAS program please
contact:
Ms. Nora Elmarzouky
CAS Coordinator
American International School of Egypt
5th Settlement, New Cairo
012 288 1223
nora.elmarzouky@gmail.com
Thank you in advance for your support and cooperation.
Kindest Regards,
Nora Elmarzouky, CAS Coordinator

Accessing Your Account
Signing In
After receiving your welcome email and setting your password, you can login to your
ManageBac account at your school's preferred address (http://aise.ManageBac.com). On the
login screen, you'll see the following fields:
You can login with your email address and the password you've set. If you are unable to login,
please click I forgot my password and you'll be able to enter your email address to reset your
account.

Note: Sometimes the welcome emails may get stuck in your spam folder, so you'll want to double
check there to make sure that you've received it.
If your account cannot be found, please check with your IB or CAS Coordinator to make sure that
you have been added to the system with the correct e-mail address.
Updating your personal details
Via the Profile & My Account Tabs

Once you have logged in successfully, you can easily update your personal details under the My
Account tab, including your:
• First & Last name
• E-mail address
• Password
Under the Profile tab, you can also upload a thumbnail photo, and edit your contact details
including your:
• Phone Number
• Address & more

Navigating through ManageBac
Via the Tabs
You can navigate through ManageBac by clicking on the tabs in the top navigation bar. You
can also easily access our PDF guide from the right menu of your Dashboard and by
clicking Help in green.
• The Dashboard tab allows you to view upcoming events & deadlines across your IB groups
& classes.
• The Profile tab is where you can post your photo and manage your contact information.
This section is only visible to school staff.
• The DP-MYP Manager (Program) tab is where all of your IB functionality is located.
Under the DP-MYP Manager tab, you'll be able to add CAS activities, submit EE proposal
information and complete your Diploma plan worksheet.
• The Classes tab is where you'll be able to view and join your classes. Class groups allow you
to view assignments, grades, and Internal Assessment requirements for your subject.
• The Groups tab is where you'll be able to join groups. There are five group types, which are
customized for specific purposes: CAS Project, Homeroom, Sports Team, Club or Society,
and Other.
• The My Account tab allows you to update your e-mail address and password.

Adding CAS Activities
Via the Activities Tab
You can add CAS Activities from your CAS worksheet by clicking the Add CAS Activity
button on the right menu.
This will allow you to enter their activity details, including the:
• Activity Name and Description
• Activity Type (C, A, S) and Hours (if enabled by the Coordinator)
• Location (In-school or Out-of-school)
• Start & End Dates
• Activity Supervisor Information (Name, Email Address, Telephone & Title)
• Targeted Learning Outcomes
Note: You will be required to enter your CAS activity supervisor’s name, title and contact
telephone number for emergency contact purposes. If you do not have their phone number, you
can enter your own number first, and update it later.

Once an activity has been added, it will be submitted to either your CAS Advisor or CAS
Coordinator for approval. Once the activity is approved, you will receive a notification email,
and you will see the updated status on your CAS worksheet. The red checkbox for the Cross
Country Team indicates approval.

Completing Reflections & Evidence
Via the Activity Page
Once your CAS activity has been approved, you can provide responses to reflection
questions by clicking the Reflections tab on the right menu of your CAS activity page.

You can also add Journals, Websites, YouTube videos, Photos and Files under the
Evidence tab, which you can link to one or more of your targeted learning outcomes.
Obtaining Supervisor Reviews
Via the Activity Page
Once you've finished your activity and added all of your evidence, you can either click Request
Supervisor Review, which will send an email to your activity supervisor allowing them to
complete your activity review online, or CAS Completion Form, which will create a PDF,
which you can then print and have signed by your activity supervisor.
Note: Once your activity has been marked Complete, you will not be able to add additional
evidence or update any of the details, so you will only want to click Request Supervisor
Review once you’ve finished documenting your activity.
Joining Activity Groups
Via the Groups Tab
Under the Groups tab, you'll be able to see a list of groups that have been created. Next, you'll
want to click Join Group. This will add you to the Members roster, and allow you to easily
link this activity group to your CAS worksheet.
It will also allow you to post new messages, view events and photos specific to that group.

Official AIS CAS Guide 2010-2011.2.2

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Table of Contents

Student worksheets ...................................................................................................................................2

AIS CAS Guide 2010-2011 1

What are the aims of

Name ......................................................................................... Date .................................

Self Evaluation - where are you now?

You are most interested in….

AIS CAS Guide 2010-2011 2

You are most experienced in….

DRAMA / THEATRE 1-----2-----3-----4-----5-----6-----7-----8-----9----10

AIS CAS Guide 2010-2011 3

AIS CAS Guide 2010-2011 4

TABLE 1- SECTORS OF THE ECONOMY

FOR PROFIT: businesses and NON-PROFIT: businesses and

Examples: McDonalds, Mobinil, Radio Examples: Red Crecent, state

GOVERNMENT: the political

Examples: Ministry of Defense,

AIS CAS Guide 2010-2011 5

Suggestions for groups and SCHOOL

AIS CAS Guide 2010-2011 6

Language A2, B, Language A1

Arts and Electives Mathematics

IB Learner Profile = IB Values

PRINCIPLED REFLECTIVE THINKERS

COMMUNICATORS RISK TAKERS INQUIRERS

AIS CAS Guide 2010-2011 8

“Physical exertion contributing to a healthy lifestyle, complementing

AIS CAS Guide 2010-2011 10

1. Increased your awareness of your own strengths

2. Undertaken new challenges

3. Planned and initiated activities

4. Worked collaboratively with others

5. Shown perseverance and commitment in

7. Considered the ethical implication of activities

8. Developed new skills

AIS CAS Guide 2010-2011 12

FAILURE TO FOLLOW CAS GUIDELINES WILL RESULT IN A

Procedures for CAS Activity credit

Good/Meaningful CAS Activity:

• New role for student

Summary of Procedures for CAS credit:

Pre-approve activity on MANAGEBAC

Reflect and demonstrate evidence for learner outcomes on MANAGEBAC

AIS CAS Guide 2010-2011 14

Activities that are NOT CAS

AIS CAS Guide 2010-2011 15

A Good/Meaningful Long-Term CAS Project

• Integrates 2-3 elements of CAS

Final Product for CAS Project

AIS CAS Guide 2010-2011 16

AIS CAS Guide 2010-2011 17

On-going AIS Projects

AIS CAS Guide 2010-2011 20

7. Eye Glasses Project

Possible PROJECTS ideas

AIS CAS Guide 2010-2011 22

AIS CAS Guide 2010-2011 26

AIS CAS Guide 2010-2011 27

CAS Documentation form…….……………………. p.29

Letters for Supervisors/Organizations…………. p. 30

AIS CAS Guide 2010-2011 28

Name: __________________________ Grade: 11 or 12

Circle One: Creativity Action Service