IB Learner Profile

1. Inquirers: Develop a natural curiosity that allows them to become lifelong learners.

2. Knowledgeable: They explore ideas of importance and dig deep into its meaning creating a balance of their learning.

3. Thinkers: They apply thinking skills that allow them to tackle complex problems in creative ways.

4. Communicators: They understand and can articulate information in confident, creative ways, including a second language.

5. Principled: Students are honest, fair, just and full of integrity. They strive to solve their own problems and to take responsibility for their own actions.

6. Open-minded: Students understand and embrace other cultures. They recognize and celebrate their own backgrounds and learn tolerance for others.

7. Caring: Students actively care about others and participate in active service.

8. Risk-Takers: Students are brave in the face of new challenges. They strive to take on new roles and to defend their own beliefs.

9. Balanced: Students understand the need to be emotionally, physically and mentally balanced. They strive for this in themselves and others.

10. Reflective: Students reflect on their own learning. They are able to adjust for weaknesses and strengths.

Learning Outcomes

Throughout your CAS program, you need to show that you have had real-life experiences involving IB’s 7 Learning Outcomes.

1. Identify your own strengths and develop areas for personal growth.
2. Demonstrate that challenges have been undertaken, developing new skills in the process.
3. Demonstrate how to initiate and plan a CAS experience.
4. Show commitment to and perseverance in CAS experiences.
5. Demonstrate the skills and recognize the benefits of working collaboratively.
6. Demonstrate engagement with issues of global significance.
7. Recognize and consider the ethics of choices and actions.

CAS Stages

1. . Investigation

Students should begin by identifying and researching community needs of interest and importance to them and the community.

2. Planning and preparation

After investigating, students design and establish a plan to meet an identified community need. Students might develop workplans and timelines, outline logistics, assume and assign roles and responsibilities to their peers within their teams, and prepare budgets. Students might also reach out to media and public officials, adding visibility to the addressed need and to their response.

Teachers will provide guidance on content-related aspects and how the content meshes with their proposed project.

With teacher guidance, students divide themselves into committees that will be in charge of certain aspects of the project. Examples of teams are: Leadership Team (each member of the Leadership Team will be the director of a committee), Budgeting Committee, Organizational Committee, Public Relations Committee, LaSallian Committee, Outreach Committee, and Content Committee. Students will develop committee expectations.

At this point, students should complete the Pre-Reflection activity, AND the Service-Learning Organizational Chart.

3. Action

Do it! Teachers support student action.

At this point, students should complete the During-Reflection activity.

4. Reflection

At this point, students should complete the Post-Reflection activity.

Teachers help students analyze and assess their actions and impact, reinforcing emerging student self-awareness and self-efficacy as an engagement strategy.

5. Demonstration

Show what you have accomplished