Student completion of CAS is based on the achievement of the seven CAS learning outcomes realized through the student’s commitment to his or her CAS programme over a period of 18 months. These learning outcomes articulate what a CAS student is able to do at some point during his or her CAS programme. Through meaningful and purposeful CAS experiences, students develop the necessary skills, attributes and understandings to achieve the seven CAS learning outcomes.
Some learning outcomes may be achieved many times, while others may be achieved less frequently. Not all CAS experiences lead to a CAS learning outcome. Students provide the school with evidence in their CAS portfolio of having achieved each learning outcome at least once through their CAS programme. The CAS coordinator must reach agreement with the student as to what evidence is necessary to demonstrate achievement of each CAS learning outcome. Commonly, the evidence of achieving the seven CAS learning outcomes is found in students’ reflections. In CAS, there are seven learning outcomes :
Students are able to see themselves as individuals with various abilities and skills, of which some are more developed than others.
A new challenge may be an unfamiliar experience or an extension of an existing one. The newly acquired or developed skills may be shown through experiences that the student has not previously undertaken or through increased expertise in an established area.
Students can articulate the stages from conceiving an idea to executing a plan for a CAS experience or series of CAS experiences. This may be accomplished in collaboration with other participants. Students may show their knowledge and awareness by building on a previous experience, or by launching a new idea or process.
Students demonstrate regular involvement and active engagement in CAS.
Students are able to identify, demonstrate and critically discuss the benefits and challenges of collaboration gained through CAS experiences.
Students are able to identify and demonstrate their understanding of global issues, make responsible decisions, and take appropriate action in response to the issue either locally, nationally or internationally.
Students show awareness of the consequences of choices and actions in planning and carrying out CAS experiences.
Decisions on whether a student has achieved the learning outcomes are to be made on the evidence provided by the student in their CAS portfolio in addition to information gathered during CAS interviews.
The use of evidence to demonstrate the achievement of the CAS learning outcomes is essential to a student’s CAS programme. To provide evidence, the students must understand what the CAS learning outcomes are, what each CAS learning outcome means and represents in CAS, and what types of evidence would be deemed mutually satisfactory by the student and the CAS coordinator.
The CAS coordinator, advisers and supporting staff, as well as the students, must share a common understanding of the language and meaning of each learning outcome. For example, students may need more clarity with the term “challenges”, and determine, for example, that a challenge could be taking on a completely new or unfamiliar CAS experience, or an extension of an existing one. Coordinators, advisers and supporting staff are reminded that each student may have a unique way of meeting the CAS learning outcomes, and will serve the students best by avoiding comparing student accomplishment. Recognizing each student’s CAS journey is imperative when referencing the CAS learning outcomes.
Students may gain stronger understanding of CAS learning outcomes when explained through the use of descriptors. The CAS coordinator and students can discuss each CAS learning outcome and design descriptors specific to the school and students.
The following section shows example descriptors for each CAS learning outcome. These descriptors are provided only as suggestions; they are not exhaustive, and can be adapted, edited, and more may be added. Further, not all descriptors must be met; it is the CAS coordinator’s decision with the student as to whether the CAS learning outcome has been achieved.
The student:
is aware of own strengths and weaknesses
is open to improvement and growth opportunities
is able to propose activities according to own interests and talents
is willing to participate in different activities
is able to undertake a thoughtful self-evaluation
is able to see themselves as individuals with various abilities and skills, some more developed than others.
The student:
participates in an experience that demands an appropriate personal challenge; this could be with new or familiar experiences
is willing to become involved in unfamiliar environments and situations
acquires new skills and abilities
increases expertise in an established area
shows newly acquired or developed skills or increased expertise in an established area.
The student:
is able to articulate the CAS stages including investigation, preparation, action, reflection (ongoing) and demonstration, moving from conceiving an idea to carrying out a plan for a CAS experience or series of CAS experiences
demonstrates knowledge and awareness by building on a previous CAS experience
shows initiative by launching a new idea or process
suggests creative ideas, proposals or solutions
integrates reflective thoughts in planning or taking initiative
is aware of roles and responsibilities when designing an individual or collective CAS experience
shows responsible attitude to CAS project planning
is able to develop a coherent action plan taking into account the aim or purpose, activities and resources
The student:
demonstrates regular involvement and active engagement with CAS experiences and CAS project
is able to foresee potential challenges to the initial plan and consider valid alternatives and contingencies
demonstrates adaptability to uncertainties and changes
gets involved in long-term CAS experiences and CAS project.
The student:
shares skills and knowledge
listens respectfully to proposals from peers
is willing to take on different roles within a team
shows respect for different points of view and ideas
makes valuable contributions
is responsible for participating in the group
readily assists others
is able to identify, demonstrate and discuss critically the benefits and challenges of collaboration gained through CAS experiences.
The student:
recognizes the global implications of local issues
is able to identify global issues in the local or national community
shows awareness of issues of global importance and takes concrete and appropriate actions in response to them either locally, nationally or internationally
gets involved in CAS projects addressing global issues in a local, national or international context
develops awareness and responsibility towards a shared humanity.
The student:
recognizes ethical issues
is able to explain the social influences on one’s ethical identity
takes into account cultural context when making a plan or ethical decision
identifies what is needed to know in order to make an ethical decision
articulates ethical principles and approaches to ethical decisions
shows accountability for choices and actions
is aware of the consequences of choices and actions regarding self, others involved and the community
integrates the process of reflection when facing an ethical decision
shows awareness of the potential and varied consequences of choices and actions in planning and carrying out CAS experiences.
(adapted from www.ibo.org)