CAS @ SJI International

Enrichment at SJII

Learning at SJI International aims to develop the whole person through academic rigour, and by providing opportunities for character growth through service to others, physical challenge, and cultural and spiritual immersion. Our learning program has four distinct pillars: Academic; Outdoor Education; Service Learning; and Co-Curricular Activities, all of which are underpinned by our commitment to pastoral care and our Lasallian values. Throughout our Enrichment program, we aim to encourage our students to try new things, develop lifelong passions, and promote leadership opportunities.

CAS AT SJII

During IB Diploma Program students will undertake a variety of CAS experiences and at least one CAS Project.
They must undertake experiences continuously for at least 18 months.
CAS experiences belong to one or more of the three strands: Creativity, Activity, and Service
Students must engage in a service during each CCA term. This could be organised by the school or independently.
There may be some occasions when students undertake just one or two CAS experience; there may be other times when they are doing several simultaneously.
Deciding what to do and when is part of how they plan, organise and balance their own/individual journey through the IB Diploma program.
The main purpose of CAS is to encourage students to take a break from studying and do something different. In IB Learner Profile terms, this is about creating balance in a student’s life.
Students will complete a CAS Portfolio on ManageBac. This includes evidence to show the experiences they have undertaken and also reflections on what they have achieved.
Students will have three CAS interviews with their Tutor and/or CAS Coordinator.

Still Wondering what CAS is? Read below for a Detailed Explanation

CAS is at the heart of the International Baccalaureate Diploma Program (IBDP) and is organised around the three strands of creativity, activity and service.

CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognise their role in relation to others. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives.

CAS complements a challenging academic program in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. CAS enables students to enhance their personal and interpersonal development. A CAS program is, therefore, individualised according to student interests, skills, values and background.

Successful completion of CAS is a requirement for the award of the IBDP. The CAS program formally begins at the start of the IBDP and continues regularly, ideally on a weekly basis, for at least 18 months with a reasonable balance between creativity, activity, and service.

Completion of CAS is based on student achievement of the seven CAS learning outcomes. students engage in CAS experiences involving one or more of the three CAS strands. A CAS experience can be a single event or may be an extended series of events.

Furthermore, students undertake a CAS project of at least one month’s duration that challenges students to show initiative, demonstrate perseverance, and develop skills such as collaboration, problem solving, and decision-making. The CAS project can address any single strand of CAS, or combine two or all three strands. Students use the CAS stages (investigation, preparation, action, reflection and demonstration) as a framework for CAS experiences and the CAS project.

There are three formal documented interviews students must have with their CAS coordinator/adviser. The first interview is at the beginning of the CAS program, the second at the end of the first year, and the third interview is at the end of the CAS program.

CAS emphasises reflection which is central to building a deep and rich experience in CAS. Reflection informs students’ learning and growth by allowing students to explore ideas, skills, strengths, limitations and areas for further development and consider how they may use prior learning in new contexts.

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