CAS (Creativity, Action, Service) is one of the three core requirements of the International Baccalaureate. Participating in the school’s CAS programme encourages students to be involved in artistic pursuits, sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena.
CAS PHILOSOPHY:“...if you believe in something, you must not just think or talk or write, but must act” (Peterson (2003)
In our school C (creativity), A (action), S (service) will be integrated in more then 150 hours required for CAS/ that is 200 hours, 100 hours every year : 3-4 hours per week. The students are expected to participate in the planning and designing of their own programme together with the initiatives from the school. In the first year more activities will be planned from School Community During School Hours or from Local District activities ; in the second year from activities of the International Context. As the students are the most important ones in CAS, and it's important to emphasize that they have a strong voice in the development of the CAS programme, each student will be invited to choose his or her activities so they should see themselves as active in the process and they will be involved in finding solutions to meet the requirements. Each student will be invited to evaluate his or her activities as a preparation for the final self-evaluation at the end of the two-year. The school will record and evaluate the student's CAS work, which will be a part of the diploma.
Activities planned to meet the creativity, action, service (CAS) requirement, incorporating one two or three of the CAS Elements
In our School Community during School hours:
Writing for a Comenius magazine (newspaper and on line) “ Our Europe “ (creativity, service) http://our-e.eu/
New role: Journalist
Real task: Presenting and writing newspaper articles to deadlines
Real consequence(s): Publication of work
Reflection: Responses to the guiding questions
Writing for a School magazine (newspaper and on line) “Take five” (creativity, service) http://take5.vittoriaweb.it/
New role: Journalist
Real task: Presenting and writing newspaper articles to deadlines
Real consequence(s): Publication of work
Reflection: Responses to the guiding questions
Designing and constructing noticeboards for other students with messages that
encourage reflection about important subjects (health, the environment, misbehaviour Europe ) (creativity, service)
New role: Social advertising
Real task: Creating the noticeboard
Real consequence(s): Effective communication of message
Reflection: Responses to the guiding questions
In the Local District during School hours or after School:
These activities strengthen the links between the school and the local community
Take care of children
Collaboration with Scuola Materna ( via Ludovica e via Maria Vittoria) (creativity, service)
New role: Teacher Assistent
Real task: Preparing lessons and teaching, providing materials
Real consequence(s): The students communicate in the language of the children and find a link through the teachers
Reflection: Responses to the guiding questions
Organizing student participation in the Regional Council
New role:Conference organizer/politician
Real task: Propose and discuss ideas useful for the local community
Real consequence(s):Student involvement in the Regional council , enhanced awareness of
political and humanitarian issues, improved skill in debating
and persuasive argument
Reflection: Responses to the guiding questions
Collaborating with School Library and Public Libraries to organize events, exhibitions and readings (creativity, action, service)
New role: organizer, curator, reader, publicist,
Real task: establishing productive rapport with Public Libraries and those who attend them
Real consequence(s): The students learn to communicate and organize events for others
Reflection: Responses to the guiding questions
Put on activities with other students of local schools with messages that encourage reflection about important subjects (creativity, action, service)
New role: Actor, musician, organizer, publicist, script writer, stage artist
Real task: Visiting a local school and establishing productive rapport with other students
Real consequence(s): The two groups of students learn new skills from each other, perhaps culminating in a joint exhibition
Reflection: Responses to the guiding questions
In the International Context
These activities are designed to create links between the school community and the global community
Collaborate with Humanitarian and Environmental Organisations and raising funds for Sermig , Amnesty International/Greenpeace/World Wide Fund for Nature/ Legambiente etc. (creativity, service)
New role: Campaigner /Fund-raiser
Real task Administrative arrangements and fund-raising
Real consequence(s):Enhance student awareness of human rights/environmental issues and enablement of the organizations to carry out their work
Reflection: Responses to the guiding questions
Collaborate with Europe Direct Torino ( Centre of European Information) to organize in school an Information Point on politics, activities and transfer programmes ( study opportunities) within the European Union. (creativity, action, service )
da gennaio a maggio- tutta la classe ore 2 a testa
New role: Multi-facet Informer
Real task Attend a course at Europe Direct in order to be able to organize the Information Point on the European Theme
Real consequence(s): Local students are informed on European politics for the young and meet other young people to exchange ideas.
Reflection: Responses to the guiding questions
Collaborate with international Agencies and UN Agencies present in Turin (SIOI, UNICRI, UNESCO, ILO, Staff College) to organize in school Library Information Points on politics, objectives, activities and programmes of these Agencies
(creativity, action, service )
New role: Multi-facet Informer
Real task: Attend a corse at the iybrary of SIOI
Real consequence(s): Local students are informed of the programmes of SIOI, UNICRI, UNESCO, ILO Staff Colleg and meet other young people to exchange ideas.
Reflection: Responses to the guiding questions
Organizing student participation in simulating a sitting of Italian Parliament or of European Parlament or of Court of justice or a UN assembly (creativity, service )
New role:Conference organizer/politician
Real task:Administrative arrangements and fund-raising
Real consequence(s):Student involvement, enhanced awareness of political and humanitarian issues, improved skill in debating and persuasive argument
Reflection: Responses to the guiding questions
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