MYP 5 visual arts unit planner complete with some supporting materials including: website links, videos, and a summative RUBRIC which lists all formative assessment tasks. The Unit teaches about the importance of social documentary photography, the “rules” of a goof photography, photography analysis, brainstorming while connecting to a concept, and preparing for final display. The planner uses IB MYP vocabulary and content.

This question sheet speaks directly to students in order to prepare them for a successful second CAS interview. It has ten prompting and reflective questions. “Your second CAS interview will take place before the end of your DP 2 year. You should come prepared with your CAS Portfolio, as well as evidence of the five Stages of Development. Additionally, your CAS Supervisor will ask you about the various components of you CAS project. If you are not completely done each aspect of your programme, there is some time for you to apply the feedback from the interview and finish CAS confidently. You may feel more comfortable if you prepare for the questions in advance.”

The final CAS interview resource! Just like the other two worksheets, this also has ten questions for students to consider when reflecting back on their completes programme. “The goal of your third and final CAS interview is to predominantly celebrate your successes, achievements and all of the hard work you have put into CAS! Moreover, you’ll be guided to reflect on personal growth from multiple perspectives including enjoyment, personal awareness and development, achievements and challenges, larger understandings about the world, and how this experience might impact future choices and actions.”

A simple and effective tool to keep track of students’ CAS experiences! This char is especially useful if you do not use ManageBac. Students give a brief description of their experience, identity the appropriate category/categories, are reminded to collect evidence as well as reflect and to get a supervisor’s signature as proof of completion. Done in a chart format, it is both easy for students to use and easy for CAS Coordinators to find potential gaps and areas of growth.

This teaching tool describes in detail the IB DP CAS learning objectives directly from the curriculum, but it also break down the content in understandable student friendly language. It asks students thought provoking questions to check for understanding as well as providing real world examples. For me, it has promoted great classes discussions, as well as healthy debates in class. Students can even break intro groups and create mini presentations about each LO. Design to be used as a poster or a resources that they can keep alongside other CAS resources. It can also be handy to place in your CAS Handbook

The CAS project is a large undertaking for DP students, and can often be a tremendously rewarding experience for the students involved. That being said, it has many steps to complete, requires a great deal of organization, approvals and documentation. This document is designed to take student through the steps they need to take in order to have a successful CAS project. It will help then write a thorough CAS project proposal and remind them of the appropriate CAS Stage of Planning. An example is given for direct guidance. The document includes: Coming Up With A Good Idea, Finding A Suitable Supervisor, Writing Your Proposal, Proposal Example, Staring Your Experience. Please see my CAS Stages of CAS Planning Resources if students need revision or guidance and this has plenty of real world examples.

As educators, we are aware of the transformative power and multitude of benefits service learning can provide for our students. This poster is designed to help guide students to create service experiences which are meaningful and have lasting effects. It can act as a classroom tool to assist in their planning, and ensure they are thinking about both global and local issues. In my CAS classes, I take the time to break down all five points individually as a lesson, adding additional examples and taking questions if they arise. During the remainder of the year it acts as an anchor chart if students have questions as well as a great starting-off point if students are looking for ideas.

Due to the inclusive and broad aspects of CAS, students can often get confused as to what qualifies as a CAS experience. This poster is designed for students to ask themselves reflective questions and determine if an experience they are planning meets the CAS criteria. Created in an A3 size, it can easily be printed and used in a classroom as a resource which CAS Coordinators and CAS Supervisors can direct students to. Personally, it has saved me a great deal of time in the classroom.

This two page worksheet is designed to help guide IB DP students through their first CAS experience based on a hobby or area of interest they are already pursuing in their lives. Minor prior knowledge of the CAS program is required, but thoughtful guidance and questions have been added. This is a great tool for one of the first classes to make sure students are linking their experiences to the learning objectives as well as creating achievable goals.

This worksheet follows the KQED Youtube series on the seven elements of art. All seven worksheets include both an answer key and an in class extension task suitable for rooms with limited supplies. All videos run under 5 minutes, but students will generally need you pause the video for clarification and watch it twice. Once that is done, and you take up the answers as a class, it should take up an entire 50 minute period to an hour. If your class is longer, there is an extension activity that could be used in class or assigned as homework. Please watch the video before showing the students, so you familiar with the artwork shown.

This worksheet follows the KQED Youtube series on the seven elements of art. All seven worksheets include both an answer key and an in class extension task suitable for rooms with limited supplies. All videos run under 5 minutes, but students will generally need you pause the video for clarification and watch it twice. Once that is done, and you take up the answers as a class, it should take up an entire 50 minute period to an hour. If your class is longer, there is an extension activity that could be used in class or assigned as homework. Please watch the video before showing the students, so you familiar with the artwork shown.

An IBO requirement, the CAS Portfolio! If students have been reflecting and collecting evidence regularly, the majority of their CAS Portfolio work should be placing it all together in an organized and professional manner. As the CAS portfolio has evolved and can now be used in post-secondary and internship applications, students should be encourage to take advantage of the benefits this document could have. For Coordinators, this is a great way to showcase the fantastic work the students have been doing throughout their journey in the DP Programme. This editable Google Document includes: What is A CAS Portfolio, What Your Portfolio Should Include, Other Items to Include, and Student Portfolio Examples.

The last and final stage of CAS Project Planning! By now, students may be loosing enthusiasm or energy, but a fantastic and informative demonstration can make a big difference in how their project is received by the school and larger community. This document is created to remind students that their project can continue to have lasting effects if they prepare with a specific intent and audience in mind. The document includes: Categories of Demonstration, Graphic Organizer, Choosing Your Audience, and Things To Consider. As the worksheet is content heavy, I would advise using your CAS time to break the items down so students understand the new terminology. It can also easily be edited to add further examples.

This can be stage that CAS students often look forward to the least because they often think of reflection as purely writing about what happened. The acceptable format for reflections, as well as their importance has changed a lot in the last few years, and this document reflects that. Included in the document is: What Are Reflections, Factors to Keep in Mind, Guiding Questions, Acceptable Forms of Reflections, and Students Examples. There are many ways that you could break down this document into one, two or even three class lessons. Alternatively it acts as a foundations documents that students could refer to when reflecting on both their experiences and projects.

Stage 3, Action, is the moment the students have been waiting for! It is the culmination of the majority of all of their hard work. This document has been designed to help students anticipate potential problems, as well as seek feedback before the start of the project. It includes: Considering A Trial Run, Creating A Focus Group, Using a Feedback Matrix and Project Closure.

Out of the five stages of planning DP Students must go through, Preparation can often be the longest and require the most work. Students may need additional guidance to make sure they are not only organized, but are informing the right stakeholders far enough in advance. Keeping track of documentation and evidence during this stage is also very important. This document Includes: Preparation Description, Suggestions For Organization Tools, Action Plan Chart Example, Final Reflection Questions.

The first stage of CAS Project Planning: Investigation! This worksheet is designed to get students thinking about their potential projects, but also get them excited. This is an opportunity for them to engage with a global issue significantly, take action on that issue, and then demonstrate what they have learned. This resource starts off with asking students to think about how they make judgements and decisions. How can we ensure we are making decisions that are informed and knowledgeable? How can they use the strengths that they currently have while also developing new ones? It concludes with a reminder about the importance of collecting evidence while considering your audience and demonstration options.

The first stage of CAS Project Planning: Investigation! This worksheet is designed to get students thinking about their potential projects, but also get them excited. This is an opportunity for them to engage with a global issue significantly, take action on that issue, and then demonstrate what they have learned. This resource starts off with asking students to think about how they make judgements and decisions. How can we ensure we are making decisions that are informed and knowledgeable? How can they use the strengths that they currently have while also developing new ones? It concludes with a reminder about the importance of collecting evidence while considering your audience and demonstration options.

These questions are created with both the DP student and CAS Coordinator in mind. Students are prompted to think about their interests, goals and potential challenges they may face during the programme in preparation for their first interview. This may help the coordinator create experiences which may interest students, but flag potential challenges within the cohort. I prefer giving out the worksheet a few days in advance as some of the questions may take time for students to answer. Having Have you ever found it difficult to put into words everything a CAS Coordinator may be responsible for? What are their key roles, responsibilities and relationships? Please keep in mind that each school and CAS Coordinator may have a different opinion. This document comes in handy during an IB accreditation. This job descriptions outlines: Job Purpose Line Management and Responsibility Key Relationships (Internal and External) Key Accountabilities: Curriculum, Communications Staff Management Long Term Responsibilities