What do Grade 12 students have to share, show and tell about their CAS Projects? With the introduction of the requirement for a CAS Projects within the IB Diploma Programme, this year’s graduating class was challenged to create original, student-led, student-initiated collaborative projects that fall into one or more categories of Creativity, Activity and Service. Their work will be showcased and shared during this event.
Contributed by one of our cross-country runners
Yesterday I made a break though. For over a year, one of my most important personal goals was to run under eighteen minutes in the 5 kilometers. Last year I got close but never made it. I built myself up before every race. I told myself “this is your chance” and “This is the race that you will finally do it”. After each race I couldn’t help but be a little bit disappointed. I was eating right, getting enough sleep, and training hard. I even tried visualization. “It’s alright”, I told myself. “You can do it next year when you are older and stronger.” However, when this season came around, nothing changed. At the SHAPE race I ran as hard as I could and was incredibly disheartened to see that I only ran 6 seconds faster than the previous year. I was running more than ever, but did not see the results I was hoping for. I was about ready to settle for the times I was getting. I even told my teammate that I felt like I was stuck in a rut. I just could not get past the barrier of eighteen minutes. I kept expecting it to happen, and it never did. For a while I gave up and I stopped expecting it to happen. People would ask me if this was the race that I would run in the 17s and I would respond “I don’t want to have any expectations. We will see what happens” rather than “Absolutely, just you wait!” like I had so many times before.
Recently I watched a video about a 64 year old women named Diana Nyad who swam from Cuba to Florida. She tried and failed three times, but every time she believed that she could accomplish this dream, because she wanted to do it so incredibly bad. On her fourth try, she absolutely refused to give up. This made me realize, that maybe I do have it in me, and so, yesterday, I made another attempt to break eighteen minutes. I ran my heart out and I couldn’t keep myself from crying from happiness when I ran 17:40. I know that eighteen minutes is just a time. I doesn’t define me as a person or even a runner, yet to me it means so much more than a time. Achieving this goal gives me hope.
I do believe that anyone can do anything with enough work and the right mindset. Never again will I give up on myself.
30-Second Takeaways from the IB Workshop
contributed by the CAS coordinator, Miki Ambrózy
The IB mission statement actually guides ethical dilemmas for the CAS coordinator. An example: Would a group of migrant Palestinian students in Jordan be eligible in the CAS programme for organizing a political campaign for boycotting Israeli products?
To conduct the 3rd interview, CAS panels are organized to raise the profile and awareness of CAS across the board. 20-minute panels with 5-10 minutes input from students. Three staff members on each panel, who have reviewed the students’ portfolios. The impact is that staff will become much more involved, students do a much better preparation, the stakes are higher, staff preparation is required leading to a much higher level of awareness.
Request Year 2 students lead a presentation to pre-IB students after the exams, possibly bring in the service learning provider organizations to be part of it.
Organize a session to share NGO contacts and experiences in order to expand volunteering and pull together resources across all IB-schools in the area (ISB, BSB, Scandinavian School).
Set up a Facebook page to highlight all that is going on related to service learning in CAS and beyond, connected to the school’s Facebook page in collaboration with Marcia.
Connect to colleagues in other parts of the world and share images, stories etc. of what students are doing in those contexts (CAS projects). An inspiration and a way to plant seeds of collaboration for global issues. For example, through Ala’a’s Facebook page in Jordan, looking at projects for the Christmas event for Iraqi refugees. How do other cultures deal with refugees? What drives charitable behaviour?
CAS and TOK
The sustainability in a relationship of “offering help”. The crystal of micro, meso, macro levels and how aid affects different actors on different levels. Analyzed according to time-frame of how each level develops over time and affects the others. Based on the story of volunteering “build” trips, by Beth, where the volunteers notice the day-labourers waiting for opportunities that may not arise because the volunteers are there. Possible link the poverty documentary Poverty, Inc.
Organize a projection for Poverty, Inc. in school to motivate reflection on donations, fundraising, good intentions and knowledgeable service learning.