Diploma Programme programme outline—CAS

British International School, Lubumbashi. 063789

School name School code

Name of CAS Mr. Jared Otieno Date of IB training 29 Nov – 1st DEC 24.
coordinator

Date when outline 25.01.2025 Name of workshop Online CAS, CAT 1, by

was completed (indicate name of subject Omnia Mostafa.
and workshop category)

A. Context
1. Projected number of Diploma Programme students who will be entered in the first exam session,
once the school has been authorized. 20
2. Describe the social and physical environment of the community in which the school is located.

The British International School, situated on the outskirts of Lubumbashi, enjoys a serene environment re-
nowned for its vibrant culture and creative spirit. The area is home to notable landmarks such as the national
museum, international mining companies, and copper mining settlements. Our school embraces a multicul-
tural ethos, welcoming students from diverse regions including Africa, Asia, America, and Europe. This rich
diversity is celebrated through the recognition of significant cultural observances, fostering a strong sense of
inclusion and making us a beacon of harmony in the region.
Safety is a cornerstone of our campus, which boasts state-of-the-art facilities and a team of highly qualified
professionals from across the globe. Each term, students enjoy an array of enriching activities such as ziplin-
ing, virtual reality experiences, boating, swimming, and fun-filled adventures like jumping castles, both on
campus and nearby.
As the premier school in the region, we are committed to excellence. Our mission is to nurture well-rounded
leaders—young men and women who are innovative problem-solvers, compassionate individuals, and re-
sponsible citizens dedicated to making a positive impact on society.

B. Organization of CAS
The school is required to provide resources and staff to support the delivery of an appropriate and varied
CAS programme.
1. Coordination

a. Will the CAS coordinator have only this role in the school?

b. If your answer is no, answer the following questions:

i. What additional responsibilities will the CAS coordinator have?
Teacher of Business management
ii. What percentage of the CAS coordinator’s scheduled time will be devoted to CAS?
20% of coordinators time will be devoted to CAS

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 c. In larger schools, a team approach is recommended. If this is the case in the school, answer the
following questions.
i. How will the school identify CAS advisers to ensure that the students are helped to make the
most of their CAS experience?
At our A level section, most students are attached to the teachers in their respective houses.
This creates an element of mentorship that ensures proper guidance is conducted by the
respective mentors. The concerned teachers will therefore take the mentorship and advisorship
role and will conduct the 3 CAS interviews. The school has six scheduled periods, three for
each year levels.
DP 1: Once in September, November and April
DP2: Interviews conducted in September, November and March,

ii. How many students will be under each CAS adviser’s responsibility? 5

iii. How will the CAS coordinator guide and supervise the advisers?
The CAS coordinator will engage in training sessions, regular check-ins, documentation and
evaluation processes to ensure that all expectations are attained timely: -

• Training: Initial training is to be provided by the CAS coordinator, to ensure that the goals and
expectations of the programme is shared. Also, to point out the roles to be executed by the
advisers. This may involve the planning, screening and implementation of CAS experiences. Also
to provide feedback and guidance to ensure that students meet the program objectives.

• Regular check-ins: The coordinator is to conduct regular monitoring and evaluation to determine/
discuss the challenges, concerns or progress and provide the needed support. Check-ins will be in
person or via mail.

• Documentation: Regular activities between the advisers and coordinators are to be recorded and
report shared with the coordinator. The motive is to ensure that there is adequate record crucial for
the improvement of the program when needed.

• Evaluation: Periodic appraisal of the program to assess the efficacy of the CAS experiences and
note the areas for improvement. This may involve gathering feedback from all the involved
stakeholders i.e. students, advisers to identify the success and failures with an aim of making
adjustments.

iv. What procedures will be in place to ensure consistency among advisor’s responses to questions
related to proposed experiences?
The school may consider the following:
• Training and support
• Quality circles/ peer review
• Ongoing evaluation
• Good communication plan
• CAS coordinator oversight

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 2. Time Allocation
Indicate the weekly time allocation for CAS experiences. Identify the time allocated for meetings of students
with advisers/ CAS coordinator and time allocated for CAS experiences

Weekly time allocated for Weekly time students devote to

students to meet with CAS CAS experiences
coordinator/ advisers
Within the school’s timetable 50 mins per person Sensitive to CAS experience

Outside the school’s timetable As needed As needed

3. Length of the whole CAS programme (it must expand over 18 months at least)
Month of year 1 of the diploma Month of year 2 of the diploma
programme. programme
It will start September September
It will end April March

4. Budget
Indicate how the budget for CAS has been produced. Identify different types of support that the
school will provide for CAS (for example administrative, transportation etc.)
The school will offer support to the extent manageable. This will be in alignment with the materials
needed for the project, transport etc. The budget will be prepared by the CAS coordinator in collaboration
with the advisers and later sent to the management for approval before funds are released.

5. Monitoring and advising

How often will interviews with each student take place? Indicate length of interviews and main
objectives.
Informal feedback will occur regularly, whereas official interviews will transpire at-least twice a month
and be at least 20 minutes in duration.
The objective of the interviews are: -
Receiving feedback: The adviser is to share feedback with the students about their CAS progress.
Students are to ask questions, seek clarifications and guidance from the adviser.

Assessing progress: The students are to share their experiences which may entail possible success in the
program as well as failures.

Goal adjustment: It will be an opportunity for the students to readjust their goals of the CAS activities.

Record keeping: The interview will provide an avenue to document the student’s progress in the CAS
program for schools’ documentation and future evaluation.

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6. Supervision
Who will be involved in the supervision of students (teachers, other school staff, parents, members of
the community)? How will the school brief them about its expectations?
CAS coordinator and the DP coordinator will be the primary supervisors. Teachers, parents
and the school’s management will exhibit supervisory roles as well. Presentation of CAS to
the parents will be showcased. Parents views and expectations of the program will be
incorporated. Further communication to the parents will be shared through reports and
during termly meeting in case needed. However, partners are welcomed at the discretion of
the school’s management. For the rest of the staff, CAS conception is to be shared during
collaborative meetings.

7. CAS program
a. How will the school ensure that the students are given opportunities to choose their own CAS
experiences?
Student’s interests, autonomy and choice will be prioritized in the process. The CAS coordinator will
provide variety of ideas/ options to the students, encourage them to reflect on their interests and passion
and later make a decision on what suits them. The objective is to enable them own the process as such
may motivate them to be more creative.

Notably, the coordinator may encourage the students to design projects from a scratch or champion the
service-learning cycle ideology.
Service learning may follow the below phases: -
• Investigate
• Plan
• Action
• Reflect
• Demonstrate.

b. How will the school promote students undertaking experiences that focus on the local community
using a global perspective? Indicate any challenges that the school may face in achieving this.
Ultimately, all local challenges/ trends or emerging issues have global significance. The entire world is
viewed as a single village through the lens of globalisation. To champion this idea, students are to be
advised to think global and act local to enhance the international mindedness perspective and to also
achieve the learner profile of open mindedness.

During CAS talks or interviews, matters on global issues will always be put in a check-list to ensure that
students incorporate them while engaged in their CAS activities.
Also, during reflections, international mindedness guiding questions need to be incorporated. These could
point out areas such as Language, ethnicity, culture and identity • Science, technology and society •
Equality, diversity and inequality • Conflict, security, peace and resolutions • Economic and
environmental sustainability • Health and development, pollution, climate change etc.

Possible challenges may be on; - over-reliance on secondary sources as opposed to primary, narrow
exposure to global issues due to the developed nature of the country, language barrier while conducting an
investigation etc.

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 c. How will students be advised to plan their CAS programme taking the learning outcomes into
account?
A number of approaches can be used by a school. In our case, the below procedure will be ideal.
1. Conduct a CAS orientation – Orientation is to be conducted for all students outlining the programme’s
objective, learner outcomes, expectations etc. The motive is to enable students align their personal
expectations and the IB learner profile.

2. CAS adviser meetings – Regular group as well as one on one meeting with the advisers and supervisors
can be put in place to discuss and plan their CAS activities, identify strengths, challenges and overall
feedback.

3. CAS Portfolio – Students will be required to document their activities, reflections and achievements
that may point out to the attainment of learner outcomes. This can be regularly checked by the adviser for
purposes of providing feedback.

4. Providing a check-list – The school can provide a learning outcome checklist to guide students in
planning their CAS activities and to streamline their objectives.
5. Reflection – Crucial in enabling students ask questions and amend their objectives. Also, provides a
platform for the adviser to ask and provide insights meant to inspire the students in their area of study.

By following these steps, students will be better guided and in a position of achieving the expected leaner
outcomes.

d. Give an example of a potential student’s CAS programme that you would consider as appropriate to
address all seven learning outcomes. Do not forget that each student must undertake at least one CAS
project. The CAS project can address any single strand of CAS, or combine two or three strands.
Project title: ‘Environmental conservation’
Description: Students are to plan and conduct a school cleanliness programme within and outside the
classroom.
Activities:
• Project initiation: Concerned students collaborates with the management. Teachers, support staff
and the rest of the students to roll-out the activity.
• Team-work: Students work in teams to enhance awareness within the school on the significance of
conserving the environment by enhancing better hygiene and tidiness in all areas of the school.
• Challenges: Students are to take on the challenge, persevere and remain committed over time to
ensure fruition of the project.
• Global significance: Environmental conservation has global significance as it feeds into the notion
of sustainability.
Using this single project, all the seven learner outcomes can be achieved to a given stretch while boosting
environmental conservation initiative and impacting the school community positively.

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 e. What strategies will you apply to ensure that students reflect on their CAS experiences?
• The coordinator will provide assessment rubrics outlining the criteria for success and to provide
guidance on the expectations.
• Regular reflection sessions – This can happen orally, written, through video or an interview
format.
• Peer feedback will be encouraged
• Conduct CAS exit interviews.

By putting all the above into consideration, students will be encouraged to reflect on their CAS
experiences and be better positioned to succeed in their CAS programme.

f. How will the school record the progress of the student’s CAS programme?
• Physical or digital portfolios will be encouraged for the sake of frequent assessment by the
advisers.
• Managebac or Google classroom may also be employed.

g. How will the student record their CAS experiences and reflections?
Flexibility will be exercised depending on the students.
• Physical or digital portfolios will be encouraged.
• Those that prefer digital may use google classroom or managebac
• Physical options may involve the use of folders to accumulate evidence of achievements /
experiences etc.

h. How will the school report on the student’s CAS programme to parents?
• A progress report is given in December, March, and June during Year 1, and same for DP 2.
• Additionally, parents and students can check progress in google classroom or Managebac
throughout the year.
• Finally, during CAS parents- teacher conference, the coordinator and advisers can provide a full
report on the student’s experiences, achievements and challenges etc.

i. How will the school promote the student’s achievements in CAS within the school community?
BIS Lubumbashi will promote the student’s achievement in a number of ways not limited to:
• Creating a wall of fame: - to display the students CAS achievements. These could be pictures,
artefacts, certificates etc.
• Organised Assemblies: - To celebrate the successful students and provide them with a platform to
share their experiences.
• Newsletter or bulletin: - This could provide an update to the school community on the latest CAS
achievements and contributions from the school.
• Social media platforms: - Schools website, Instagram, Facebook and other platforms will be used
to celebrate achievements.
• Celebratory events: - this could be CAS exhibitions or awards ceremonies to celebrate
achievements.
Notably, celebrating achievements in CAS is important as it enhances visibility and the value of CAS
programme hence a tool crucial in encouraging other students to get involved in CAS.