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WAB Faculty & Staff

CAS & Global Citizenship: Learning Outcomes

CAS Learning Outcomes at WAB

The CAS program is designed to enhance student engagement in co-curricular and extra-curricular activities through the application of the seven Learning Outcomes. These Learning Outcomes align closely with WAB’s core principles and our Strategic Goals 2022+. CAS experiences should be thoughtfully selected and structured to demonstrate a student’s achievement of these Learning Outcomes. Providing evidence of attaining the Learning Outcomes is a fundamental aspect of the CAS program.

CAS Learning Outcomes

Identify own strengths and develop areas for growth  

Students are able to see themselves as individuals with various abilities and skills, of which some are more developed than others.  

Ask yourself if you are: 

  • aware of your own strengths and weaknesses 
  • open to improvement and growth opportunities 
  • able to propose experiences according to your own interests and talents 
  • willing to participate in different experiences 
  • able to undertake a thoughtful self-evaluation 
  • able to see themselves as individuals with various abilities and skills, some more developed than others. 

Guidance in Identifying Strengths and Areas of Growth 

  1. What are your talents?
  2. What do you enjoy doing?
  3. What skill or talent would you like to improve?
  4. What are you already doing that could be part of your CAS programme?
  5. What would you like to be involved in?
  6. Describe a time when you helped someone else or helped with a cause.
  7. Describe a time when someone helped you.
  8. About what issues do you have concern or feel most passionate?
  9. Are there any local clubs or community associations in which you could be involved?
  10. What would you like to learn more about?
  11. What have you always wanted to try but haven’t yet?

What other questions may help? Write down two and answer them.

Demonstrate that challenges have been undertaken, developing new skills in the process  

A new challenge may be an unfamiliar experience or an extension of an existing one. The newly acquired or developed skills may be shown through experiences that the student has not previously undertaken or through increased expertise in an established area.  

Ask yourself if you: 

  • participate in an experience that demands an appropriate personal challenge; this could be with new or familiar experiences 
  • are willing to become involved in unfamiliar environments and situations 
  • acquire new skills and abilities 
  • increase expertise in an established area 
  • show newly acquired or developed skills or increased expertise in an established area

Demonstrate how to initiate and plan a CAS Action Project  

Students can articulate the stages from conceiving an idea to executing a plan for a CAS Action Project. This should be accomplished in collaboration with other participants. Students may build on a previous experience, or by launching a new idea or process. The CAS Action Project must be aligned with our Global Citizenship definition and further our Strategy 2022+ goals

Ask yourself if you are able to:

  • articulate and use the CAS stages investigation, preparation, action, reflection, and demonstration to conceive, design, plan, and carry out a CAS Action Project
  • demonstrate knowledge and awareness by building on a previous CAS experience, subject area content and skills or personal talent
  • show initiative by launching a new idea or process 
  • suggest creative ideas, proposals or solutions 
  • integrate reflective thoughts in planning or taking initiative 
  • show awareness of the roles and responsibilities when designing a CAS Action Project 
  • show responsible attitude to CAS project planning 
  • develop a coherent action plan

Show commitment to and perseverance in CAS experiences  

Students demonstrate regular involvement and active engagement in CAS.  

Ask yourself if you: 

  • demonstrate regular involvement and active engagement with CAS experiences and CAS Action Project 
  • are able to foresee potential challenges to the initial plan and consider valid alternatives and contingencies 
  • demonstrate adaptability to uncertainties and changes 
  • get involved in long-term CAS experiences and CAS Action Project. 

Demonstrate the skills and recognize the benefits of working collaboratively  

Students are able to identify, demonstrate and critically discuss the benefits and challenges of collaboration gained through CAS experiences and the CAS Action Project.  

Ask yourself if you: 

  • share skills and knowledge 
  • listen respectfully to proposals from peers 
  • are willing to take on different roles within a team 
  • show respect for different points of view and ideas 
  • make valuable contributions 
  • are responsible for participating in the group 
  • readily assist others 
  • are able to identify, demonstrate and discuss critically the benefits and challenges of collaboration gained through CAS experiences and Action Project. 

Demonstrate engagement with issues of global significance 

Students are able to identify and demonstrate their understanding of global issues, make responsible decisions, and take appropriate action in response to the issue either locally, nationally or internationally.

Ask yourself if you: 

  • recognize the global implications of local issues 
  • are able to identify global issues in the local or national community 
  • show awareness of issues of global importance and take concrete and appropriate actions in response to them either locally, nationally or internationally 
  • get involved in CAS projects addressing global issues in a local, national, or international context 
  • develop awareness and responsibility towards a shared humanity.  

Recognize and consider the ethics of choices and actions  

Students show awareness of the consequences of choices and actions in planning and carrying out CAS experiences 

Ask yourself if you are able to: 

  • recognize ethical issues 
  • are able to explain the social influences on one’s ethical identity 
  • take into account cultural context when making a plan or ethical decision 
  • identify what is needed to know in order to make an ethical decision 
  • articulate ethical principles and approaches to ethical decisions 
  • show accountability for choices and actions 
  • are aware of the consequences of choices and actions regarding self, others involved, and the community 
  • integrate the process of reflection when facing an ethical decision 
  • show awareness of the potential and varied consequences of choices and actions in planning and carrying out CAS experiences. 

Guidance in Ethical Decision Making.  

What would you do?

  1. Student commitment to a CAS experience

    A student is deciding whether or not to meet his commitment to a CAS service experience. This student has agreed to help out at an aged care residence on a weekly basis; however, he just received an invitation to a concert to hear a favorite band. What does this student need to consider? How does this dilemma relate to personal responsibility?

  2. Student attitude toward CAS experiences

    A student signs up for a beach clean-up to go along with friends; however, during the clean-up the CAS adviser notices this student is hardly participating. Does the student’s attitude influence outcomes? Should the motivation for participation be to fulfill the requirement or to find something meaningful and of interest?

  3. Student actions during a CAS experience

    Students wanting to provide resources about health care for a refugee center neglected to learn about the population’s traditional practices before the visit. The host agency suggested they return better prepared for the next visit. In what ways are students expected to be more aware of cross-cultural contexts and sensibilities and how their actions might impact others?

  4. Student collaboration during a CAS experience

    Two students have been neglecting practice and not showing up regularly to participate in a sporting team that is part of their ongoing commitment to activity in CAS. In what ways do students honoring their agreements support and encourage others? How does individual student responsibility to his or her peers lead to true collaboration?

  5. Student addressing rules and legal requirements during a CAS experience

    A student neglected to satisfy the necessary legal checks before arriving at a preschool to work with the children. What is the student’s responsibility to ascertain if any inductions, trainings or legal checks must be satisfied before arriving at an agency? What is the role of the CAS coordinator in this situation?