CREATIVITY ACTIVITY SERVICE

BOOKLET
For students graduating in 2017 and after

To develop inquiring, knowledgeable and caring young people who help to

create a better and more peaceful world through intercultural understanding
and respect” and “encourage students across the world to become active,
compassionate and lifelong learners who understand that other people, with
their differences, can also be right” (IB mission statement).

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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What is Creativity, Activity & Service?
C – Creativity:
Exploring and extending ideas leading to an original or interpretive product or
performance.
Creativity provides students with the opportunity to explore their own sense of original thinking and
expression. Creativity will come from the student’s talents, interests, passions, emotional responses,
and imagination; the form of expression is limitless. This may include visual and performing arts, digital
design, writing, film, culinary arts, crafts and composition. Students are encouraged to engage in
creative endeavours that move them beyond the familiar, broadening their scope from
conventional to unconventional thinking.

A – Activity:
Physical exertion contributing to a healthy lifestyle
The aim of the “Activity” strand is to promote lifelong healthy habits related to physical well-being.
Pursuits may include individual and team sports, aerobic exercise, dance, outdoor recreation, fitness
training, and any other form of physical exertion that purposefully contributes to a healthy lifestyle.
Students are encouraged to participate at an appropriate level and on a regular basis to provide a
genuine challenge and benefit.

S – Service:
Collaborative and reciprocal engagement with the community in response to an
authentic need.
The aim of the “Service” strand is for students to understand their capacity to make a meaningful
contribution to their community and society. Through service, students develop and apply personal
and social skills in real-life situations involving decision-making, problem-solving, initiative,
responsibility, and accountability for their actions. Service is often seen as one of the most
transforming elements of programme by promoting students’ self-awareness, offering diverse
occasions for interactions and experiences and opportunities for international-mindedness. Use of the
five stages in developing a service experience is recommended for best practice. Service benefits all
involved: students learn as they identify and address authentic community needs, and the
community benefits through reciprocal collaboration. Service fosters development of abilities,
attitudes and values in accordance with the IB mission statement and the IB learner profile. As such,
the service experiences are unpaid.

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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Students are expected to:
1. Approach the activities & projects with a proactive attitude.

2. Contribute and give impact to themselves & communities around them through
their activities & projects.

3. Undertake a variety of Creativity, Activity & Service experiences, ideally on a

weekly basis, for a minimum of 18 months.

4. Ensure a suitable balance between creativity, activity and service in their activities.

5. Take part in a variety of experiences, some of which are self-initiated, and at least
one project

6. Develop a clear understanding of the expectations and the purpose of the

activities.

7. Determine personal goals.

8. Discuss plans for the activities with the advisers and/or coordinator.

9. Explore personal values, attitudes and attributes with reference to the IB learner
profile and the IB mission statement

10. Become more aware of personal interests, skills and talents and observe how these
evolve throughout the experiences.

11. Understand the reflection process and identify suitable opportunities to reflect on
the experiences

12. Understand and apply the 5 stages where appropriate.

13. Demonstrate accomplishments within their programme.

14. Communicate with the adviser &/ coordinator in formal and informal meetings
(recorded three interviews)

15. Behave appropriately and ethically in their choices and behaviours.

16. Maintain a portfolio and keep records of the experiences including evidence of
achievement of the seven learning outcomes & IB Learner Profile.

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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An activity must:
 fit within one or more of the strands (Creativity, Activity or
Service)

 be based on a personal interest, skill and talent

 allow for development of personal interests, skills and/or

talents

 provides opportunities to develop the attributes of the IB

learner profile

 not be used or included in the student’s Diploma course

requirements

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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Creativity Activity Service Project
1. Students must be involved in at least one project during their 18 month programme.

2. A project is a collaborative, well-considered series of sequential experiences,

engaging students in two or more of the strands of creativity, activity, and service.

3. A project combines two or all three strands.

4. The primary purpose of the project is to ensure participation in sustained

collaboration.

5. A project challenges students to show initiative, demonstrate perseverance, and

develop skills such as those of cooperation, problem-solving and decision-making.

6. A project involves collaboration between a group of students or with members of the

wider community. Students work as part of a team, with all members being
contributors.

7. All projects should use the stages as a framework for implementation to ensure that
all requirements are met.

8. A minimum of one (1) month is recommended for a project, from planning to

completion.

The following examples are provided to help generate further

ideas for the Projects

• Service and activity

Students plan and participate in the planting and maintenance of a garden with
members of the local community.

• Creativity and activity

Students choreograph a routine for their marching band.

• Service and creativity

Students identify that children at a local school need backpacks and subsequently
design and make the backpacks out of recycled materials.

• Creativity, activity, and service

Students rehearse and perform a dance production for a community retirement
home.

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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 The Five Stages

1. Investigation:
Students identify their interests, skills and talents to be used in considering opportunities
for the experiences, as well as areas for personal growth and development. Students
investigate what they want to do and determine the purpose for their experience. In the
case of service, students identify a need they want to address.
2. Preparation:
Students clarify roles and responsibilities, develop a plan of actions to be taken, identify
specified resources and timelines, and acquire any skills as needed to engage in the
experience.
3. Action:
Students implement their idea or plan. This often requires decision-making and problem
solving. Students may work individually, with partners, or in groups.
4. Reflection:
Students describe what happened, express feelings, generate ideas, and raise questions.
Reflection can occur at any time during activities to further understanding, to assist with
revising plans, to learn from the experience, and to make explicit connections between their
growth, accomplishments, and the learning outcomes for personal awareness. Reflection
may lead to new action.
5. Demonstration:
Students make explicit what and how they learned and what they have accomplished, for
example, by sharing their experiences through their portfolio or with others in an informal
or formal manner. Through demonstration and communication, students solidify their
understanding and evoke response from others.

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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 7 Learning Outcomes:

1. Identify own strengths and develop areas for growth

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

2. Demonstrate that challenges have been undertaken, developing new

skills in the process
The student:
 participates in an experience that demands an appropriate personal challenge;
this could be with new or familiar experiences.
 is willing to become involved in unfamiliar environments and situations.
 acquires new skills and abilities.
 increases expertise in an established area.
 shows newly acquired or developed skills or increased expertise in an
established area.

3. Demonstrate how to initiate and plan an experience

The student:
 is able to articulate the stages including investigation, preparation, action,
reflection (ongoing) & demonstration, moving from conceiving an idea to
carrying out a plan for an experience or series of experiences.
 demonstrates knowledge and awareness by building on a previous experience.
 shows initiative by launching a new idea or process.
 suggests creative ideas, proposals or solutions.
 integrates reflective thoughts in planning or taking initiative.
 is aware of roles and responsibilities when designing an individual or collective
experience.
 shows responsible attitude to the project planning.
 is able to develop a coherent action plan taking into account the aim or purpose,
activities & resources.

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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4. Show commitment to and perseverance in the experiences
The student:
 demonstrates regular involvement and active engagement with the experiences
& a project.
 is able to foresee potential challenges to the initial plan and consider valid
alternatives and contingencies.
 demonstrates adaptability to uncertainties and changes.
 gets involved in long-term experiences and project.

5. Demonstrate the skills & recognize the benefits of working collaboratively

The student:
 shares skills and knowledge.
 listens respectfully to proposals from peers.
 is willing to take on different roles within a team.
 shows respect for different points of view and ideas.
 makes valuable contributions.
 is responsible for participating in the group.
 readily assists others.
 is able to identify, demonstrate and discuss critically the benefits and challenges
of collaboration gained through the experiences.

6. Demonstrate engagement with issues of global significance

The student:
 recognizes the global implications of local issues.
 is able to identify global issues in the local or national community.
 shows awareness of issues of global importance & takes concrete &
appropriate actions in response to them either locally, nationally or
internationally.
 gets involved in the projects addressing global issues in a local, national or
international context.
 develops awareness and responsibility towards a shared humanity.

7. Recognize and consider the ethics of choices and actions

The student:
 recognizes ethical issues.
 is able to explain the social influences on one’s ethical identity.
 takes into account cultural context when making a plan or ethical decision.
 identifies what is needed to know in order to make an ethical decision.
 articulates ethical principles and approaches to ethical decisions.
 shows accountability for choices and actions.
 is aware of the consequences of choices and actions regarding self, others
involved and the community.
 integrates the process of reflection when facing an ethical decision.
 shows awareness of the potential and varied consequences of choices & actions
in planning and carrying the experiences.
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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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 Ideas of the School Initiated CAS Activities:
1. Arts & Music
 Culturific
 Binus Youth Music Society
 School Orchestra
 Theatre

2. Internship
 B-Link
 Food Industry
 Embassy
 Please contact Ms. Aisha Bibi for more variety experiences

3. Humanitarian
 Buku Berjalan, English for Fun & Teen2Kids
 HOPE Indonesia
 GIN BINUS

4. International Relations
 Model United Nations
 World Scholar’s Cup

5. Public Relations
 BINUS Journalists

6. Student Council

7. Sports
 Basketball
 Futsal & Soccer
 Table Tennis
 Volleyball
 Diving

8. STEM (Science, Technology, Engineering & Math’s)

 Engineering

9. Managing School Events

 Retreat
 Litfest
 Pesantren Kilat

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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 IB Learner Profile

Inquirers They develop their natural curiosity. They acquire the skills necessary to
conductinquiry and research and show independence in learning. They actively
enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance.
In
so doing, they acquire in-depth knowledge and develop understanding across a
broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical
decisions.

Communicators They understand and express ideas and information confidently and creatively
in
more than one language and in a variety of modes of communication. They
work
effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and
are
open to the perspectives, values and traditions of other individuals and
communities. They are accustomed to seeking and evaluating a range of points
of view, and are
willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and
forethought,
and have the independence of spirit to explore new roles, ideas and strategies.
Theyare brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance
to
achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They
are
able to assess and understand their strengths and limitations in order to support
theirlearning and personal development

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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 Reflection
Being reflective is one attribute of the IB learner profile: “We thoughtfully consider the
world and our own ideas and experience. We work to understand our strengths and
weaknesses in order to support our learning and personal development.”

While not formally assessed, students reflect on their experiences and provide
evidences in their portfolios of achieving the seven learning outcomes. Reflection is
central to building a deep and rich experience.

Four elements assist in the reflective process.

1. Describing what happened

Students retell their memorable moments, identifying what was important or
influential, what went well or was difficult, obstacles and successes.

2. Expressing feelings
Students articulate emotional responses to their experiences.

3. Generating ideas
Rethinking or re-examining choices and actions increases awareness about self
and situations.

4. Asking questions
Questions about people, processes or issues prompt further thinking and
ongoing inquiry.

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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 Documentation
Portfolio
All students are expected to assemble evidence of their involvement in the experiences,
and their reflections upon them that show the learning outcomes have been achieved.
A variety of forms are acceptable including but not limited to: timeline, logsheet,
supervisor review, reflection, completion form, blogs, written journals, artwork, music
compositions, annotated photo diaries and audio or video diaries.

Stages & Documents

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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 CAS in Student Desk
(Step by Step)

1. Create Proposal

1st click

2nd click

3rd Fill out the form

Once you click save, your adviser &

parents will get email notification to
approve your proposal.

4th click

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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 2. Upload reflection

1st click

2nd choose

3rd browse for a file or image

4th click

5th click

3. Post Comment (write the learning outcomes of the reflection shows)

Type in this box & Click post

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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_____________________________________________________________
Academic Honesty is strictly enforced. Any breach is considered a malpractice

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 Name/Home Room

CAS Log Sheet

Title of Programme/Project : _____________
Contribution to me /& my surrounding: _____________________________
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SUPERVISOR EVALUATION: It is to the best of my knowledge that the candidate has completed the
activity above with honesty. My signature is verification that the candidate has experienced the learning
outcomes written below.

Date Learning Summary of Supervisor

Outcomes (#) Activities/Projects/Comments Signature

Supervisor Review: ___________________________________________________________________

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Supervisor's Name (print): ____________________________ Phone Number:____________________
Supervisor's Signature: _______________________________________ Date: ___________________
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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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 Supervisor Review

Student Name (filled by student):

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Name of Activity (filled by student):

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Activity Description (filled by student):

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Supervisor Name (filled by student):

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Supervisor Email/Contact No. (filled by student):

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Thank you for supporting the programme at BINUS SCHOOL Simprug. Please take
the time to fill out this evaluation form. Please comment on the student’s
progress (skills), effort and commitment (filled by supervisor):

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Learning Outcomes Complete This activity was __ Completed

(filled by student) (filled by supervisor) 
__ Not Completed

____________________
(Supervisor Signature)

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(Adviser/Coordinator Signature)
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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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 First Interview

 Do you have any questions or concern about Creativity Activity Service programme?
 Which aspect of the programme excites you the most? Which aspect seems most challenging?
 What do you most hope to achieve from Creativity Activity Service programme?
 How do you think your activities and projects will enable you to grow? How do these areas of
growth apply to the attributes of the IB Learner Profile?
 What have you learned about the stages, and how can the stages help you in activities and
projects?
 How will you plan for an equal distribution of Creativity, Activity, and Service across your 18
months?
 What organizational and time management strategies do you have in place to ensure that the
Creativity Activity Service programme remains an ongoing focus of your IB journey?
 What are your main interests? How can you incorporate these interests into your Creativity
Activity Service activities & projects?
 What do you enjoy doing after school? Could this be part of any Creativity Activity Service
activities & projects?
 What are your personal goals? How could they be achieved through Creativity Activity Service?
 What do you expect to gain from the activities and projects? What do you hope to accomplish?
 How can you advance your skills and talents through the activities and projects?
 What school community or other groups or team are you already involved in?
 Have you had any previous experiences that you would view as activities or projects?
 How could something you do currently (for example, swimming) be made into an activity with
new opportunities to add skills and meet challenges?
 What do you think your role could be in effecting change for the better?
 What issues of local significance concern you most? How could you address these in your
activities and projects?
 How do these local issues also have global significance?
 What would you enjoy doing for Creativity? Activity? Service?
 Have you made any plans for creativity, activity & service? For each, what are you hoping to
learn or do you have skills you want to develop?
 Have you researched any groups that you could become involved in for any of the strands
(Creativity, Activity, and Service)? What are you doing to expand your options?
 What ideas do you have for a project? Are these ideas worth developing for a month or more?
What additional ideas do you have or backup plans if this is not viable?
 Who will you work with for the project?
 How would you summarize the 7 learning outcomes?
 Can you summarize each of these learning outcomes in your own words?
 From the plans you already have, do you see any opportunities that may be helpful in meeting
these 7 learning outcomes?
 What learning outcomes appears as something you will easily do?
 What learning outcome might present a significant challenge?
 What learning outcomes might you address in the first six months of your Creativity Activity
Service programme?
 Have you thought of how you will keep evidence (and types of evidence) that you are
engaging with Creativity Activity Service and are meeting the outcomes?
 How often do you plan to use your portfolio?
 How will you reflect on your experiences? Are there any preferred ways you like to reflect?
(Note: the student may use diverse approaches to develop reflections)
 How can you keep track of your plans and meeting the learning outcomes through your
portfolio?
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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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 Second Interview

 What has been the most enjoyable and beneficial for you thus far in the
activities and projects?
 What has been a highlight activities &/or projects of Creativity? Activity?
Service?
 What do you hope to achieve most from these activities? How can you do this?
 When have you investigated, prepared and take action so far in the creativity,
activity and/or service, or with your projects.
 What have you developed for your projects – your goals, who are you
collaborating with, whether the project involves creativity, activity and/or
service, your roles and responsibilities, and you progress to date?
 What have been the biggest challenges for your activities and projects, and how
have you overcome them?
 What difficulty has been hardest to overcome? Where might you need support at
this time?
 Have you ensured an equal balance across the three strands? If not, how will
you rectify this?
 What have you learned from your involvement in the activities and projects?
 How have you used reflection to gain insights or understandings?
 In what ways have you especially enjoyed and learned from reflecting?
 Do some of your reflections include the four elements – what happened, how
you feel, ideas and questions?
 Can you describe a situation where reflection happened very naturally and
easily? Did you have a guided reflection opportunity that was helpful?
 Does your collected creativity activity service evidences show ongoing
involvement? Are there ways in which this could improve?
 In what ways have your experiences, including your project, assisted you in
achieving one or more learning outcomes?
 Outline skills that you have strengthened or developed from engaging in the
creativity & activity experiences?
 Outline a contribution you have done to the community around you from
engaging in the service experience?
 Explain something that has happened in the activities and projects that
provoked some strong emotions (“I was excited when ……..”, “I was sad
when……..”, “I was upset when…..”, “I was really happy when…….”).
 Choose a learning outcome and discuss your evidence of achieving it, and what
stands out as most significant and memorable.
 Five years from now, describe what is likely to stand out as a highlight from
creativity activity service.

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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 Third Interview

 What activities and/or projects did you most enjoy?

 Did you manage to reach your learning goals?
 What was your greatest challenge in Creativity Activity Service? How did you
overcome this?
 What have you achieved through the activities and projects?
 What have you learned about balancing your time with your choices and
commitments?
 How did knowing the 5 stages assist you? Where else can you apply these 5
stages in the future learning or in life in general?
 How do you already apply what you have learned from the activities and
projects in your daily life? How can this continue as you make future choices?
 Looking ahead, have any new goals emanated from your Creativity Activity
Service programme?
 How do you integrate the 3 strands (Creativity, Activity, and Service) in your
overall programme?
 Describe your project: how you planned, who collaborated, your roles and
responsibilities and the results of your collaboration. How were your
expectations met or exceeded?
 What has the role of reflection been in your Creativity Activity Service
programme? Describe any way your experience with the reflection has been
helpful and memorable?
 How could you use something similar to the portfolio in future endeavours?
 In what ways has the process of reflection and the collecting evidence of your
experiences helped you develop the attributes of the IB Learner Profile? What
would you do differently?
 How did you improve and develop your planning skills?
 What did you learn about yourself & others?
 What have you have learned through working in collaboration with others?
 What abilities and skills did you develop most significantly in Creativity Activity
Service?
 Did the Creativity Activity Service experiences help you to consider issues of
global importance? How?
 Which learning outcome did you find most easy to achieve? Most difficult to
achieve?
 What qualities did you discover and develop? What areas for growth were
evident?
 What challenges did you face, and how did you overcome them?
 What could be improved about the way Creativity Activity Service programme is
organized in school?
 What advice do you have for upcoming students regarding making the
programme enjoyable, sustained over time and meaningful?
 Five years from now, what will you remember most about your Creativity Activity
Service programme?

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Academic Honesty is strictly enforced. Any breach is considered a malpractice

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