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

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 and actions in planning and carrying out CAS experiences.

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.

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 and takes concrete and appropriate actions in response to them either locally, nationally or internationally
– gets involved in CAS projects addressing global issues in a local, national or international context
– develops awareness and responsibility towards a shared humanity.

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

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 CAS experiences.

Students demonstrate regular involvement and active engagement in CAS.

The student:
– demonstrates regular involvement and active engagement with CAS experiences and CAS 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 CAS experiences and CAS project.

Students can articulate the stages from conceiving an idea to executing a plan for a CAS experience or series of CAS experiences. This may be accomplished in collaboration with other participants. Students may show their knowledge and awareness by building on a previous experience, or by launching a new idea or process.

The student:
– is able to articulate the CAS stages including investigation, preparation, action, reflection (ongoing) and demonstration, moving from conceiving an idea to carrying out a plan for a CAS experience or series of CAS experiences
– demonstrates knowledge and awareness by building on a previous CAS 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 CAS experience
– shows responsible attitude to CAS project planning
– is able to develop a coherent action plan taking into account the aim or purpose, activities and resources.

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.

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

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

Urban Thinkers Campus 2.0

Timeline


  • March 22 – Urban Thinkers Campus Hong Kong announced
  • March 27 – Sign up
  • March 29 – New Urban Agenda and HK2030+ (pre-2017 edition) distributed
  • April 1 – Urban Thinkers Campus conference
  • April 3 – Information synthesized, suggestions survey released
  • April 19 – Production of UTC 2.0 report commenced
  • April 27 – Outcome document published and released
  • April 28 – Outcome document submission to HKSAR Government’s Planning Department

Relation to CAS


Information about the Urban Thinkers Campus 2.0 here: http://web5.arch.cuhk.edu.hk/urbandesign/urbanthinkers2017.html

Under creativity, action and service, my CAS project likely links to both creativity and service, though if only my own involvement in the project is considered, it ties mostly to creativity.

On March 22nd 2017, my geography teacher Ms. Safaya announced to the class on Google Classroom that there was going to be a United Nations-tied event at the Chinese University of Hong Kong. I saw that there was going to be an urban planning workshop at the event, and since I am interested in pursuing architecture in university I decided to go to learn about the issues that I would likely have to face as a future architect.

Discuss what you particularly enjoyed about the retreat – and anything that you found challenging in a positive way; At least 4 paragraphs length (or equivalent video); Follows/engages with at least one of the Retreat themes (Challenge & Passion, Sublimation, Finding your Path.)
During the IB Retreat we had many fun activities, but some for me were much more memorable that others, and I remember those that were particularly enjoyable and challenging the most. One of the things I enjoyed most watching the movie 12 Angry Men, originally written by Reginald Rose as a teleplay and the movie we watched being produced by Rose himself as well as Sidney Lumet. The film stars Henry Fonda, Lee J. Cobb and 10 other actors as 12 jurors attempting to deem a murder suspect either guilty or not guilty. The plot twists and turns as each of the jurors continuously change their views on the subject matter as more evidence is considered and new possibilities come to light.

1. Horticulture Club

Member September 2012-present, Executive member August 2014-present

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The horticulture club has had many service-oriented endeavours in the time I’ve been a member, though not all of them have been on a wide scale. One of our in-school initiatives was/is the outreach programme, in which plants suitable for the available conditions are given to teachers to keep in their classrooms, with the assumption that them and their students will be in full care and custody of the plant. We intend to teach not only plant-growing skills, but also responsibility through this initiative to both students and teachers alike. Another initiative is our organic farming initiative, in which we bring members of the club as well as other students who are interested to an organic farm in the New Territories to learn about aquaponics, self-sustaining environments (effective, minimalist gardening) and coordination between human intervention and natural occurrences.

2. CAS Week – Sabah

November 2015

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While the school’s CAS week trip to Sabah, Malaysia is half action-based, the other half is service-based. We dug a road leading up the hill to a kindergarten to allow for easier access not only by vehicles but also by foot, as previously the dirt roads could be difficult to traverse by any means. We also helped build a fence around the perimeter of the school premises and around each of the buildings to help keep animals such as livestock out of the school grounds. We didn’t do much in terms of interacting with the students as we were mostly operating in another area of the site from where classes were held, but we were taught basic greetings and questions in Bahasa Melayu that we occasionally conversed with the children in.

How did you become more aware of your own strengths and areas for growth?

I was part of the planning team for the 2014 outreach programme in the horticulture club.We spent a disproportionately long amount of time putting off setting up, we found that the means by which we contacted teachers tended to be quite indirect, and on top of that once the plants and teachers were planned out, the actual method by which we would distribute the plants was poorly planned and disorganized. The next year, we vowed to improve our existing plan and develop new ideas so that the issues we faced in the previous year would not be encountered again, or cause problems in the outreach programmes of any subsequent years.

How did you undertake challenges that developed new skills?

In Sabah for CAS week, since I had never done this type of construction work before, I had to learn a lot of new skills, which were definitely challenging. I’m not exactly physically strong, so digging the roads even for short periods of time tired me out quickly, and I wasn’t able to get much done compared to a lot of other people. I’m also not exactly the tallest person, so I wasn’t able to reach a lot of the higher-up spots on the fences or flower beds we had to build. However, I was still able to be involved in the work and even though I wasn’t very good at it I was still able to contribute what I could.

How did you discuss, evaluate and plan student-initiated activities?

In 2016 we started the organic farming initiative, in which we bring members of the club as well as other students who are interested to an organic farm in the New Territories to learn about aquaponics, self-sustaining environments (effective, minimalist gardening) and coordination between human intervention and natural occurrences. We researched potential sites that would allow for groups as large as ours to come and do activities for a given period of time. I then went in a small group with only a few members of the club on a reconnaissance-type trip to survey the site and see what type of activities could potentially be done there.

How did you persevere in action?

Again, I was not the most physically strong person on the CAS trip to Sabah this year, nor the most daring person, but I was able to do all the activities during the week without backing out of any of them, even if I was sick, because I felt that if I didn’t that my self-worth would decrease due to not contributing as much as I think I should, as selfish as that sounds.

How did you work collaboratively with others?

This year, for CAS Week I went to Sabah, Malaysia, where I helped build structures around a kindergarten, though there were also more scary aspects such as jungle trekking, though I feel that now that I’ve had those experiences I have better interpersonal teamwork skills. Even though above I primarily discussed the service aspects, I believe that the action aspect also had an element of improvement in collaborative skills as well. Part of it was learning to assign tasks to people in a group and making sure they get done. The whole group was split into two and each person would be delegated a job to carry out. We would each need to do our fair share in order to keep the balance and harmony in the group, for example we would need some people to start the fire while another got water in order to be able to boil water to cook food. I also learned to help others in the same way they would help me, and by helping each other we learned to collaborate and gain trust and solve problems as a group.

How did you develop international-mindedness through global engagement, multilingualism and intercultural understanding?

When we went to Sabah, there were many cultural and traditional customs that the people there followed that were vastly different from those here in Hong Kong. Religion was one, with the majority of the people in the areas where we stayed being of a Christian division, whereas here in Hong Kong most religious people are Buddhists. Another was manners, as with visiting any foreign country, they had rules which people of certain status must conform to in a way that is not seen in my home city, such as children having to behave a certain way towards adults. Of course, when we went there the rules applied to us as well, so we followed them. We also followed the rules set by their local folk tales and beliefs, such as not harming nature. They also spoke a different language from what we speak here, they mostly speak Bahasa Melayu in Sabah, or otherwise regional dialects, while people here mostly speak Chinese, usually Cantonese. We learned a few basic phrases in Bahasa in order to try and communicate with the people there and find out what life is like for them to an extent.

How did you consider the ethical implications of your actions?

Someone on the CAS trip once asked why the camp this year was moved to do service work on a different site from many years prior. We were told that it was because the people there had grown a dependency on outside help, and if something went wrong they just assumed that some student group would come around and fix it for them, and they didn’t want that kind of reliance being developed. Another implication that was brought up was: once we leave, when we think back, was this trip really for others? Or did we come here for ourselves? This type of self-reflection made us think about the implications of what we were doing: sure, we were helping people perform a job that they may otherwise not have the resources to do, but on the other hand we may be doing it for our own selfish reasons such as for CAS hours or to feel better about ourselves. However, I personally believe that it’s a bit of both, and that overall the ethical mindset and implications behind our actions are valid and thoroughly thought through.