初中课外活动课程设计手册草稿Word格式.docx

1、TELEPHONE EMAIL ECA Handbook 活动课手册Table of ContentLYIS MISSION STATEMENT/教育宗旨 1LYIS LEARNER PROFILE/人才模式 1Luoyang International School （LYIS） 2ECA Course Outline 2ECA课程简介 2Getting Started/ 活动前准备 6CAS CALENDAR MAJOR DEADLINES/ 分阶段任务设置 7Guiding Questions / 引导题 8LONG TERM ACTIVITIES/ 长期项目计划表 9DESCRIPTI

2、ON AND REFLECTION/ 过程描述与反思 10ECA: Activity/Project SelfEvaluation Form /ECA 自我评价表 12SUPERVISORS EVALUATION REPORT / 辅导老师评价表 14SHORT TERM ACTIVITIES/ 临时项目记载表 15SEMESTER REVIEW/ 学期回顾表格 16 student final summary/ 学生总结表 18IECA Handbook 活动课手册 MISSION STATEMENT/教育宗旨The International Baccalaureate aims to d

3、evelop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.To this end the IBO works with schools, governments and international organization to develop challenging programs of international education an

4、d rigorous assessment.These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.LEARNER PROFILE/ 人才模式The aim of all IB programs is to develop internationally minded people who,

5、recognizing theircommon humanity and shared guardianship of the planet, help to create a better and more peaceful world.IB learners strive to be:Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning and sho

6、w 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 b

7、road 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 i

8、n 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 t

9、ake 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 eva

10、luating a range of points of view, and are willing to grown from the experience.Caring They show empathy, compassion and respect towards the needs1ECA Handbook 活动课手册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

11、 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. They are brave and articulate in defending their beliefs.Balanced They understand the importance of intellect

12、ual, 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 their learning and personal deve

13、lopment.LYIS International SchoolECA Course Outline课程简介All students in DP1 and DP2 have to do Creativity, Action and Service, 50 hours Creativity, 50 hours Action and 50 hours Service. 150 hours MUST be completed satisfactorily for a student to pass their IB diploma. It is the students responsibilit

14、y to ensure that they fulfill the requirements.CAS Creativity, Action, Service.These three components need to be balanced and students are expected to be involved for the equivalent of three to four hours a week over four terms. The three aspects may be approached as separate areas involving a varie

15、ty of different activities, or as a single project combining them all, or a mixture of two aspects.Creativity: This should be interpreted as imaginatively as possible to cover the widest range and other activities and to include creativity by the individual student in designing and carrying out crea

16、tive and service projects. It can also be thought of as “initiative”.Action: The stress here is on being active! Watching films and viewing art will not do （your reviews of this will be acceptable）. Simple learning skill should be kept to the minimum, too. Lessons and coaching are not the same as de

17、veloping skills rather than practicing those already acquired. Action can include taking part in expeditions, individual and team sports, and physical training. It can also include carrying out creative and service projects.Service: this means community or social service and may even be carried out

18、within school. WE have many contacts already outside school, but students may also like to approach their own contacts and design their own schemes.2CAS Handbook 活动课手册The Aims of Creativity, Action and ServiceThe CAS programme aims to develop students who are: reflective thinkersthey understand thei

19、r own strengths and limitations, identify goals and devise strategies for personal growth willing to accept new challenges and new roles aware of themselves as members of communities with responsibilities towards each other and the environment active participants in sustained, collaborative projects

20、 balancedthey enjoy and find significance in a range of activities involving intellectual, physical, creative and emotional experiences. Requirements:CAS is an experiential learning program involving students in new roles. Students are required to undertake a new activity or a new role in an existin

21、g activity, e.g.: umpiring, acting, debating, performing, cooking, building, caring for others, give practical help, improving anothers situation, coaching young players, assisting teachers, etc）. CAS is not taking place when the students is in a passive rather than an active role such as doing dipl

22、oma subject work, buttering bread, travelling to a venue, photocopying and filling library books. There should be interaction.CAS RECORD KEEPINGYou will be required to keep a CAS Handbook and to have it verified by your adult leaders of the clubs and projects. Make sure to fill this in and have it s

23、igned by the adult leader every single time you do a CAS activity. Your Diary should be a place for description of and selfreflection on your activities.TIMINGThe CAS program will start in September at the beginning of DP1 year and finish in March of DP2 year. （It is possible for students to continu

24、e with their own arrangements during the holidays.） However if all criteria have been met some students may finish at the end of Term 1 of DP2 year. When you have completed your program, you will have to submit a final summative report. This will need to be completed by the end of February in Dp2）MO

25、NITORINGAll your activities will be monitored by an adult, who may be your adult leader, a supervisor or instructor, a teacher, or another adult who is willing to lead an activity and is known to the school, The CAS coordinator will also monitor all activities and will meet with you in tutorial freq

26、uently.EVALUATIONSelf Evaluation happens weekly in your CAS DIARY. It is very important that you write regular selfevaluations as you will not remember them well enough to write an3effective evaluation of every activity right at the end of the program. You may also like to record aspects of your act

27、ivities with photographs, or videos and tapes this is your written evidence for your involvement and is very important. You must get all entries signed by your adult leader. Your Tutor will check your diary regularly and the CAS coordinator will check it every term.Evaluation by adult Leaders:All yo

28、ur CAS activities will be monitored by an activity leader who will also write an evaluation of your performance. This will be based on the leaders personal knowledge of your participation in the activity, and also on individual and group discussions or presentations. The adult leader is given a stri

29、ct selection of performance criteria to refer to when writing your evaluation; they may be seen on the CAS notice board.Self Evaluation:At the very end of the program, you will produce a final selfevaluation looking back over your whole CAS experience. This will also have to focus on the above perfo

30、rmance criteria. You will also do a practice essay at the end of DP1. The IB Regional Office requests to see sample of sample of students complete CAS records before the examination.A written self evaluation in the CAS Diary is required from students for each activity undertaken, completed at the en

31、d of the activity. The purpose of this is to encourage critical thinking and make students aware of their own strengths and weaknesses. You should look back over the experience and assess it. It should not be a narrative of what was done. The evaluations should show that you have considered the foll

32、owing performance criteria.Learning outcomesAs a result of their CAS experience as a whole, including their reflections, there should be evidence that students have: increased their awareness of their own strengths and areas for growthThey are able to see themselves as individuals with various skills and abilitie