CAS- Creativity, Activity and Service
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Importance of CAS:
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3
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4
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CAS in Brief:
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AIMS
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Learning Outcomes:
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CAS Stages- applicable to all three strands
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CAS Project:
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A CAS project is a collaborative, well-considered series of sequential CAS experiences, engaging students
in one or more of the CAS strands of creativity, activity, and service. CAS students must be involved in at
least one CAS project during their CAS programme.
All CAS projects are designed with a defined purpose and goals. Individual students identify one or more
learning outcomes to further guide their role and responsibilities in the CAS project. Students will likely
identify more outcomes, or modify expected outcomes during the CAS project and/or at its completion.
A minimum of one month is recommended for a CAS project, from planning to completion. CAS projects of
longer duration can provide even greater scope and opportunities for all participants and should be
encouraged.
Students should aim to undertake their CAS project locally and, if possible, engage in more than one CAS
project over the duration of their CAS programme.
CAS Experience sheet /Project Proposal Form is recommended to fill to keep a track of all activities done
by students.
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Examples:
● The following examples are provided to help generate further ideas without limiting the scope
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and direction of a CAS project.
Creativity: A student group plans, designs and creates a mural.
Activity: Students organize and participate in a sports team including training sessions and
matches against other teams.
Service: Students set up and conduct tutoring for people in need.
Creativity and activity: Students choreograph a routine for their marching band.
Service and activity: Students plan and participate in the planting and maintenance of a
garden with members of the local community.
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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What is not included in CAS:
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Cas interviews
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There must be a minimum of three interviews between a student and the CAS coordinator/adviser
where student progress is discussed and appropriate encouragement and advice is given.
The interviews should occur at least twice in the first year of the Diploma Programme and once in
the second year.
Feedback from these interviews is recorded by the CAS coordinator/adviser.
The interviews are documented on a CAS progress form or through some other appropriate method
such as a digital log.
The third interview is a summative discussion of the student’s engagement in CAS and his or her
achievement of the seven CAS learning outcomes.
It is recommended that a completion form is used or through some other appropriate method such
as a digital log.
The CAS coordinator will record the completion decision for each student as specified in the
Handbook of procedures for the Diploma Programme.
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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.”
Reflection is central to building a deep and rich experience in
CAS.
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Reflection: Crucial elements
● A good reflection shows evidence of serious thinking and questioning
● A good reflection requires self awareness and honesty
● A good reflection is full of concrete and specific examples
● A good reflection is well organised and correct in terms of language and structure
● A good reflection is thorough
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Reflection + CAS Outcomes
Reflection is the primary evidence used by CAS coordinators to determine whether students
have successfully attained the seven CAS learning outcomes.
Reflection can be done via:
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Audio reflections
Video reflections
Photographs
Group discussions
Interviews
Assembly presentations……….
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● Student reflection may be expressed through a paragraph, a dialogue, a poem, a
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comic strip, a dramatic performance, a letter, a photograph, a dance, or other
forms of expression.
Students find greater value and purpose when they apply their own interests,
skills and talents when reflecting.
They discover that reflection can be internal and private or external and shared.
It is possible students may wish to keep private certain reflections. As such, it is
recommended that students decide which reflections will be placed in their CAS
portfolio.
Students should include reflections in their CAS portfolio that give evidence to
achieving each of the seven CAS learning outcomes.
Reflection forms may also be used
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Understanding Reflection:
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Portfolios
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All CAS students are expected to maintain and complete a CAS portfolio as evidence of their
engagement with CAS and achievement of the seven CAS learning outcomes.
The CAS portfolio can also reveal how students have developed the attributes of the IB learner
profile.
It could also be a valuable addition to a student’s resume for a prospective employer or educational
institution.
During the three scheduled CAS interviews the CAS portfolio is discussed and appropriate
encouragement and advice is given.
While the IB does not require any particular format for the CAS portfolio, a three-part portfolio may
appeal to students and CAS coordinators and could include the following sections: “Profile”,
“Experiences”, and “Evidence”. Each section would be intended to assist students to better
understand their engagement with CAS, reflect on their experiences, and provide evidence of their
experiences. Note: These three sections are offered only as an example of one way to organize a
portfolio. There are many ways, and students should have a role in determining their most effective
organizing structure.
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Example of portfolio:
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Checklist
● A checklist is to be maintained by students to keep a track of complete
process of CAS.
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Bibliography
● https://www.woostercolts.com/cms/lib/NV02000980/Centricity/Domain/75/CA
S%20Experience%20Sheet.docx.pdf
● Creativity, activity and service guide
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● Thankyou
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