BASIC INFORMATION ABOUT CAS
the most important information from ”Diploma Programme. Creativity, Activity, Service guide (for students graduating in 2017 and thereafter)”, IBO 2015
CAS is at the heart of the Diploma Programme.
With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning from the PYP and MYP. CAS is organized around the three strands of creativity, activity and service defined as follows.
As a shining beacon of our values, CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. exploring and extending ideas leading to an original or interpretive product or performance
CAS enables students to enhance their personal and interpersonal development. A meaningful CAS programme is a journey of discovery of self and others. For many, CAS is profound and life-changing. Each individual student has a different starting point and different needs and goals. A CAS programme is, therefore, individualized according to student interests, skills, values and background.
The school and students must give CAS as much importance as any other element of the Diploma Programme and ensure sufficient time is allocated for engagement in the CAS programme.
Successful completion of CAS is a requirement for the award of the IB Diploma. While not formally assessed, students reflect on their CAS experiences and provide evidence in their CAS portfolios of achieving the seven learning outcomes.
The CAS programme formally begins at the start of the Diploma Programme and continues regularly, ideally on a weekly basis, for at least 18 months with a reasonable balance between creativity, activity, and service.
All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of evidence that showcases CAS experiences and for student reflections; it is not formally assessed.
Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through their CAS portfolio, students provide the school with evidence demonstrating achievement of each learning outcome.
Students engage in CAS experiences involving one or more of the three CAS strands. A CAS experience can be a single event or may be an extended series of events.
Further, students undertake a CAS project of at least one month’s duration that challenges students to show initiative, demonstrate perseverance, and develop skills such as collaboration, problem-solving, and decision-making. The CAS project can address any single strand of CAS, or combine two or all three strands.
Students use the CAS stages (investigation, preparation, action, reflection and demonstration) as a framework for CAS experiences and the CAS project.
There are three formal documented interviews students must have with their CAS coordinator/adviser. The first interview is at the beginning of the CAS programme, the second at the end of the first year, and the third interview is at the end of the CAS programme
CAS emphasizes reflection which is central to building a deep and rich experience in CAS. Reflection informs students’ learning and growth by allowing students to explore ideas, skills, strengths, limitations and areas for further development and consider how they may use prior learning in new contexts.
The CAS programme aims to develop students who:
• enjoy and find significance in a range of CAS experiences
• purposefully reflect upon their experiences
• identify goals, develop strategies and determine further actions for personal growth
• explore new possibilities, embrace new challenges and adapt to new roles
• actively participate in planned, sustained, and collaborative CAS projects
• understand they are members of local and global communities with responsibilities towards each other and the environment.
The responsibility of the CAS students
Key to a student’s CAS programme is personal engagement, choice and enjoyment of CAS experiences. Throughout the Diploma Programme students undertake a variety of CAS experiences, ideally on a weekly basis, for a minimum of 18 months. They must also undertake at least one CAS project with a minimum duration of one month. Students reflect on CAS experiences at significant moments throughout CAS and maintain a CAS portfolio. Using evidence from their CAS portfolio, students will demonstrate achievement of the seven CAS learning outcomes to the CAS coordinator’s satisfaction.
CAS students are expected to:
• approach CAS with a proactive attitude
• develop a clear understanding of CAS expectations and the purpose of CAS
• explore personal values, attitudes and attributes with reference to the IB learner profile and the IB mission statement
• determine personal goals
• discuss plans for CAS experiences with the CAS coordinator and/or CAS adviser
• understand and apply the CAS stages where appropriate
• take part in a variety of experiences, some of which are self-initiated, and at least one CAS project
• become more aware of personal interests, skills and talents and observe how these evolve throughout the CAS programme
• maintain a CAS portfolio and keep records of CAS experiences including evidence of achievement of the seven CAS learning outcomes
• understand the reflection process and identify suitable opportunities to reflect on CAS experiences
• demonstrate accomplishments within their CAS programme
• communicate with the CAS coordinator/adviser and/or CAS supervisor in formal and informal meetings
• ensure a suitable balance between creativity, activity and service in their CAS programme
• behave appropriately and ethically in their choices and behaviours.