What is CAS?

● CAS complements a challenging academic programme in a holistic way, providing

opportunities for self-determination, collaboration, accomplishment and enjoyment.
● A meaningful CAS programme is a journey of discovery of self and others.
● For many, CAS is profound and life-changing.
CAS is organized around the three strands of creativity, activity and service.
● Creativity—exploring and extending ideas leading to an original or interpretive
product or performance
● Activity—physical exertion contributing to a healthy lifestyle
● Service—collaborative and reciprocal engagement with the community in response to
an authentic need

As a CAS student you 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.

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 Successful completion of CAS is a requirement for the award of the IB Diploma.

18 months
of
Involvement
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.
CAS Portfolio
All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement
with CAS.

7 Learning Outcomes
Completion of CAS is based on student achievement of the CAS learning outcomes.

CAS Experiences
Students engage in CAS experiences involving one or more of the three CAS strands.

CAS Project
Students undertake a CAS project of at least one month's duration. The CAS project can address any single
strand of CAS, or combine two or all three strands.
CAS Stages
Students use the CAS stages (investigation, preparation, action, reflection and demonstration) as a framework
for CAS experiences and the CAS project.

CAS Interviews
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.
Reflection
CAS emphasizes reflection which is central to building a deep and rich experience in CAS.

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 CAS portfolio
⮚ can have different forms (chose one): for example, a scrapbook, video log, blog, files or
school-organized website.
⮚ Three sections “Profile”, “Experiences” and “Evidence

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
⮚ can address any single strand of CAS, or combine two or all three strands
⮚ involves collaboration between a group of students or with members of the wider
community
⮚ uses the CAS stages (investigation, preparation, action, reflection and demonstration)
as a framework for CAS experiences and the CAS project
⮚ is designed with a defined purpose and goals
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 CAS Stages - a Framework
The CAS stages represent a framework for planning, carrying out and reflecting on CAS
experience

5 CAS Stages
Investigation: Students identify their interests, skills and talents to be used in considering opportunities for
CAS experiences, as well as areas for personal growth and development. Students investigate what they want
to do and determine the purpose for their CAS experience. In the case of service, students identify a need they
want to address.
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 CAS experience.
Action: Students implement their idea or plan. This often requires decision-making and problem s o l v i n g .
S t u d e n t s m a y w o r k individually, with partners, or in groups.
Reflection: Students describe what happened, express feelings, generate ideas, and raise questions. Reflection
can occur at any time during CAS 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 newaction.
Demonstration: Students make explicit what and how they learned and what they have accomplished, for
example, by sharing their CAS experience through their CAS 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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 CAS learning outcomes
Learning outcome 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 experiences according to own interests and talents
● is willing to participate in different experiences
● 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.
Learning outcome 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.
Learning outcome 3: Demonstrate how to initiate and plan a CAS experience
The student:
● is able to articulate and use 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.
Learning outcome 4: Show commitment to and perseverance in CAS experiences
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.
Learning outcome 5: Demonstrate the skills and 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 CAS experiences.

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 Learning outcome 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 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.

Learning outcome 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 and actions in planning and
carrying out CAS experiences.

CAS or NOT?

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 Does my idea count as a CAS learning experience?

Does this experience fit one of the CAS strands?

Can you identify at least one learning outcomes which could be met from this experience?

Is there an opportunity for personal growth?

Does it link to one of the IB Learner Profile attributes?

Reflection

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CAS Interview
Three interviews between a student and the CAS coordinator/adviser are planned where student progress is
discussed and appropriate encouragement and advice is given. The
interviews occur 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.

CAS Interviews dates.

1st Interview: September-October 2022
2nd Interview: April-May 2023
3rd Interview: February/March 2024

1st Interview
⮚ to ensures that the student understands the requirements for CAS
⮚ student explains the CAS learning outcomes and shares plan to achieve outcomes
⮚ student's interests and ideas for CAS experiences are discussed
2nd Interview
⮚ to assess the progress of the student in CAS
⮚ progress on CAS experiences and achieving the CAS learning outcomes is monitored
⮚ Progress on CAS project is also monitored
⮚ CAS stages and reflections for experiences are assessed
3rd Interview
⮚ student outlines how they have achieved the learning outcomes for CAS
⮚ students discuss and evaluate their overall CAS programme and reflect on personal growth
⮚ The student's CAS portfolio is used as reference in this interview
⮚ This third interview may provide the opportunity for discussion on development of the CAS
programme for future CAS students based on this student's personal experience.

Notes
My CAS programme Y/N?
Date
Evidence of planning of a CAS programme
Regular commitment over at least 18 months to CAS
Understanding and ability to use the CAS stages when planning CAS experiences
Balance between creativity, activity and service
At least one planned project undertaken over at least one month
Evidence of achieving all seven learning outcomes
● Evidence of identification of strengths and areas for personal growth (LO1)
● Evidence of undertaking new challenges and developing new skills in the
process (LO2)
● Evidence of initiating and planning a CAS experience (LO3)
● Evidence of commitment and perseverance in CAS experiences (LO4)
● Evidence of demonstrating the skills and recognizing the benefits of working
collaboratively (LO5)
● Evidence of engagement with issues of global significance (LO6)
● Evidence of recognizing and considering the ethics of choices and actions
(LO7)
Reflections completed on significant CAS experiences
Supervisor reports supplied where necessary

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 CAS interview 1 completed
CAS interview 2 completed
CAS interview 3 completed
CAS portfolio completed

CAS project form

Student project leader(s)
Members
Title of project
Focus of project
For each CAS stage, describe either what has been
How we are following the CAS stages
done or what you plan to do.
● Investigation
● Preparation
● Action
● Reflection
● Demonstration
Name of organization the project is organized
with or for, if applicable
Contact person at organization, contact phone
and email, if applicable
Teacher or other external supervisor, if
applicable
Anticipated dates of CAS project
Risk assessment required? Yes/No Risk assessment completed? Yes/No
Student signatures
CAS supervisor/adviser signature/date
Principal signature (if required)/date

A brief guide to CAS

Creativity, activity, service (CAS) is intended to be a collection of enjoyable and challenging experiences
determined by you to extend your abilities.

Through your CAS experiences, you are to achieve the following learning outcomes.

● Identify your own strengths and develop areas for personal growth.
● Demonstrate that you have undertaken challenges and developed new skills in the process.
● Demonstrate how to initiate and plan a CAS experience.
● Show commitment to and perseverance in your CAS experiences.
● Demonstrate the skills and recognize the benefits of working collaboratively.
● Demonstrate engagement with issues of global significance.
● Recognize and consider the ethics of choices and actions.

CAS strands

Creativity is exploring and extending ideas, leading to an original or interpretive product or performance.
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Music, theatre, film, design technology, visual arts, dance, fashion and other experiences that involve creative
thinking fall under creativity (for example, joining a choir or engaging with fashion design).

Activity is physical exertion contributing to a healthy lifestyle.

Taking on a new sport or extending your ability (for example, with football, yoga, dance, aerobics classes,
biking or hiking) counts as activity.

Service is collaborative and reciprocal community engagement in response to an authentic need. By

investigating and identifying a community need, then determining a plan of action that respects the rights,
dignity and autonomy of all involved (for example, reading to the aged or advocating for a cause), you are
performing service.

CAS experiences may cover more than one strand; for example, planning sports events for disadvantaged
children may involve both service and activity. Some CAS experiences may involve all three strands; for
example, choreographing a performance that promotes the work of a non-profit organization involves
creativity, activity and service.

Student responsibilities

● Thoroughly familiarize yourself with your school’s CAS handbook and timelines.
● Meet with your CAS coordinator or adviser according to the timeline, at least three times over the
duration of your CAS programme. Be sure to come prepared.
● Base your choices on your interests, skills, talents and areas for growth to stay motivated. Challenge
yourself!
● Balance your experiences between creativity, activity and service.
● Initiate or engage in at least one CAS project in collaboration with others that extends over at least one
month.
● Use the CAS stages as much as possible when considering, planning and undertaking your CAS
experiences. Be sure to apply these to service and to the CAS project.
● Ask questions along the way when you need assistance or clarification.
● Participate in meaningful reflection as a way to capture your experiences and summarize your
evidence linked to the learning outcomes.
● Enjoy CAS! That is most important—to participate in experiences that assist your personal growth and
offer you a world of possibilities.

Note: Experiences completed as part of the requirements of the DP subjects, including theory of knowledge
and the extended essay, cannot be counted as part of your CAS portfolio.

Examples of CAS experiences

Creativity Activity Service

Photography Aerobics Create a community environmental group
Tournament Organize a basketball tournament for children at a
Badminton
organization community centre
Event management Basketball Get involved in a beach clean-up
Personal gym
Website development Assist in obtaining funds for a community garden
programme
Choir Kickboxing Teach computer skills to those in need
Design and host a community film and discussion event
Speech and debate club Triathlon
featuring current issues
Drama production Rugby Implement a recycling programme

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 Journalism Soccer Create a petition to present to local government
Making a short Tournament
Work in an orphanage with regularity
documentary participation
Create awareness for a non-governmental organization
Music/band Surfing
(NGO)
Learning an instrument Swimming Be a student council representative
Art lessons Trekking Provide peer tutoring to junior students
Plan, participate and implement an activity for an
Fashion show Tai chi
international day of recognition
Talent show Tennis Take an active role in a community club

More examples of CAS experiences

● Editor of the Economics Society newsletter (creativity): The editing, typesetting and page layout all
involve the need for creative problem-solving from a practical point of view as well as to achieve a pleasing
aesthetic.
● Teaching Chinese to a Chinese ethnic minority group in northern Thailand (creativity and service):
The development of lesson plans and teaching materials involves creativity. The students being taught are
members of a community displaced from their homeland. Cultural identity and native language education
have suffered and, as such, this can be classified as a service experience.
● Yoga course (activity): Flexibility and core strength development means this qualifies as an activity
experience.
● Vioitar (creativity): An accomplished violinist explores playing his violin like a guitar, uploading
several completed pieces to YouTube. The extension of an existing skill with strong innovation aspects means
this is a creativity experience.
● Student Union Executive Committee (creativity and service): A student serves the school and student
body by arranging experiences that improve community within the school and by representing student voices
to school management. All the planning and presenting involves significant creative problem-solving.
● Dance class (creativity and activity): The cardiovascular fitness, flexibility and muscle strength
development adds up to an activity experience. The interpretation and expression of emotions through
movement of the body satisfies the creativity strand.
● Translation and administration work at an organization helping people with obtaining asylum
(service): The small NGO assists refugees with the complicated process of obtaining asylum and other
essential services. The time-consuming and challenging work of translating documents meets the requirement
of the service strand.
● Home restoration for an elderly population (activity and service): This project assists with the
renovation of homes for the elderly and meets the service strand. The hard physical work of renovating
houses on a continual basis meets the activity strand.

Bibliography

Creativity, activity, service guide For students graduating in 2017 and after

Creativity, activity, service teacher support material

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