CAS Project
What is a CAS Project.movThe primary purpose of the CAS project is to ensure participation in sustained collaboration. Through this level of engagement students may discover the benefits of teamwork and of achievements realized through an exchange of ideas and abilities. A CAS project challenges students to show initiative, demonstrate perseverance, and develop skills such as those of cooperation, problem-solving and decision-making.
We suggest the Student starts thinking about and planning their CAS Project before or straight after the first half-term of their DP1 year, with the expectation that their CAS Project is complete by the end of their DP2 year, including their uploading of evidence and reflections in Managebac.
Basic Requirements:
Every CAS student must be involved in at least one CAS Project. An acceptable project satisfies the following basic requirements:
Evidence of significant planning by the Student, uploaded to Managebac. Can use CAS Project Proposal Template to do so. (Must follow the CAS Stages (see below))
Must show leadership and involves teamwork and collaboration
Address one or more of Creativity, Activity and Service. Recommended to integrate two of them
Commitment: at least one month duration and longer recommended
Type and scope of CAS Project:
Your CAS Project can be an original idea or it can build upon a CAS Project carried out by a previous student. The main difference from your other CAS Experiences is that it will involve more in-depth planning, you are taking clear personal responsibilities and that the goals of the CAS Project are more substantial.
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.
CAS Advisor approval required before you start:
Before starting the project it must be approved by your CAS Coordinator (and the beneficiary of the project, if relevant). We do not want to waste time planning a project that is not appropriate. A detailed plan of who will benefit from the project, how they will benefit and details of planning involved must be submitted to your CAS Advisor so that they can give you helpful feedback.
CAS Project Proposal Template:
Students may use this CAS Project Proposal Template to plan their CAS projects for easier discussion with CAS advisors and organizations that they collaborate with (if any). The CAS Project Proposal Template can also be uploaded to Managebac as CAS project evidence.
Before submitting a CAS Project Proposal, use the CAS Project Checklist to ensure it meets the requirement for a CAS project.
Carrying out the Project:
Evidence of plans and progress must be regularly uploaded to Managebac so that your CAS Advisor can monitor your progress. Students should communicate with participants, supervisors and CAS Advisors to make sure actions are having intended consequences. There may be unexpected developments and you will need to stay flexible and adjust your plans as needed.
Upon Completion:
The CAS Project completion must be approved by your CAS Advisor. This would be done after reviewing the Evidence and Reflections that you have uploaded to Managebac. Be sure to reflect on what you found challenging as well as what went well, and how you adapted your plans over time.
Examples of CAS Projects:
Creativity: A student plans, designs and leads a group to create a mural.
Activity: A team captain organizes and participates 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 dance routine in a theatrical production.
Service and activity: Students plan and participate in the planting and maintenance of a garden with members of the local community.
Creativity and service: Students rehearse and perform a choir show for a community retirement home.
We suggest the Student starts thinking about and planning their CAS Project during their first half-term of their DP1 year, with the expectation that their CAS Project is complete by November of their DP2 year, including their uploading of evidence and reflections in Managebac.
CAS Stages
The CAS stages (adapted from Cathryn Berger Kaye’s “five stages of service learning”, 2010) offer a helpful and supportive framework and continuum of process for CAS students as they consider what they would like to do in CAS, make plans, and carry out their ideas. The CAS stages are applicable to the three strands of creativity, activity, service, and the CAS project.
These CAS stages represent a process and sequence that can assist students in many aspects of their life. They follow a process whereby they investigate an interest that often raises questions and curiosity, prepare by learning more, take some form of action, reflect on what they have done along the way, and demonstrate their understandings and the process. By applying these stages to CAS, students have a reliable yet flexible structure they can then apply to future situations with confidence.
There are two parts as noted in the diagram. The centre represents the process with four key parts: investigation, preparation, action, and reflection (occurring intermittently in response to significant experiences). The outer circle has two parts and guides students in summarizing their experience: reflection and demonstration.
The CAS stages provide a framework that enables students to:
increase self-awareness
learn about learning
explore new and unfamiliar challenges
employ different learning styles
develop their ability to communicate and collaborate with others
experience and recognize personal development
develop attributes of the IB learner profile.
The five CAS stages are as follows.
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- solving. Students may work 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 new action.
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.