UderstandinG cas

CAS is one of the three elements in the IB core Diploma Programme, along with TOK and the Extended Essay. It involves students in a range of enjoyable and significant experiences, as well as a CAS project.

How is CAS structured?

The three strands of CAS, which are often interwoven with particular activities, are characterized as follows:

• Creativity – arts, and other experiences that involve creative thinking.

• Activity – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.

• Service – an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.

What is the significance of CAS?

CAS complements a challenging academic programme in a holistic way and it is seldom a life-changing experience. It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work.

IB guidance on CAS:

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

• Students reflect on their experiences and provide evidence of achieving the 7 learning outcomes.

• A CAS portfolio serves as evidence of the student’s engagement with CAS.

• Length of portfolio: 18 months and a balance between creativity, activity and service.

• 3 formal documented interviews throughout the two years.

• Reflection is central to building a deep and rich experience in CAS.

• Minimum 1 CAS project/ portfolio (combination of 1 or more strands, min length 1 month)

• A good CAS programme should be both challenging and enjoyable – a personal journey of self‑discovery.

​Creativity in CAS provides students with the opportunity to explore their own sense of original thinking and expression. Creativity will come from the student’s talents, interests, passions, emotional responses, and imagination; the form of expression is limitless. This may include visual and performing arts, digital design, writing, film, culinary arts, crafts and composition. Students are encouraged to engage in creative endeavors that move them beyond the familiar, broadening their scope from conventional to unconventional thinking.

There are many approaches to creativity, such as:

• Ongoing creativity: e.g. continuation of an already established creative activity as part of a school group or club.

• School-based creativity: e.g. participation in school clubs or campus based activities

• Community-based creativity: e.g joining a community-based theater group, contributing towards a community art gallery, creating a sculpture for the community park, taking cooking classes, or other opportunities.

• Individual creativity: e.g. solitary creative experiences (composing music, developing a website or blog, writing short fiction stories, creating arts and crafts, or painting a series of portraits) over an extended period of time.

Further ideas of Creative experiences to include in your CAS portfolio:

• Photography exhibit at the Art Centre on a global engagement theme

• Organizing a tournament

• Event management for the PTA-led events

• Website development for a charity of your choice

• Speech and debate club

• Choir - join the UNISON foundation choir

• Drama production and assistance

• Journalism - join the LGB express team

• Making a short documentary

• Music band/Learning an instrument

• Fashion Show

• Art lessons

• Talent show

INVALID Creative experiences:

• Any creative activity which is already a part of your curriculum

• A passive pursuit: e.g. museum, theater, exhibition, concert visits

• Any activity where there is no responsible adult to evaluate the student

The aim of the Activity strand is to promote lifelong healthy habits related to physical well-being. Pursuits may include individual and team sports, aerobic exercise, dance, outdoor recreation, fitness training, and any other form of physical exertion that purposefully contributes to a healthy lifestyle. Students are encouraged to participate at an appropriate level and on a regular basis to provide a genuine challenge and benefit.

There are many approaches to activity, such as:

• Ongoing activity.e.g. part of a school team or club; through some other form of sustained physical exercise by setting personal goals in keeping with the principles of CAS.

• School-based activity e.g. school sports club, initiate a school-based activity/club such as basketball or tennis and engage other student within the school.

• Community-based activity e.g. join a community-based running club, a dance class, an aerobics class or an out-of-school sports group.

• Individual activity e.g. attending long-term activities such as gym, bicycling, roller-skating, swimming, or strength conditioning.

INVALID Activity experiences:

• Any physical activity which is already a part of your curriculum

• Driving lessons and certification

• Participating in any sport with no goals

• Walking to school

• Painting a wall or playing an instrument

• Dancing socially (at prom, spring formal)

• Any activity where there is no responsible adult to evaluate the student

The aim of the Service strand is for students to understand their capacity to make a meaningful contribution to their community and society. Through service, students develop and apply personal and social skills in real-life situations involving decision-making, problem-solving, initiative, responsibility, and accountability for their actions. Service is often seen as one of the most transforming elements of CAS by promoting students’ self-awareness, offering diverse occasions for interactions and experiences and opportunities for international-mindedness. The students are encouraged to

Service experiences fall under the following 4 types:

1. Direct service: Student interaction involves people, the environment or animals. Students working hands on with their beneficiaries.

Examples of direct service:

• Joining the Mentoring/Tutoring program on campus

• Teaching IT and social media skills for a local refugee association

• Caring for animals in a shelter

• Playing games with residents in the nearby retirement home (EMS)

• Participating as a testimonial in CAS Assemblies

• Volunteering at after-school fairs, projects, and activities

• Volunteer to buddy ESP students on campus or for a special needs kids summer camp

• Servicing the local soup kitchen

• Regular visits to refugee centers and implement activities for inclusion

• Running a reading club at a local retirement home (EMS)

2. Indirect service: Though students do not see the recipients of indirect service, they have verified their actions will benefit the community or environment.

Examples of indirect service:

• Collecting food for the local food bank Partage,

• Website building for a charity of your choice,

• Writing original picture books to teach a language,

• Nurturing tree seedlings for planting,

• Organizing a community recycling programme,

• Fundraising for a charity organisation,

• Taking a CPR/first aid OR lifeguard certification/course instructor.

3. Advocacy: Students speak on behalf of a cause or concern to promote action on an issue of public interest. Advocacy is often a necessary step on the part of a CAS project to encourage direct or indirect service.

Examples of advocacy experiences:

• Initiating an awareness campaign on anti-discrimination and prejudice,

• Performing a play on replacing bullying with respect,

• Creating a video on sustainable water solutions,

• Car free Friday awareness campaign at LGB,

• Host a town meeting on noise pollution,

• Join the Eco Committee at LGB and launch your own project around sustainability.

4. Research: Students collect information through varied sources, analyse data, and report on a topic of importance to influence policy or practice.

Examples of advocacy experiences:

• Conduct environmental surveys to influence their school,

• Contribute to a study of animal migration,

• Compile effective means to reduce litter in public spaces,

• Conduct social research by interviewing people on topics such as homelessness, unemployment or isolation,

• Investigate safety implications of traffic patterns near your school.

INVALID Service experiences:

• Any paid activity or internship

• Simple, tedious, repetitive work

• Service that is not addressing a genuine community need

• All forms of duty within the family

• Work experience which only benefits the student

• Raising money with no project in mind

• Any activity where there is no responsible adult to evaluate the student