CAS & the Subject Areas

Note: A CAS experience must not be something which is a direct requirement of an IBDP subject the student is studying.

Example: CAS and Geography

An important characteristic of the geography course is that students examine spatial interactions, possibilities and change in a contextual way. Due to the interconnectedness of our contemporary world, many global challenges may present themselves in students’ local or otherwise significant communities as inspiring springboards for CAS experiences. As a result of the knowledge and understanding students develop about issues through a geographic lens, they might be able to investigate, plan, act, reflect on and demonstrate CAS experiences in a more informed and meaningful way. Similarly, CAS experiences can ignite students’ passions for addressing a particular global matter.

The challenge and enjoyment of CAS experiences can often have a profound effect on geography students, who might choose, for example, to engage with CAS in the following ways.

• Plan, participate and implement an activity to help educate selected members of a community about the United Nations’ (UN) Sustainable Development Goals regarding habitation and inequality, with virtual reality screenings that increase awareness of the reality of refugee migration.

• Take lessons in surfing, or another physical pursuit, while completing internal assessment fieldwork. This could be accomplished as a single experience or through a series of sessions, or by encouraging others to participate in—or perhaps extend—the experience by creating a community environmental group.

• Explore perspectives on regional access to employment, demonstrating an ongoing interest through the mediums of storytelling and craftivism that advocate awareness of a particular gender’s position.