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The CAS Guide states: "The three elements of the Diploma Programme core (TOK, CAS and the extended essay) were introduced by the original curriculum designers of the Diploma Programme as a way to educate the whole person." The IB is seeking to make closer links between these three elements of the Core in order to underline that the DP is about educating the whole person and is not just a course of study.
CAS is very much about experiential learning - learning through and from experiences. The experiences students have in CAS allows them to develop their personal and interpersonal skills. As the CAS Guide states “A meaningful CAS programme is a journey of discovery of self and others. For many, CAS is profound and life-changing."
A CAS experience is a specific event in which the student engages with one or more of the three CAS strands (Creativity, Activity, and Service). A CAS experience can be a single event or may be an extended series of events. An experience must have the potential for personal growth and provide opportunities to develop the Learner Profile attributes.
Successful completion of CAS is a requirement for the award of the IB Diploma.
From InThinking CAS
The CAS Guide states: "As a shining beacon of our values, CAS enables students to demonstrate attributes of the IB learner profile." (page 8)
Students engage in CAS experiences involving one or more of the three CAS strands.
Creativity: creativity in all aspects of life: artistic, leadership, learning new skills etc.
Activity: physical challenges, encourages a healthy lifestyle (if you aren't sweating it isn't activity!)
Service: Must (a) have learning benefits, (b) involve real responsibility, (c) involve helping people.
Creativity
Creativity
Students are encouraged to extend themselves into unfamilar areas and tackle new challenges. If they are already proficient at a skill or art form they could build on that but take on more challenges and develop new skills. Alternatively they could experience new forms of creativity. The key is to be challenged, extend oneself and be creative, original. Students may evidence their creativity in a whole variety of ways:for example, through a recording, a presentation, an exhibition, social media or shared discussion.
Reflection is at the heart of CAS. Students may wish to reflect their creativity through music, art, a blog posting, photos etc.
Activity
Activity
Key concept here are activities that promote lifelong healthy habits related to physical well-being. Experiences could be individual and team sports, aerobic exercise, dance, fitness training etc. If a student already partakes in many physical activities they should consider looking for new challenges and set new personal goals within that activity.
Service
Service
Service is often seen as one of the most transforming elements of the DP. It is all about engaging with the community, giving of yourself in order to help others.
However, it is important that students do not see this as just an opportunity to make themselves feel better. This is why we speak about 'service learning'. Service is an educational activity in which students need to meet the authentic needs of the community in which they are serving. This means they need to follow the stages framework to investigate and carry out research into what the community is telling them is an actual need. Then planning how to meet that need, reflecting on the service they are giving. As the CAS Guide says: "The community may be the school; however, it is recommended that service experiences extend beyond the school to local, national and/or international communities. Community involvement includes collaboration with others, as students investigate the need, plan and implement their idea for service."
Four types of service action which students are encouraged to engage in: making a meaningful contribution to your community and society through: (a) direct service; (b) indirect service; (c) advocacy, and/or (d) research (see page 22 of the CAS Guide for a fuller description of these types of service action).
From InThinking CAS
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