CAS Students’
Handbook
Table of contents
1. What: Introduction to CAS
03
2. Why: The purpose of CAS
07
3. How:
○ Engaging with CAS 12
○ Working through the CAS stages 18
○ CAS Evaluation 27
○ CAS Interviews
33
Part 1
What : Introduction to CAS
Overview of the CAS programme
Creativity, activity, service (CAS) is a compulsory requirement for all DP students in addition to their academic study.
Students engage in a range of activities characterised by the three CAS strands, explained below:
01 02 03
Creativity : exploring and Activity : physical exertion Service : collaborative and
extending ideas leading to an contributing to a healthy reciprocal engagement with the
original or interpretive product lifestyle community in response to an
or performance authentic need
04
Structure of the CAS programme
Students participating in CAS are required to regularly A CAS experience/project should:
take part in a variety of experiences and at least one
fit within one or more of the three CAS
project over the 18-month duration of the DP.
strands;
A CAS experience is a specific, short-term event or an
extended series of events, whereas a CAS project is a be based on a personal interest, skill,
collaboratively planned series of sequential CAS talent or opportunity for growth;
experiences lasting one month or more.
provide opportunities to develop the
Completion of CAS is based on the achievement of the
attributes of the IB learner profile, and;
seven CAS learning outcomes. Students are expected
to maintain a CAS portfolio capturing evidences and
reflections for their engagement with CAS, and not be used or included in the student’s
demonstrating achievement of the learning outcomes. DP course requirements.
05
Nature of the CAS programme
CAS is designed as a form of experiential education
that typically involves the following stages:
● Investigation, preparation, and action that
meets an identified need
● Reflection on significant experiences
throughout to inform problem-solving and
choices
● Demonstration allowing for sharing of what
has taken place
Reflection is an important element of this experiential
learning cycle, as indicated in the model here. Students
are expected to regularly reflect throughout each of
these stages for every experience/project.
The CAS stages
06
Part 2
Why: The purpose of CAS
Key aims of the CAS Programme
Delivered in conjunction with other academic elements of the DP, CAS is meant to enhance students’ personal
and interpersonal development through experiential learning. A good CAS programme is intended to be
challenging, enjoyable, and a personal journey of self discovery.
Support Foster Develop
Support, and be supported Foster international Develop self-awareness and a
by, DP academic disciplines mindedness sense of identity in the students
08
CAS and the DP core
CAS is at the core of the DP along with TOK and the extended essay. Here are some ways in which CAS compliments other
elements of the DP core.
The CAS stages can be used
Explore ethical knowledge
acquisition in CAS during TOK for the completion of the EE.
lessons
CAS and TOK CAS and EE Investigation stage: Decide on a
The CAS stages model can topic and write a research question
TOK focuses on ‘how do
we acquire knowledge’, provide the perfect template
Use CAS experiences as a source Planning stage: Researching
as well as the validity for the research process for
to identify one of the three and writing the essay
objects in the TOK Exhibition and reliability of sources the Extended Essay. CAS
of knowledge experiences may act as a
Action stage: Conduct practical work
catalyst for the EE
Reflection stage: Complete the
Reflect on the process of planning EE
a CAS experience or project using
TOK explorations of real-life
situations Demonstration stage
09
CAS and the subject areas
CAS should be supported by the academic subjects and the academic subjects should be supported by CAS.
Below are a few examples of activities you might undertake in DP subjects that link with CAS:
Biology: Helping researchers carry out an inventory
Language and literature: Writing a letter to an
Group 1 Group 4 of plant life in a nature reserve
editor about a global issue
Chemistry: Testing local streams to see water purity
Language acquisition: Writing blogs in the target Mathematics: Collecting and analysing statistics for
Group 2 Group 5
language about COVID-19 restrictions sports coaches
History: Carrying out interviews with local people Music: Forming a choir and performing at an old
about their lives in the 1950’s and 60’s people’s home
Geography: Creating green maps to include green Visual arts: Designing and creating a mural at a
Group 3 Group 6
spaces in a city or suburb children’s hospital
Business management: Organising a uniform Dance: Performing local cultural dances at a school
recycling project within a school world fair
10
CAS and personal development
During their CAS journeys, students are expected to show evidence of having developed the ten attributes of the IB
learner profile. The illustration outlines some of these attributes:
Become reflective thinkers Begin to accept new Recognise themselves as Develop collaboration Achieve balance in activities
and devise strategies for challenges and roles responsible members of skills through sustained involving intellectual, physical,
personal growth communities projects creative and emotional
experiences
11
Part 3
How: Engaging with CAS
Roles and responsibilities of a CAS student
Take part in a range Propose experiences/projects Regularly document Show evidence of how you have
of activities across and pass on contact details of experiences and reflections, met the seven CAS learning
the CAS strands supervisors to the CAS adviser and meet deadlines outcomes
Undertake three interviews Follow through Enter CAS with a positive attitude
with the coordinator/ adviser with commitments and see it as an opportunity to
over the course of CAS help you become a better person
13
Choosing CAS experiences and projects
During the CAS journey, you will engage in a variety of CAS experiences and projects. You should be able to identify
what makes for a valid experience or project before proposing it to your adviser. To decide on the validity, cross-
check against the definitions of the CAS strands. Below are some examples for each:
Creativity Activity Service
An important consideration is that
An important consideration is that An important consideration is that
there has to be a tangible
there has to be some physical there has to be evidence of a real
outcome-either a product or
exertion. need.
performance.
Providing companionship for the
Examples of CAS experiences Writing a stand-up comedy set Learning how to skateboard
elderly at an old-age home
Examples of CAS projects Designing and painting murals for Hiking over five mountain passes in Helping at a food bank over a
a children’s hospital ward the Alps as a group semester
14
Deciding on the validity of CAS experiences
In this decision-making process, consider the following questions:
● What is the ethical grounding of the experience?
● Is it a requirement of an academic course in the DP?
● Will you have the chance to develop new skills?
● Does it lead to development of the IB learner profile attributes?
Some examples of activities that are not CAS
A volunteer position Using DP coursework as a Meetings with your CAS
A paid job
that is a family duty CAS experience adviser/coordinator
Activities of a religious or
Activities of an
Listening to a lecture and political nature that conflict
Writing reflections isolated/tedious nature
other passive activities with the values of the IB
(stuffing letters)
mission statement
15
Deciding on the validity of CAS projects
When evaluating CAS projects for validity, consider the following details:
The project should be at least one month long including the time you start your
Duration investigation to the time you complete your demonstration. Many CAS projects can last
three-four months.
The project should be student-driven in terms of planning, problem-solving, decision-
Student initiative making and action. In a big project, students may be responsible for the planning of one
particular action. All students must complete at least one CAS project in 18 months.
The project should be based on one or more strands. It should use the CAS stages as a
CAS strands and stages
framework for planning and implementing the project.
The project should demonstrate collaboration between a group of students and/or with
Collaboration members of the wider community. It is suggested that you collaboratively create an
organizational chart to assign responsibilities for parts of the project.
The project should be safe to carry out and not cause any harm to humans, animals, or the
Safety
environment. It is suggested that you carry out a brief risk assessment beforehand.
16
Practical tips for executing CAS projects
The 5 stages Contact resource persons
Use the 5 stages as a Establish rapport with key resource
framework for your Project. persons to ensure that your project
runs smoothly
Be prepared
Investigation and planning
Plan a timeline, delegate
Assess challenges, be clear on responsibilities to each member of your
outcomes, and discuss and get team and keep your equipment ready.
feedback from your adviser.
18
Part 3
How: Working through the CAS stages
Stage 1: Investigation
This stage is aligned with research, communication, and self-management ATL skills. This is the stage in which
you investigate and choose the experience that you want to undertake. You should ask yourself some of these key
questions at this stage:
What information
Why do you want to How do you think you can grow as
and knowledge do you
undertake this experience? a person through this experience?
have about this experience?
How do you intend to Will you need to collaborate with
get information about it? someone to do this experience?
19
Stage 2: Preparation
This stage is aligned with thinking, communication, and social skills. This is the stage wherein you prepare to carry out
the experience. You may ask yourself some of these key questions at this stage:
If you are working with a group, have Are there any legal requirements you
Have you completed a risk assessment
you made an organizational chart that need to meet to carry out this
for this experience?
clearly points out responsibilities? experience?
Will an adult be supervising the Do you have the equipment needed to Have you contacted people that you
experience? carry out the experience? intend to work with?
Have the people you are working with
If you have contacted people, how
agreed to a time and place for the
have you done that?
experience?
20
Stage 3: Action
This stage is aligned with self-management, communication, thinking and social skills. This is the stage wherein the
experience is actually carried out. You may ask yourself some of these key questions at this stage:
When and where was
What emotions did you experience? Did you enjoy the experience?
the experience carried out?
Have you achieved the Did you experience any difficulties If you did experience any difficulties,
goals you set for yourself? carrying out the experience? how did you overcome them?
21
Stage 4: Demonstration
This is the stage wherein you have the opportunity to show what they have learnt from the experience.
This can take many forms and can be in a written reflection. Here are some examples of student reflection regarding
demonstration and can be used to model your own.
I heard it said that service is never I have grown more as a person over One thing I learnt was how important
neutral, it is either positive or negative the last eighteen months than during it was to listen and respond to others
for all involved… any other time in my life. Never have I needs…
experience such a multitude of
challenges as those experienced
through CAS...
Other forms of demonstration might come at
1. A CAS fair where students talk about their CAS projects and produce artifacts
2. A school or grade level assembly
3. A practical demonstration of a new skill learnt or acquired
4. An opportunity to allow the students to demonstrate their new knowledge can come in the formal CAS interviews
22
Stage 5: Reflection
Reflection is personal and ongoing, and a key part of the experiential learning cycle. Students reflect on various
aspects of the CAS activities such as planning, preparation, and action.
Reflection helps change a particular event into a learning experience dependending on the individual’s development.
Hence, reflection has to be deliberate. To write meaningful reflections, you may like to consider these prompts:
Describe what happened: Express feelings: Articulate Generate ideas: Ask questions:
Retell memorable emotional responses to the Rethink or re-examine Dive deeper into inquiry by
moments, identifying what experience; comment on its choices and actions to asking questions about
was important, what went emotional impact increase awareness about people, processes or issues
well or was difficult self and situations
23
An example of student reflection
“ In the morning, we were sorting out food which we could still distribute to people. This meant sorting through fruit
and vegetables which were past their best and dry goods, such as pasta, that were past or close to their sell-by
date. In addition, we had day-old bread to look through (description). Some of this work could be disgusting as
some of the fruit was rotten (feelings). We would sort these foods in containers and take them to the food banks in
trucks driven by volunteers (ideas). I was surprised by some of the people coming in to the food shelters as they
were so well dressed. Several of them told us that they had to come to the shelter so their families would have
enough to eat. Doing this work brought home two lessons for me: That we should never judge people by their
appearances as many of them seemed so well off. And the second was how lucky I was to be born into my family.
(feelings) This was one of the situations in CAS where I felt good about what I had done. A question that I asked
“what would happen to families if such food shelters did not exist?” (questions).
24
Some important points about reflection
Here are some useful pointers for the reflection process which apply across all stages of CAS.
Good times to reflect
A goal is accomplished, a skill has
The way an experience is going is A collaborative experience has led to
improved or there has been a moment
causing frustration some emotional reactions in the group
of discovery
Possible forms of reflection
Written or verbal notes, poems, songs Dance, role play, mime Videos, podcasts, photos
Paintings, sketches, sculptures, Cartoons, animations Prints, textiles, needlework
25
Student reflection goals
Develop an appreciation of others
Integrate their experience with other areas of their lives
Develop a sense of community
Clarify perception and bias
Improve observations and analytical skills
Develop a better understanding of themselves
26
Part 3
How: CAS Evaluation
Completing CAS requirements
Over the course of your CAS journey, you will receive regular guidance from your CAS adviser to help you successfully
complete your CAS requirements. Completion status* of these requirements needs to be communicated to the IB by June 1st
(for May session) or December 1st (for November session) on IBIS (the IB’s exam system). This overview of requirements below
will help you stay on track with CAS completion.
Requirement 1 Requirement 2 Requirement 3
Each of the seven CAS There is balance of C, A and S There is regular commitment
learning outcomes are met across the experiences in the to CAS experiences over the
at least once during the CAS portfolio 18 months of the DP
programme
Requirement 4 Requirement 5
Reflections and evidence All three CAS interviews
provided in the student are completed
portfolio are meaningful
*In case of a student not meeting the CAS requirements, the student’s Diploma may be withheld by the IB, and released only when the student meets the requirements.
The student has a year from the beginning of the exam period (May or November) to complete all CAS requirements satisfactorily.
29
Further elaboration on requirements
Requirement 1 Requirement 2 Requirement 3 Requirement 4 Requirement 5
You should complete all It is suggested that You should be engaged The student portfolio You are required to
learning outcomes in a students should attempt with CAS in each should have evidence complete three formal
balanced way at least at least three different semester throughout the and reflections for the interviews with the
once during the 18 longer duration Diploma. experiences (supervisor coordinator or adviser
months. experiences (over 10 to feedback, videos, photos). and these have to be
12 weeks in length on a You are expected to documented.
regular basis) covering a demonstrate The reflections must be
balanced mix of the 3 commitment to CAS in developed enough to
strands. each semester of the IB understand how
course. learning outcomes have
You should have been achieved and
completed at least one Your CAS coordinator personal growth has
CAS project. will publish the timeline occurred.
for CAS for the 18
This will provide the months so you are clear
students the opportunity about your commitments.
of a variety of
challenging experiences.
CAS learning outcomes
There is no formal summative assessment for CAS unlike other components of the DP core. You are not graded on CAS
experiences or reflections. Instead, you are required to demonstrate achievement of the CAS learning outcomes through
your engagement with CAS experiences and projects, and receive regular feedback along the way. Each of these seven
outcomes, as listed below, should be achieved at least once during the CAS Programme:
1 2 3 4
Identify own strengths Demonstrate the challenges Demonstrate how to plan Show commitment and
and areas for growth that have been undertaken and initiate a CAS perseverance to CAS
and new skills learnt in the experience activities
process
5 6 7
Demonstrate the benefits Demonstrate engagement Recognise and consider
from working with issues of global the ethics of choices and
collaboratively significance actions
CAS portfolios
Each student is required to maintain a CAS portfolio. This portfolio captures evidences of CAS experiences and student
reflections against the learning outcomes. It allows coordinators to track the student’s completion of CAS requirements, and
provides a space for sharing feedback with the student. A typical CAS portfolio contains:
A personal profile Advisory feedback List CAS experiences
and projects
CAS proposals Reflections in various media Evidence of experiences and
(written, video, podcasts) learning outcomes achieved
31
Experiences Learning outcomes Evidence Duration
Snapshot of a Maths Tutoring 3, 4 Video of tutorials 10 weeks
balanced portfolio
Youtube - cooking lessons 3, 1 Youtube clips 6 weeks
Creativity Fitness programme 1, 4 and 3 Photos, print out 12 weeks
Activity Knitting hats for premature babies 3, 4, 5, 6, 7 Photos of hats 12 weeks
Service
Poetry tree in school (project) 5, 6, 7 Posts on media 10 weeks
Creativity and service
Audio books for blind 2, 3, 4 Recordings of book 8 weeks
Uni hockey team 1, 4, 3 Coaches log 14 weeks
Ice climbing 1, 3, 5 Pictures 2 weeks
Cookbook 2, 3, 4 Book 6 weeks
Singing in choir 1, 2, 5 Performance 4 weeks
Helping the elderly shop 4, 6 Feedback from elderly 4 weeks
Model MUN 5, 6, 7 Supervisor feedback 5 weeks
Part 3
How: CAS Interviews
Organization of the CAS interviews
There are meant to be three formal interviews between each individual student and either the CAS
coordinator or a designated CAS adviser.
● You can share your progress, demonstrate your learnings, and ask clarifying questions
at these interviews.
● The CAS adviser has the opportunity to clarify points that you may have made in your
reflections and, in particular, how you have met the learning outcomes.
● It is vital that both student and interviewer have prepared for the interview.
● The interviews should last 20 minutes.
● The interviews should be recorded. The recording can be done by interviewer
and/or student.
34
Resources
● [Link]
gpNb6FAyW3w2R-I/edit#slide=id.g1136abd8e45_0_356
● IB CAS guide
● Teacher support material