CAS

If you believe in something, you must not just think or talk or write, but you must act …”

-Alec Peterson, first Director of International Baccalaureate Organization (2003)

Creativity, Action, and Service

Creativity, activity, service (CAS) is at the core of the Diploma Programme. It is one of the three essential elements in every student’s Diploma Programme. It involves students in a range of experiences alongside their academic studies throughout the Diploma Programme and can enable students to demonstrate attributes of the IB Learner Profile in real and practical ways. The three strands of CAS, which are often interwoven with particular experiences, are characterized as follows.

  • Creativity – exploring and extending ideas leading to an original or interpretive product or performance
  • Activity – physical exertion contributing to a healthy lifestyle
  • Service – collaborative and reciprocal engagement with the community in response to an authentic need.

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The Five CAS Stages:

  1. 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.
  2. 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.
  3. Action: Students implement their idea or plan. This often requires decision-making and problem- solving. Students may work individually, with partners, or in groups.
  4. 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.
  5. 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.

 

DocumentsCAS Student Guide 2015-2017

DocumentsCAS Presentation 2016-17

download   CAS@ISS (2015-16)


 

“Real Evaluation”

a poem by John Hall

Is anybody happier because you passed this way?

Does anyone remember that you spoke to him today?

The day is almost over, and its toiling time is through;

Is there anyone to utter now a kindly word to you?

Can you say tonight, in parting with the day that’s slipping fast,

that you helped a single person of the many that you passed?

Is a single heart rejoicing over what you did or said?

Does the person whose hopes were fading, now with courage look ahead?

Did you waste the day, or lose it? Was it well or sorely spent?

Did you leave a trail of kindness, or scar of discontent?

As you close your eyes in slumber, do you think someone will say,

“You have earned tomorrow by the work you did today?”