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
19
○ CAS Evaluation
28
○ CAS Interviews
34

Disclaimer - This resource has been produced independently of and not endorsed by the IB. Toddle’s resources seek to encourage sharing of perspectives and innovative ideas for
classroom teaching & learning. They are not intended to be replacements for official IB guides and publications. Views and opinions expressed by the authors of these resources are
personal and should not be construed as official guidance by the IB. Please seek assistance from your school’s IB coordinator and/or refer to official IB documents before
implementing ideas and strategies shared within these resources in your classroom.
 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 lifestyle reciprocal engagement with the
original or interpretive product or community in response to an
performance authentic need

04
Structure of the CAS programme
Students participating in CAS are required to regularly take A CAS experience/project should:
part in a variety of experiences and at least one project over
fit within one or more of the three CAS
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, talent or
collaboratively planned series of sequential CAS experiences opportunity for growth;

lasting one month or more.

provide opportunities to develop the attributes

Completion of CAS is based on the achievement of the seven
of the IB learner profile, and;
CAS learning outcomes. Students are expected to maintain
a CAS portfolio capturing evidences and reflections for their
engagement with CAS, and demonstrating achievement of not be used or included in the student’s DP
the learning outcomes. 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 sense
by, DP academic disciplines mindedness 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 for
Explore ethical knowledge acquisition
in CAS during TOK lessons the completion of the EE.

CAS and TOK CAS and EE Investigation stage: Decide on a topic

and write a research question
TOK focuses on ‘how do The CAS stages model can
we acquire knowledge’, as provide the perfect template
Use CAS experiences as a source to Planning stage: Researching and
well as the validity and for the research process for the
identify one of the three objects in writing the essay
the TOK Exhibition reliability of sources of Extended Essay. CAS
knowledge experiences may act as a
Action stage: Conduct practical work
catalyst for the EE

Reflection stage: Complete the EE

RPPF
Reflect on the process of planning a
CAS experience or project using TOK
explorations of real-life situations Demonstration stage: Complete the
viva voce

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 of

Language and literature: Writing a letter to an editor
Group 1 Group 4 plant life in a nature reserve
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 about Music: Forming a choir and performing at an old people’s
their lives in the 1950’s and 60’s home
Geography: Creating green maps to include green spaces Visual arts: Designing and creating a mural at a children’s
Group 3 Group 6
in a city or suburb hospital
Business management: Organising a uniform recycling Dance: Performing local cultural dances at a school world
project within a school 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 and Begin to accept new Recognise themselves as Develop collaboration Achieve balance in activities
devise strategies for personal challenges and roles responsible members of skills through sustained involving intellectual, physical,
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 of Propose experiences/projects and Regularly document Show evidence of how you have
activities across the pass on contact details of experiences and reflections, and met the seven CAS learning
CAS strands supervisors to the CAS advisor meet deadlines outcomes

Undertake three interviews with Follow through Enter CAS with a positive attitude
the coordinator/ advisor over the with commitments and see it as an opportunity to help
course of CAS 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 advisor. 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 outcome- there has to be evidence of a real
there has to be some physical exertion.
either a product or performance. need.

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 a Hiking over five mountain passes in Helping at a food bank over 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 advisor/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 investigation to the
Duration
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-making and

Student initiative 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 members of
Collaboration 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
CAS project proposal form

You are required to submit a proposal form for your CAS project in keeping with the guidelines shared in the previous slide. Below is an
outline of the CAS proposal form available on Toddle.
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

Investigation and planning Be prepared

Assess challenges, be clear on Plan a timeline, delegate responsibilities to
outcomes, and discuss and get each member of your team and keep your
feedback from your advisor. equipment ready.

Risk assessment
Do a thorough risk assessment of your
project - a form for the same can be
found here.

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 someone

get information about it? to do this experience?

A useful tool with great ideas for investigation can be found here

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 you

Are there any legal requirements you need Have you completed a risk assessment for
made an organizational chart that clearly
to meet to carry out this experience? this experience?
points out responsibilities?

Will an adult be supervising the Do you have the equipment needed to Have you contacted people that you intend
experience? carry out the experience? to work with?

Have the people you are working with

If you have contacted people, how have
agreed to a time and place for the
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, how
goals you set for yourself? carrying out the experience? 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 neutral, I have grown more as a person over the One thing I learnt was how important it
it is either positive or negative for all last eighteen months than during any other was to listen and respond to others
involved… time in my life. Never have I experience needs…
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 moments, emotional responses to the Rethink or re-examine choices Dive deeper into inquiry by
identifying what was experience; comment on its and actions to increase asking questions about people,
important, what went well or emotional impact awareness about self and processes or issues
was difficult 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 causing A collaborative experience has led to some
improved or there has been a moment of
frustration emotional reactions in the group
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 advisor 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 to
learning outcomes are met at across the experiences in the CAS experiences over the 18
least once during the CAS portfolio 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 students You should be engaged The student portfolio You are required to
learning outcomes in a should attempt at least with CAS in each semester should have evidence and complete three formal
balanced way at least once three different longer throughout the Diploma. reflections for the interviews with the
during the 18 months. duration experiences (over experiences (supervisor coordinator or advisor and
10 to 12 weeks in length on You are expected to feedback, videos, photos). these have to be
a regular basis) covering a demonstrate commitment documented.
balanced mix of the 3 to CAS in each semester of The reflections must be
strands. the IB course. developed enough to
understand how learning
You should have completed Your CAS coordinator will outcomes have been
at least one CAS project. publish the timeline for achieved and personal
CAS for the 18 months so growth has occurred.
This will provide the you are clear about your
students the opportunity of commitments.
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 and Show commitment and
and areas for growth that have been undertaken and initiate a CAS experience perseverance to CAS activities
new skills learnt in the process

5 6 7

Demonstrate the benefits Demonstrate engagement with Recognise and consider the
from working issues of global significance ethics of choices and actions
collaboratively
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 balanced Maths Tutoring 3, 4 Video of tutorials 10 weeks

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 advisor.

● You can share your progress, demonstrate your learnings, and ask clarifying questions
at these interviews.
● The CAS advisor 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
1. The first interview
The first interview, held at the start of CAS programme, is to explore what you want to do for CAS. You are required to
complete the interests and goal setting form for this meeting. By the end of the meeting, you should have communicated your
action plan for CAS. Here are some sample questions you may like to think about before this interview:

1. What are your interests? How can these be developed?

2. What are some of the activities you want to try that you haven’t done before?
3. What challenges will the activity present?
4. When will you carry out the activity? How long will you do this?
5. What CAS experiences have you chosen? What are your learning outcomes for these experiences?
6. Why did you choose these projects/experiences?
7. What are your goals/targeted learning outcomes?
8. Which of the CAS strands/elements are included in your projects?
2. The second interview
The second interview, usually held at the end of DP Year 1, is to check on your overall progress in CAS. At this meeting, you
will be required to present your portfolio with up-to-date reflections. Here are some sample questions you may like to think
about before this interview:

1. Have you completed experiences in all three CAS strands?

2. Can you talk me through an experience that you mention in your reflections?
3. What issues have you had reflecting?
4. Which experiences have you collaborated on with someone else?
5. What have been your greatest challenges so far?
6. What has been greatest achievement of CAS?
7. What ideas have you got to begin your CAS Project?

36
3. The third interview
The third interview, usually held at the end of the CAS programme, is conducted when students have typically completed their
portfolio and reflections. During the interview, you could give a short presentation about your CAS journey, and how it aided
your personal development. Here are some sample questions you may like to think about before this interview:

1. What have you learnt from doing CAS?

2. What was your most fulfilling experience and why?
3. What was your most challenging experience and why?
4. How did you overcome that challenge?
5. What did you learn through doing your service? 
6. Which of the learning outcomes was the most difficult to achieve? Why?
7. What was the best experience of collaboration?
8. Have you been reflecting regularly on your experiences?
9. Is this valuable to your learning experience?

37
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