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CAS – Creativity, Activity, Service

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

CAS gives you the opportunity to explore these ideas in real life situations.
IB learners strive to be:

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Introduction to CAS
CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend a student’s personal and interpersonal learning.
CAS is organized around the three strands of creativity, activity and service defined 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

CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determinationcollaboration, accomplishment and enjoyment.

CAS enables students to enhance their personal and interpersonal development. A meaningful CAS programme is a journey of discovery of self and others. For many, CAS is profound and life-changing. Each individual student has a different starting point and different needs and goals. A CAS programme is, therefore, individualized according to student interests, skills, values and background.

CAS Requirements
Successful completion of CAS is a requirement for the award of the IB Diploma. While not formally assessed, students reflect on their CAS experiences and provide evidence in their CAS portfolios of achieving the seven learning outcomes.

The CAS programme formally begins at the start of the Diploma Programme and continues regularly, ideally on a weekly basis, for at least 18 months with a reasonable balance between creativity, activity, and service.

All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of evidence that showcases CAS experiences and for student reflections; it is not formally assessed.

Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through their CAS portfolio, students provide the school with evidence demonstrating achievement of each learning outcome.

Students engage in CAS experiences involving one or more of the three CAS strands. A CAS experience can be a single event or may be an extended series of events.

Further, students undertake a CAS project of at least one month’s duration that challenges students to show initiative, demonstrate perseverance, and develop skills such as collaboration, problem-solving, and decision-making. The CAS project can address any single strand of CAS, or combine two or all three strands.

Students use the CAS stages (investigation, preparation, action, reflection and demonstration) as a framework for CAS experiences and the CAS project.

There are three formal documented interviews students must have with their CAS coordinator/adviser. The first interview is at the beginning of the CAS programme, the second at the end of the first year, and the third interview is at the end of the CAS programme.

CAS emphasizes reflection which is central to building a deep and rich experience in CAS. Reflection informs students’ learning and growth by allowing students to explore ideas, skills, strengths, limitations and areas for further development and consider how they may use prior learning in new contexts.

The CAS programme aims to develop students who::
enjoy and find significance in a range of CAS experiences
purposefully reflect upon their experiences
identify goals, develop strategies and determine further actions for personal growth
explore new possibilities, embrace new challenges and adapt to new roles
actively participate in planned, sustained, and collaborative CAS projects
understand they are members of local and global communities with responsibilities towards each other and the environment.

Learning Outcomes
Student completion of CAS is based on the achievement of the seven CAS learning outcomes realized through the student’s commitment to his or her CAS programme over a period of 18 months. These learning outcomes articulate what a CAS student is able to do at some point during his or her CAS programme. Through meaningful and purposeful CAS experiences, students develop the necessary skills, attributes and understandings to achieve the seven CAS learning outcomes.

Some learning outcomes may be achieved many times, while others may be achieved less frequently. Not all CAS experiences lead to a CAS learning outcome. Students provide the school with evidence in their CAS portfolio of having achieved each learning outcome at least once through their CAS programme. The CAS coordinator must reach agreement with the student as to what evidence is necessary to demonstrate achievement of each CAS learning outcome. Commonly, the evidence of achieving the seven CAS learning outcomes is found in students’ reflections.

In CAS, there are seven learning outcomes.
LO1 Identify own strengths and develop areas for growth
Descriptor Students are able to see themselves as individuals with various abilities and skills, of which some are more developed than others.
LO2 Demonstrate that challenges have been undertaken, developing new skills in the process
Descriptor A new challenge may be an unfamiliar experience or an extension of an existing one. The newly acquired or developed skills may be shown through experiences that the student has not previously undertaken or through increased expertise in an established area.
LO3 Demonstrate how to initiate and plan a CAS experience
Descriptor Students can articulate the stages from conceiving an idea to executing a plan for a CAS experience or series of CAS experiences. This may be accomplished in collaboration with other participants. Students may show their knowledge and awareness by building on a previous experience, or by launching a new idea or process.
LO4 Show commitment to and perseverance in CAS experiences
Descriptor Students demonstrate regular involvement and active engagement in CAS.
LO5 Demonstrate the skills and recognize the benefits of working collaboratively
Descriptor Students are able to identify, demonstrate and critically discuss the benefits and challenges of collaboration gained through CAS experiences.
LO6 Demonstrate engagement with issues of global importance
Descriptor Students are able to identify and demonstrate their understanding of global issues, make responsible decisions, and take appropriate action in response to the issue either locally, nationally or internationally.
LO7 Recognize and consider the ethics of choices and actions
Descriptor Students show awareness of the consequences of choices and actions in planning and carrying out CAS experiences.

Not everything is CAS! A few important things to keep in mind…
CAS is not about clocking in hours. It should be an interesting variety of experiences that you find intrinsically worthwhile and rewarding, and which is mutually beneficial to you and to your community. Generally, CAS is not taking place when you are in a passive rather than an active role. There should be interaction. If you are passive, nothing of real value, either for you or for other people, results from what you are doing, and no real reflection is possible. Examples of activities, which at first sight would appear to be inappropriate, are listed below.

  • Any class, activity or project that is already part of the Diploma Program
  • An activity for personal reward, financial or benefit-in-kind
  • Simple, tedious and repetitive work
  • A passive pursuit, e.g. museum, theatre, exhibition, concert visits
  • Part of family or religious duty
  • Work experience that only benefits the student
  • Fundraising with no clearly defined end in sight
  • An activity where there is no responsible adult on site to evaluate your performance
  • Activities that cause division amongst different groups in the community
  • Working in an old people's or children's home when you:
    • have no idea of how the home operates
    • have no contact at all with the old people or children
    • actually do no service for other people

(The above example can be applied to many other experiences purporting to be CAS)


  • The CAS programme is the only component of the IB that does not have any formal assessment but, the non-fulfillment of CAS requirements can still lead to a student losing his/ her diploma.
  • The CAS Adviser is also a student's Homeroom teacher. This person has an overall view of a student's academic and non-academic work. Students must speak to their CAS Adviser before beginning any CAS experience and also keep them updated about any new developments on a regular basis. A student's CAS Adviser will be very important to them over the course of their IB and is there to help and guide you.
  • It is required that students complete their CAS project by Term 1 of IBY2. Some projects, of course, need to go on for a little longer. All this information must be clarified with the Adviser/ Coordinator as soon as students begin planning their project.
  • Students must keep a close check on their IB deadlines calendar. It contains important dates regarding meetings/ interviews with the Adviser.
  • Students must keep a close eye on the records they have uploaded onto Managebac and complete their reflections on an on-going basis. Every experience must also have some form of evidence. Students must learn to manage their time well and keep up with deadlines and assessments in all subject areas. Therefore, it would be wise to not leave CAS documentation unattended for long periods of time.
  • At Aditya Birla World Academy, we are fortunate to have a student-led and initiated Alumni association that provides each student with a mentor for the course of their IBDP progamme. Students will find that this could be a great help and it would be advisable that they keep in touch with their mentor on a regular basis in regard with their CAS work.
  • Students must think through their selection of experiences carefully. Participation in an experience where they play a passive role or don't have some genuine role of responsibility must be avoided. It will impact their personal gain from the CAS programme. Selected activities should reflect the student's interests and passions. Student work will also reflect well on CVs and could impact University admissions.
  • At Aditya Birla World Academy, the CAS programme runs till the end of February of IBY2. CAS must be on-going till this time.
  • At Aditya Birla World Academy we have a very supportive team of teachers, advisers and coordinator, all there to help and guide the students. Students may to speak to any one of us at all times.

At Aditya Birla World Academy we are proud of the fact that our CAS documentation is completely paperless. All CAS records and reflections are uploaded onto Managebac, a specialized software that helps keep track of all IBDP work. During your IB induction sessions, you will be taught how to use the CAS section on Managebac. If you are ever in doubt, the section will clarify all your doubts. You could also, at any time, approach your CAS Adviser or the CAS Coordinator for help.

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