INTERNATIONAL BACCALAUREATE

DIPLOMA PROGRAMME

CAS HANDBOOK FOR STUDENTS

(2024-2026)

(CREATIVITY, ACTIVITY, SERVICE)

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 Contents
Contents Page

IB Mission / DPS International Vision and Mission 4

School Motto / School Values 4

Global Citizenship / Digital Citizenship 4

IB Learner Profile 5

IB Diploma Programme Model 6

Creativity Activity and Service (CAS) 7-8

CAS within an IB Continuum School 8

CAS Award and Diploma 9

Nature of the CAS 9

Aim of CAS Programme 10

Learning Outcomes 10-13

CAS and ATL Skills 13-14

Link with other IBDP Subject Groups and the Core 14-15

Integrating UN SDGs into CAS Experiences/Project 16-17

Six elements of the CAS Programme 18

CAS Strands 18-23

Role of School 23-24

CAS Risk Assessment Policy 24

Role of CAS Coordinator 26

Role of CAS Advisor 26

Role of Student 26-27

Role of subject teachers, peers and parents 27

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Overview of CAS Process (Service Learning) 27-29

CAS Portfolio 29

CAS Project 30

CAS Proposal 30-31

CAS Plan of Action 31-32

CAS Step-by-Step on Managebac 32-34

Reflections of CAS on ManageBac 34-36

Some Reflection Elements and sample reflections 37-40

CAS Interviews 41-42

Regular reporting and authenticating completion of CAS 42

What is not CAS 42-43

Academic Honesty in CAS 43-44

CAS Timeline 44-45

Annexures 46-62

Bibliography and references 63

Review 63

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 IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help
to create a better and more peaceful world through intercultural understanding and respect.
To this end, the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.

Vision of DPS International

To offer an exceptional educational environment that develops compassionate, ethical and global citizens who
are equipped to achieve their potential in education, work and life.

Mission of DPS International

● To prepare students for an ever-changing and challenging world.
● To instil in them a passion for learning and a spirit of inquiry that integrates practical and intellectual perspectives.
● To help students grow into responsive and responsible global citizens.
● To foster in them respect and care towards others and the environment.
● To provide the school community with an environment that is a blend of universal values, pedagogy and
innovation.

School Motto
Service Before Self

School Values
Fairness, Integrity, Resilience, Empathy

Global Citizenship
At DPSI, we define Global Citizenship as a mindset of intercultural understanding, environmental and
economic awareness that creates an inclusive and sustainable world. Our learning environments proactively
promote lifelong pursuit of the ideals of fairness, empathy and collective well-being.

Digital Citizenship
Digital Citizenship at DPSI aims at offering an exceptional technology-driven educational environment with the
purpose of developing open-minded, aware and responsible digital citizens who will act and model in ways that
are ethical, safe, and legal while promoting the well-being of self and others.

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 IB Learner Profile
All IB programmes aim 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.

As IB learners will strive to be:

INQUIRERS: We nurture our curiosity, developing skills for inquiry and research. We know
how to learn independently and with others. We learn with enthusiasm and sustain our love of
learning throughout life.
KNOWLEDGEABLE: We develop and use conceptual understanding, exploring knowledge
across a range of disciplines. We engage with issues and ideas that have local and global
significance.
THINKERS: We use critical and creative thinking skills to analyse and take responsible action
on complex problems. We exercise initiative in making reasoned, ethical decisions.
COMMUNICATORS: We express ourselves confidently and creatively in more than one
language and many ways. We collaborate effectively, listening carefully to the perspectives of
other individuals and groups.
PRINCIPLED: We act with integrity and honesty, with a strong sense of fairness and justice,
and with respect for the dignity and rights of people everywhere. We take responsibility for our
actions and their consequences.
OPEN-MINDED: We critically appreciate our own cultures and personal histories, as well as
the values and traditions of others. We seek and evaluate a range of points of view, and we are
willing to grow from the experience.
CARING: We show empathy, compassion and respect. We commit to service, and we act to
make a positive difference in the lives of others and the world around us.
COURAGEOUS: We approach uncertainty with forethought and determination; we work
independently and cooperatively to explore new ideas and innovative strategies. We are
resourceful and resilient in the face of challenges and change.
BALANCED: We understand the importance of balancing different aspects of our lives-
intellectual, physical and emotional-to achieve well-being for ourselves and others. We recognize
our interdependence with other people and with the world in which we live.
REFLECTIVE: We thoughtfully consider the world and our ideas and experience. We work
to understand our strengths and weaknesses to support our learning and personal development.

@ International Baccalaureate Organisation

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 The Diploma Programme Model

We are aware that the IBDP is a two-year pre-university course designed to facilitate the
mobility of students and to promote international understanding. Students select from a range
of courses on offer to develop a programme that is both achievable and personally challenging.
For students on the full Diploma, in addition to studying six subjects (three at Higher Level and
three at Standard Level) they also complete an Extended Essay (EE), the Theory of Knowledge
(TOK) course, and the Creativity, Activity, Service (CAS) programme. At DPSI, all students
complete the EE, TOK Course and the CAS Programme, and some students not taking the full
diploma will complete only the CAS Programme (out of their own choice).

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 Creativity, Activity, Service
What Is Creativity, Activity, Service (CAS):
CAS programme is a journey of discovery of self and others and could be life-changing. Each
student has a different starting point and different needs and goals. CAS provides opportunities
for self-determination, collaboration, accomplishment and enjoyment. It also gives opportunities
for building personal knowledge, providing students with the engagements that help them gain
awareness of the world in a range of diverse and challenging situations.

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; Art
and other experiences that involve creative thinking; exploring and extending ideas, leading to
an original or interpretive product or performance.
Music, theatre, film, design technology, visual arts, dance, fashion and other experiences that
involve creative thinking fall under creativity (for example, joining a choir or engaging with fashion
design).

Activity - physical exertion contributing to a healthy lifestyle, complementing academic work

elsewhere in the diploma programme through participation in individual and group sports, as
well as any other activity which focuses on physical movement.
Taking on a new sport or extending your ability (for example, with football, yoga, dance, aerobics
classes, biking or hiking) counts as activity.

Service - collaborative and reciprocal engagement with the community in response to an

authentic need. Experiences that involve interaction with individuals or groups, which provide

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benefits to the community. These experiences should not only involve contributions to others
but also with others while developing a deep commitment.
Investigating and identifying a community need, then determining a plan of action that respects
the rights, dignity and autonomy of all involved (for example, reading to the aged or advocating
for a cause) counts as service.

Through community service, all IB programmes show an ongoing commitment by the school to
develop the IB Learner Profile attributes in our learners. The CAS Programme is the ideal core
element that embodies the IB’s mission and also brings it into action. Through CAS, students
continue to build on their approaches to learning. Students are able to nurture both personal
and social skills and develop traits like cooperation, problem-solving, conflict resolution and
creative and critical thinking. CAS helps them in bettering their overall performance. It inculcates
in our students individual and shared responsibility and the habit of effective teamwork and
collaboration. Most CAS programmes are, therefore, designed according to students’ interests,
skills, values and background. CAS is an essential element of the core that builds a challenging
academic programme in a holistic way.

The CAS programme as mentioned earlier aims to develop students who enjoy and find a
significant range of purposeful CAS experiences. These experiences will reflect their individual
goals and also assist them in adapting to new roles as members of the local and global
communities. Students learn to be responsible towards each other and the environment.

The school and students must give CAS as much importance as any other core element of the
Diploma Programme.

CAS within an IB continuum School

In our endeavour to align the philosophy of IB and that of DPSI, we ensure that we make all our
learners responsible individuals and hence we offer opportunities for them to become active
and caring members of the local, national and international communities right from the Primary
Years Programme (PYP). The Service as Action in the Middle Years Programme (MYP) maintains
the continuity with the IB DP CAS Programme.

During the two years of the Diploma Programme, students get an opportunity to strengthen the
approaches to learning which they developed in the PYP and MYP through service as action. The
IB DP CAS Programme continues to develop in learners the ability of critical reflection and of

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analysing their effort and performance. Students are able to set difficult tasks and also develop
the perseverance to accomplish them.

CAS and Award of Diploma

Successful completion of CAS in 18 months is mandatory for the award of the IB Diploma. It is
not formally assessed but students are expected to reflect all their CAS experiences and provide
evidence in the CAS portfolios of having achieved the seven learning outcomes that underpin
the CAS Programme. The recording of the evidence and reflections must be done on ManageBac.
At DPSI it is optional for students registered for the ‘Course’ to take up the CAS Programme
for a complete 18 months period. We strongly advice students to opt for CAS so that we are
able to bring in sensitivity and responsibility in our learners to be better and concerned global
citizens of the future.
Nature of CAS

At DPSI we ensure that students are engaged in the CAS programme for at least 18 months.
We have all the recommended CAS stages incorporated in the two-year design of the CAS
programme. All the stages offered have been given equal importance as they serve as a helpful
and supportive framework facilitating a continuum for CAS students through their journey from
PYP to MYP and then to DP. The CAS programme maintains a beautiful balance between
creativity, activity, and service and formally begins at the start of the Diploma Programme in
year 1 (July 2023). It regularly moves forward on an ideal weekly basis.

All CAS students mandatorily maintain and complete a CAS portfolio on ManageBac which
serves as evidence of their engagement in CAS. The CAS portfolio is a collection of evidence
that records the varied CAS experiences and also incorporates the student reflections. CAS is
not formally assessed but the intimation of its completion must reach IB on or before June 1 in
the final examination year.

A CAS experience could be one single event or it may be a series of events. Students also
undertake a CAS project of a duration of at least one month which will gear them up to show
their initiative, demonstrate their perseverance, and develop skills of collaboration, problem-
solving, and decision-making. The CAS project can address any one of the strands of CAS, or
combine two or all three strands.

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At DPSI students are made aware of the various 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 beginning of the second year, and the third interview is at the end of the CAS programme
in year 2. 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.

Aims of CAS Programme

The CAS programme aims to develop students who:

● in their variety of CAS experiences find joy and contentment;
● are able to reflect on their valuable CAS experiences;
● are able to experience personal growth when they identify goals, develop strategies and
determine further actions;
● are able to adapt to new roles and explore possibilities that embrace challenges;
● are actively participating in planned, sustained, and collaborative CAS projects;
● understand that they are members of the local and global communities who must take
on responsibilities towards each other and the environment.
Learning Outcomes
Throughout the CAS program, learners need to show that they have had real-life experiences
involving the IB’s 7 Learning Outcomes which are as follows:

1. Identify own strengths and develop areas for personal growth: Students are able
to see themselves as individuals with various abilities and skills, of which some are more
developed than others.

Unpack outcome 1:
The student:
• is aware of his / her strengths and weaknesses and is open to improvement and growth
opportunities.
• is able to propose activities according to own interests and talents and is willing to participate
in different activities.
• is able to undertake a thoughtful self-reflection and is able to see himself/herself as an individual
with various abilities and skills, some more developed than others.

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2. Demonstrate that challenges have been undertaken, developing new skills in
the process: 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.

Unpack outcome 2:
The student:
• participates in an experience that demands an appropriate personal challenge; this could be
with new or familiar experiences.
• could be willing to become involved in unfamiliar environments and situations and could acquire
new skills and abilities.
• increases expertise in an established area and show newly acquired or developed skills or
increased expertise in an established area.

3. Demonstrate how to initiate and plan a CAS experience: 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.

Unpack outcome 3:
The student:
• is able to show understanding of the CAS stages including investigation, preparation, action,
reflection (ongoing) and demonstration, moving from conceiving an idea to carrying out a plan
for a CAS experience or series of CAS experiences.
• is able to demonstrate knowledge and awareness by building on a previous CAS experience.
• is able to show initiative by launching a new idea or process.
• is able to suggest creative ideas, proposals or solutions.
• integrates reflective thoughts in planning or taking initiative.
• is aware of roles and responsibilities when designing an individual or collective CAS experience.
• shows responsible attitude to CAS project planning.
• is able to develop a coherent action plan taking into account the aim or purpose, activities and
resources.

4. Show commitment to and perseverance in CAS experiences: Students

demonstrate regular involvement and active engagement in CAS.

Unpack outcome 4:
The student:

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• is able to demonstrate regular involvement and active engagement with CAS experiences and
CAS project.
• is able to foresee potential challenges to the initial plan and consider valid alternatives and
contingencies.
• is able to demonstrate adaptability to uncertainties and changes.
• gets involved in long-term CAS experiences and CAS projects.

5. Demonstrate the skills and recognize the benefits of working collaboratively:

Students are able to identify, demonstrate and critically discuss the benefits and challenges of
collaboration gained through CAS experiences.

Unpack outcome 5:
The student:
• shares skills and knowledge.
• listens respectfully to proposals from peers.
• is willing to take on different roles within a team.
• shows respect for different points of view and ideas.
• makes valuable contributions.
• is responsible for participating in the group.
• readily assists others.
• is able to identify, demonstrate and discuss critically the benefits and challenges of collaboration
gained through CAS experiences.

6. Demonstrate engagement with issues of global significance:

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.

Unpack outcome 6:
The student:
• is able to recognize the global implications of local issues.
• is able to identify global issues in the local or national community.
• is able to show awareness of issues of global importance and takes concrete and appropriate
actions in response to them either locally, nationally or internationally.
• is able to get involved in CAS projects addressing global issues in a local, national or
international context.
• is able to develop awareness and responsibility towards a shared humanity.

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7. Recognize and consider the ethics of choices and actions:
Students show awareness of the consequences of choices and actions in planning and carrying
out CAS experiences.

Unpack outcome 7:
The student:
• is able to recognize ethical issues.
• is able to explain the social influences on one’s ethical identity.
• takes into account cultural context when making a plan or ethical decision.
• is aware of the consequences of choices and actions regarding self, others involved and the
community.
• integrates the process of reflection when facing an ethical decision.
• shows awareness of the potential and varied consequences of choices and actions in
planning and carrying out CAS experiences.

CAS and ATL

The aim of integrating CAS experiences with ATL skills is to help students identify and reflect
on various ATL skills and imbibe them through CAS experiences.
CAS and ATL go hand in hand, CAS can be one of the explicit way to hone individual ATL
skills which will make students ready for their colleges and shape them as global citizens with
21st-century skills.

Developing ATL skills through CAS

• Students should plan out experience with the focus on ATL that they need to develop
through their experience by self-reflection.
• During the experience, students should write the reflections on how they addressed the
ATL with relevant evidence (if any).
• After the completion of CAS experience, students must fill in the self-reflection sheet
where students self-evaluate themselves on the levels of novice, learner, practitioner or
expert.
• Reflection is a key element of the CAS programme which can be implicitly used by
students to reflect after each experience and to create new experiences with the focus on
ATL skills development. This will help them to gauge their skills progression on their ATL
Learning Continuum by end of the Diploma Programme journey.

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 Reflect on
extent at which
ATL skills were
developed.

Demonstrate ATL
skills addressed via
medium of your
written reflections

Fig: Stages of CAS

At end of each CAS experience:
• Students and CAS Advisors must discuss the ATL skills developed through the
experience(s) and shortcoming(s) (if any).
• Students along with ATL Coordinator and CAS Advisors must discuss the new
plans/projects by which they can demonstrate the best of their ATL skills.
• CAS Coordinator and ATL Coordinator can be approached for any challenges faced by
students.

Link with other IBDP Subject Groups and the Core

The beauty of the CAS Programme lies in its close association with all the subject groups of the
Diploma Programme. All DP faculty is expected to assist the students in linking their subjects
with CAS where appropriate. This facilitates applying knowledge and understanding to
purposeful and real-life experiences. Students are able to enjoy the various approaches to their
subjects.

Below are some examples/suggestions (taken from the IB DP CAS Guide) for teachers and
students so that they may create their authentic connections in future.

Group 1 students could engage in creative writing, produce audiobooks for the blind or write
a movie script and produce it.
Group 2 students could provide language lessons to those in need, develop language guides
using technology or raise awareness of the culture of the language being studied through a
website or other forms of communication.

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Group 3 students could record the oral histories of people living in elderly residential facilities
and create family memoirs, create a social enterprise addressing a community need or
collaborate on a community garden.
Group 4 students could form an astronomy club for younger students, help maintain a nature
reserve or promote physical participation in ‘walk to school’ groups.
Group 5 students could teach younger children to overcome mathematical challenges, maintain
financial accounts for a local charity or plan a mathematics scavenger hunt at school to highlight
the importance of mathematics in everyday life.
Group 6 students could take dance lessons that lead to a theatrical performance, participate in
a community art exhibition or community initiatives (such as performances or photo exhibits)
for hospitals or aged-care facilities.
CAS and TOK
TOK and CAS are closely linked as TOK is all about critical thinking and inquiring into the
process of knowing. It is about shared knowledge and personal knowledge. CAS experiences
help students in gaining personal knowledge through their varied CAS experiences. The
experience of students with different communities helps students in drawing a deeper
understanding of different communities and cultures. Reflection creates a further link between
CAS and TOK.

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Integrating UN Sustainable Development Goals into CAS Experiences /
Project

https://isb-cas.weebly.com/un-sustainable-development-goals.html

''The Sustainable Development Goals are the blueprint to achieve a better and more sustainable
future for all. They address the global challenges we face, including those related to poverty,
inequality, climate, environmental degradation, prosperity and peace & justice. The Goals
interconnect and in order to leave no one behind, it is important that we achieve each Goal and
target by 2030.'' (UN sustainable development goals)

Step 1 - Select your Goal

In order to get started with an experience or project, you will have to/can have appropriate
aims and goals. For each proposal, you can select one of the 17 UN sustainable development
goals to focus on that specific experience/project. In your proposal, you will identify which UN
Goal you have selected and according to that goal explain how your experience/project is
contributing to achieving that goal.

Step 2 - Plan your Experiences / Project

Now that you have your UN SDG in place it is time to start planning your experience/project.
Try to link your ideas in the experience/project to the goal you have selected. Keep in mind that

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we don't expect you to solve the problem completely, we merely ask you to contribute to the
achievement of the goal.

Step 3 - Reflect on your Goal

Throughout your experience/project make sure you reflect on your UN SDG, think of what you
have learned, what challenges you have faced and how worthwhile your experience/project is in
order for the UN to achieve this goal by 2030. How are you helping to achieve this goal on a
local level?
Below you see some examples of what that could look like if you would for instance select the
goal 'Zero Hunger' (SDG 2).

Strand/s Experience

Creativity In your Extended Essay you have researched on hunger in India. You
create an artwork on hunger and poverty in India, you display this
artwork at the municipality office in your local community.

Activity & You get trained for and participate in a local sponsor run. You ask
Service people to sponsor you to raise money for a charity.

Service You plan to help out at the local food bank to distribute food boxes to
the less fortunate in the local community.

Service / Activity In collaboration with a group of peers, you set up a local soup kitchen
/ Creativity for the homeless in your local community. You make advertisement
posters and flyers which you hang up in the city and hand out to the
homeless. Together with your peers, you organise a sponsored run to
collect money in order to buy resources for your soup kitchen.

You can refer to the below-mentioned resource/template for your SDG CAS Experiences /
Project Action Plan

CAS_Action_Plan_Worksheet.pdf (castrips.org)

https://www.castrips.org/wp-content/uploads/2021/02/CAS_TGAL_Worksheet.pdf

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 Six elements of the CAS Programme

The above six elements that are laid out by IB are essential for the successful implementation of
the CAS Programme at DPSI. Each element is significant in streamlining the execution of the
CAS Programme so that the process may be transparent, smooth and meet the learning
outcomes for the learners.

CAS Strands
Creativity:

This helps students wear their thinking caps and develop expression. Creativity is linked to
talents, interests, passions, emotional responses, and imagination. Creative pursuits may include
visual and performing arts, digital design, writing, film, culinary arts, crafts and composition.
Students could engage in creative endeavours that help them broaden their horizon. Indulging in
creative ventures always deepens skills. Creativity always builds on the existing strengths and
also encourages reflection.

Approaches to creativity
The following approaches to creativity have been taken from the IB DP CAS Guide:

Ongoing creativity: A student may already be engaged in creativity as part of a school group
or club, or through some other form of sustained creativity. Students may continue in this as

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part of their creativity; however, students could also be encouraged to further extend and
develop their participation if appropriate.

School-based creativity: Students are encouraged to participate in meaningful creativity

opportunities and to explore their own sense of original thinking and expression. These
creativity experiences could be part of the school’s service CAS projects, a school club,
timetabled creativity sessions, or other opportunities.
Community-based creativity: Participating in creativity within the local community advances
student awareness and understanding of interpersonal relationships with others, particularly if
the creativity experience involves the local community. Creativity experiences best occur with
a regularity that builds and sustains relationships while allowing the growth of students’ talents,
interests, passions, emotional responses, and imagination. For example, students could be
encouraged to join a community-based theatre group, contribute towards a community art
gallery, create a sculpture for the community park, take cooking classes, or other opportunities.
Individual creativity: Students may decide that they wish to engage in solitary creativity
experiences such as composing music, developing a website, writing a compilation of short fiction
stories, designing furniture, creating arts and crafts, or painting a series of portraits. Such
creativity experiences are of most benefit when they take place over an extended duration of
time. Students can be encouraged to set personal goals and work towards these in a sustained
manner. Risk assessment of such solitary creativity experiences should be conducted with the
student beforehand if applicable.

Activity:

Activity strand promotes lifelong healthy habits related to physical well-being. Learners may get
involved in individual or team sports, aerobic exercise, dance, outdoor recreation, fitness
training, and any other form of physical exertion that purposefully contributes to a healthy
lifestyle. Students must participate at an appropriate level and on a regular basis so as to develop
their strengths.

DPSI supports all students, including the students with disabilities by giving them opportunities
to use the medium of creativity, activity and service as the multisensory approach towards
learning incorporating various multiple intelligences. All CAS students must be involved in
physical exertion which contributes to a healthy lifestyle. Students could also take up a new
sport to widen their experience. All students must have a planned and rigorous training
programme leading to reflection.

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Approaches to activity:
The following approaches to activity have been taken from the IB DP CAS Guide:

There are many approaches to activity, such as:

Ongoing activity: A student may already be engaged in activity as part of a school team or
club, or through some other form of sustained physical exercise. Students may continue in this
as part of their activity; however, they should set personal goals in keeping with the principles
of CAS. Students can also be encouraged to further extend and develop their participation if
appropriate.

School-based activity: Students are encouraged to participate in meaningful activity that

benefits their physical well-being. In school, there may well be appropriate activity opportunities
in which the student can engage. These activity experiences could, for example, be part of the
school curriculums, a school sports club, or timetabled sports sessions. Students may elect to
initiate a school-based activity such as basketball or tennis and engage other CAS students or
any student within the school.
Community-based activity: Participating in activity within the local community advances
student awareness and understanding of interpersonal relationships, particularly if the activity
experience involves members of the local community. However, single events of activity can lack
depth and meaning. When possible, activity experiences best occur with a regularity that builds
and sustains relationships while allowing the growth of the physical well-being of the students.
For example, rather than a single activity experience at a community-based fun run, students
could be encouraged to join a community-based running club, a dance class, an aerobics class or
an out-of-school sports group.

Individual activity: Students may decide that they wish to engage in solitary activity
experiences such as, for example, attending a gym, bicycling, roller-skating, swimming, or
strength conditioning. Such activity experiences are of most benefit when they take place over
an extended duration of time. Students can be encouraged to set personal goals and work
towards these in a sustained and correctly applied manner. Risk assessment of such solitary
activity experiences should be conducted with the student beforehand if applicable.

Service
The service strand ensures that students contribute to their community and society. Students
get an opportunity to develop and apply personal and social skills in real-life situations involving
decision-making, problem-solving, initiative, responsibility, and accountability for their actions.
Service is a transformational element of CAS as it promotes awareness, offering diverse

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occasions for interactions and experiences and opportunities for international-mindedness. The
CAS stages are used to develop a service experience.

Service gives an opportunity to the students to give back something to the community in
reciprocation. Service helps in implementing the IB as well as the school mission and philosophy.

The CAS Coordinators must always advise students to begin their service in the local
community, which can further be extended for a national or global impact by partnering with
CAS students in other cities and towns, countries and continents. CAS and technology here are
interlinked and can be used effectively for networking and sharing initiatives.

The CAS stages that are specific to service-learning are a helpful and supportive approach. The
stages are discussed in the later pages of this handbook.

Types of service:
Students must involve themselves in different types of service within the CAS programme. The
following types of service have been taken from the IB DP CAS Guide.

Direct service: Student interaction involves people, the environment or animals. For example,
this can appear as one-on-one tutoring, developing a garden in partnership with refugees, or
working in an animal shelter.

Indirect service: Though students do not see the recipients of indirect service, they have
verified their actions and will benefit the community or environment. For example, this can
appear as re-designing a non-profit organization’s website, writing original picture books to teach
a language, or nurturing tree seedlings for planting.

Advocacy: Students speak on behalf of a cause or concern to promote action on an issue of

public interest. For example, this may appear as initiating an awareness campaign on hunger,
performing a play on replacing bullying with respect, or creating a video on sustainable water
solutions.

Research: Students collect information through varied sources, analyse data, and report on a
topic of importance to influence policy or practice. For example, they may conduct
environmental surveys to influence their school, contribute to a study of animal migration,
compile effective means to reduce litter in public spaces or conduct social research by
interviewing people on topics such as homelessness, unemployment or isolation.

Approaches to service
The following approaches to service have been taken from the IB DP CAS Guide.

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Ongoing service: When investigating a need that leads to a plan of action implemented over
time, students develop perseverance and commitment. They observe how their ideas and actions
build on the contributions of others to effect change. Their reflections may show deeper
awareness and knowledge of social issues.

School-based service: While students are encouraged to participate in meaningful service that
benefits the community outside school, there may be appropriate service opportunities within
the school setting. In all cases, an authentic need must be verified that will be met through
student action. Service needs met at a school may prepare students for further action within the
larger community; for example, by tutoring within the school, students may then be better
prepared to tutor at a community centre.

Community-based service: Participating in service within the local community advances

student awareness and understanding of social issues and solutions. However, single incidents
of engagement with individuals in a service context can lack depth and meaning. When possible,
interactions involving people in a service context best occur with a regularity that builds and
sustains relationships for the mutual benefit of all. For example, rather than a single service
experience at a retirement facility, students can decide to establish regular visits when they
realize their efforts are valued and have a reciprocal impact.

Immediate need service: In response to a disaster, students often want to move towards
immediate action. Typically, they quickly attempt to assess the need and devise a planned
response. Later, the students can be reminded and encouraged to further investigate the issue
to better understand the underlying causes. This provides greater context even if the service
action has already taken place. With increased knowledge, students may commit to ongoing
assistance, for example, such as joining with the prevention or community resilience initiatives
regarding an environmental issue.

• Fundraising: The preferred approach is for students to initially develop their understanding
of the organization they choose to support and the issues being addressed. Students can draw
from their interests, skills and talents to plan the method and manner of fundraising. Ideally,
students directly communicate with the organization and establish accountability for funds
raised. Sharing the rationale for the fundraising educates others and advocates the chosen cause.
Students can also be asked to consider other ways to augment their contribution through direct,
advocacy, or research service.

• International service: Students are encouraged to participate locally in service before

considering service opportunities outside their country. When participating in international

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service, students must understand the background and the circumstances of an identified and
authenticated need to support their involvement. When direct communication with an overseas
community is not possible, students could cooperate with an outside agency to provide an
appropriate service. Students do benefit from serving in an international context when able to
make clear links to parallel issues in their local environs and they understand the consequences
of their service. Schools must ensure that commercial providers if used, act in accordance with
the aims of the IB mission statement and CAS requirements. Additionally, schools must
undertake risk-assessment to ensure the safety of students.

• Volunteerism: Students often volunteer in-service experiences organized by other students,

the school or an external group. In such cases, students benefit from prior knowledge of the
context and the service need. Being informed and prepared increases the likelihood that the
students’ contribution will have personal meaning and value. Utilizing the CAS stages prior to
volunteering is highly recommended.
• Service arising from the curriculum: Teachers plan units with service-learning
opportunities in mind, students may or may not respond and act. For example, while studying
freshwater ecology in environmental systems and society, students decide to monitor and
improve a local water system.

Role of School

At DPSI we understand the importance of the support from the school towards the faculty and
students in executing an enriching as well as smooth CAS programme. As per Standard B2:1a,
DP requirements, IB requires the school to ensure that sufficient funds are allocated and
adequate resourcing and coordination of the CAS programme is planned.

Among the many responsibilities of the school, DPSI allocates resources to cover the
appointment of a CAS Coordinator which is essential to run the programme. The school ensures
professional development of the CAS team as without a focussed and dedicated team the
execution of the CAS programme would be ineffective.

At DPSI the CAS Coordinator is a pedagogical leader who is responsible for explaining to the
wider community the values that underpin the CAS Programme. The school ensures that
sufficient time is allocated to the students for CAS activities. Strategies are in place to ensure
that there is a school-wide commitment to achieve CAS aims and learning outcomes. Sufficient
workshops are conducted for students and staff to understand all aspects of the CAS
programme. The school has subscribed to the ManageBac so that proper recording and

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reporting is done of the CAS experiences. This helps the parents in being fully informed about
the students’ progress in the CAS programme.

Under the initiative, DPSI provides enriching CAS opportunities to the students that will build
long-term relationships with communities as this is essential for the development of a strong
CAS programme.

The school provides opportunities for students to choose their own CAS experiences and also
makes available a dedicated time for students to receive guidance and feedback from CAS
Coordinators and/or Advisers.

The school supports the CAS Coordinator in the completion of CAS risk assessments.

The school collaborates with some NGOs and hence provides a list of organisations with which
the students can work. Students are given an opportunity to volunteer for IAYP (International
Award for Young People) and MUN (Model United Nations). Any student who wishes to carry
out their own event at school is equally supported.

The school supports students in publicising the CAS experiences and efforts through its
publications like the school brochures and the annual magazine ‘BEATS’ that showcases the CAS
efforts of the students. The school website and the Facebook page also informs the larger
community of the CAS efforts of the students.

CAS Risk Assessment Policy

During a CAS experience, participants may be exposed to risks and it is important that these
risks are identified and assessed. There is a risk assessment form that is to be completed when
a student undertakes a CAS activity that is not a normal activity. This form is for both physical
as well as during CAS virtual experiences. For all other out of school experiences the CAS
Advisor, students and the IB DP Coordinator need to complete the risk assessment form with
the help of the advisor and/or parents. The CAS Advisor, DP Coordinator and a parent will also
need to sign this form.

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 Role of CAS Coordinator
The CAS Coordinator plays an important role in two specific areas of responsibility. One area
is the implementation and advancement of the CAS programme and the other is working directly
with the CAS students. The principle that students should ‘own’ their personal CAS programme
implies that they should be trusted to fulfil the commitments that they have made. Some students
have difficulties when planning or initiating their CAS experiences, in understanding the
expectations of the CAS programme, in finding balance across the three strands, or in working
through difficult situations. The CAS Coordinator can only offer help and support if they make
the CAS Coordinator aware of these circumstances.

In the capacity of being a CAS Coordinator, he/she is responsible for preparing the CAS two
year calendar and timeline, familiarizing students, colleagues, parents and the wider community
with the importance of CAS. He / She is responsible for identifying safety issues and for
developing a school-specific CAS handbook and resources. The Coordinator will administer the
CAS budget, manage CAS records and reports, periodically engage in interviews with students,
prepare a report on student’s progress and share the same with the Head of School / Secondary
School Principal / Diploma Programme Coordinator, students and parents. He / She is
responsible for promoting and publicising the student achievements in CAS, developing and
maintaining CAS policy statements and providing leadership to the CAS team. CAS Coordinator
will ensure consistency across the programme through ongoing contact with form tutors and
inform and work with outside providers in their involvement in CAS experiences. The intimation
to IB for the report completion of CAS on IBIS will be done through the IB DP Coordinator.

When the CAS Coordinator works directly with the CAS students, he/she educates them on all
aspects of the CAS programme. It is their responsibility to ensure that the meaning and purpose
of the CAS learning outcomes are clear to the students. They must assist students with clarifying
and developing the attributes of the IB learner profile, support students in understanding ethical
concerns and international-mindedness, develop purposeful reflection skills through individual
interviews, group discussions and teaching strategies, provide feedback on student reflections,
assist students in identifying personal and group goals. The CAS Coordinator discusses goals and
achievements in regular meetings, provides ongoing guidance and support to students, monitors
the range and balance of experiences undertaken by individuals, advises and monitors progress
towards meeting the CAS learning outcomes and also meets each student in three formal
documented interviews.

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 Role of CAS Advisor
Whenever required the DP faculty acts as a CAS Advisor who assists, offers guidance and
oversees the students’ CAS experiences when needed. An Advisor would be a good support
but is not mandatory if a student is able to undertake a CAS experience without assistance or
supervision. Students should take responsibility for their own CAS experiences where possible
and be provided with opportunities to report on their own attendance and participation.

Working with each student individually to monitor the CAS journey takes time and in schools
with a large number of students, a team of CAS advisors under the guidance of the CAS
Coordinator is recommended. CAS Advisor is responsible to liaise with the students assigned
to them to ensure that their CAS programme is continuous and meaningful through the two
years of the Diploma Programme. CAS Advisors have to be preferably Teachers, but if required
they could be non-teaching members of the school or from the wider community. They could
also be volunteers with the skills and/or knowledge of the CAS experience undertaken by the
student.

It is essential for the CAS Advisor to be aware of the importance of CAS in the Diploma
Programme and to be familiar with all elements of CAS.

It is vital for CAS Advisors to have sufficient contact time with students. The Adviser’s
responsibilities are to:
● educate students on all aspects of the CAS programme;
● provide feedback on student reflections;
● periodically review students’ CAS portfolios;
● meet each student in three formal documented interviews;
● monitor the range and balance of experiences undertaken by individuals;
● advise and monitor progress towards meeting the CAS learning outcomes.

Role of Student
Key to a student’s CAS programme is personal engagement, choice and enjoyment of CAS
experiences. Students are expected to have a proactive attitude in developing a clear
understanding of CAS expectations and the purpose of CAS. Students realise their own virtues
and develop the learner profile attributes to fulfil the IB mission statement. They are able to
identify their personal goals, discuss their plans for CAS engagements with the CAS Coordinator
/or CAS Adviser.

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They understand and apply the CAS stages where appropriate and throughout the Diploma
Programme, they undertake a variety of CAS experiences, ideally on a weekly basis, for a
minimum of 18 months. They must also undertake at least one CAS project with a minimum
duration of one month. Students reflect on CAS experiences at significant moments throughout
CAS and maintain a CAS portfolio. Using evidence from their CAS portfolio on ManageBac,
students will demonstrate achievement of the seven CAS learning outcomes to the CAS
Coordinator’s satisfaction. Students maintain a CAS portfolio on ManageBac and keep records
of CAS experiences including evidence of achievement of the seven CAS learning outcomes.
They understand the reflection process and identify suitable opportunities to reflect on CAS
experiences which demonstrates their accomplishment within the CAS programme. It is their
responsibility to communicate with the CAS Coordinator/Adviser in formal and informal
meetings. They must ensure a suitable balance between creativity, activity and service in their
CAS programme and behave appropriately and ethically in their choices and behaviours. Students
are expected to follow the 18 months CAS timeline.

Role of subject teachers and peers

Subject group teachers brainstorm CAS activities that arise from their subjects and as teaching
faculty, develop a strategy to explain these links to students. Service-learning opportunities
could build on what students have learnt in their subjects and in return the service-learning
could develop new understandings and meanings in their subject. They must understand all
aspects of the CAS programme and assist all CAS students in accomplishing their learning
outcomes. Involvement of all members of the community is welcomed for a better and more
successful implementation of the programme.

Overview of CAS Process (Service Learning)

All CAS experiences are to be implemented in the following CAS stages. All students are
expected to follow the sequence for the CAS experiences that they would like to pursue.

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As per the above diagram, there are two parts. The inner circle represents the process with 4
main parts namely investigation, preparation, action, and reflection which recurs in response to
significant experiences. The outer circle has two parts that guide students in summarizing their
service experience through reflection and demonstration.
For a single CAS service experience, a student may begin with investigation, preparation, or
action. For an ongoing CAS experience/project, a student should begin with investigation.

The five CAS stages are described below:

1. Investigation: Students identify their interests, skills and talents to be used in
considering opportunities for CAS service experiences, as well as areas for personal growth and
development. Students investigate what they want to do and determine the purpose of their
CAS service experience. In this case of service, students identify a need that they want to
address.
2. Preparation: Students clarify roles and responsibilities, develop a plan of action to be
taken, identify specified resources and timelines, and acquire any skills as needed to engage in
the CAS service 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, assist with
revising plans, learn from the experience, and make explicit connections between their growth,
accomplishments, and the learning outcomes for personal awareness. Reflection may lead to
new action.

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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 a response from others.

CAS Portfolio

It is mandatory for each learner to maintain and complete a CAS portfolio as evidence of the
varied engagements in CAS along with the level of achievement of the seven learning outcomes.
The CAS portfolio aids in systematic planning of the CAS program, reflecting on the CAS
experiences/projects, and gathering evidence of the involvement in the CAS related activities.
CAS as a core component of the Diploma Programme is not graded, however, the completion
of the same is essential for the award of the Diploma. Students are expected to keep the CAS
Portfolio updated as it will be checked and discussed during the CAS interviews with the CAS
Coordinator. The CAS Coordinator will monitor the CAS portfolio on a fortnightly basis (if
required even weekly). At DPSI, ManageBac is used as the platform for the CAS portfolio. If the
students desire to use a different format such as a diary, journal, or scrapbook, the format is
discussed with the CAS Coordinator but eventually, all records are uploaded on ManageBac.
The CAS portfolio will always have three sections: Profile, Experiences, and Evidence.

Profile: This section includes the students’ interests, skills, talents and plans and goals for the
CAS program. It also includes a mapping of the interests against the three CAS elements to help
students identify possible CAS experiences. This section will include the “Student Profile/Initial
CAS Self-Review Inventory”, and “CAS Activity/Project Master Plan”.

Experiences: In this section, the students will document their CAS journey. It includes their
reflections, achievements, learning moments, and an explanation of how they used the CAS
stages in their experiences. Their reflections will describe how they grew and changed as a result
of CAS.

Reflections and Evidence: This section is a collection of evidence that shows the students’
achievements and involvement in the CAS experiences. Evidence includes items such as planning
documents, letters, emails, certificates, acknowledgements of participation and achievements,
photographs, brochures, programs, practice schedules, news articles, posters, etc.

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 CAS Project

A well-planned series of sequential CAS experiences, engaging students in one or more of the
CAS strands is considered an effective CAS Project. CAS students must be involved in at least
one CAS project during a minimum of 18 months of the CAS program.
At DPSI full diploma candidates will complete at least one global issue project that involves
teamwork and includes at least two of the CAS strands. This project must take at least one
month to initiate, investigate, plan, and carry out. For this project, students must use the CAS
stages process and sequence.

The global issue project should meet the learning outcome of planning and initiating activities
and working collaboratively with others. All CAS projects should use the CAS stages as a
framework for implementation to ensure that all requirements are met. The CAS Coordinator
and the Advisor must remember that all projects are designed with a defined purpose and goal.
Each student must select one or more of the learning outcomes to guide their role and
responsibilities. The project must last at least one month from planning to completion. Students
must have scope to reflect on the project experiences.

These are the 4 requirements / checklist pointers to be kept in mind while planning a CAS
project: -

1. This CAS project is well-considered series of sequential collaborative CAS experiences,

engaging students in one or more of the CAS strands of creativity, activity, and service.

2. It must involve collaboration between a group of students or with members of the wider
community.

3. All CAS projects should use the CAS stages as a framework for implementation to ensure
that all requirements are met.

4. CAS projects should be of a duration of at least one month, however, a longer duration can
provide even greater scope and opportunity for a good cause and should be encouraged.

5. The students should upload reflections and evidence at least twice a week on ManageBac.
Failure to submit the self-initiated CAS project is viewed sternly by IB, resulting in 'no Diploma'.

CAS Proposal

The CAS proposal must have a complete description of the experience/project that the student
decides to undertake. The role/responsibilities or specific work that will be undertaken by

30
students must be mentioned in detail. The learner is expected to explain why the project has
been chosen and how the experience will challenge the learner. The student must try to ensure
that the experience is a new experience or an extension of something that has been done before
during the Middle Years Programme (MYP). It is important for ‘Statement of your group goal(s)
or Statement of your personal goal(s) to be well explained in the proposal. Learners must
mention how they hope to grow or change as a person and what they hope to achieve along
with the benefit from the experience selected. Any anticipated learning, benefits to others and
any kind of collaboration must be mentioned.

CAS Plan of Action

It is expected of all learners to read the DPSI CAS Handbook carefully and completely. If there
arise any questions or concerns, the CAS Coordinator or the DP Coordinator must be
contacted. The students and the CAS Coordinator must ensure that a complete student profile
/ CAS Self-Review and Activity Inventory is maintained at all times on ManageBac.

Personal growth goals for what learners hope to achieve through their CAS program must be
determined. A proper record of the Complete CAS Activity/Project Master Plan must be
uploaded by the learners on ManageBac. Students must mention the contact person who will
serve as the Supervisor/Leader/Advisor.

All CAS experience plans and goals must be regularly discussed with the CAS Coordinator.
Students must remember to keep copies of the Letter to Experience so that it can be uploaded
on ManageBac. Before creating a new CAS experience the learner must remember to do all of
the above. All CAS experiences must be given a suitable title. The related strand and number of
predicted hours must be mentioned in the action plan. Learners must also discuss the approach
and the anticipated start and end dates. The type of service action, if appropriate, must also be
mentioned. All projects must begin only after approval from the CAS Coordinator. While
completing the experience, it is important to record all the observations/reflections. Selecting
significant moments to reflect upon, such as, when a moment of discovery occurs, when a skill
is mastered, when a challenge is confronted, when there has been an emotional reaction, and
when the learner has achieved something must be noted down. While completing the
experience, learners are expected to collect at least 5 pieces of support evidence that prove
that they had actually participated in the experience. All these need to be submitted as evidence
on ManageBac. When the experience is complete, the learner must use the CAS Final Reflection
section on ManageBac to write the final reflection of the experience and submit the same on
ManageBac. Once the learners are certain that they have finished documenting their experience,

31
they must obtain a CAS Experience Supervisor’s Reflection Report on ManageBac. The
supervisor must complete and sign the report and submit it to the CAS Coordinator. It is
important to ensure that this is done continuously for at least 18 months since, in order to meet
the CAS requirement, the learners must show that they have sustained their CAS program and
have thoughtfully reflected on it throughout their CAS journey. CAS is a learners self-journey;
hence, it is the learners' responsibility to complete the CAS experience and project for their
CAS portfolio. School's CAS programme is to expose learners to different CAS opportunities
throughout their CAS journey and to guide them. School assemblies, MUN Clubs, sports events
and regular sports practices, school-led service projects, recycling projects, collection drives,
advocacy in lower grades, organizing the school events and World Scholars Cup are such
opportunities that engage each student in regular experiences and projects for minimum 18
months CAS journey.

CAS Step-by-Step on Managebac

Learners must log into the ManageBac account, and select the IB Manager tab and choose
CAS to begin.

Click Add CAS Experience on the right menu to add the experience.

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Enter the experience details.

The experience will be reviewed and if suitable, it will be Approved by the CAS Advisor. Click
Add New Reflection to provide evidence of experience. Reflections can encompass written
journals, photos, websites, files and videos.

When adding a reflection, it must be linked to one or more learning outcomes as shown
below:

33
Once the experience is completed and reflections are submitted, click Request Supervisor
Review.

The Supervisor (CAS Advisor at DPSI) will review the experience.

Reflection of CAS on ManageBac

Reflection is the most critical part of the entire CAS programme as it leads to improved
problem-solving, higher-level thinking, and greater depth of understanding. This is essential for
building a deep and rich CAS experience. Students’ learning is enhanced by reflection on choices

34
and actions. The aims of CAS reflection include the opportunity for students to deepen their
understanding. They are able to consider the relevance of an experience and are able to explore
personal and group values. Students can recognize the application of knowledge, skills, and
attributes, they can identify strengths and areas for development. Reflections lead to gaining a
greater understanding of self and others and leads to generating relevant ideas and questions.
Students are able to consider improvements in their actions.

Reflection components

● Students could describe what happened, it is like retelling the most memorable moments
by identifying what was most important and valuable or influential, what went well or what
was difficult that created obstacles.
● Expressing one’s feelings is also a way of writing reflections. Students could explain their
emotional responses to the varied experiences.
● Students also have the option of generating ideas.
● They can rethink and re-examine their choices and actions.
● Students could write a reflection in the form of a question by asking questions to other
people on the various processes or issues.
● Students must use statements that are specific and not general.

Extended Reflection

They could consider the following additional reflection questions:

● Why I made the choice of this particular CAS experience?
● How does this experience reflect my personal ideas and values?
● What are the ways in which I am being challenged to think differently about others and myself?
● How did I feel about the challenges?
● What experience prompted particular feelings?
● What might have resulted in different feelings and outcomes?
● What did I perceive?
● How I felt during and by the end of the experience?
● Did I encounter any obstacles in achieving my goal and how I handled them?
● Are all my goals and objectives achieved?
● What did I learn from the experience/project in terms of knowledge, abilities, attitudes,
values, etc.?

35
● What is the one thing that I would want to change if I could do the experience/project all
over again?
● How can my learning from the CAS experience be applied to other life situations?
● Has anything during the experience changed my perspectives and in what way?
● Which learning outcomes did I meet during my CAS experience.

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 Sample reflections and pieces of evidence

CAS experience: Yamuna bank clean up drive

“Today, with my school, I went to the Yamuna river. The Yamuna river is considered to be one of the
most prestigious rivers in India. In fact, it is referred to as a ' holy' river. The Yamuna river in India has
been overused; over polluted for many years. It is explicit that the Yamuna river is crying for help; from a
distance white foam (consisting of chemicals) was seen in the river. This white foam is nothing else but
toxic chemicals. Moreover, approaching the banks of the Yamuna river a horrid and peculiar smell took
me aback. Rivers usually smell of fresh grass and water, but this smelled of toxicity. I was shocked when
the Sweecha team told me that gloves and face masks were vital to getting even near the river.
When cleaning the river banks, I kept on thinking about the need for the Yamuna. The Yamuna river is
the fundamental source of water for the entire city of Delhi. Knowing that I think I was motivated to put
in my best effort in cleaning the banks. It was disheartening to see that other people did not recognize the
importance of water but, to some extent, I felt more of a 'hero' when cleaning their mess.
In conclusion, water is not a choice but a need. We should be fighting to save it. I feel extremely motivated
to evoke positive change.”

“Today, someone from the 'Sweecha' Ngo came to my school to not only help me understand the risky
state of life, but also empowered me to evoke change using my platform. The word' Sweecha' means
freedom, and the message the Ngo conveys is freedom to live in a healthy environment. As of now, the
earth is a step away from extinction, and we have no one to blame except humans. We have only taken
from earth and never given back. To some extent, we have not only overstayed but also claimed property
as guests. The representative from' Sweecha spoke reality, they presented the facts we cannot deny. In
the session, India was closely looked upon. It is said that by 2020 more and more cities will lose their
groundwater, like Chennai. The representative explained the effect industries have on water and the entire
environment. Living as upper middle class, we cannot register the extremely negative effect it has had on
the rest of the population. Hence, we may feel comfortable with what we have, but what we don't
understand is that at some point we will face the same struggle. The session today truly empowered me
to take up an initiative to aid the environment. There is no life without earth; the existence of earth is a
top priority. In fact, the representative shared an anecdote, in which she talks of her going 'plastic-free'
for 15 days. I was very inspired by her practice; I know it will tough for me to adopt but it’s a price I have
to pay. The session empowered me to use my platform as a global citizen to work in favour of the
environment.; without earth, we are nothing but skeletons”

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 CAS experience: CAS retreat at Mukteshwar

Our CAS retreat was from February 8th to February 11th. I personally enjoyed the experience on every level
at every stage. This is the first time our school conducted a Tok and CAS retreat. Even though every year we
do go for Camps where we supposedly do some form of service as action, it was a educational experience to
have camps solely for CAS and Tok.

We all got up at 3am and boarded the school bus around 3:45, we caught the 6am train to Kathgodam from
where we traveled 1.5 hours to Mukteshwar. Once our arrival at camps we ate lunch and to our much surprise
there were piles of snow everywhere and as classic teenagers we had a huge snowball fight. We retired to our
rooms, got changed and the Instructors had planned some team building activities for us.

We started off with a Shepard activity, where the Shepard had to get sheep through a particular gateway. This
activity in particular tested our collaboration, understanding and communication skills. Next, we moved on to
balls out of the circle activity, where we we're all pared up and we had to put balls out of the drawn circle into
a bucket...blindfolded. This activity also tested collaboration, and communication skills but gravely our listening
skills for use to be able to listen and execute instructions our partner had given us. The third activity tested our
problem-solving skills, collaboration skills as well as our on the spot thinking skills. In this activity we had to
create a specific pattern with our feet to be able to cross the bridge, this made us very dependent on each other
because each stone had a specific foot count, any more it would stay and any less it would apparently "blow up."
This made us use a lot of our imagination and was really fun to execute all these activities. The last activity and
my personal favorite were the mine game. Where we had to memories the steps we were taking and really
listen to each other’s instructions to remember where the mines are and where they weren't. It was also a huge
game of chance; I liked the unpredictability of it blowing up.

“The second day of our CAS retreat was a visit to the local Village in Mukteshwar where all the instructors had
planned houses for us to go to. Here the catch was that we had to find the house and the person based on the
picture so we had to communicate with the local people to find where they were living. We also had to work
for them which would provide us with the lunch we would eat at their place. This was the one experience
through the entire camp I was so glad I didn't miss. Communicating with these villagers we learnt some really
motivational stories. The villager we were assigned was named Maani. Maani had a struggle in life that she had
seriously been through, when she was 16 years old (my current age) she broke her back because she fell from
a tree, where she lived didn't offer the treatment to cure her so she had to travel to Delhi with a broken back
get it fixed and come back. Which she did. Even though Maani was handicapped she definitely motivated me the
most through our little conversation. After a brief introduction we went to the field. I stayed behind to talk to
Maani a little and then joined them. We were shovelling the soil all over the field to help them with the growth
of peas. While we were shovelling, we found tiny, cute mini potatoes which we decided to save and give to the
villagers. We had a constant building pile of mini potatoes as we were shovelling. After we had finished our work
Maani and her family cooked food for us. Everything except the rice, the beans, the pickle, the ghee and even
the vegetables were all grown and homemade and without hesitation I would say the food was delicious, either
because we all were hungry or because they cook so well, it was delicious, different but delicious.”

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 Road Safety Awareness for underprivileged children

“During the first visit, we introduced the issue of road safety. In my group, we came up with the idea of
drawing basic images including stop signs, traffic lights and zebra crossing to show to the students. When
we went there, we discussed the images and made sure they understand their importance and use. From
the first meet, I was able to understand the level of the students and also how to interact with them. It
gave me an opportunity to develop my communication skills as well as my ability to collaborate with
different people.”

“Between yesterday and today, my pair and I have been working on creating a reflection worksheet for
the students at the foundation. Keeping in mind the concepts taught related to road safety during the last
meet and the activity we plan to execute tomorrow, the worksheet holds a variety of 10 questions with
lots of images. I have never worked on creating a worksheet and hence, this opportunity taught me a lot.
I have developed an appreciation for the thought and effort put in by my teachers alongside a new
understanding of teaching aids. Furthermore, I haven't worked much with this peer and this provided me
with the perfect opportunity to work on my communication and collaboration skills.”

“During today's visit, I had three major roles. The first was helping set up the activity on the sidewalk. It
was designed to help the children apply their understanding and learning. Afterwards, I held the yellow
traffic light and interacted with some of the children who were participating before moving onto the final
role in which I helped some of the children with the worksheets my peers and I created. Helping the
children was an eye-opener. Working so closely with them, I realized some of the places where we could
help beyond talking about global issues. Some of them had difficulties in pronouncing and reading basic
words and or letters such as 'W' or 'What'. Initially, this shocked me to an extent, but also made me realize
and take a moment to be thankful for all opportunities I have both in regards to education and otherwise.

Overall, today's visit did not only result in me becoming more aware of other global issues such as poor
education quality but also provided me with several different areas to test my communication and
collaboration skills. I personally feel I was able to develop upon some of the skills I already possessed and
also learn more about the people within my community.”

“In preparation for the upcoming meet on Thursday, members in my group and I had the task to create a
poster based on what one should know, wear and do when riding their bicycle in unpleasant weather
conditions (fog, rain and snow). I took the initiative to divide the tasks among us to avoid confusion and
help with organization. My task alongside another one of my group members was to design a worksheet
based on the things in the poster. As a result of having a similar task last time, this was a great opportunity
for me to both develop upon my skills as well as work with someone new.”

“During today's interaction, my group and I presented a poster based on what to wear and use in extreme
weather conditions. This was followed by the worksheet my peer and I created for their practice. Unlike
previous meets, we had a little extra time and I was able to sit down with a group of them and help them
with the worksheet. While doing this, I realized some of them need more help with the basics including
the colors and the alphabet. Overall, like all the other visits, this one was another great opportunity to
interact and develop my collaboration, reflection and communication skills.”

39
“Today's visit was the last visit to the foundation for this term. During the visit, we conducted an activity to test
their learning and understanding of concepts in the form of a role play activity. The children were divided into two
groups and then given roles which they needed to implement. On the side, we also interviewed some of the children
to understand what they learnt and more. My task was to work with two of my peers to create a presentation
summarizing the entire experience.

Overall, this experience helped me not only develop my communication and collaboration skills but also provided
me with an opportunity to both develop new skills such as creating task sheets and engage with the global issue of
road safety and the lack of knowledge about it specifically in India.”

40
 CAS Interviews

Academic Integrity in IB is a set of values and behaviour informed by attributes of Learner Profile.
In teaching, learning and assessments, the principle of academic integrity serve to promote
personal integrity, engender respect for the integrity of others and their work and ensure that
all students have equal opportunities to demonstrate the knowledge and skill they acquire during
the process of learning. (Academic Honesty in Practice- Global Session Guidelines)

There must be a minimum of three interviews of the students taken by the CAS Coordinator/
CAS Advisors to show the progress of the student and to appropriately encourage and advise
the learners. The interviews must be spaced out so that at least one interview are held in year
1 of the Diploma Programme and the second and third are held in the second year. Feedback
from these interviews is recorded by the CAS Coordinator. A record of these interviews is
uploaded on ManageBac.

The CAS Coordinator must ensure that the CAS Programme has been successfully completed
and if it is not then appropriate action is taken. It is important to note that the third interview
is like a culmination of the CAS experiences and hence the discussion revolves around the
achievement of the seven CAS learning outcomes. At DPSI we use the completion form provided
by IB (Creativity, Activity, Service teacher support material).

The first or the initial interview:

The CAS Coordinator during this interview makes sure that the student understands the
requirements for CAS, explains the CAS learning outcomes and how the student might achieve
these outcomes. It is appropriate to discuss the student’s interests and ideas for CAS
experiences, determining what form the student’s CAS portfolio should take, and the CAS
stages.

The second or the interim interview:

This interview determines the progress of the student in CAS. Through this interview, the CAS
Coordinator is able to judge if students have undertaken a range of CAS experiences and that
they are successfully achieving the CAS learning outcomes. The second interview could also be
based on the CAS Project that the learner wishes to undertake. The CAS portfolio is referred
to for gathering evidence of achieving any of the seven learning outcomes.

The third or final interview:

In this interview, the student outlines how they have achieved the learning outcomes for CAS.
In addition, they discuss and evaluate their overall CAS programme and reflect on personal
growth. The student’s CAS portfolio is used as a reference in this interview. This third interview

41
may provide the opportunity for discussion on the development of the CAS programme for
future CAS students based on this student’s personal experience.

Regular reporting and authenticating completion of CAS

The DP Coordinator ensures that regular assessing and reporting of the CAS efforts is done by
the CAS Coordinator so that students, their parents and the CAS Advisor are aware of the
goals and the developments. The report cards that are generated at the end of every semester
have a comment column specifically dedicated to the progress of the student’s CAS efforts. It is
through these comments that the CAS Coordinator can collaborate with parents in not just
informing but also gaining their support so that the mandatory core element can be completed
well within the stipulated time frame. This regular update keeps the parents involved and the
school is able to win their support.

The DP Coordinator needs to be informed by the CAS Coordinator when all portfolios on
ManageBac are complete and the interviews are over. This happens at the end of year 2 when
the DP Coordinator submits on IBIS the CAS completion form. The CAS experiences are also
shared with the larger community during the CAS Day that is celebrated in the last week of
February in year 2. Students get an opportunity to reflect on their CAS journey and understand
their strengths and accomplishments.

It is important to state here that the CAS experiences are available on ManageBac with the
reflections of the students for future reference, in addition, the CAS Coordinator is expected
to record the interview and store the recording of the interview for any query from the IB.

What Is Not CAS ?

The CAS Coordinator generally encounters a question about whether a particular activity
qualifies under CAS or not. The purpose of CAS is lost if CAS becomes a point-scoring exercise.
Thus, the beauty of CAS exists in the activeness of a student, his / her interaction with people
from the same different sphere of society, sense of service to others, developing a sense of
physical ability and exploring of innate traits.
A CAS activity without the above has no value as it will have no real reflection and consequences.

Some of the activities which cannot be considered as a part of their CAS activities
are as follows:

42
• Any class activity or project which is already a part of the Diploma Programme.
• An activity that does not fall within the learning outcomes mentioned in this handbook.
• An activity for which a student is personally rewarded either financially or with some other
benefit.
• Doing some simple, tedious and repetitive work.
• Working in an old people’s or children’s home when the student has no idea of how the home
operates or is just making sandwiches, or has no contact at all with old people or children etc.
• A flaccid pursuit, such as a visit to a museum, art gallery, theatre, exhibition, concert or sports
event etc.
• Any form of duty within the family.
• Any work experience which brings monitory or any other kind of benefit to students.
• An activity which is not supervised by an adult chosen beforehand or is supervised by a family
member to evaluate student’s work.
• Religious devotion and any activity which can be interpreted as proselytizing.
• Activities that cause division amongst different groups in the community.

CAS is a privileged way to build one’s own place. As mentioned earlier it is transformational and
hence the lives of those who undertake a commitment to it change for the good. If CAS is
undertaken honestly it assists in discovering the true meaning of life, and in finding one’s own
place in the world by transcending cultural and socio-economic barriers.

Academic Honesty in CAS

The Diploma Programme students are responsible enough to work without much intervention
from their teachers and parents. They are trained through the PYP and the MYP to be self-
reliant and honest in all their endeavours and the Diploma Programme gives them immense
opportunities to portray their academic honesty.

DP students are under constant pressure to complete assignments and projects in all subject
areas and go through the emotional pressures of university admissions too. It is these testing
times where being academically honest brings rewards in future years and builds on the integrity
of the individuals.

DPSI being a continuum school has by now developed in our DP students a positive behaviour
which they need to demonstrate clearly in the completion of their authentic work.

CAS gives them an opportunity to separate right from wrong, and to show their understanding
of academically honest work. This includes practices like citing their work, not replicating or

43
 copying others’ work, not submitting the same assignment for two different purposes to get
credits, not tweaking the timeline and deadline of the experiences etc.

CAS Timeline for the IB DP batch 2024-2026

July CAS Presentation for all IB DP year 1 students, along with entry on ManageBac –
2024 approximately 2 hours

August Initial CAS Interview

2024 CAS student-led experiences planning – signed by student, parents, CAS Coordinator
and submitted to the DP Coordinator

September and Regular reflections of CAS school-led and student-led experiences to be posted on
November 2024 ManageBac

December CAS Coordinator and CAS Advisors write progress comments on ManageBac for each
2024 student for Term 1

January CAS student-led experiences plan for next term to be prepared by the students and
2025 approval taken from the CAS Coordinator

February CAS experiences continue, students regularly upload evidences and reflections
2025 onwards

April Letter to parents in case progress is not satisfactory

2025

May CAS Coordinator and CAS Advisors write progress comments on ManageBac for each
2025 student for Term 2

June Proposal form for summer continuous one-month CAS Project to be submitted to CAS
2025 Coordinator and CAS Advisors, approval taken before summer break

June and July Regular upload of evidence and reflections of CAS project on ManageBac by the
2025 students

August Interim CAS Interview – discuss the progress of the students, their special experiences,
2025 impediments, if any, and the strategies to overcome them

September – CAS Project and experiences to be completed with evidence and reflections on
December 2025 ManageBac

December CAS Coordinator and CAS Advisors write progress comments on ManageBac for each
2025 student for Term 3

44
 January CAS experiences continue with evidence and reflections on ManageBac
2026

February Week 1 - Final CAS Interview

2026 Week 4 - CAS Day to be celebrated to showcase the learning and best experiences of
the students in their CAS journey

March Official CAS sign off by the CAS Coordinator followed by intimation to IB on IBIS in
2026 May 2026 by the DP Coordinator
* Note:
● It is the responsibility of the CAS Coordinator to ensure that regular CAS experiences are updated on the Facebook page
of the school and write-ups are given for the annual magazine ‘BEATS’.
● CAS and TOK Retreat will be planned in the due course.

45
 Annexure 1

Initial Interview Form

Name of student: ___________________________

Date: _________________

Write your response in the form of yes or no in the following checklist. This will help you get
started with your CAS journey at DPSI.

1. I have read the CAS Handbook and have understood the CAS requirements. _____
2. I recognise the CAS Coordinator and all CAS Advisors within the school and know that
they can be approached at any time for guidance. _____
3. I know that I have to self-initiate and self-direct an enduring project that incorporates
collaboration covering at least two strands of creativity, activity, and service. _____
4. I have the CAS Timeline and know that deadlines need to be strictly followed. _____
5. I am aware that all activities have to be approved and well planned followed by collecting
evidences and writing reflections on ManageBac. _____
6. I know that a balance needs to be maintained for all CAS strands. _____
7. My parents are aware of the CAS Programme and its requirements. _____
8. I know about all the forms to be maintained through the CAS journey. _____
9. I must have a CAS Advisor to guide me through some activities, if suggested by the CAS
Coordinator. _____
10. I must cover all seven learning outcomes during my CAS journey. _____
11. I clearly understand that without the satisfactory and timely completion of my CAS
program, the IB Diploma will not be awarded to me. _____

Write your response in not more than 100 words for each of the questions:
1. What is your greatest accomplishment so far?
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

46
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. How has this affected your life and what have you learned from it?
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3. What are you really good at?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

4. Name one skill you have always wanted to develop in your life but that you haven’t yet.
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

47
____________________________________________________________________________

____________________________________________________________________________

5. Name one activity that you would like to try but that you haven’t yet.
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

6. Why would you like to try this?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

7. Describe the kind of person you think you will be post IB.
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

48
Signature of student: _________________________________

Signature of Parents: _________________________________

Signature of CAS Coordinator: _______________________

49
 Annexure 2

Interim Interview Form

Name of Student: __________________________________________

Date : ___________________________________

1. In the past ten months of my CAS journey I have been able to achieve the following

learning outcomes:

a) Identify own strengths and develop areas for personal growth.

b) Demonstrate that challenges have been undertaken, developing new skills in the process.

c) Demonstrate how to initiate and plan a CAS experience .

d) Show commitment to and perseverance in CAS experiences.

e) Demonstrate the skills and recognize the benefits of working collaboratively.

f) Demonstrate engagement with issues of global significance.

g) Recognize and consider the ethics of choices and actions.

2. I am able to demonstrate a reasonable balance between creativity, activity and service

in my CAS experiences.

YES / NO

3. I have started planning / already planned my CAS project that has ________________

and ________________ as the CAS strands. It is for a duration of _______________

weeks / months and the following learning outcomes will be achieved

50
 _________________________________________________________________

_________________________________________________________________

4. I have uploaded on ManageBac all evidences and reflections of the CAS experiences of the

past months. YES / NO

5. I have uploaded all relevant forms on ManageBac. YES / NO

6. The most memorable CAS experience that I encountered in all these months was:

______________________________________________________________________

______________________________________________________________________

7. Is there any CAS experience which you would want to take up again as it changed your

perspective?

______________________________________________________________________

______________________________________________________________________

8. Can you apply this life-changing experience to any real-life situation?

______________________________________________________________________

______________________________________________________________________

9. Which CAS strand will you focus on during your future CAS experiences?

______________________________________________________________________

______________________________________________________________________

10. Will you continue doing something for the community even after the completion of CAS?

YES / NO

11. If your answer to the above question is ‘Yes’ then what will be your future course of

action?

51
______________________________________________________________________

______________________________________________________________________

52
 Annexure 3

Final Interview Form

(At the end of your CAS Experience, you will meet with your CAS Advisor for a final interview. To be prepared,
it is recommended that you are able to discuss the following questions knowledgeably)

Name of student: ___________________________

Date: _________________

1. Which of the CAS Learning Outcomes meant the most to you?

______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
2. Now that you have finished the CAS Experience, what did you gain from the process?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Are there any activities which you would continue even after the completion of CAS?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. Which project was your favourite and why?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5. Which project in your opinion was the most perilous and why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

53
6. How have you grown as an individual in your CAS journey?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

7. Have you helped others grow over these years? If yes, how?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

8. Have you developed any new skills or found new interests that you were unaware of
previously?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

9. Did you learn anything amazing about yourself while reflecting on your experiences?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

10. What advice would you give to new IB students who are about to begin their CAS
journey?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

54
 Annexure 4

CAS Proposal Form

(All CAS experiences must be approved by the CAS Coordinator/ CAS Advisor prior to starting the experience.)

Candidate Name: __________________________________________________

Name of project: ___________________________________________________

Place where project will be executed: ________________________________

Date and range of experience/project: ________________________________

Name of the CAS Advisor (if required)

_____________________________________________

Name of the External CAS Advisor (if other than DPSI Staff)
________________________________

Contact number and Email:

____________________________________________________

Is this an individual or a group CAS project? ________________________________

Indicate the area(s) that the experience /project will encompass: (tick the appropriate
strand)

CREATIVITY ACTIVITY SERVICE

Tick one or more of the specific CAS learning outcomes you plan to meet through this
experience.

1. Identify own strengths and develop areas for personal growth

2. Demonstrate that challenges have been undertaken, developing new skills in the process:

3. Demonstrate how to initiate and plan a CAS experience

4. Show commitment to and perseverance in CAS experiences

5. Demonstrate the skills and recognize the benefits of working collaboratively

55
6. Demonstrate engagement with issues of global significance

7. Recognize and consider the ethics of choices and actions

1. Briefly describe your initial goals for this experience/project.

______________________________________________________________________

______________________________________________________________________

2. Clarify roles and responsibilities for yourself and others during this CAS
experience.
______________________________________________________________________

______________________________________________________________________

3. Describe a plan of action to be taken to accomplish this experience.

______________________________________________________________________

______________________________________________________________________

4. What are the resources needed and timeline to accomplish this experience?
______________________________________________________________________

______________________________________________________________________

5. Identify the Learner Profile and the ATL skills you will develop during this CAS
experience.
______________________________________________________________________

______________________________________________________________________

6. Do you anticipate any difficulties in executing the above plan? If yes, what is your
plan to overcome the hurdle?
______________________________________________________________________

______________________________________________________________________

7. How will this experience benefit the community in the long run?
______________________________________________________________________

______________________________________________________________________

8. With whom will you collaborate in this project?

_____________________________________________________________________________

_____________________________________________________________________________

9. Action Plan: Document the plan of action to be taken to accomplish this project

56
 Investigation:

Planning:

Action:

Reflection: (Mention two days of the week when you will upload reflections and
evidences on Managebac)

Signature of Student: _______________________________________________________________

Signature of External CAS Advisor (if any): ___________________________________________
Signature of CAS Coordinator / CAS Advisor: ________________________________________

57
 Annexure 5

PARENT / GUARDIAN RISK UNDERTAKING FORM

(For self-initiated CAS One Month Project)

*Download the form and then mail the completed scanned copy to the CAS Advisor and CAS Coordinator.

We, the parents of ________________________, the student of DP May 2025, grant

consent to our ward to undertake the project on:

______________________________________________________________________

______________________________________________________________________.

We do understand the risk/s involved as enumerated in the proposal form. As parents, we will

fulfil our responsibility to monitor the progress and progression of the project and will encourage

our ward to complete this project/activity to the best of her/his ability. We are aware that the

issue in question is a sensitive one and we will make sure no sentiments/feelings are hurt on

account of the media postings.

We fully understand that the IB requires each DP student to complete this important component

of the curriculum as per the deadline, failing which ‘NO DIPLOMA’ will be awarded as the CAS

One Month Project is a mandatory requirement for the IBDP CAS programme.

Names of Parent/s or Guardian: ………………………………………………………..….

Contact Number/s: ………………………………………………………………….…….

Signature/s: ………………………………………………………………………………

Date: …………………………………………………………………………….………

58
 Annexure 6

CAS Reflection Form

Name of student: ___________________________

Date: _________________

Strand: Creativity / Activity/ Service (tick the appropriate strand)

Date of commencement: _________________ No of Hours: _________________

1. Describe the CAS experience that you were involved in.

_____________________________________________________________________________

_____________________________________________________________________________

2. Tick the appropriate learning outcomes:

1 Identify own strengths and develop areas for personal growth

2 Demonstrate that challenges have been undertaken, developing new skills in the process:

3 Demonstrate how to initiate and plan a CAS experience

4 Show commitment to and perseverance in CAS experiences

5 Demonstrate the skills and recognize the benefits of working collaboratively

6 Demonstrate engagement with issues of global significance

7 Recognize and consider the ethics of choices and actions

3. Summarize your interaction with others during the CAS experience.

_____________________________________________________________________________

_____________________________________________________________________________

59
4. Did you achieve what you had planned? Explain how? (Reflect on your planning
and implementation)
_____________________________________________________________________________

_____________________________________________________________________________

5. Were there any difficulties in executing the plan and how did you overcome
them?
_____________________________________________________________________________

_____________________________________________________________________________

6. Do you think this activity led to any learning / personal growth? If yes how?

_____________________________________________________________________________

_____________________________________________________________________________

7. Where will you apply this learning in any aspect of your life?

_____________________________________________________________________________

_____________________________________________________________________________

Comments of CAS Coordinator / CAS Advisor

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Signature of Student: _______________________________

Signature of CAS Coordinator / CAS Advisor: _________________________

60
 Annexure 7

Student CAS checklist

Creativity Activity Service

Exploring and extending ideas Physical exertion or other Collaborative and

leading to an original or activities contributing to a reciprocal community
interpretive product or healthy lifestyle engagement in response
performance to an authentic need

My CAS programme Y/N? Notes/ Date/ Evidence

Evidence of planning of a CAS programme

Regular commitment over at least 18

months to CAS

Understanding and ability to use the CAS

stages when planning CAS experiences

Balance between creativity, activity and

service

At least one planned project undertaken

over at least one month

Evidence of achieving all seven learning outcomes:

● Evidence of identification of
strengths and areas for personal
growth (LO1)

● Evidence of undertaking new

challenges and developing new
skills in the process (LO2)

61
 ● Evidence of initiating and
planning a CAS experience
(LO3)

● Evidence of commitment and

perseverance in CAS
experiences (LO4)

● Evidence of demonstrating the

skills and recognizing the benefits
of working collaboratively (LO5)

● Evidence of engagement with

issues of global significance
(LO6)

● Evidence of recognizing and

considering the ethics of choices
and actions (LO7)

Reflections completed on significant

CAS experiences

Supervisor reports supplied where

necessary

CAS interview 1 completed

CAS interview 2 completed

CAS interview 3 completed

CAS portfolio completed

62
 Bibliography and References

IB CAS Guide – for students graduating in May 2017 and after

https://sites.google.com/woodburnsd.org/ibo/cas-creativity-activity-service?authuser=0

https://www.google.com/url?q=https://sites.google.com/woodburnsd.org/ibo/cas-creativity-
activityservice?authuser%3D0&sa=D&source=editors&ust=1624430509816000&usg=AOvVaw30iNAAjyXZTxvzy
SuBHgmU

https://www.google.com/url?q=https://www.google.com/url?q%3Dhttps://sites.google.com/woodburnsd.org/ibo/cas
-creativity-activity-
service?authuser%253D0%26sa%3DD%26source%3Deditors%26ust%3D1624430509816000%26usg%3DAOvVaw
30iNAAjyXZTxvzySuBHgmU&sa=D&source=editors&ust=1624430590210000&usg=AOvVaw1OIsJ9-
bZ9KSWaBt4b4O3U

https://asmadrid.libguides.com/c.php?g=661098&p=4669365

https://www.thinkib.net/leadership/page/21458/academic-honesty-policy

Review

Created in October: 2017

Reviewed in: June 2019
Reviewed in: May 2020
Reviewed in: June 2021
Reviewed in: June 2022
Reviewed in: June 2023
Last reviewed in: June 2024

63