CAS ~ An Introduction

The 3 elements of the program core were introduced by the original curriculum designers of the DP as a way to educate the whole person. The Core is seen as the heart of the diploma program. . . The DP Program Model

Core Elements All Diploma Programme students participate in the three elements of the IB Diploma Programme core. The theory of knowledge (TOK) course encourages students to think about the nature of knowledge, to reflect on the process of learning in all their subjects, and to see and understand the connections between them. 
 The extended essay, a substantial piece of academic writing of up to 4,000 words, enables students to investigate a topic of special interest that they have chosen themselves; this encourages the development of independent research skills expected at university. 
 CAS involves students in a range of enjoyable and significant experiences, as well as a CAS project. 


Purpose of the Core Supporting and supported by the the academic disciplines While separate to the core the academic disciplines are nonetheless linked to it. The core relies on the disciplines to provide enrichment, and individual subjects should be nourished by the core. Fostering international mindedeness The core has a responsibility to foster and nurture international-mindedness, with the ultimate goal of developing responsible global citizens. To a large extent, the core should be driven by the IB’s mission Developing self-awareness and a sense of identity 
 The core should strive to make a difference to the lives of students. It should provide opportunities for students to think about their own values and actions, to understand their place in the world, and to shape their identity. 


“...if you believe in something, you must not just think or talk or write, but must act.” (Peterson 2003)

CAS ~ Creativity, Activity, Service CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others.

CAS complements a challenging academic programme in a holistic way, providing opportunities for self- determination, collaboration, accomplishment and enjoyment.

Requirements The CAS programme lasts for at least 18 months with a reasonable balance between creativity, activity, and service. All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. Completion of CAS is based on student achievement of the seven CAS learning outcomes. Students engage in CAS experiences involving one or more of the three CAS strands. A CAS experience can be a single event or may be an extended series of events.

Students undertake a CAS project of at least one month’s duration that challenges students to show initiative, demonstrate perseverance, and develop skills such as collaboration, problem-solving, and decision-making. The CAS project can address any single strand of CAS, or combine two or all three strands. Students use the CAS stages (investigation, preparation, action, reflection and demonstration) as a framework for CAS experiences and the CAS project. There are three formal documented interviews students must have with their CAS coordinator/adviser. CAS emphasizes reflection which is central to building a deep and rich experience in CAS.

The 7 Learner Outcomes…

Get in the game. Go get some shoes https://www.ted.com/speakers/mark_bezos

What will CAS be for YOU? The CAS Proposal

Next steps. . . October November Meeting #1 – Intro to CAS & the CAS Proposal Oct 10 @ support D4 Meeting #2 – Managebac Overview October 27 @ support D4 Junior CAS Proposal Due October 30 (upload to Managebac)  November Junior Interview #1

Questions? Visit our CAS Page at cmcclellan.weebly.com