Creativity, Action and Service (CAS)

Creativity, Action and Service are at the heart of the IB Diploma Programme. They are the three essential elements in every student’s Diploma experience and involve students in a range of activities alongside their academic studies throughout the two years. The three strands of CAS, which are often interwoven with particular activities, are characterised as follows.

Creativity

This is could be a range of arts and other activities such as music/dance lessons and performance, as well as creativity in designing and implementing service projects. It is the student’s own, not something someone else will do. If there is no imagination involved, it is probably not creative.

Examples:
  • Dance and Music (Hip Hop Lessons, Singing Lessons, School Choir or Band, etc.)
  • Leadership (MUN, Amnesty International, Student Council, Yearbook etc.)
  • Arts (After School Art Club, Fashion Show, PTO Easter Fair Painting Faces, etc.)
  • The student’s own creative project!

Action

This involves physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma programme. This would include sports, hiking, or exerting physical effort such as building a fence or planting trees for a service project. Action is not going to a club meeting and sitting in the corner watching the clock. Action implies movement. It involves participation beyond the discussion level.

Examples:
  • Team sports such as football, basketball or volleyball
  • Individual sports such as tennis, swimming, biking
  • Adventure training
  • Personal fitness training designed by the student and his or her trainer
  • Action projects initiated by the student

Service

This is an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected. It means contributing to the local, national, or worldwide community is in an effort to make life better for others, especially those who are disadvantaged. It means that the student meets a need in the community at large or that helped someone or a group of people in need.

Examples:
  • Dachauer Tafel (food kitchen)
  • Dachau Refugee Camp
  • Schoenbrunn (working with the mentally handicapped)
  • Unterschleissheim Kinderhort
  • Young Life – trip to Eastern Europe to build playgrounds
  • LAP programme and Maths support
  • Service projects designed and created by you!

CAS enables the students to enhance their personal and interpersonal development through experiential learning. At the same time, it provides an important counterbalance to the academic pressures of the rest of the Diploma programme. A good CAS programme should be both challenging and enjoyable, a personal journey of self-discovery. Each student will have a different starting point, and therefore different goals and needs but ideally every student will all have experiences that are profound and life-changing.

For personal development to occur, CAS should involve:
  1. Real, purposeful activities, with significant outcomes.
  2. Personal challenge - tasks must extend the student and be achievable in scope.
  3. Thoughtful consideration, such as planning, reviewing progress, reporting.
  4. Reflection on outcomes and personal learning.

All proposed CAS activities need to meet these four criteria. It is also essential that they do not replicate other parts of the Diploma programme work.

Aims of Creativity, Action and Service

Within the IB Diploma, CAS provides the main opportunity to develop many of the attributes described in the IB learner profile. For this reason, the aims of CAS have been written in a form that highlights their connections with the IB learner profile.

The CAS programme aims to develop students who are:
  • Reflective thinkers - they understand their owns strengths and limitations, identify goals and devise strategies for personal growth.
  • Willing to accept new challenges and new roles.
  • Aware of themselves as members of communities with responsibilities towards each other and the environment.
  • Active participants in sustained, collaborative projects.
  • Balanced - they enjoy and find significance in a range of activities involving intellectual, physical, creative and emotional experiences.
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