CAS Handbook

2021-2022
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What is CAS?
● CAS is at the core of the IB Programme. With its holistic approach. CAS is designed
to strengthen and extend students’ personal and interpersonal learning.
● CAS is organized around three strands defined as follows:
○ Creativity: Exploring and extending ideas leading to an original or interpretive
product or performance
○ Activity: Physical exertion contributing to a healthy lifestyle.
○ Service: Collaborative and reciprocal engagement with the community in
response to an authentic need.

Why is CAS Necessary?

● CAS enables students to demonstrate the attributes of the IB learner profile in real and
practical ways, to grow as unique individuals and to recognize their role in relations to
others.
● CAS provides an important counterbalance to the academic pressures of the rest of the
Diploma Programme.
● Assists students with being more willing to accept new challenges and new roles
● Enables students to be more reflective thinkers.
● Students become more aware of themselves as members of communities with
responsibilities towards each other and the environment.
● Students become active participants in sustained, collaborative projects.
● Encourages students to recognize that a balanced life is important and that students
should develop other areas of their lives beyond the academic sphere.
● A meaningful CAS programme is a journey of discovery of self and of others.

CAS IS AN IB DIPLOMA & GRADUATION REQUIREMENT

A student who fails to satisfy the CAS requirement will not be awarded the IB
diploma even if all other diploma conditions have been satisfactorily fulfilled.

Fulfillment of the CAS requirement of the DP certificate involves the following:

● 18 months of continuous creativity, activity, and service experiences/projects
● Completion of documentation for CAS (via ManageBac) including:
○ appropriate descriptions and meaningful reflections maintained and
completed in a CAS portfolio (via ManageBac)
○ scheduled interviews with the CAS Coordinator
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CAS Strands Explained

*** Please note: Appropriate CAS activities should not just involve “more of the same” (e.g.
more practice, more concerts, etc.)
Creativity is exploring and extending ideas, leading to an original or interpretive product
or performance.
● This may cover a wide range of arts and other activities. Activities may include: music, arts &
crafts, choir, band, theatre, film, design technology, visual arts, dance, fashion and other
experiences that involve creative thinking fall under creativity (for example, joining a choir,
learning photography, or engaging with fashion design). Appropriate CAS activities cannot be met
by the appreciation of creativity of others (e.g. going to a gallery or the theatre). Activities that
students engage in to design and carry out service projects (e.g. posters, murals, social media
campaigns, etc.) could also be included here.

Activity is physical exertion contributing to a healthy lifestyle.

● This may include many types of physical activities such as participation in expeditions, individual
and team sports and physical training. Taking on a new sport or extending your ability in a
physical activity that you already participate in (for example, with football, yoga, dance, aerobics
classes, biking, running, or hiking) counts as activity. That being said, there has to be a plan to
extend/improve on your ability, just being on a sports team does not count by itself (unless it’s a
new sport for you). Activities that students engage in while carrying out service projects (e.g.
biking for cancer awareness, gardening in community garden, participation in a walkathon, etc.)
can also be included.

Service is collaborative and reciprocal community engagement in response to an

authentic need.
● Involves community or social service. It can include environmental and international projects.
Some examples of service work would include volunteering at a local hospital or nursing home,
working on a Habitat for Humanity house, tutoring at-risk students and joining the equity
committee at your school to help fight for social justice for all. Participating in a community clean
up or organizing your own recycling project or food drive, are also great examples. Service can
also include participation in a local or international fundraising event, travel to another country
for humanitarian purposes. It is essential that the service activity has learning benefits, which
rules out mundane, repetitive activities, as well as “service” without real responsibility.

Types of Service:
● Direct service: Student interaction involves people, the environment or animals.
● Indirect service: Although students do not see the recipients of indirect service,
they have verified their actions will benefit the community or environment.
● Advocacy: Students speak on behalf of a cause or concern to promote action on an
issue of public interest.
● Research: Students collect information through varied sources, analyse data and
report on a topic of importance to influence policy or practice.
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★ CAS experiences/projects may cover one strand or more than one strand
CAS experiences may cover one strand or more than one strand; for example, planning
sports events for at-risk youth may involve both service and activity. Some CAS
experiences may involve all three strands; for example, choreographing a performance
that promotes the work of a non-profit organization involves creativity, activity and
service.

Learning Outcomes
Creativity, activity, service (CAS) is intended to be a collection of enjoyable and challenging
experiences determined by YOU (the student) to extend your abilities.
Through each CAS experience, you must achieve at least one of the following learning
outcomes. By March 31st of 2023, you must have met all of the following learning
outcomes at least once through your CAS experiences/projects.
1. Identify own strengths and develop areas for growth:
Students are able to see themselves as individuals with various abilities and skills, of
which some are more developed than others.
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.
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.
4. Show commitment to and perseverance in CAS experiences:
Students demonstrate regular involvement and active engagement in CAS.
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.
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.
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.
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★ All seven outcomes must be touched on for a student to complete the CAS
requirement. Some may be demonstrated many times, in a variety of activities, but
completion requires that students have evidence of meeting the outcome a minimum of one
time.

Learning Outcomes -- Descriptors

The following chart shows example descriptors for each CAS learning outcome.
These descriptors are provided only as suggestions; they are not exhaustive, and can
be adapted, edited, and more may be added. All seven learning outcomes need to
be realized at least once by the end of the IB program (by March 31st 2023).

Learning outcome 1: Identify your own strengths and develop areas for growth.
The student:
● is aware of own strengths and weaknesses
● is open to improvement and growth opportunities
● is able to propose experiences according to own interests and talents
● is willing to participate in different experiences
● is able to undertake a thoughtful self-evaluation
● is able to see themselves as individuals with various abilities and skills, some more
developed than others.

Learning outcome 2: Demonstrate that challenges have been undertaken, developing

new skills in the process.
The student:
● participates in an experience that demands an appropriate personal challenge; this could be
with new or familiar experiences
● is willing to become involved in unfamiliar environments and situations
● acquires new skills and abilities
● increases expertise in an established area
● shows newly acquired or developed skills or increased expertise in an established area.

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

The student:
● is able to articulate and use 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
● demonstrates knowledge and awareness by building on a previous CAS experience
● shows initiative by launching a new idea or process
● suggests creative ideas, proposals or solutions
● integrates reflective thoughts in planning or taking initiative
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● 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.

Learning outcome 4: Show commitment to and perseverance in CAS experiences.

The student:
● demonstrates 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
● demonstrates adaptability to uncertainties and changes
● gets involved in long-term CAS experiences and CAS project.

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

Learning outcome 6: Demonstrate engagement with issues of global significance.

The student:
● recognizes the global implications of local issues
● is able to identify global issues in the local or national community
● shows awareness of issues of global importance and takes concrete and appropriate actions
in response to them either locally, nationally or internationally
● gets involved in CAS projects addressing global issues in a local, national or international
context
● develops awareness and responsibility towards a shared humanity.

Learning outcome 7: Recognize and consider the ethics of choices and actions.
The student:
● recognizes 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
● identifies what is needed to know in order to make an ethical decision
● articulates ethical principles and approaches to ethical decisions
● shows accountability for choices and actions
● is aware of the consequences of choices and actions regarding self, others involved and the
community
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● 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 should involve:

● Real, purposeful activities, which meet one or more of the 7 learning outcomes.
● Personal challenge --- tasks must extend the student and be achievable in scope.
● Incorporation of the CAS stages (investigation, preparation, action, reflection, and
demonstration) to guide CAS experiences and projects.
● Thoughtful consideration, such as planning, reviewing progress, and reporting (completed on
ManageBac)
● Evidence and reflection on outcomes and personal learning (completed on ManageBac)

CAS Portfolio
All CKSS students are expected to maintain and complete a CAS portfolio as evidence of
their engagement with CAS through Managebac (login and access provided by CKSS).

The CAS portfolio is meant to be a collection of evidence that showcases the overall
experience and will be a source of pride for the student. Students should include
reflections in their CAS portfolio that give evidence to achieving each of the seven CAS
learning outcomes. The CAS portfolio can also reveal how students have met the learner
profile traits.

Entries in the portfolio may take any format and must include reflection on the
activities and the learning that has occurred during their CAS experiences and projects.
While most of the reflections during these experiences and projects may vary in depth, a
final reflection should be completed at the end of every experience/project that follows
these guidelines.

The CAS portfolio is for private use by students and coordinator(s); it is not formally
assessed. However, students must present evidence from their CAS portfolio to the CAS
coordinator. Students are expected to update their CAS portfolio regularly. NO
experiences, supervisor reviews or forms will be accepted through email and/ or in
person. If it is not on Managebac is it NOT acceptable.

CKSS Student Responsibilities

● Thoroughly familiarize yourself with the CKSS CAS handbook and timelines.
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● Use Managebac often and document all of your experiences, paying close attention to the
learning outcomes and IB learner profile.
● Check Brightspace and your school email regularly for updates and notifications.
● Attend all CAS meetings and engage and listen for all communications from the coordinator in
regards to opportunities and deadlines.
● Communicate with your CAS coordinator according to the timeline.
● Ensure that for every CAS experience/project that you have an adult supervisor to verify the
CAS experience/project. This person must be over 18 and not a relative. They will have to fill
out a supervisor review at the end of the experience.
● Base your choices on your interests, skills, talents and areas for growth to stay motivated.
Challenge yourself!
● Balance your experiences between creativity, activity and service during your DP years ( the
suggested time allotment is approximately 40 hours in each strand over the course of 18
months). We are not formally tracking hours (although you will have to enter them in
Managebac), this is just to give you an idea and make you aware of the need for balance
between all strands.
● Choose meaningful experiences! The experience should enrich your life.
● Initiate or engage in at least one CAS project in collaboration with others that extends over
at least one month.
● Use the CAS stages as much as possible when considering, planning and undertaking your
CAS experiences. Be sure to apply these to service and to the CAS project.
● Outline your experience with the approximate hours you intend to spend on the project,
supervisor and intended learning outcomes BEFORE beginning. The
coordinator has the authority to delete inappropriate and incomplete
entries.
● Participate in meaningful reflection as a way to capture your experiences
and summarize your evidence linked to the learning outcomes.
● Behave appropriately, ethically, and with integrity.
● Enjoy CAS! That is most important—to participate in experiences that assist your personal
growth and offer you a world of possibilities.
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A CAS experience is a specific event in which the student engages with one or more of the
three CAS strands. CAS experiences can be one time or ongoing events. A meaningful
CAS programme must be more than unplanned/singular experiences. A series of planned
CAS experiences are recommended for a more engaging CAS programme. By the end of the
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CAS programme, you must have a minimum of 5 distinct experiences (including CAS
projects). If you aren’t sure if an experience can be counted as a CAS experience, follow
this flowchart.

The CAS Project

A CAS project is a collaborative, well-considered series of sequential CAS

experiences, engaging in one or more of the CAS strands of creativity, activity, and service.
CAS students must be involved in at least one CAS project during their CAS programme. A
CAS project must be a minimum of 1 month long, from planning to completion. CAS
projects of longer duration can provide even greater scope and opportunities for all
participants and should be encouraged. One should aim to undertake their CAS project
locally and, if possible, engage in more than one CAS project over the duration of their CAS
programme.
The primary purpose of the CAS project is to ensure participation in sustained
collaboration. Through this level of engagement one may discover the benefits of
teamwork and of achievements realized through an exchange of ideas and abilities.

➢ A CAS project involves collaboration

between a group of students or with
members of the wider community.
Students work as part of a team, with all
members being contributors.
➢ A CAS project offers students the
opportunity to be responsible for, or to
initiate, a part of or the entire CAS
project. Working collaboratively also
provides opportunities for individual
students to enhance and integrate their
personal interests, skills and talents into
the planning and implementation of CAS
projects.
➢ A CAS project can address any single strand of CAS, or combine two or all three
strands.
➢ All CAS projects must use the CAS stages as a framework for implementation and
complete a CAS Project Planning Form to ensure that all requirements are met for
approval.
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The following examples are provided to help generate further ideas without limiting the
scope and direction of a CAS project.
● Creativity: A student group plans, designs and creates a mural.
● Activity: Students organize and participate in a sports team including training
sessions and matches against other teams.
● Service: Students set up and conduct tutoring for at risk students.

● Creativity and activity: Students choreograph and perform a routine for their
cheerleading squad.
● Service and activity: Students plan and participate in the planting and
maintenance of a garden with members of the local community.
● Service and creativity: Students identify that children at a local school need
backpacks and subsequently design and make the backpacks out of recycled
materials.
● Creativity, activity, and service: Students rehearse and perform a dance
production for a community retirement home. Students organize and run a Water
Walk fundraiser for a grassroots non-profit organization working to end clean water
advisories in indigenous communities.

CAS STAGES
There are two parts as noted in the diagram. The
centre circles and arrows represent the process
with four key parts: investigation, preparation,
action and reflection (occurring intermittently
in response to significant experiences). The outer
circle has two parts and guides students in
summarizing their experience: reflection and
demonstration.

1. Investigation: students identify their interests, skills, and talents to be used in considering
opportunities for CAS experiences, as well as areas for personal growth and development. Risk
assessment should be done at this stage.
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2. Preparation: students clarify roles and responsibilities, develop a plan of actions to be taken,
identify specific resources and timelines, and acquire any skills as needed to engage in the CAS
experience.
3. Action: students implement their idea or plan.
4. Reflection: students describe what happened, express feelings, generate ideas, and raise questions.
5. Demonstration: students make explicit what and how they learned and what they have
accomplished.

Why are the CAS Stages important?

● promotes students’ self-awareness
● enhances students’ willingness to step outside their comfort zone
● supports different learning styles
● develops students’ ability to collaborate and communicate
● enables all students to experience personal development.

There are two parts to the CAS stages framework: process and summarizing.
● Process: The centre circles and arrows have four key parts: investigation,
preparation, action and reflection.
● Summarizing: The outer circle of reflection and demonstration guides students
in their experience.

Reflection
Reflection is the primary evidence used by CAS coordinators to determine whether
students have successfully attained the seven CAS learning outcomes. There needs to be
at least one form of reflection for each experience/project, but for longer range activities,
students are encouraged to submit more reflective evidence throughout the
experience/project as well as a final reflection upon completion.

REFLECTION is... REFLECTION Is NOT...

● honest ● forced
● personal ● right or wrong
● done in many different ways ● good or bad
● sometimes difficult ● marked or graded
● sometimes easy ● difficult
● sometimes creative ● copying what someone else said
● building self-awareness ● predictable
● necessary for learning ● to be judged by others
● what I did, combined with how I felt ● only a summary of what happened
● surprising ● done to please someone else
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● helpful for planning ● a waste of time

● done alone or with others ● only written
● about thoughts, feelings, and ideas ● only discussion
● adding perspective ● only led by teachers

Reflection can appear in countless forms. Reflection may be expressed through a

paragraph, a blog, a video,, a poem, a comic strip, a dramatic performance, a letter, a
photograph, a dance, or other forms of expression. CAS students should be able to
identify forms of expression that have personal meaning and best enable them to
explore their experiences. For example:
● A student might take photographs while hiking and use these to reflect in writing.
● Two students could compose a song describing how they helped children.
● A student might compose a poem to capture a feeling of creative endeavour.
● A group of students could produce a short video summarizing a CAS experience.

Reflections are meant to be on-going, from the planning to the completion of the
experience. One must explain HOW one or more of the seven learning outcomes was
achieved, not a description of what was done or not done during the experience.

CKSS CAS Timeline

Although experiences and reflections are to be on-going during the DP years, the
following are deadlines that must be met to successfully complete CAS at WOSS.

● Year 1- November: Interview 1 with CAS Coordinator

● Year 1- February : Portfolio check by CAS Coordinator

● Year 1- May/June: Interview 2 with CAS Coordinator

● Year 2- October/November: Student Led Conference with CAS
Coordinator.
● Year 2 February/March: Interview 3 with CAS Coordinator
● Year 2- Mar- Completed all experiences, reflections and reviews
● (March 1st, must have all 7 L. O. completed and reflected upon
at this time)

Please note the following in regards to approval of experiences:

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● If there is NO detailed description, the activity will NOT be approved.

● If the first three CAS Questions (on managebac) have not been answered, the
experience will not be approved.

● An experience should be approved before it begins.

● Experiences from September 2021 and onward only will count for the academic year.
You cannot include OSSD required volunteer hours.

○ All portfolio entries for experiences for the first year of the IB programme
MUST be set to end in June of the first year. Experiences that will continue
must have its own entry

○ All portfolio entries for experiences in the second year MUST be set to end in
March, regardless of whether the experience will continue beyond the scope
of the CAS programme.

● On-going reflection must occur for an experience to be considered completed.

CAS Supervisors

CAS Supervisors are adults related to and qualified to oversee the CAS experience you’ve
chosen. A supervisor that is over the age of 18 and is NOT a relative is required for every
CAS experience/project. You will need to record the names, email addresses and phone
numbers on Managebac when you are recording your CAS experience/project information

CAS Health & Safety @CKSS

The IB requires that schools always comply with the pertinent local health and safety laws
and regulations both in and out of the classroom. Here are a few look-fors that you should
consider when planning an experience or project.
➢ Any experience that violates any Halton District School Board policies (i.e. Health &
Safety) is not permitted. Refer to the CKSS Student Handbook and the HDSB website
for further information

➢ There must be an adult supervisor (not a student nor a relative) for each experience.

➢ If you are concerned or question the ethics or safety of a situation, it is VERY

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important to communicate with advisors and supervisors.

➢ Every experience needs to be approved by a CAS coordinator (through Managebac)

prior to their start to ensure that it is a GOOD risk for you to take!