CAS English Guide

Creativity, Activity and Service Guide
Mas Camarena
CAS Guide Page !1 of !48

Guide contents
1. CAS Philosophy……………………………………….………………………………………page 4
2. CAS in the continuum of the IB educational programmes………………………………………page 5
3. A holistic education……………………………………………………………………………page 6
4. The profile of the IB learning community………………………………………………………page 7
5. The student’s responsibilities ………………………………………………………………….page 9
6. What is CAS? The nature of CAS …………………………………………………………….page 10
7. The CAS learning outcomes …………………………………………………………………page 12
8. CAS experiences ………………………………………………………………………………page 14
a. Guidelines for CAS experiences
b. Questions to help distinguish CAS experiences
9. Experiential learning…………………………………………………………………………page 18
10. Education and IB learning …………………………………………………………………….page 20
11. CAS stages ……………………………………………………………………………………page 21
12. Critical reflection process ……………………………………………………………………page 23
13. The CAS portfolio or folder …………………………………………………………………page 26
14. How to elaborate a CAS project ………………………………………………………………page 28
15. Service projects………………………….……………………………………………………..page 32
16. Community service in CAS…………………………………………………………………….page 34
17. CAS calendar …………………………………………………………………………………page 35
18. Extract of students’ reflections…………………………………………………………………page 36

A man from the village of Neguá, in the coast of Colombia, managed to go up the
high sky.
And, when he came back, he told the story. He said he had seen human life from
up there. And he said we're a sea of tiny flames.
- That's what the world is, -he revealed.- Lots of people, a sea of tiny flames.
Each person glows with their own light amongst all the others. No two flames
are alike. There's big flames and small flames, and flames of each and every
color. There's people with serene flames that aren't even fazed by the wind,
And people with wild flames that fill the air with sparks. Some flames, foolish
flames, don't glow or burn; but others, others burn through life with so much
passion that you can't even look at them without blinking and whomever gets
close lights up.
Eduardo Galeano
(The Book of Embraces)

CAS PHILOSOPHY
DEVELOP A PERMANENT ATTITUDE TOWARDS LIFE
• Comprehensive education of the person.
• Education beyond the classroom and exams.
• Development of attitudes and values that transcend the barriers of race,

class, religion, gender and politics.
• Promotion of international understanding.
• Stimulation of new skills and interests.
• Stimulation of a sense of responsibility and commitment to all others.
• Awareness, concern for others, interest and ability to work with them.
• Promotion of fundamental and comprehensive attitudes.
• Community service as a complement to the intellectual development of the

academic curriculum.
• Building links with the local, national and international community.
• Challenge for students.
• Development of a spirit of discovery and self-confidence

CAS IN THE CONTINUUM OF THE IB EDUCATIONAL PROGRAMMES
The IB programmes address the cognitive, social, emotional and physical wellbeing of the students
and offers them opportunities to become active and compassionate members of local, national and
global communities.
CAS represents a part of the constant commitment of the DP with the learner profile. The learner
profile is the declaration of principles of the IB in action and clearly and concisely describes the
aspirations of a global community that shares the values that consolidates the IB educational
philosophy.
In CAS, students build on the Approaches to Learning that they develop in PYP and MYP. As well
as contributing to the development of the students’ personal identity, the ATLs encourage personal
and social growth through improving abilities such as cooperation, problem solving, conflict
solving and critical and creative thinking. CAS develops students’ critical reflection, for which
it offers opportunities increasingly more complex to analyse their own thinking, effort and
performance. Students learn to set challenging goals and to develop the commitment and
perseverance necessary to achieve them.
The Approaches to Learning and the IB learner profile attributes which are developed over the IB
programme continuum are put into practice through the variety of CAS experiences and
projects. In CAS, students develop a sense of individual and shared responsibility, as well as
collaboration skills and team work.

HOLISTIC EDUCATION
The aim of the IB is to develop a person’s global education, with a holistic education approach.
A holistic education
• Encourages a student’s general development and focuses on intellectual, emotional, social,

physical, creative or intuitive, aesthetic and spiritual potential.
• Gives importance to life experiences and learning outside the classroom and the formal
educational environment….an education for growth and discovery…
• Contributes to the building of an ethical identity through critical reflection, creative thinking,
investigation, analysis and experiential learning.

THE PROFILE OF THE IB LEARNING COMMUNITY
The aim of all International Baccalaureate (IB) programmes is to develop internationally minded
people who, recognising their common humanity and shares guardianship of the plant, help to
create a better and more peaceful world.
As members of the IB learning community, we strive to be:
We nurture our curiosity, developing skills for inquiry and

research. We know how to learn independently and with
INQUIRERS
others. We learn with enthusiasm and sustain our love of
learning throughout life.
We develop and use conceptual understanding, exploring

KNOWLEDGEABLE knowledge across a range of disciplines. We engage with
issues and ideas that have local and global significance.
We use critical and creative thinking skills to analyse and
THINKERS take responsible action on complex problems. We exercise
initiative in making reasoned, ethical decisions.
We express ourselves confidently and creatively in more

than one language and in many ways. We collaborate
COMMUNICATORS
effectively, listening carefully to the perspectives of other
individuals and groups.
We act with integrity and honesty, with a strong sense of
fairness and justice, and with respect for the dignity and
PRINCIPLED
rights of people everywhere. We take responsibility for our
actions and their consequences.
We critically appreciate our own cultures and personal

histories, as well as the values and traditions of others. We
OPEN-MINDED
seek and evaluate a range of points of view, and we are
willing to grow from the experience.
We show empathy, compassion and respect. We have a
CARING commitment to service, and we act to make a positive
difference in the lives of others and in the world around us.

We approach uncertainty with forethought and
determination; we work independently and cooperatively
RISK - TAKERS to explore new ideas and innovative strategies. We are
resourceful and resilient in the face of challenges and
change.
We understand the importance of balancing different

aspects of our lives -intellectual, physical and emotional-to
BALANCED achieve well-being for ourselves and others. We recognize
our interdependence with other people and with the world
in which we live.
We thoughtfully consider the world and our own ideas and
experience. We work to understand our strengths and
REFLECTIVE
weaknesses in order to support our learning and personal
development.
The Profile of the learning community represents ten attributes valued by IB World Schools. We
believe these attributes, and others like them, can help individuals and groups become responsible
members of local, national and global communities.
Taken from the official document: “Review of the profile of the IB learning community”
Report and recommendations (Executive summary) 2013

The student’s responsibility
• Have a thorough understanding of the manual and the CAS phases and dates in your school.
• Have meetings with your CAS coordinator or assessor at the established times, at least three times
throughout the CAS programme. You must attend the meetings well prepared.
• Base your decisions on interests, abilities, talents and areas in which you need to improve in order
to feel motivated. You must set yourself challenges.
• Find a balance between the different Creativity, Activity and Service experiences.
• Start or participate in at least one CAS project in collaboration with other people and that least at
least a month.
• Use the CAS stages as much as possible when considering, planning and carrying out CAS
experiences. The stages must be applied to service and the CAS project.
• Ask questions during the process when you need help or explanations.
• Make significant reflections as a way of capturing the experiences and summarise the evidence
linked to the learning outcomes.
• Enjoy CAS. This is the most important: participate in experiences that contribute to your personal
growth and that offer a multitude of possibilities.

What is CAS? - The nature of CAS
“...if you believe in something, you must not just think or talk or write, but must act”.
(Peterson)
CAS is a central part to the Diploma Programme. With its holistic focus, CAS is designed to
support and give breadth to the personal and interpersonal learning that students will need in their
adult life.
The three areas of CAS are defined in the following way:
• Creativity: exploration and broadening of ideas that lead to an original and interpretive product or
a performance.
• Activity: physical effort that contributes to a healthy lifestyle.
• Service: Collaborative and reciprocal commitment with the community in response to a real need.
As an example of our values, CAS enables students to show the attributes of the IB learner profile
in a practical way in real life situation, to grow as unique individuals and to recognise their role in
relation to other people. Students develop abilities, attitudes and aptitudes through a variety of
individual and group experiences that provide them with the opportunity to explore their interests
and express their passions, personalities and perspectives. CAS complements a demanding
academic programme in a holistic way, providing opportunities for self-determination,
collaboration, enjoyment and goal achievement.
CAS enables students to improve their personal development and to interpret. A significant CAS
programme is a journey of self - discovery and of others. For many students, CAS offers depth and
has great transcendence on their lives. Each individual student has a different starting point,
different needs and goals.

CAS has the same weight and importance as any other area of the Diploma, and so, it needs enough
time and dedication. The CAS stages offer the student a reference frame to guide their experiences
and reflections.
The CAS programme must be fully and satisfactorily accomplished in order to obtain the
Diploma Certificate. Even though CAS is not evaluated through an exam, students must reflect on
their CAS experiences and show evidence of having reached the 7 learning outcomes. That
evidence will be shown on their portfolios.
The CAS programme officially starts at the beginning of the DP and must be developed, showing
proof of weekly commitment, during at least 18 months.
All students must keep and complete a CAS folder (or portfolio) that shows their dedication to this
programme.
The CAS programme will be successfully achieved when the student has shown evidence of
having reached the 7 learning outcomes as many times as possible.
Students participate in CAS experiences that involve one or more than one CAS areas, and they
must make sure they show a balance between Creativity, Activity and Service.
It is essential that the students develop at least one Collaborative Project, of at least one month, in
which they include at least two of the three areas (C. A or S).
Students use the CAS stages (investigation, preparation/planning, action, reflection and evidences)
to explain and reflect on their experiences and CAS projects.
Students must have at least three personal interviews with their CAS Coordinator or Assessor.
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CAS emphasises reflection, which is a cornerstone so that the students' experience in this
component is profound and valuable. Reflection shapes students' learning and growth by allowing
them to explore ideas, skills, strengths, limitations, and areas in which improvement is needed, as
well as consider how they can use prior knowledge in new contexts.

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

Learning
Identify in oneself the strengths and areas in which improvement is needed.
outcome 1
Students are able to see themselves as individuals with different abilities, some
Description
more developed than others.
Learning Show that challenges have been faced and new skills have been developed in
outcome 2 the process.
A new challenge may be an unknown experience or the extension of an existing
one. Developed or newly acquired skills can be shown through experiences that
Description
the student has not done before or through greater knowledge in an established
area.
Learning
Show how to start and plan a CAS experience.
outcome 3
Students can articulate the stages that go from conceiving an idea to executing a
plan for an experience or a series of CAS experiences. This can be done in
Description
collaboration with other participants. To show their knowledge and awareness,
students can draw on previous experience or start a new idea or a new process.
Learning
Show commitment and perseverance in CAS experiences
outcome 4
Description Students show regular participation and active commitment in CAS.
Learning
Show teamwork skills and recognize the benefits of collaborative work.
outcome 5
Students are able to identify, demonstrate and critically discuss the benefits and
Description
difficulties of the collaboration they have learned through CAS experiences.
Learning
Show commitment to issues of global importance
outcome 6
Students are able to identify and demonstrate their understanding of global issues,
Description make responsible decisions and take appropriate actions in response to the issue,
whether at the local, national or international level.
Learning
Recognise and consider the ethical aspect of decisions and actions
outcome 7
Description Students show awareness of the consequences of decisions and actions when
planning and carrying out CAS experiences.

CAS EXPERIENCES
A CAS experience is a specific event in which the student works with one or more of the CAS
areas. It can be a specific event or a series of events.
A CAS project is a collaborative series of sequential CAS experiences of a minimum duration of

one month, although if the first year lasts much better.
The CAS program of a student combines specific and continuous experiences that can be planned
and unplanned. All are valuable and can lead to personal development. However, a meaningful CAS
program should not be limited to unplanned, unplanned experiences. In order to make the CAS
program more interesting, it is recommended to carry out a series of unplanned specific
experiences. In order to make the CAS program more interesting, it is recommended to carry out a
series of planned experiences.
CAS experiences can incorporate one or more of the CAS areas.

CAS
Punctual CAS CAS PROJECT: series

experience Collaborative of CAS
experiences
CAS stages can be
If CAS STAGES are used.
used or not
CAS experiences series
CAS stages are used

!

Guidelines for CAS experiences
The CAS experiences should:
• Be located within one or more of the CAS areas
• Be based on some interest, skill, personal talent, or any opportunity for growth
• Provide opportunities to develop the profile attributes of the IB learning community
• They should not be used in the work carried out by students in their subjects of the Diploma
Program nor be part of them
All the proposed CAS experiences must meet these four criteria.
The simultaneity of learning is important in the Diploma Program. CAS experiences should be
done regularly for as long as possible throughout the program.
The CAS program begins formally at the beginning of the Diploma Program and continues on a
regular basis, ideally on a weekly basis, for at least 18 months, with a reasonable balance between
creativity, action and service.

Successful completion of the CAS program is a requirement to obtain the IB diploma. Although CAS
is not formally assessed through exams, students must reflect on their CAS experiences and show
evidence in their CAS folders, which have reached all seven learning outcomes.
In practice, all CAS experience must:
• Constitute an achievable challenge that contributes to personal and social development
• Have a foundation: Why? (Needs diagnosis). For what ?: Established goals with meaning and
value for all involved
• Show evidence of planning, monitoring and evaluation of progress
• Include records and communication of information about the entire process
• Involve a permanent reflection on the objectives achieved, the consequences and personal
learning
A CAS experience can be:
• Keep going. Something that the student is already doing and wants to continue. New challenges
must be fixed. A step of development and growth.
• At school. Opportunities that arise in the school and students can participate.
• In the community. Opportunities that arise in the community. Punctual experience or a series of
experiences.
• Individual. Something that the student decides to undertake according to their interests, talents or
areas to develop

Questions to help distinguish CAS experiences
• Will the experience be enjoyable?

• Does it allow the development of interests, talents or personal skills?
• Does it offer growth opportunities?
• What new possibilities or challenges does it imply?
• What possible consequences will the CAS experience have for you, others and the environment?
• What learning outcomes in CAS will allow to address?

EXPERIENTIAL LEARNING
CAS is learning by experience.
Experiential learning is the process by which knowledge is created through the

transformation brought about by experience.
The implications of experiential learning go beyond the activity itself: planning, acting, observing
and reflecting are crucial aspects to make the experience as valuable as possible.
The cicle of experiential learning
• PLAN: Identify goals. Decide how (from previous experience and knowledge).
• ACT: Real tasks. Concrete experience
• OBSERVE: Think about feelings and interactions. Analyse perceptions
• REFLECT: Identify achievements and problems; strengths and personal challenges. Evaluate
actions. Synthesise what was learned.
• APPLY WHAT IS LEARNED IN NEW SITUATIONS
- What (happened to me)? Reflection.
- What is the meaning of what happened? Conceptualisation
- What will I do as a result? Experimentation

“Experience is not what happens to a man; it is what a man does with what happens to him.”
(A. Huxley)
Experiential learning, rather than a learning methodology, is a philosophy of education, which

starts from the basis that people learn more and better, when they come into contact with their own
experiences and experiences.
It is learning by doing and reflecting on what is done. What transforms experiences into experiences
is the process of critical reflection on them.
According to various studies, a person learns 80% of what they experience and it is from real life
experiences, that true and lasting changes of attitude are achieved, which include a set of thoughts,
feelings and behaviours.
Experiential learning allows contextualised learning, which acquires meaning in defined situations
and occurs within human interrelationships. It integrates all the dimensions of the human person:
biological, psycho-affective, spiritual, social and cultural.
Encourages interaction and group work, as its value is enhanced in cooperative work and stimulates
the assumption of roles within a group, strengthening the awareness of the importance of individual
contributions and personal effort, in achieving of common goals.
The key element of an experiential learning is reflection.

Education and IB learning
Action
Action based on principles, as a strategy and as a result, represents the IB's commitment to teaching
and learning through real-world practical experiences. IB students act both at home and in
classrooms, schools, communities and the world in general. The action is learning by doing, which
encourages learning about oneself and others. The IB World Schools value action that includes an
interest in integrity and honesty, as well as a deep sense of fairness that respects the dignity of
individuals and groups.
Action based on principles means making responsible decisions, which sometimes include not
acting.
Individuals, organisations and communities can take action based on principles when they explore
the ethical dimensions of personal and global challenges. In IB programs, the action may include
service-learning, support, and self-education and that of others.

CAS STAGES
The CAS stages offer a framework and a continuum of process that are very useful to students,
since they can use them to consider what they would like to do in CAS, make plans, and carry out
their ideas. The CAS stages can be applied to the three areas of creativity, activity and service, and
CAS projects.
Students follow a process by which they investigate an interest that often raises questions and
curiosity, prepare themselves by learning more, perform some action, reflect on what they have
done so far, and demonstrate their understanding and process.
The five stages of CAS are:
1. Research: When considering CAS experience opportunities, students identify which of their
interests, skills and talents they will use, as well as areas of personal growth and development,
Personal Profile. Students investigate what they want to do and determine the purpose of their
CAS experience. In the case of service, students identify a need they want to address.
2. Preparation: Students clarify roles and responsibilities, develop a plan of actions to be
undertaken, identify resources and specific deadlines, and acquire the necessary skills to participate
in the CAS experience.
3. Action: Students implement their idea or plan. Often this requires making decisions and solving
problems. Students can work individually, with collaborators, or in groups.
4. Reflection: Students describe what happened, express feelings, generate ideas and ask questions.
Reflection can happen at any time from CAS to broaden understanding, to help review plans, to
learn from experience, and to make explicit connections between their growth, achievements, and
learning outcomes. Reflection can lead to a new action.
5. Demonstration: Students make explicit what they have learned, how they have learned it, and
what they have achieved; for example, by sharing your CAS experience through the CAS folder or
in some other formal or informal way. Through demonstration and communication, students solidify
their understanding and elicit responses from others.

CRITICAL REFLECTION PROCESS
The CAS stages provide a framework that allows students to:
• Increase awareness in themselves.
• Learning about learning
• Explore new and unknown challenges.
• Employ different learning styles.
• Develop the ability to communicate and collaborate with others.
• Experiment and recognise personal development.
• Develop attributes of the profile of the IB learning community.
For unique CAS experiences, students can start with research, preparation, or action.
For continuous CAS experiences, it is recommended to start with research. In these continuous
experiences, the action stage can send the students to the research or to the preparation as they
develop, expand and apply new or related ideas.
The reflection can be carried out in many ways: in written form, with narrations and photographs,
through instances of group discussion, personal interviews, oral presentations, videos / DVDs,
readings, and other creative forms. You can use different electronic media such as web pages, blogs,
other platforms ... The important thing is the process.
The process of experiential learning is a personal process, in which dialogue, exchange and
communication with others is essential, hence the importance of being able to adequately
communicate what has been lived.
In experiential learning, reflection is a permanent process:
BEFORE. Corresponds to the stages of research and preparation:

• Argue. Why? Diagnosis of needs.
• Establish objectives For what? What do I hope to learn?
• Plan activities.

DURING. Corresponds to the action stage:
• Tracing. Orientation
AFTER. It corresponds to the demonstration stage:

• Evaluation
• Self appraisal
In any activity it is necessary to ask the following questions:

• What had you planned to do?
• What did I do?
• What were the results for me, for the team with whom I worked and for others?
• How can the reflection be developed?
- Recover the experiences
• What did I know? What reality did I find? What have I managed to understand?
- Analyse them
• How have I felt? In the case of an activity in interrelation with others
• How do I think others felt?
• What activities did I carry out?
• What skills could I develop?
• What attitudes and values could I discover, in myself, in others?
- Rate them
• What did the activity mean to me? What value did the activity have, for me, for the others
involved? What were the successes? What are the difficulties?
- To make conclusions
• I've learned? Of myself, of others ...
- Modify perspectives
• What changes did the activity cause in me?
- Project actions in the future
• In what way can I apply what I have learned in other situations?

Types of reflection
In CAS, the form of reflection must take into account the preferences of the student
By letting the students choose their ways of reflection that are personal and that they can enjoy,
reflection becomes a means of self-discovery. Students establish connections, develop awareness
about decisions and consequences, and acquire sensitivity to their own and others' experiences.
The reflection can be expressed through a brief writing, a dialogue, a poem, a comic strip, a
theatrical performance, a letter, a photograph, a dance, or other forms of expression
In reflection, quality is more important than quantity. The occasion, the amount and the
appropriate method are the student's decision. It is not obligatory for students to reflect on each of
their CAS experiences, but they must identify which moments are worthy of reflection.

THE CAS PORTFOLIO OR FOLDER
All CAS students must maintain and complete a CAS folder that demonstrates their work in this
program and the achievement of the seven CAS learning outcomes. The CAS folder can also reveal
how students have developed the profile attributes of the IB learning community.
The CAS folder allows students to record their different CAS experiences and summarise and
celebrate their achievements. It is a set of tests and reflections that demonstrate their participation in
CAS and the achievement of the seven learning outcomes.
Students use the CAS folder to plan their CAS program, reflect on their CAS experiences, and
gather evidence of their participation in CAS.
During the three CAS formal interviews, the CAS folder is discussed and the necessary
encouragement and advice is provided. The indications and recommendations given in these
consultations should be briefly documented and included in the student's CAS folder.
If a concern arises, especially about whether the student will be able to successfully complete the
CAS program, it must be indicated and taken as soon as possible. The CAS coordinator or
consultant should check the CAS folder regularly.
The CAS portfolio should be in accordance with the learning style of each student, their interests
and talents. Each student must have the opportunity to take their CAS portfolio by choosing the
form that best suits their way of being. They can carry it in digital form, online, personal diary,
scrapbook, videos, audio recordings ... or a combined approach.
The CAS folder or portfolio could have a generic structure that is used independently of the
medium used by the student.

To organise the folder, it is suggested to include 3 sections:
1. Personal profile of the student (personal characteristics, interests, talents, hobbies, values ...)
Personal goals that he wants to achieve through CAS, related to the general objectives and learning
outcomes in CAS. Challenges that arise in the 3 areas of CAS to identify possible CAS experiences.
It is an open space to be built throughout the process in CAS.
2. CAS experiences. It contains the student's path in CAS. It shows the active involvement and the
process that has taken place. It includes dates, information about the different experiences, the use
of CAS stages, moments of learning, reflections, personal achievements ... the impact that
experiences have had on their personal development and self-awareness.
3. Evidences. It contains a collection of evidence of the student's participation in CAS. Letters,

certificates, photos Achievements achieved with respect to learning outcomes in CAS. Rubric of
achievement levels. Orientations received Projections towards the future.

HOW TO ELABORATE A CAS PROJECT?
A CAS project is a collaborative and well-considered series of sequential CAS experiences that
makes students work in one or more of the areas of Creativity, Activity, and Service. Students must
participate in at least one CAS project during their CAS program.
The main objective of a CAS project is to ensure participation in collaborative, sustained and
lasting work. Through this level of commitment, students discover the benefits of collaborative and
team work. The CAS project challenges students to show initiative and perseverance, and to
develop skills such as cooperation, problem solving and decision making.
The CAS project involves collaboration between a group of students or with members of the
community outside the school. Students work as a team, and all members contribute to the project.
The CAS project offers students the opportunity to initiate or be responsible for the entire project or
part of it. Collaborative work also offers students opportunities to enrich their interests, skills and
talents and integrate them into the planning and implementation of CAS projects.
To ensure that all requirements are met, CAS projects should use the CAS stages as a framework.
All CAS projects are designed with a defined purpose and objectives. Each student identifies one or
more learning outcomes to guide their role and their responsibilities in the project. It is likely that
students identify more results, or that they modify the expected results, during the CAS project or at
the end of the project. A minimum of one month is recommended for the CAS project, from
planning to completion. CAS projects of a longer duration can have a wider scope and provide
more opportunities to students, therefore, should be encouraged. Students should seek to carry
out their CAS project at the local level and, if possible, participate in more than one project
throughout the duration of their CAS program.

The realisation of a pedagogical project implies: ELABORATION, EXECUTION and
E VA L U AT I O N , P E R M A N E N T R E F L E C T I O N , R E G I S T R AT I O N A N D
COMMUNICATION
In CAS, a project follows the CAS stages: Research, Preparation, Action, Reflection and
Demonstration
ELABORATION: Research, diagnosis, preparation
EXECUTION: Action. Registry
EVALUATION: Reflection, demonstration, communication, celebration
ITINERARY OF A PROJECT
Phases of a pedagogical project:

• Startup.
• The analysis of the situation. Needs detected. Scope (limitations).
• Elaboration of general objectives.
• Specific objectives. Specify them in such a way that at the end of the action, it can be evaluated if
the result that was proposed at the beginning has been obtained.
• Development of the strategy. The means, the calendar, the deadlines, the investments (time and
resources), the methods of observation and evaluation.
• Agreements: Who? Makes? Why? For what? How? When?
• Realisation and observation of the action. Record the achievements, difficulties, options and
decisions of each and the group.
• Evaluation of actions. In direct function of the objectives.

• Retroaction. Correction and autocorrection. Reformulate the project.

Example:
PROJECT:____________________________________________
1. WHAT?
Nature of the project
2. WHY?
Justification
3. FOR WHAT?
Aims. Objectives. Purposes
4. HOW MUCH?
Extent
Frame
5. WHERE?
Physical space. Location
6. HOW?
Activities. Methodology
7. WHEN?
Schedule. Time
8. TO WHOM?
Recipients
9. WHO?
Human resources
10. WITH WHAT?
Material resources

Among other things, work through pedagogical projects is a valuable path because:
• Promotes dialogue and dialogic skills

• Provide opportunities to enrich self-knowledge
• It facilitates the relationship with oneself, with others, with other cultures, with the planet ...
• Stimulates interest and motivation for everyone's participation
• Promotes tolerance
• It promotes integration and collaborative work
• Awakens the creativity of each one
• Generates responsible, autonomous and supportive attitudes
• Improve self-esteem (reach a goal)
• It needs teamwork, favoring negotiation, agreement and consensus
• Provide opportunities to learn to make decisions and solve problems
• Requires commitment and respect for agreements
• Integrates the conceptual, procedural and attitudinal contents
• It allows learning through experience, putting theory into practice
• Help to face new situations
• Promotes and strengthens relationships within the educational community
• It offers opportunities for openness to the community and the reality that surrounds us.

SERVICE PROJECTS
There are four types of service actions

• Direct service: The student's interaction involves people, animals or the environment.
• Indirect service: The students do not interact with the others involved, although they have
verified that their actions will benefit the community or the environment. Eg: redesign the website
of a non-profit organisation; write books with illustrations to teach a language, or grow tree
seedlings to plant later.
• Promotion of a cause: Students promote a cause or awareness of a problem to encourage actions
to be taken on a matter of public interest. Eg: start a campaign to raise awareness about a topic;
make a theatrical performance against school abuse; create a video about the sustainable use of
water.
• Research: Students collect information through a variety of sources, analyze data and present a
report on an important topic to influence policies or practices. Ex: carry out an environmental
study; collect information on effective ways to reduce waste in public places; conduct a social
investigation in which people are interviewed about issues such as homelessness, unemployment
or isolation.
Approaches of the service area.

In all cases it must be a response to a real need, previously identified
1) Continuous service. Plan of action applied over time
2) Service at school
3) Service in the community. Specific actions
4) Service before immediate needs. In response to disaster situations.
5) Collection of funds. Students must understand the organization they want to support and the
problems addressed
6) International service. Students must understand the context and circumstances of an identified
and proven need to support your participation. Clear goals and results must be established and
understood, and all parties involved are expected to obtain convincing benefits

7) Volunteering. Experiences organised by other students, the school or an external group.
8) Service that emerges from the curriculum. Service learning
Students must take into account the opinions and expectations of other people involved and focus
on authentic and meaningful needs so that actions are respectful and reciprocal. In the planning
process one should be aware of the possible effects and consequences of the actions of the students.
Whenever possible, service projects should involve working together with community members and
communicating with them continuously.
A service project that includes interaction with people from different social or cultural contexts and
their appreciation can increase the international mentality and commitment to issues of global
importance.
In all service projects it is important that there are:
• A genuine need for the service project, that has been explained to potential collaborators and that
they agree
• If necessary, a liaison person who has a good relationship with the community in which the
service project is to be carried out
• An understanding of the level of student participation that is feasible in the service project
• A clear assessment of the potential risks for participating students
• The approval of the service project by the school's management team
• A demonstration of how CAS stages were followed
• A detailed evaluation of the benefits of the service project for all parties involved
The most satisfactory relationships for all the parties involved are usually those that have a clear
purpose and that lead to sustainable service projects.

As the needs of the community change, the responses of the students must also evolve to adapt to
the new circumstances. When students adopt a service project that another group has started, new
students must verify that the need is authentic or make the necessary adjustments so that their
contribution is relevant.

COMMUNITY SERVICE IN CAS
• It is an experiential learning process through community service

• It responds to pedagogical objectives and community needs. It has the same emphasis on
pedagogical intentionality and solidarity intentionality
• It is not a social assistance program. Avoid the paternalistic attitude that deepens distances and
differences
• Reflects the concept that education implies a social responsibility
• It is a social and educational exchange that starts from the respect for the same dignity of all
human beings
• It promotes openness and encounter with others from an attitude of gratuity, which means not
expecting reward, open to giving and receiving.

CAS PROJECT. PRESENTATION AND DOCUMENTATION.
(Example)
Name of the school ... ………………………………………………..Code:.........

Student's name:…………………………………………………..Code:.........
Title of the project: …………………………………………………………………….
Areas of CAS that includes. For projects that include more than one element, ponder the presence
and relevance of each one of them.
Creativity …………………………. Activity ………………………….Service……………………
I. INTRODUCTION
Brief description of the project. Explain their characteristics and context (In the case of coordination
with another institution, include: location, purpose, population served, etc.)
II. ORGANISATION. CAS STAGES

1. RESEARCH. DIAGNOSIS
• Identified needs
2. PREPARAIOTN. PLANNING
• Objectives. Personal goals. Objectives of the project. Learning results in CAS.
3. ACTION
4. PERMANENT REFLECTION. Opportunities and reflection forms.
5. DEMONSTRATION. Evidence. CAS Portfolio.
6. CELEBRATION. Recognition of the achievements.

CAS ITINERARY:
September 1st year:
• Introduction to CAS
• Plans for the first year, including collaborative project.
• 1st interview with your CAS coordinator
January 1st year:

• 2nd interview with your CAS coordinator
June 1st year:
• Hand in CAS reflections of the first year and plans for the second year.
September 2nd year:

• 3rd interview with your CAS coordinator
April 2nd year:

• Hand in CAS reflections of the second year.
These are the dates marked by the IB as mandatory in your CAS itinerary. However, we will carry
out personal interviews divided by trimesters, to check if the CAS learning results are being met, to
solve problems and advise you in your reflections.

EXTRACTS OF STUDENTS’ REFLECTIONS
Mexico
They are students who have participated in the InterCAS Meetings in Mexico during the last years:
"Through CAS I have been able to travel to rural places in our country, I have lived and worked.
Whenever we finish a CAS activity, I feel a great tranquility and an immense inner peace knowing
that with our help these people will be able to have a better time. "
Rodrigo González Cárdenas
"During our stay in the community, we were able to appreciate the importance they attach to family
ties and openness to us. CAS opens our eyes to the needs that exist in marginalised areas and at the
same time calls us to act effectively with our talent and creativity "
Leobardo Aguirre Talavera
"In the sports rally, I had to be a coffee team, they chose me captain, so I was the last one to win for
the zip line. The truth is that I was very afraid because I thought I was going to fall in the middle of
the river, I think the group motivated me to overcome fear and take it as a personal challenge. When
I finally jumped in, I felt very good, not only because of my achievement, but because my team was
able to complete the full challenge and I think this is the true CAS spirit. "
Elizabeth Soto Mendoza
"I will always have with me the experiences that CAS left me, because for me, it is not just a
program but a way of life."
Rebeca Velázquez López
"Rational perspectives can not describe what the spirit of companionship and lack of selfishness
stand out in a CAS Meeting. The main thing is to maintain the idea that being each one of us
infinitely different individuals, we can all be a group. "
Gustavo Osorio de Ita
"For me, participating in the Talent Night at the CAS Meeting, with the monologue La manzana,
was a challenge. CAS challenges us to give the best of ourselves. "
Alejandro González López

Reflection on a project of indigenous communities.
"My participation in CAS has been magical, it has marked me in a way that I could not explain with
words. Even the career I chose now that I finish high school was influenced by one of the Service
Projects, that of Indigenous Communities. "
Daniela Calvario Osawa
MEANING OF CAS
"In the first instance it meant knowing and" scanning "new environments and new worlds, which
left an impact on me. As the outings became more daily, I felt a social commitment that increasingly
called me. Somehow I also felt overwhelmed by the magnitude of all the problems I faced. But in a
third instance (returning many times to the same places), the commitment I felt was more on the
side of love. By strengthening relationships with all the people I met, the outputs made more sense
and were deeper.
For this "process" that I went through, I realise that for me, the medium / long term projects are the
ones that bring me more satisfaction and happiness. And this is due to the simple fact that time
gives you the possibility to create stronger relationships.
Likewise every time I go to an exit, something always surprises me. In spite of planning previously,
it is always necessary to improvise and act quickly. Helping others involves walking on faltering
paths that can be faced in many ways.
It is necessary to study the terrain and then mold the planned. There are times that with a simple hug
or a caress it reaches. In others, it is only necessary to sing a song. But in some, I feel lost and I
need the help of the group that accompanies me to be able to relate and move on. The only thing
that is needed is energy and good predisposition
Finally, I wanted to emphasise that CAS helped me calm down the hectic pace in which we live,
and enjoy and appreciate a little more the little acts of love. "

An example of Reflection through poetry (extracted from Teacher Support Material)
Do not let me forget the memory of reunion.
Do not let me forget time, space, place or hug. The sound when passing the suitcase wheels,
interrupting notices, The growing feeling of relief, and love.
Do not let me forget the moment when nothing else mattered. Responsibilities, expectations, scales,
pressure,
Squeezing between my fingers as they wrap themselves in this reality.
Do not let me forget the peaceful joy while the tears ran down my cheeks; Tears of joy, of
happiness, of euphoric happiness.
Do not let me forget the longing for the months of waiting.
Do not let me forget that, despite the distance, everything resumed.
A friendship that did not wear away the separation, but the one that strengthened the faith. The faith
that this moment would come, and that it would come many times again. Do not let me forget that
there are things that can never be broken.
Do not let me forget.

A series of written reflections of a student (taken from the Teacher Support Material)
February 17: I would not say that I am terrible in football, but I would like to improve the skills I
already have. At the beginning of my secondary education I played soccer occasionally, but without
real passion. I played because I had to play. However, during the last two years this sport I have
been enjoying more and more and I have started to see it much more on television. This has
encouraged me to improve the skills I have in order to be a better player. Also, I stay fit and healthy
while studying the IB. The first week I played midfielder and we won a 3-1 victory. This is the
beginning of a bright future.
February 24: I decided to play in the same demarcation as in the first week. The reason for this is
that I knew some of the mistakes I made in my first game. For example, in an attempt to pass the
ball to one of the forwards that was unmarked, I threw the ball out. After taking off, the opposing
team scored goal. Therefore, this time, my goal for this week was to play in the same demarcation,
being fully aware of the limitations of my abilities.
March 2: As I started in the first two weeks, this time I did not want to be selfish and decided to stay
as a substitute. The main reason I think I started was because I have friends who go to football on
Fridays. This time I took advantage of the time I was on the bench to observe the others who played
in the same demarcation as me to see if they did something different with respect to me. I am aware
that in all team sports it is essential to be cooperative and have good communication with the rest of
the team. I would like to explore how important it is to be communicative in a team and, therefore,
at the beginning of next week, I will ask if they let me be the coach of the team instead of the
player. This will allow me to see how the team interacts and to be able to communicate the
strategies that come to mind.
March 9: I think this week has been good. They let me train the team, which was interesting. My
plan was to observe the game and, during the break, have a brief talk with the team to expose the
positive and negative parts. I asked for a change of training because I thought it would be better for
the team to play with 1 forward and 5 midfielders. Luckily, the strategy worked and we went back
from a 2-1 at halftime to a 2-3 victory. What a strong match!
March 16: I liked that I was going to choose the owner again. Although I enjoyed being a coach, I
think that an important part of playing football every Friday is maintaining a good physical shape

and trying to extrapolate as many physical and mental skills as possible from this sport. Therefore,
being a midfielder again was fun and interesting, because I could use the skills I had acquired the
previous day as a player.
March 30: This week I have not tired as much as the others because we ended up playing indoor
football due to the lack of players. I did not get much from the game and, because of that, when
everyone left, some friends and I stayed on penalties. During this last week I have realised that we
have a lot of pressure.
Explanations from teachers about original forms in which their students presented some reflections
(extracted from the Teacher Support Material)
"Some students organised a flash mob to commemorate their participation in an annual symposium
for young leaders. Shortly after, as a continuation of this experience, one of the art students captured
the event in a graphic comic that included cartoons of all the students who had participated,
accompanied by text bubbles with their individual comments on the flash experience. mob and the
symposium ".
"As a form of expressive and meaningful reflection, a student decided to give a magic show.
Challenges and surprises were represented by objects that came from hats, from behind the ears of
the public, and from nothing. In a similar way, the objects disappeared in an instant, which
represented the challenges that had been overcome in their CAS journey. This show showed the
student's passion for magic - his most characteristic talent - as well as a variety of skills and
knowledge acquired during the time he attended the PD ".
"After participating in a CAS project that fostered social justice, one student wrote two songs that
served as a culminating reflection. The student interpreted these songs in the school cafeteria and
accompanied them with a visual presentation that provided more details about his experience. and
his reflections. "
"One of my students decided to make, throughout her CAS experience, a photograph per week that
reflected what she felt, thought, saw or learned. He searched minutely among his photographs for
Create a gallery without a single word and present it to the community. With this I wanted to check
if what I saw through the lens of her camera correctly reflected what she wanted ".

"A student used a basketball to represent his reflection on Activity. On the ball he wrote sentences
and pasted photographs and articles to serve as an itinerary of his experience and to represent his
reflections ".
"One student chose to draw a picture of their growth process throughout CAS. Simply with
drawings, we were able to understand how their experiences developed their personal identity. "

Risk prevention file of CAS experiences
Student’s name: Telephone:
Name of the CAS advisor: Telephone
Name of the contact person Contact telephone:

in the place where the project
is carried out:
Project: description of
activities:
Place where it takes place:
Date and / or hours:
Transport used:
Prior visit and / or Comments:

contact by the student
and / or advisor
Date:
Risks evaluation: On-site controls:
Type of risk:

Type of risk:
Any other comments or suggestions:
Student's medical
information:
(Food restrictions, allergies,
medication needed and
posology ..)
Clothing and necessary

equipment:
Observations of the family:
Date:
Family signature:

Steps in risk prevention
Previous analysis of the experience:

• What is its purpose, its characteristics, level
of risk that it entails (low, medium or high).
• Number of students, number of adults,

duration, place, planning, parental leave,
transportation, need for security
measures ...
Medium risk Low risk: H i g h risk:

• Experiences performed • If it is an activity within the • Out of school experiences that
outside of school during school that does not involve involve sleeping away from
school hours need to be risk, it is not parental home or traveling to another
authorised by the family. authorisation is essential. city. Parents will be informed
• The school will manage the • An adult responsible for accordingly and they must
transport and will respond to guiding the student and authorise the release in
any incident that may arise supervising the development writing.
until the return to the center. of the experience is defined, • In case of traveling with
as well as informing the CAS teachers will need one for
coordinator. every 15 students, have the
medical information
(allergies, medication needed)
updated, contact information
and have located the health
center o.r hospital
Both the activities proposed by the school and those proposed by the student must be previously
evaluated and classified in one of the three groups. The measures considered appropriate will be
taken.
AN EXAMPLE OF SELF-EVALUATION
CAS annual report
Make a report summarising your experience in this first year in the CAS program, and include at
least the following:
• A review of your personal development and progress.
• Your main areas of understanding, organisation, skills and values acquired.
• A reference to any aspect of your relationship with other people that you feel has remained
significant.
• If you feel that the program you have followed met the requirements, stages, spirit and
expectations of CAS, including a balance of the three areas.
• A review of the difficulties or challenges you have had to face and how you dealt with it.
• A reference to the responsibilities, personal initiatives, leadership roles or planning that you have
assumed.
• A consideration of the way in which the experiences or projects in which you have been involved
have benefited other people.
• A reference to your plans for the summer in CAS and the projects you would like to undertake or
continue next year.
• The learning outcomes in CAS that have been present.
• Please include a list of projects / experiences in which you have participated in the course of this
year. Point out which one (s) of the areas each included, and an approximation to the learning
outcomes you have achieved so far.
• This report must be delivered the day, in your CAS portfolio, to your
• You should include your updated records and the evaluations of all your experiences.

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Creativity, Activity and Service Guide

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• Education beyond the classroom and exams.

• Development of attitudes and values that transcend the barriers of race,

• Promotion of international understanding.

• Stimulation of new skills and interests.

• Stimulation of a sense of responsibility and commitment to all others.

• Promotion of fundamental and comprehensive attitudes.

• Community service as a complement to the intellectual development of the

• Building links with the local, national and international community.

• Challenge for students.

• Development of a spirit of discovery and self-confidence

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• Encourages a student’s general development and focuses on intellectual, emotional, social,

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As members of the IB learning community, we strive to be:

We nurture our curiosity, developing skills for inquiry and

We develop and use conceptual understanding, exploring

We express ourselves confidently and creatively in more

We critically appreciate our own cultures and personal

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We understand the importance of balancing different

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The three areas of CAS are defined in the following way:

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Description Students show regular participation and active commitment in CAS.

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A CAS project is a collaborative series of sequential CAS experiences of a minimum duration of

CAS experiences can incorporate one or more of the CAS areas.

Punctual CAS CAS PROJECT: series

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• Will the experience be enjoyable?

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CAS is learning by experience.

Experiential learning is the process by which knowledge is created through the

The cicle of experiential learning

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Experiential learning, rather than a learning methodology, is a philosophy of education, which

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BEFORE. Corresponds to the stages of research and preparation:

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AFTER. It corresponds to the demonstration stage:

In any activity it is necessary to ask the following questions:

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3. Evidences. It contains a collection of evidence of the student's participation in CAS. Letters,