About CAS

Creativity, activity, service (CAS) is at the heart of the Diploma Programme.

As a shining beacon of our values, 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. Students develop skills and attitudes through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and views. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment.

II. gimnazija Maribor will confirm with to regional office that all Diploma candidates have satisfactorily completed all the CAS requirement at the end of the two-year program.


II. gimnazija Maribor will report any unsatisfactory performance to the regional office. Failure to meet the requirements will result in no diploma being awarded. The three strands of CAS, which are often interwoven with particular activities, are characterized 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 authentic needs
CAS enables 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 Diploma Program. A good CAS program should be both challenging and enjoyable, a personal journey of self-discovery. Each individual student has a different starting point, and therefore different goals and needs. Many will find that their CAS activities include experiences that are profound and life-changing.

In order for an activity to be considered CAS-worthy, it must involve learning and it must meet ALL FOUR of these criteria:

real, purposeful activities, with significant outcomes,
personal challenge – tasks must extend the student and be achievable in scope,
thoughtful consideration, such as planning, reviewing progress, reporting,
reflection on learning outcomes and personal learning.
All the proposed CAS activities need to meet these four criteria. It is also essential that they do not replicate other parts of the student’s Diploma Program work. Students may find that courses they take outside their Diploma Program courses will address some of the learner outcomes and the CAS criteria. However, just taking a course does not satisfy the CAS criteria. Just like any other CAS activity, a student must provide proper documentation and show how the class fits CAS.

The CAS programme formally begins at the start of the Diploma Programme and continues regularly, ideally on a weekly basis, 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. The CAS portfolio is a collection of evidence that showcases CAS experiences and for student reflections; it is not formally assessed.

Successful completion of CAS is a requirement for the IB Diploma to be rewarded. While not formally assessed, students reflect on their CAS experiences and provide evidence in their CAS portfolios of achieving the seven learning outcomes. A school’s CAS program is regularly monitored by the relevant regional office.

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.

Further, 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. A CAS project can address any single strand of CAS, or combine two or all three strands.

Students use 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 end of the first year, and the third interview is at the end of the CAS programme.

CAS emphasizes reflection which is central to building a deep and rich experience in CAS. Reflection enables students’ learning and growth by allowing students to explore ideas, skills, strengths, limitations and areas for further development and to consider how they may use prior learning in new contexts.

The CAS programme aims to develop students who:

  • enjoy and find significance in a range of CAS experiences,
  • purposefully reflect upon their experiences,
  • identify goals, develop strategies and determine further actions for personal growth,
  • explore new possibilities, embrace new challenges and adapt to new roles and contexts,
  • actively participate in planned, sustained, and collaborative CAS projects,
  • understand they are members of local and global communities with responsibilities towards each other and the environment.

Step one:

Understand what CAS is.

How do I do this: Read the CAS handbook in its entirety, take notes, consult with the CAS coordinator.

Step two:

Develop a plan for completing your CAS requirements.

How do I do this: During the September of your IB 1 year, you must develop a plan where you outline how you are going to achieve the CAS experience. Typically, your’s CAS programme combines planned/unplanned singular and ongoing experiences. All are valuable and may lead to personal development. However, 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.

A CAS experience must:

  • fit within one or more of the CAS strands
  • be based on a personal interest, skill, talent or opportunity for growth
  • provide opportunities to develop the attributes of the IB learner profile
  • not be used or included in the student’s Diploma course requirements

You will present your plan to the CAS coordinator at the beginning of October your IB 1 year. This plan should outline some of the activities that you will do over the next 18 months, have a loose timeline for when you will complete these activities, and identify the learning outcomes that each activity will address.

Please note that this plan is fluid and will change. Do not worry if your plan evolves over the 18 months of your CAS work.

Step three:

Execute your plan, complete activities and reflect on each activity.

How do I do this: For singular CAS experiences, you may begin with investigation, preparation, or action. For ongoing CAS experiences, beginning with investigation is advised. In these ongoing experiences, the action stage may lead you back to investigation or preparation as you further develop, expand and implement new or related ideas. Your completion of CAS is based on the achievement of the seven CAS learning outcomes realized through your’s commitment to CAS programme over a period of 18 months. These learning outcomes articulate what you are able to do at some point during CAS programme. Through meaningful and purposeful CAS experiences, you are going to develop the necessary skills, attributes and understandings to achieve the seven CAS learning outcomes.

Some learning outcomes may be achieved many times, while others may be achieved less frequently. Not all CAS experiences lead to a CAS learning outcome.

You have to provide the school with evidence in your CAS portfolio of having achieved each learning outcome at least once through your CAS programme.

CAS activities must also be accompanied by ongoing documentation and proof of completion. This documentation can use the form of journals, weblogs, planners, scrapbooks, etc. In addition to this, you also have to provide evidence that you actually participated in the activity. This evidence can include the form that I’ve provided (diary, google classroom, …), but should also include other methods: pictures of you completing the activity, newspaper articles, visual presentations, portfolios, finished projects, registration forms, etc.

Purposeful reflection is about quality rather than quantity. The appropriate occasion, amount and method is your’s decision. You are not expected to reflect on every CAS experience; you should identify moments worthy of reflection. Reflection is most meaningful when recognized as a personal choice. If the emphasis is on quantity with a required number of reflections or with a requirement such as “I must complete a reflection for every CAS experience”, reflection becomes an obligation, which is contrary to the purpose of reflection in CAS.

Essentially, you have to keep a record of what you did, and provided proof that you did it.

Step four:

Meet with the CAS coordinator periodically.

How do I do this: Every Monday at 10:30 to 11:00 you can talk with me

These meetings will take place at the beginning of the IB 1 year (this is where you will present your CAS plan), beginning of the second semester IB 1 year (check progress), end of the IB 1 year (evaluate your program), beginning of the IB 2 year (check progress), and February of the IB 2 year (final presentation). During these meetings, the coordinator will evaluate your progress, note any concerns, help you with your planning, and help you to stay on track.

Step five:

Prepare your final presentation.

How do I do this: Use the CAS stages, planning sheet, reflections, … and devise a presentation that proves that you have met all learning outcomes (IB2 final essay). Your presentation could include multi-media elements, scrap books, portfolios, a presentation, etc.. In addition, you must provide 10 sample pages from your ongoing documentation (diary). These sample pages, which may, for example, be photocopied journal pages or printouts from electronic logs, must include a list of the principal activities undertaken and evidence of both planning and reflection. For one or more activities, it must be possible for the reader to tell what happened, why it happened, how it happened, what its value was and what the student learned from it.

  • choosing one to three activities that are related to the three fields of the CAS programme,
  • running the activities regularly in accordance with the descriptions, meaning and the philosophy of CAS – 18 month commitment,
  • keeping the diary regularly,
  • informing the CAS coordinator about any changes in the activities,
  • attending the CAS meeting regularly,
  • handing in the forms that are to be filled or kept to the CAS co-ordinator before the announced deadlines.