CAS learning is placed into the following five stages:
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.
2. Preparation:
Students adopt roles and responsibilities, create 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. This often requires decision-making and problem solving. They may work individually, with partners, or in groups.
4. Reflection:
Students describe their experiences, express feelings, and raise questions. Reflection can occur at any time during CAS to further expand understanding, revise plans, learn from the experience, and make explicit connections between their growth, accomplishments, and learning outcomes for personal awareness. Reflection may lead to new action.
5. Demonstration:
Students define what and how they learned, and what they have accomplished, for example, by sharing their CAS experience through their CAS portfolio or with others. Through demonstration and communication, students solidify their understanding and evoke response from others.
The CAS stages provide a framework that enables students to:
• increase self-awareness
• explore new and unfamiliar challenges
• employ different learning styles
• develop their ability to communicate and collaborate with others
• experience and recognize personal development
• develop attributes of the IB learner profile
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.
2. Preparation:
Students adopt roles and responsibilities, create 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. This often requires decision-making and problem solving. They may work individually, with partners, or in groups.
4. Reflection:
Students describe their experiences, express feelings, and raise questions. Reflection can occur at any time during CAS to further expand understanding, revise plans, learn from the experience, and make explicit connections between their growth, accomplishments, and learning outcomes for personal awareness. Reflection may lead to new action.
5. Demonstration:
Students define what and how they learned, and what they have accomplished, for example, by sharing their CAS experience through their CAS portfolio or with others. Through demonstration and communication, students solidify their understanding and evoke response from others.
The CAS stages provide a framework that enables students to:
• increase self-awareness
• explore new and unfamiliar challenges
• employ different learning styles
• develop their ability to communicate and collaborate with others
• experience and recognize personal development
• develop attributes of the IB learner profile