Example CAS Projects (DP IB Creativity, Activity, Service): Revision Note

What does an effective CAS project look like?

Core requirements of a CAS project

• The CAS project is a collaborative, student-driven series of sequential experiences lasting at least one month

• It must involve sustained collaboration—working with a group of students or members of the wider community over an extended period

• The project must use the CAS stages—a five-step framework consisting of investigation, preparation, action, reflection, and demonstration

• It must address at least one CAS strand—the categories of creativity, activity, and service—though combining two or three is encouraged

• Students must show initiative—the ability to take responsibility for or to launch a new idea or process

Example 1: The sustainable community garden (Activity & Service)

• Project description—students plan, plant, and maintain a vegetable garden alongside members of the local community to promote local food security

• Why this is a strong project:

  • Uses Investigation to identify an authentic community need for fresh produce or green spaces

  • Includes Preparation by clarifying roles, designing the garden layout, and identifying necessary resources like tools and seeds

  • Meets LO5 (Collaboration)—the ability to share skills, listen to peers, and take on different roles within a team

  • Demonstrates LO6 (Global significance)—recognising the global implications of local issues like environmental sustainability

  • Requires perseverance—the commitment to maintain the garden through various seasons and challenges

Example 2: The wellbeing centre mural (Creativity)

• Project description—a student group collaborates to design and paint a large-scale mural in the school's wellbeing centre to create a calm and supportive environment

• Why this is a strong project:

  • Involves Action where students implement their creative plan, which often requires decision-making and problem-solving

  • Meets LO3 (Planning and initiating)—the process of moving from a creative concept to a completed plan

  • Shows LO2 (Challenges and new skills)—the willingness to become involved in unfamiliar artistic environments or increase expertise in painting

  • Uses Reflection throughout the process to assist with revising the design and learning from artistic mistakes

  • Culminates in Demonstration—sharing the finished artwork and the learning process with the wider school community

Example 3: The refugee language tutoring scheme (Creativity & Service)

• Project description—students design and deliver a series of weekly language lessons and creative storytelling workshops for a local refugee centre

• Why this is a strong project

  • Follows service learning—an approach where students apply academic knowledge from their language subjects to address an authentic need

  • Uses Indirect service to design original picture books or language guides before engaging in Direct service through face-to-face tutoring

  • Meets LO7 (Ethics of choices and actions)—showing awareness of consequences and respecting the dignity and rights of diverse social backgrounds

  • Demonstrates LO4 (Commitment)—showing regular involvement and active engagement over at least one month

  • Develops international-mindedness—increasing engagement with global issues like migration and cultural identity