The CAS Stages (DP IB Creativity, Activity, Service): Revision Note

The CAS stages are five steps consisting of investigation, preparation, action, reflection and demonstration—provide a supportive structure for the CAS programme

Investigation—the initial stage where students identify their interests, skills and talents to determine the purpose of a CAS experience

• In the context of Service, students use this stage to identify an authentic need they want to address

Preparation—the stage where students clarify roles and responsibilities, develop an action plan and identify needed resources or timelines

• Students may also use this time to acquire specific skills required for the experience

Action—the stage where students implement their idea or plan through individual or collaborative effort

• This often requires students to engage in decision-making and problem-solving

Reflection—the ongoing process of describing what happened, expressing feelings and generating new ideas or questions

• This occurs intermittently to help students learn from the experience and make connections to personal growth

Demonstration—the final stage where students make explicit what and how they have learned and what they have accomplished

• Students may share their journey through their CAS portfolio—a collection of evidence and reflections—or through informal and formal presentations

The stages should be viewed as the actual method for "doing" CAS rather than just a tool for planning

They provide a reliable yet flexible structure that helps students move from conceiving an idea to executing a plan

For a CAS project—a collaborative series of sequential experiences lasting at least one month—following all five stages is essential

For singular CAS experiences—specific events where a student engages with one or more strands—students may not evidence every stage

• Students might start a singular experience at the investigation, preparation or action stage

• For ongoing experiences, it is advised to always begin with investigation

The framework encourages students to increase their self-awareness and learn about their own learning processes

• It supports students in exploring new and unfamiliar challenges while employing different learning styles

Following these stages allows students to develop their ability to communicate and collaborate effectively with others

The process helps students develop the attributes of the IB learner profile—ten qualities valued by IB World Schools to help students become responsible community members

The stages ensure that CAS is a student-led journey of discovery rather than a simple "tick-box" checklist of tasks

• They help students clarify the purpose of their actions and consider the ethical implications of their choices

By using this framework, students can identify clear learning goals and provide better evidence of their growth

The stages provide a process and sequence that students can apply with confidence to future situations beyond the Diploma Programme