The CAS programme is seen as such an important component of the IB diploma that it is an UWCEA graduation requirement. UWCEA feels strongly that through this programme students can learn more about themselves and their own potential and about their relationship and responsibility to the society around them. The CAS programme offers the opportunity for students to put themselves in new situations. Whatever a student chooses to do they will learn from their reactions to it, to people and needs they have not met before and students often create their own initiatives and ideas in response to an experience.
All D1 and D2 students are expected to follow a balanced programme of involvement. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self- discovery. CAS encourages IB students to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others. Sample CAS experiences include the following:
| Creativity | Activity | Service |
| Cookery | Athletics | Environment Club |
| Drama Production | Cricket | Working with an NGO |
| Origami | Dance | Student Government |
| Chess Club | Swimming | Working at an animal shelter |
Students must keep regular records of experiences undertaken and write reflections regularly about their response to the seven learning outcomes this is documented through a CAS Portfolio which they present during a series of interviews.
Each student must:
In an addition to meeting each strand and the learning outcomes, students must complete a CAS project. This is a collaborative, longer term series of experiences involving one or more strands, for example organizing a school event.
]]>The Extended Essay is an independent, self-directed piece of research, culminating in a 4,000-word paper. It is important, because it provides practical preparation for the kinds of undergraduate research required at tertiary level. From the choice of a suitable research question, to the final completion of the extended essay, students must produce their piece within the constraints of time, essay length and available resources. This component provides an opportunity to engage in an in-depth study of a topic of interest within a chosen subject.
Emphasis is placed on the research process, on the appropriate formulation of a research question, on personal engagement in the exploration of the topic, and on communication
of ideas and development of argument. It develops the capacity to analyse, synthesise and evaluate knowledge, with a personal choice of topic from within any subject area. Students are supported and encouraged throughout the Diploma Success Skills with advice and guidance from a supervisor.
Knowing about knowing
ToK is a course about critical thinking and inquiring into the process of knowing, rather than about learning specific body of knowledge. It is a core element that all Diploma Programme students undertake. ToK and the Diploma Programme subjects support each other in the sense that they reference each other and share some common goals. The ToK course examines how we know what we claim to know.
]]>CAS is an important part of the holistic nature of the IB diploma it involves students in experiences that encompass creativity, activity and service.
Creativity encourages students to create an “original or interpretative product or performance”. Activity seeks to develop a healthy lifestyle through physical activity. Service is about “Collaborative and reciprocal engagement with the community in response to an authentic need”. Moreover, students are involved in at least one CAS project, this is a collaborative and longer term covering at least one of the strands.
Students examine and reflect on the nature of knowledge in this interdisciplinary course. This course develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge construction. At the heart of ToK’s content is the question ‘How do we know that something is true, or an assertion is well grounded?’ Other questions explored in the course are the following: What counts as knowledge? How does it grow? What are its limits? Who owns knowledge? How do different disciplines justify knowledge?
Students investigate a self-generated research question by undertaking independent research in one of their DP subject areas, culminating in a 4,000-word academic and fully referenced paper that follows the IB guidelines for Academic Integrity. This project offers the opportunity to investigate a topic of special interest and acquaints the student with the kind of independent research and writing skills expected at university.
]]>