Other IBDP Requirements
CAS: Creativity, Action, Service
The Creativity, Action, Service component of the International Baccalaureate is an integral part of the Diploma. Participation in the IB CAS requirement encourages students to be involved in creative pursuits, physical activities and service projects in the local, national and international context. It takes seriously the importance of life outside the world of scholarship, requiring students to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others.
The three elements (Creativity, Action and Service) of CAS are interwoven. The service element is the most significant, but the other two are very important as they provide access, balance and flexibility to meet individual students’ interests and preferences.
Creativity, action, service (CAS) should involve:
• 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 outcomes and personal learning
CAS is an experiential learning involving students in new roles. The emphasis is on learning by doing real tasks that have real consequences and then reflecting on these experiences over time. Activities should be undertaken gradually, be appropriately adapted to the circumstances and take into account your aptitudes and preferences. CAS credit may only be awarded for activities for which the student does not receive any other form of credit or pay.
Successful completion of CAS is a requirement for the award of the IB Diploma.
EE: Extended Essay
The extended essay is an in-depth study of a focused topic chosen from the list of approved Diploma Programme subjects—normally one of the student’s six chosen subjects for the IB diploma. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. It is recommended that completion of the written essay is followed by a short, concluding interview, or viva voce, with the supervisor.
The extended essay is assessed against common criteria, interpreted in ways appropriate to each subject.
The extended essay is:
• compulsory for all Diploma Programme students
• externally assessed and, in combination with the grade for theory of knowledge, contributes up to three points to the total score for the IB diploma
• a piece of independent research/investigation on a topic chosen by the student in cooperation with a supervisor in the school
• chosen from the list of approved Diploma Programme subjects, published in the Handbook of Procedures for the Diploma Programme
• presented as a formal piece of scholarship containing no more than 4,000 words
• the result of approximately 40 hours of work by the student
• concluded with a short interview, or viva voce, with the supervising teacher (recommended).
TOK: Theory of Knowledge
Theory of Knowledge aims to encourage students to reflect on their experiences as learners, in everyday life and in the Diploma Programme, and to make connections between academic disciplines and between thoughts, feelings and actions. It hopes to develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed, by communities and individuals.
Through discussions around a harkness table, examination of various text and video, activities, personal reflections, responses, and informal presentations, students will hopefully come to a thoughtful, more considered awareness of what they know, and how they know it to be true. They will examine their personal belief systems, share their perspectives, and consider these in the light of the beliefs and perspectives that others hold. They will further hone their critical thinking skills, working to analyze issues and problems and to consider implications. They will consider global events and issues, understand their relevance, and situate this understanding in their conceptualization of themselves as citizens of an interconnected world.