• IB Core Elements:  Creativity Activity Service (CAS), The Extended Essay (EE), and Theory of Knowledge (TOK)

    The IB Core are both graduation requirements for IB students as well as requirements to earn the IB Diploma.  



    CAS contacts:

    Link to CAS Videos/ Learner Outcomes: https://spark.adobe.com/page/K8OXfQfufSF6i/

    CAS Advisory Board: use this website to find important dates of upcoming events and information about CAS created by the PHU CAS Board 


    CAS Projects

    It is anticipated that after preparing a project some aspects may be challenging to complete due to cancelling of events. The completion of the CAS programme is focused on meeting the learning outcomes, not the specific nature of projects, so in these cases student CAS projects can be considered complete if the planning of the event and other aspects of the project still contribute to meeting the CAS learning outcomes.

    Examples include, but are not limited to:

    Learning Outcome 3:

    Demonstrate how to initiate and plan a CAS experience - Creating a CAS experience with specific targets and learning objectives in mind

    Learning Outcome 5:

    Demonstrate the skills and recognize the benefits of working collaboratively - Identifying the strengths of the team with regard to the planning and carrying out of a CAS project.


    CAS Experiences

    It is anticipated that students will be able to continue with creativity, activity and service experiences in a remote or online setting, although it is possible these experiences need to be adjusted. For example, in terms of creativity engagements, it is anticipated that students will have access to social media platforms where they could engage in creative activities, bearing in mind the ethical and safety considerations associated with the use of social media. Additionally, working in a new space allows for creative ideas when planning CAS activities.

    Examples include, but are not limited to:

    Learning Outcome 1:

    Identify own strengths and develop areas for growth

    Engaging in an online art or painting course

    Learning how to play a musical instrument through online courses or videos

    Learning Outcome 2:

    Demonstrate that challenges have been undertaken, developing new skills in the process Developing innovative ways to help undertake CAS activities remotely


    In terms of physical activities, it is suggested that students could continue to complete various activities focused on well-being.

    Examples include, but are not limited to:

    Learning Outcome 4:

    Show commitment to and perseverance in CAS experiences Engaging in an online Yoga or mindfulness class Exercising to an online video programme Taking a daily walk or run (local restrictions permitting)


    In terms of service, students could work virtually to accomplish service engagements such as advocacy activities.

    Examples include, but are not limited to:

    Learning Outcome 6:

    Demonstrate engagement with issues of global significance Working with the local community to organize the donation of food to elderly members of the community

    Working virtually with a student either for emotional support or educational support


    CAS Portfolio

    Students are still expected to maintain and complete a CAS portfolio (ManageBAC). This portfolio should be discussed through the scheduled CAS interviews. It is anticipated that CAS advisors and students will have already engaged in the interview process, this can take place via phone call or Teams meeting. These tools and approaches can be used to facilitate any other support sessions that a CAS advisor may need to provide.


    CAS Documents for DP Class of 2016 and beyond:


    IB CAS Checklist

    CAS Requirements


    Nature of CAS

    …if you believe in something, you must not just think or talk or write, but must act.

    ~Peterson, 2003

    CAS is not about fulfilling an obligation; it’s about growing as a person (inside and out) and sharing your humanity.


    Extended Essay  

    Contact information: Meredith Kluis, KLUISM@pcsb.org 727-669-1131

    This is a substantial piece of independent research (4,000 words) on a topic of the student's choice from a wide range of subject areas and supervised by a member of the school's staff. The emphasis is on original research, careful analysis and academic rigor. 


    Theory of Knowledge (TOK) 

    The study in TOK is central to the educational philosophy of the International Baccalaureate. TOK explores the assumptions and values on which the various subject disciplines are based as well as their limitations. It encourages students (and teachers) to reflect critically on various ways of knowing (experience, reason etc.) and areas of knowledge (subject disciplines), and to deliberate on the role that knowledge plays in a larger society. It encourages students to become conscious of themselves as thinkers, to become aware of the complexity and intricacy of knowledge, and to recognize and appreciate the need to act responsibly in an increasingly interconnected world.