ivc bt 6th bt sportscent bt community bt i75s


The CAS Programme

As a member of Impington International Sixth Form you are required to take part in the CAS programme. It gives you the opportunity to learn new skills and develop new interests so the CAS programme should be both challenging and enjoyable, a personal journey of self-discovery. The course is designed to support and complement your academic studies and to offer you an enriched education beyond books and notes. It is part of the Learning Agreement you accepted.

The CAS programme is made up of three elements:

Creativity: arts, and other experiences that involve creative thinking.

Action: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Programme.

Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.

CAS enables students to enhance their personal and interpersonal development through experiential learning.

For student development to occur, CAS involves:

  • real, purposeful activities, with significant outcomes
  • personal challenge – tasks must extend the student: new role, new goal, new situation
  • thoughtful consideration, such as planning, reviewing progress, reporting
  • reflection on outcomes and personal learning


The CAS programme operates on a termly basis, with a different schedule for Week A and Week B. You opt for an activity in each week at the beginning of the term and are to follow that schedule until the end of term.

Attendance and punctuality are as important in CAS as they are in any other part of your college timetable. You are expected to extend the same courtesies and to adopt the same attitudes to the staff and other students in the group as you do in any other lessons.

Remember that the CAS programme outlined in the rest of the booklet is only an indication of what is available. If you have any ideas then discuss them with Mr Dos Santos.

Students are required to:

  • self-review at the beginning of their CAS experience and set personal goals for what they hope to achieve through their CAS programme
  • plan, do and reflect (plan activities, carry them out and reflect on what they have learned)
  • undertake at least one interim review and a final review with their CAS adviser
  • take part in a range of activities, including at least one project, some of which they have initiated themselves
  • keep records of their activities and achievements, including a list of the principal activities undertaken and attendance cards
  • show evidence of achievement of the eight CAS learning outcomes:
  • increased their awareness of their own strengths and areas for growth

They are able to see themselves as individuals with various skills and abilities, some more developed than others, and understand that they can make choices about how they wish to move forward.

  • undertake new challenges

A new challenge may be an unfamiliar activity, or an extension to an existing one.

  • plan and initiate activities

Planning and initiation will often be in collaboration with others. It can be shown in activities that are part of larger projects, for example, ongoing school activities in the local community, as well as in small student-led activities.

  • work collaboratively with others

Collaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in a kindergarten. At least one project, involving collaboration and the integration of at least two of creativity, action and service, is required.

  • show perseverance and commitment in their activities

At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities.

  • engage with issues of global importance

Students may be involved in international projects but there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, caring for the elderly).

  • consider the ethical implications of their actions

Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musical composition, in relationships with others involved). Evidence of thinking about ethical issues can be shown in various ways, including journal entries and conversations with CAS advisers.

  • develop new skills

As with new challenges, new skills may be shown in activities that the student has not previously undertaken, or in increased expertise in an established area.