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Diploma Programme (IBDP)

Students in the Secondary section are being prepared for the International Baccalaureate Diploma Programme. At different points in the upper grades; students will start their journey into the IB with activities in ATL Skills, internal assessments, CAS and TOK.

The IB Programme is known and recognized worldwide as the finest pre-university education available. As a result, students who graduate with IB credentials have the choice to enter Jordanian universities or most universities aboard.

Admission into the IBDP starts with an application where subject choices and course of study are selected. All students are encouraged to try the diploma option. Teachers give feedback concerning the ability of students who selected a subject. Each individual student will be interviewed by the IBDP coordinator and/or head of school to check the compatibility of student with chosen programme, MOE requirements and future vocational requirements.

For the 2019/ 2020 academic year CHS offers the following courses and levels:

  • English Language & Literature SL
  • English B HL/ SL
  • Arabic Language & Literature SL
  • Arabic B HL/ SL
  • Arabic ab Initio SL
  • Business Management HL/ SL
  • Economics HL/ SL
  • Information Technology in Global Society HL/ SL
  • History SL
  • Physics  HL/ SL
  • Chemistry HL/ SL
  • Biology HL/ SL
  • Applications and Interpretations in Math SL/ HL
  • Analysis and Approaches in Math SL
  • Visual Art HL/ SL

Please click here for more information about the individual courses.

  1. Academic Honesty Policy
  2. Admissions Policy
  3. Assessment Policy
  4. Language Policy
  5. Special Educational Needs Policy

Our CAS activities with pictures can be viewed under the CAS tab on the CHS home page. More pictures and information concerning what IB students are involved in is located there.

Strongly committed to the principle of developing the whole person, the IB believes that this is best achieved by identifying and developing clearer and more explicit aims for and relationships between TOK, CAS and the extended essay. Support the interconnectedness of learning

All three elements of the core should be grounded in three coherent aims:

  • Support, and be supported by, the academic disciplines
  • Foster international-mindedness
  • Develop self-awareness and a sense of identity.

Fostering international-mindedness 

The core has a responsibility to foster and nurture international-mindedness, with the ultimate goal of developing responsible global citizens. To a large extent, the core should be driven by the IB’s mission “to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect” and “encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right” (IB mission statement).


TOK guides students in making sense of their experiences as learners, and this includes their experiences in CAS.

CAS experiences are an important source of students’ personal knowledge, providing students with the opportunity to gain awareness of the world in a range of diverse and challenging situations. Shared knowledge extends the idea from how individuals construct knowledge to how communities construct knowledge. In CAS, students might draw on TOK discussions that deepen understanding of different communities and cultures.

The Nature of CAS

CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning from the PYP and MYP.

CAS is organized around the three strands of creativity, activity and service defined as follows:

  • Creativity—exploring and extending ideas leading to an original or interpretive product or performance
  •  Activity—physical exertion contributing to a healthy lifestyle
  • Service—collaborative and reciprocal engagement with the community in response to an authentic need

CAS enables students to enhance their personal and interpersonal development. A meaningful CAS programme is a journey of discovery of self and others. For many, CAS is profound and life-changing. Each individual student has a different starting point and different needs and goals. A CAS programme is, therefore, individualized according to student interests, skills, values and background.

The school and students must give CAS as much importance as any other element of the Diploma Programme and ensure sufficient time is allocated for engagement in the CAS programme. The CAS stages offer a helpful and supportive framework and continuum of process for CAS students.

Successful completion of CAS is a requirement for the award of the IB Diploma.

The CAS programme formally begins at the start of the Diploma Programme and continues regularly, ideally on a weekly basis, for at least 18 months with a reasonable balance between creativity, activity, and service.

All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS.

Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through their CAS portfolio, students provide the school with evidence demonstrating achievement of each learning outcome.

Further, students undertake a CAS project of at least one month’s duration that challenges students to show initiative, demonstrate perseverance, and develop skills such as collaboration, problem-solving, and decision-making.

There are three formal documented interviews students must have with their CAS coordinator/adviser. The first interview is at the beginning of the CAS programme, the second at the end of the first year, and the third interview is at the end of the CAS programme. CAS emphasizes reflection which is central to building a deep and rich experience in CAS.

CAS learning outcomes

Student completion of CAS is based on the achievement of the seven CAS learning outcomes realized through the student’s commitment to his or her CAS programme over a period of 18 months. These learning outcomes articulate what a CAS student is able to do at some point during his or her CAS programme.

In CAS, there are seven learning outcomes.

 LO 1 Identify own strengths and develop areas for growth
Descriptor Students are able to see themselves as individuals with various abilities and skills, of which some are more developed than others.
LO 2 Demonstrate that challenges have been undertaken, developing new skills in the process
Descriptor A new challenge may be an unfamiliar experience or an extension of an existing one. The newly acquired or developed skills may be shown through experiences that the student has not previously undertaken or through increased expertise in an established area.
LO 3 Demonstrate how to initiate and plan a CAS experience
Descriptor Students can articulate the stages from conceiving an idea to executing a plan for a CAS experience or series of CAS experiences. This may be accomplished in collaboration with other participants. Students may show their knowledge and awareness by building on a previous experience, or by launching a new idea or process.
LO 4 Show commitment to and perseverance in CAS experiences
Descriptor Students demonstrate regular involvement and active engagement in CAS.
LO 5 Demonstrate the skills and recognize the benefits of working collaboratively
Descriptor Students are able to identify, demonstrate and critically discuss the benefits andchallenges of collaboration gained through CAS experiences.
LO 6 Demonstrate engagement with issues of global significance
Descriptor Students are able to identify and demonstrate their understanding of global issues, make responsible decisions, and take appropriate action in response to the issue either locally, nationally or internationally.
LO 7 Recognize and consider the ethics of choices and actions
Descriptor Students show awareness of the consequences of choices and actions in planning and carrying out CAS experiences.


The Responsibility of CAS

CAS students are expected to:

  • Approach CAS with a proactive attitude
  • Develop a clear understanding of CAS expectations and the purpose of CAS
  • Explore personal values, attitudes and attributes with reference to the IB learner profile and the IB mission statement
  • Determine personal goals
  • Discuss plans for CAS experiences with the CAS coordinator and/or CAS adviser
  • Understand and apply the CAS stages where appropriate
  • Take part in a variety of experiences, some of which are self-initiated, and at least one CASproject
  • Become more aware of personal interests, skills and talents and observe how these evolve throughout the CAS programme
  • Maintain a CAS portfolio and keep records of CAS experiences including evidence of achievement of the seven CAS learning outcomes
  • Understand the reflection process and identify suitable opportunities to reflect on CASexperiences
  • Demonstrate accomplishments within their CAS programme
  • Communicate with the CAS coordinator/adviser and/or CAS supervisor in formal and informal meetings
  • Ensure a suitable balance between creativity, activity and service in their CAS programme
  • Behave appropriately and ethically in their choices and behaviours.

CAS Stages

The five CAS stages are as follows.

  1. Investigation: Students identify their interests, skills and talents to be used in considering opportunities for CAS experiences, as well as areas for personal growth and development. Students investigate what they want to do and determine the purpose for their CAS experience. In the case of service, students identify a need they want to address.
  2. Preparation: Students clarify roles and responsibilities, develop a plan of actions to be taken, identify specified resources and timelines, and acquire any skills as needed to engage in the CAS experience.
  3. Action: Students implement their idea or plan. This often requires decision-making and problem- solving. Students may work individually, with partners, or in groups.
  4. Reflection: Students describe what happened, express feelings, generate ideas, and raise questions. Reflection can occur at any time during CAS to further understanding, to assist with revising plans, to learn from the experience, and to make explicit connections between their growth, accomplishments, and the learning outcomes for personal awareness. Reflection may lead to new action.
  5. Demonstration: Students make explicit what and how they learned and what they have accomplished, for example, by sharing their CAS experience through their CAS portfolio or with others in an informal or formal manner. Through demonstration and communication, students solidify their understanding and evoke response from others.