見證成長，點亮未來：漢鼎書院十三年級IBDP學子CAS項目心得分享

在漢鼎書院，教育從來不止於課堂。當知識與行動相遇，當理想照進現實，一群IBDP十三年級的學子正用他們的熱情與智慧，書寫著屬於青春的責任與擔當。近日，六組同學帶著他們在CAS項目中的豐碩成果與真實感悟，向我們展示了何為「在行動中學習，在服務中成長」。這些項目不僅是IB課程的核心要求，更是漢鼎學子全人發展的生動注腳——他們以創新的思維、協作的精神和深切的關懷，悄然成長為兼具國際視野與社會情懷的未來引領者。

本項目旨在通過志願服務，關懷特殊教育群體，提升中學生社會責任感。活動由本人與同伴陶李共同組織，帶領我校中學生前往保良局陳百強伉儷青衣學校，該校專為弱能兒童提供免費教育。活動內容豐富多樣，包括趣味性體育遊戲，如踩圈投籃、繞雪糕筒投籃及豆袋投擲等，旨在促進互動與肢體協調。此外，我們還指導弱能兒童親手製作蚊香包，以培養其動手能力。

作為活動組織者之一，最令人難忘的經歷體現在與弱能兒童的溝通和互動中。在「踩圈投籃」環節，一位特殊兒童未能理解遊戲規則，我們立即調整策略，嘗試運用肢體語言進行輔助解釋，並耐心、緩慢地引導其參與。同時，對於行動不便的同學，我們主動提供攙扶或推行輪椅，確保每一位參與者都能在安全、舒適的環境中體驗活動的樂趣，這份跨越障礙的共情與連接尤為珍貴。

通過此次項目，本人在多方面獲得了寶貴的成長。首先，實踐了領導力與組織協調能力，從活動策劃到現場執行，有效帶領團隊完成了各項任務。其次，深刻體會到團隊協作的重要性，學會了與搭檔合理分工、高效協作。更重要的是，此次經歷讓我對特殊教育群體有了更深層次的理解與尊重，認識到耐心、細緻和同理心是與他們溝通的關鍵。

希望社會各界能給予弱能兒童群體更多的關注與支持，同時也希望學校未來能組織更多類似的公益活動。在後續活動的實施中，我們應吸取經驗，特別注意與特殊兒童交流時，務必語速放緩，表達清晰。同時，需尊重個別兒童的意願，對於表現出反感的參與者，應避免強行介入，以不刺激、不強迫為原則，確保活動在尊重和關愛的氛圍中進行。

本項目是漢鼎書院為小學高年級至中學生精心設計的「互動式主題密室逃脫活動」。活動以沈浸式遊戲為載體，讓學生在趣味體驗中學習五大現實議題與安全意識：審慎理財、防騙、防罪、國家安全與反恐。  

活動採用「雙線並行、終點匯合」的解謎機制，每組大約八位學生分為A、B兩隊，在限定時間內合作找線索、解謎題，最終整合雙方情報，從五個假人頭中找出真正的「犯人」。  這不僅是一場遊戲，更是一場寓教於樂的探索。活動結束後，學生還可以登錄我們專門設計的學習網站，繼續透過互動內容與小遊戲，鞏固活動中學到的知識。  

在A組任務中，學生用UV筆在防詐騙海報上找隱藏數字，第一次使用時的驚喜與好奇讓現場氣氛非常熱烈。B組用手溫加熱貼紙解鎖密碼，當隱藏信息顯現時，同學們齊聲驚嘆，那種發現秘密的成就感極強。  在最後匯合階段，A組掌握「犯人特徵」，B組拿到四位數密碼。最初兩組各自為戰，但當意識到需要整合信息後，逐漸開始主動溝通、核對線索，最終成功破案。這正是我們希望他們在活動中體驗到的合作精神。 在分享環節，不少同學提到原以為「詐騙離自己很遠」，但活動中才發現隱藏廣告手法其實就在生活周圍。這種「原來我也可能被騙」的覺察，對他們是一種深刻的啓發。  

整個活動讓我們獲得了許多寶貴經驗,  原計劃每組10分鐘，但大多數小組都需要12-15分鐘，尤其是小學組。未來我們將考慮預留更多時間或增加彈性關卡。  一開始因學生集中入場略顯混亂，後來改成分批引導、明確區域劃分後，流程順暢許多。這提醒我們，活動前的演練與現場協調同樣重要。 將「防騙知識」藏在海報解碼任務中，把「國家安全」融入情報破譯環節，這種「邊玩邊學」的設計能明顯提升興趣。活動問卷中，學生平均滿意度高達4.41（滿分5分）。  很多學生在活動後繼續訪問我們的學習網站，說明這樣配套的線上資源確實能延伸活動的教育效益。  

希望此類互動式安全教育活動常態化，每學期舉辦一次，輪換主題，如金融安全、網絡安全、公共安全等，系統培養學生的安全意識。活動時間可安排在學習壓力較小的時段（如週五下午），每組體驗時間延長至15–20分鐘，讓學生更有餘裕思考與合作。 此外，可邀請外部專業單位（如警方防騙宣傳科、金融教育機構或國家安全教育專家）參與設計或講解，提高活動的專業度與權威性。建立學生反饋機制，通過簡短問卷或訪談收集意見，為下一次優化提供依據。把活動當作學習與挑戰自我的機會，嘗試發揮邏輯與創意。  

注意保護個人資料、謹慎處理金錢與網絡信息，這些都是日常實用的能力。  對可疑狀況不要猶豫，可向老師、家長或警方防騙熱線（18222）求助。  希望這次活動成為一個起點，讓大家在玩中學習，在體驗中成長，一起打造更安全、更理性的校園與社會。  

My CAS project involved organising and leading a Cantonese Extracurricular Activity (ECA). The main purpose of this activity was to introduce the basics of Cantonese to non-native Cantonese speakers or those unfamiliar with the language. During the lessons, participants learned basic vocabulary and simple phrases, with each lesson focusing on a different theme. To reinforce learning and track progress, a short Kahoot quiz was given at the end of each lesson.

One particularly memorable experience occurred during the first few lessons. I taught a lower primary school student who was initially very reluctant to speak Cantonese. Given his age and language foundation, encouraging his participation in class discussions was quite challenging. However, I noticed he became more engaged and gradually began repeating words when I used visual aids such as objects or pictures. Over the weeks, I was pleased to see his progress; he became more confident and more willing to try pronouncing words. This highlights the effectiveness of visual and interactive teaching methods, especially with younger learners.

Through this extracurricular activity, I gained valuable insights into the design and implementation of language teaching. One important takeaway was the importance of careful preparation, facilitating effective learning through clear lesson plans and engaging PowerPoint presentations. Furthermore, I learned to be patient and flexible when teaching a completely unfamiliar language, especially when bridging the gap between learners' native language and Cantonese. This experience highlighted the challenges of language teaching and the necessity of creative communication strategies.

For students interested in similar projects, I recommend incorporating a variety of interactive and visual tools—such as flashcards, videos, and objects—from the beginning to make language learning more understandable and engaging. Additionally, setting small, achievable goals for participants helps maintain their enthusiasm. Regularly soliciting feedback from learners to adjust the curriculum according to their needs is also very beneficial. Finally, patience and enthusiasm are crucial; creating a supportive and encouraging environment can significantly enhance the learning experience.

My IB CAS experience has been strongly shaped by my role in leading our school’s Badminton ECA, where I focused on organising and supporting my teammates rather than participating as a player. I planned weekly training sessions and organised internal matches to help the team improve their skills, teamwork, and confidence. This required clear communication and good time management, especially when balancing my academic workload with my responsibilities to the team. I learned how to design simple but effective drills that could meet the needs of players with different ability levels, which helped keep everyone motivated and engaged.

The service element of my CAS project became meaningful through the way I supported my teammates’ development. By observing training instead of playing, I was able to give constructive feedback and encouragement, especially to those who were less confident or new to the sport. This helped me understand that leadership is not only about directing others, but also about listening and showing empathy. Creating a positive and respectful team environment became one of my main goals, and I saw how this improved both performance and team spirit over time.

One of the most important achievements of this project was organising our school’s participation in the Hong Kong national badminton matches. I worked with teachers and teammates to manage schedules, communication, and preparation, which pushed me to become more responsible and confident in making decisions. Representing our school at a national level was a proud moment and showed me the value of teamwork and shared effort.

Through regular reflection, I became more aware of my strengths in planning and communication, as well as areas I needed to improve, such as delegating tasks and trusting others to take initiative. Overall, this CAS project helped me grow as a leader and a more supportive team member, while also teaching me how my actions can create a positive impact within a community.

The Introduction to Computer Science ECA was a project hosted by both of us to teach students the highly-popular subject – computer science – at an introductory level. In the ECA, we taught our custom curriculum based off of well-known resources such as the IGCSE and CS50x, with topics ranging from the binary number system to networking. We also simplified most concepts so that even babies could follow through without sacrificing the depth of contents; using the most basics of mathematics and defining terminology with simple English, as some students were as young as year 8.

In the ECA, both of us took turns to teach the students via a lecture style. We also frequently gave engaging questions and exercises to make sure students were understanding concepts. Sometimes, we applied the contents in the ECA to real-life examples, such as recent outages in cloud networks, and concepts in the development of video games. We believe this gave students quite a fun time learning, as we also wanted to foster their interest in computer science for them to chase the subject in the future just like we did!

Now, what did we (as teachers) learn from this project? First, teaching is hard, even more so when we’re trying to juggle around other subjects as students too. This experience has really made us appreciate the jobs of teachers even more. Furthermore, we also gained some teaching experiences from the feedback of students, along with solidifying some knowledge regarding computer science ourselves. To others, we highly recommend lecturing others on subjects they enjoy, as it not only spreads knowledge to others, it is also beneficial to your own understanding of the subject!

But what about Artificial Intelligence (AI)? We have taken a different stance on AI, rather than viewing it as the ultimatum of all human knowledge and information, we wanted to let everyone be more critical of the technology. After teaching everything regarding the basics of computer science, we ended the ECA off with a lecture on AI, along with some thoughts to be brought out of it. We emphasised the importance of AI as a tool, not as a replacement, and provided students numerous positive ways to use AI to aid learning.

All in all, this ECA have given us an incredibly valuable experience regarding learning as students and teaching as teachers. It was an exceptionally fun experience for us, and we hope it had been fun for the students too! We also hope this ECA have catalysed the interest towards computer science in all students and raised their awareness towards using AI critically and responsibly to further aid their learning!

My project involves leading a student-led Computer Science club aimed at junior high school students (specifically Year 7 and 8). Along with a classmate, I design and deliver weekly sessions covering the fundamental mechanisms of modern computing. Our curriculum spans from low-level concepts like the binary system, encodings, and logic gates (NOT, OR, AND, XOR, XNOR) to more practical applications such as the hexadecimal system, network architectures (Client-Server vs. Peer-to-Peer), and cybersecurity. The goal is to demystify how digital systems work and spark an early interest in STEM through peer-to-peer teaching.

The most unforgettable experience was a session where my co-leader was absent, and I had to teach the lesson on logic gates and truth tables entirely on my own. It was a "sink or swim" moment where I was solely responsible for both the technical content and classroom management. Explaining the abstract logic of an XNOR gate to Year 7 students while simultaneously maintaining discipline was a high-pressure situation. However, successfully guiding them through the creation of their first truth tables and seeing that "aha!" moment on their faces was incredibly rewarding and boosted my confidence in my own leadership abilities.

I learned that knowing a subject is very different from teaching it. I had to practice "transposing" complex concepts like hexadecimal memory addressing into analogies that 12-year-olds could grasp.

I learned to be flexible with lesson plans. For instance, realizing we ran out of time for binary conversion in our first session taught me to prioritize core concepts over exhaustive detail.

Working with a classmate taught me the value of a "lead and support" dynamic. I learned how to supplement someone else's teaching without interrupting the flow, and how to use observation to identify students who were falling behind.

Dealing with younger students taught me the "soft skills" of maintaining discipline and keeping a group engaged, which is often harder than the technical work itself.

Over-prepare but under-schedule: Always have extra material ready in case a topic is grasped quickly, but don't try to cram too many distinct concepts into one session. It’s better for students to master binary addition than to be confused by both binary and hexadecimal at once.

Interactive Evidence: For future CAS projects, I recommend incorporating more hands-on activities. While slides are helpful, junior students stay focused much longer when they are "building" something—perhaps using physical cards for binary games or logic gate simulators.

Regular Debriefing: If you are working with a partner, spend 10 minutes immediately after the club ends to discuss what worked and what didn't. This makes writing the actual CAS reflections much easier and ensures the next lesson is improved.

我的漢鼎學習生活始於2019年，至今已是第七個年頭。從一個懵懂的八年級學生，到如今即將步入大學的成年人，我已在這所溫馨的學校度過了人生中最無憂無慮的歲月。我清晰地記得，我真正開始認真打籃球是在初中時期。那時，籃球ECA由周老師（當時的數學老師）和趙校長共同帶領。彼時，我還是一個身高剛過一米七的毛頭小子，正是通過他們的鼓勵，我才鼓起勇氣與當時即將畢業的高中學長們一同比賽。從那時起，我便發現，我們學校里從不缺乏籃球天賦：有同學身高近一米九，卻能嫻熟運球；有同學速度極快，擁有獨特的節奏。當時的我人微言輕，便將組建籃球校隊的夢想深藏於日常的幻想之中。

十二年級時，我們的CAS項目指導老師張毅豪老師向我們介紹了CAS項目的概念，並強調我們應致力於開展能促進學校小社群進步的項目。這使得我深藏心底的籃球夢想再次被點燃。我開始有意識地在學校里詢問那些曾與我放學後一同打籃球的學長和同學。起初，大家對於我組建校隊的想法大多抱持著靜觀其變的態度，有些人認為不可能成功，有些人則表示等我招募到其他人他們才會加入。無奈之下，我只好開始「忽悠」我親愛的兄弟們加入，現在回想起來，真是一段令人啼笑皆非的經歷。我告訴同學A說同學H已經加入了籃球隊，作為他的好朋友，你也一定要參加；同時又告訴同學H說同學A對籃球隊很感興趣，你可不能錯過。就這樣，我通過這種「善意的謊言」，組建了我們的首發五人組。正當我忙於與這些天賦球員周旋之際，我們後來的籃球教練Mr. Marsh的到來，為我帶來了更多希望。我向他坦誠了我的想法，隨後我們便兵分兩路開始籌備：他負責招募那些籃球基礎不深但有天賦的同學，我則負責物色那些已具備一定技術的「球星」。最終，我們組建了一支13人的球隊。

在擁有了一支滿員的隊伍之後，我和Mr. Marsh開始為即將到來的學界比賽做準備，首先從訂購球衣開始。起初，他為我們球隊挑選了一套球衣，並徵求我們的意見。我記得當時微信群里，大家看過圖片後鴉雀無聲了幾個小時，無人發言，彷彿「沈默是今晚的康橋」。我不知道大家當時作何感想，但實話實說，我們尊敬的教練的時尚品味，感覺與我們這幫小伙子們確實存在不小的「代溝」。於是，我便開始著手訂購球衣，從顏色的選擇，到主客場的區分。我是一個狂熱的NBA球迷，在NBA比賽中，黑色通常是球隊徵戰客場的戰袍，而白色則是主場作戰的球衣。作為一所背靠大陸、面向國際的學校，漢鼎的主色調與國旗同為紅色，因此我最終將我們球衣的主色調定為黑紅和紅白。

在學校之外，我也積極參與其他運動，因此我可以很負責任地說，讓一個團隊團結起來的方法只有兩個：第一是統一的隊服，其二就是系統的訓練。我和Mr. Marsh分工合作，我負責預訂場地和通知球員訓練，他則負責制定訓練內容並與組委會溝通我們的比賽時間。就這樣，我們開啓了作為校隊球員的日常：每周放學後三次訓練，周中若有比賽則調整為兩次。我想這段回憶將會伴隨我很久很久，大家對抗訓練時的摩擦，以及一起跑步鍛鍊心肺時的氣喘吁吁，要說不懷念，那當然是不可能的。雖然第一個賽季的比賽成果不盡如人意，但我能感覺到大家的情緒從剛開始的躊躇，已經逐步進步為帶有集體榮譽感的團隊。

最終，我也不得不提及那場導致我們「分崩離析」的爭吵，正是這次爭吵讓我真正領悟到作為一個領導者的不易，以及我需要改進的地方。賽季的某場比賽，我們的主力隊員因傷病和時間衝突未能參加。我們的「板凳匪徒們」為了隊伍，臨危受命，成為了打滿全場的首發。然而，由於我們是一支組建不足半年的新軍，仍無法與共同訓練了幾年之久的高中校隊抗衡，最終大比分落敗。比賽結束後，我看到大家在群組里討論各自得了幾分，數據如何。我以為我們總算是打了一場好球，激動地想要得知我們是否贏得了比賽。但當我看到比賽錄像時，我才發現我們竟然以大比分輸掉了比賽。當時我只覺得球隊的態度出現了問題，所以我第一次對著我的隊友們動了怒，指責他們沒有盡力去比賽，指責他們即使輸了還在各自攀比，卻沒想到我的行為有可能傷害球隊的化學反應，傷害了臨危受命的隊友的心。事到如今，我真心地覺得，我欠兄弟們一句——抱歉。隨著賽季落下帷幕，籃球隊的旅程，隨著畢業班球員們的畢業，以及其餘球員們的陸續轉學，暫時畫上了句號。

我想與其說這是一篇CAS項目的展示文章，我更願意稱之為我個人最珍貴回憶的回憶錄。漢鼎這第一支籃球隊，就像是我的孩子一樣，從雛形到參加比賽；而隊友們就像是我的兄弟伙，雖然總有不滿和爭吵，但無論如何，我對這段經歷和參與這段旅程的成員們，始終抱有感激和不捨的情緒。就讓我用這篇文章去回顧我們的籃球旅途。同時，我也想給明年還在學校的兩位籃球隊老成員一點鼓勵，因為他們說他們也想將籃球隊繼續維持下去。今年學校轉來了很多比曾經的我們更有天賦的球員，我想不到比下個賽季更好的時機，讓籃球隊再次披掛為學校而戰了，一定不要浪費這寶貴的機會啊！

更重要的是，這段CAS經歷讓我深刻理解到，體育的魅力不僅在於勝負，更在於團隊協作、拼搏不息的精神，以及在共同目標下建立的深厚情誼。通過這個項目，我不僅鍛鍊了領導力、溝通能力和解決衝突的能力，更親身實踐了如何通過集體努力，為學校社區帶來積極的改變。這份經歷讓我明白，真正的成長並非一帆風順，而是在挑戰中學習，在挫折中反思，最終實現自我超越並回饋社群。我相信，這份體育精神和團隊情誼，會像火炬一樣，由我們傳遞給下一屆的隊員，激勵他們繼續為漢鼎的籃球夢想而奮鬥。