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。

Y13 Harry

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。

Y13 Verna

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。  

Y13 Albert
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.

Y13 Annie

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.

Computer Science ECA

Y13 Luke, Y13 Gerry

Luke

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!

Gerry

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.

Y13 Kent

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。

每一個項目背後，是學子們對時間的精細管理、對資源的靈活整合，以及對困境的主動突破。

漢鼎書院始終相信，教育的根本在於培養「完整的人」——既要有淵博的學識，也要有健全的人格；既能獨立思辨，也能合作共創；既胸懷天下，亦腳踏實地。IBDP的CAS項目正是這一理念的重要實踐場域：它讓學習走出書本，讓成長融入社會。

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在汉鼎书院，教育从来不止于课堂。当知识与行动相遇，当理想照进现实，一群IBDP十三年级的学子正用他们的热情与智慧，书写着属于青春的责任与担当。近日，六组同学带着他们在CAS项目中的丰硕成果与真实感悟，向我们展示了何为“在行动中学习，在服务中成长”。这些项目不仅是IB课程的核心要求，更是汉鼎学子全人发展的生动注脚——他们以创新的思维、协作的精神和深切的关怀，悄然成长为兼具国际视野与社会情怀的未来引领者。

Y13 Harry

本项目旨在通过志愿服务，关怀特殊教育群体，提升中学生社会责任感。活动由本人与同伴陶李共同组织，带领我校中学生前往保良局陈百强伉俪青衣学校，该校专为弱能儿童提供免费教育。活动内容丰富多样，包括趣味性体育游戏，如踩圈投篮、绕雪糕筒投篮及豆袋投掷等，旨在促进互动与肢体协调。此外，我们还指导弱能儿童亲手制作蚊香包，以培养其动手能力。

作为活动组织者之一，最令人难忘的经历体现在与弱能儿童的沟通和互动中。在“踩圈投篮”环节，一位特殊儿童未能理解游戏规则，我们立即调整策略，尝试运用肢体语言进行辅助解释，并耐心、缓慢地引导其参与。同时，对于行动不便的同学，我们主动提供搀扶或推行轮椅，确保每一位参与者都能在安全、舒适的环境中体验活动的乐趣，这份跨越障碍的共情与连接尤为珍贵。

通过此次项目，本人在多方面获得了宝贵的成长。首先，实践了领导力与组织协调能力，从活动策划到现场执行，有效带领团队完成了各项任务。其次，深刻体会到团队协作的重要性，学会了与搭档合理分工、高效协作。更重要的是，此次经历让我对特殊教育群体有了更深层次的理解与尊重，认识到耐心、细致和同理心是与他们沟通的关键。

希望社会各界能给予弱能儿童群体更多的关注与支持，同时也希望学校未来能组织更多类似的公益活动。在后续活动的实施中，我们应吸取经验，特别注意与特殊儿童交流时，务必语速放缓，表达清晰。同时，需尊重个别儿童的意愿，对于表现出反感的参与者，应避免强行介入，以不刺激、不强迫为原则，确保活动在尊重和关爱的氛围中进行。

Y13 Verna

本项目是汉鼎书院为小学高年级至中学生精心设计的“互动式主题密室逃脱活动”。活动以沉浸式游戏为载体，让学生在趣味体验中学习五大现实议题与安全意识：审慎理财、防骗、防罪、国家安全与反恐。  

活动采用“双线并行、终点汇合”的解谜机制，每组大约八位学生分为A、B两队，在限定时间内合作找线索、解谜题，最终整合双方情报，从五个假人头中找出真正的“犯人”。  这不仅是一场游戏，更是一场寓教于乐的探索。活动结束后，学生还可以登录我们专门设计的学习网站，继续透过互动内容与小游戏，巩固活动中学到的知识。  

在A组任务中，学生用UV笔在防诈骗海报上找隐藏数字，第一次使用时的惊喜与好奇让现场气氛非常热烈。B组用手温加热贴纸解锁密码，当隐藏信息显现时，同学们齐声惊叹，那种发现秘密的成就感极强。  在最后汇合阶段，A组掌握“犯人特征”，B组拿到四位数密码。最初两组各自为战，但当意识到需要整合信息后，逐渐开始主动沟通、核对线索，最终成功破案。这正是我们希望他们在活动中体验到的合作精神。 在分享环节，不少同学提到原以为“诈骗离自己很远”，但活动中才发现隐藏广告手法其实就在生活周围。这种“原来我也可能被骗”的觉察，对他们是一种深刻的启发。  

整个活动让我们获得了许多宝贵经验,  原计划每组10分钟，但大多数小组都需要12-15分钟，尤其是小学组。未来我们将考虑预留更多时间或增加弹性关卡。  一开始因学生集中入场略显混乱，后来改成分批引导、明确区域划分后，流程顺畅许多。这提醒我们，活动前的演练与现场协调同样重要。 将“防骗知识”藏在海报解码任务中，把“国家安全”融入情报破译环节，这种“边玩边学”的设计能明显提升兴趣。活动问卷中，学生平均满意度高达4.41（满分5分）。  很多学生在活动后继续访问我们的学习网站，说明这样配套的线上资源确实能延伸活动的教育效益。  

希望此类互动式安全教育活动常态化，每学期举办一次，轮换主题，如金融安全、网络安全、公共安全等，系统培养学生的安全意识。活动时间可安排在学习压力较小的时段（如周五下午），每组体验时间延长至15–20分钟，让学生更有余裕思考与合作。 此外，可邀请外部专业单位（如警方防骗宣传科、金融教育机构或国家安全教育专家）参与设计或讲解，提高活动的专业度与权威性。建立学生反馈机制，通过简短问卷或访谈收集意见，为下一次优化提供依据。把活动当作学习与挑战自我的机会，尝试发挥逻辑与创意。  

注意保护个人资料、谨慎处理金钱与网络信息，这些都是日常实用的能力。  对可疑状况不要犹豫，可向老师、家长或警方防骗热线（18222）求助。  希望这次活动成为一个起点，让大家在玩中学习，在体验中成长，一起打造更安全、更理性的校园与社会。  

Y13 Albert
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.

Y13 Annie

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.

Computer Science ECA

Y13 Luke, Y13 Gerry

Luke

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!

Gerry

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.

Y13 Kent

我的汉鼎学习生活始于2019年，至今已是第七个年头。从一个懵懂的八年级学生，到如今即将步入大学的成年人，我已在这所温馨的学校度过了人生中最无忧无虑的岁月。我清晰地记得，我真正开始认真打篮球是在初中时期。那时，篮球ECA由周老师（当时的数学老师）和赵校长共同带领。彼时，我还是一个身高刚过一米七的毛头小子，正是通过他们的鼓励，我才鼓起勇气与当时即将毕业的高中学长们一同比赛。从那时起，我便发现，我们学校里从不缺乏篮球天赋：有同学身高近一米九，却能娴熟运球；有同学速度极快，拥有独特的节奏。当时的我人微言轻，便将组建篮球校队的梦想深藏于日常的幻想之中。

十二年级时，我们的CAS项目指导老师张毅豪老师向我们介绍了CAS项目的概念，并强调我们应致力于开展能促进学校小社群进步的项目。这使得我深藏心底的篮球梦想再次被点燃。我开始有意识地在学校里询问那些曾与我放学后一同打篮球的学长和同学。起初，大家对于我组建校队的想法大多抱持着静观其变的态度，有些人认为不可能成功，有些人则表示等我招募到其他人他们才会加入。无奈之下，我只好开始“忽悠”我亲爱的兄弟们加入，现在回想起来，真是一段令人啼笑皆非的经历。我告诉同学A说同学H已经加入了篮球队，作为他的好朋友，你也一定要参加；同时又告诉同学H说同学A对篮球队很感兴趣，你可不能错过。就这样，我通过这种“善意的谎言”，组建了我们的首发五人组。正当我忙于与这些天赋球员周旋之际，我们后来的篮球教练Mr. Marsh的到来，为我带来了更多希望。我向他坦诚了我的想法，随后我们便兵分两路开始筹备：他负责招募那些篮球基础不深但有天赋的同学，我则负责物色那些已具备一定技术的“球星”。最终，我们组建了一支13人的球队。

在拥有了一支满员的队伍之后，我和Mr. Marsh开始为即将到来的学界比赛做准备，首先从订购球衣开始。起初，他为我们球队挑选了一套球衣，并征求我们的意见。我记得当时微信群里，大家看过图片后鸦雀无声了几个小时，无人发言，仿佛“沉默是今晚的康桥”。我不知道大家当时作何感想，但实话实说，我们尊敬的教练的时尚品味，感觉与我们这帮小伙子们确实存在不小的“代沟”。于是，我便开始着手订购球衣，从颜色的选择，到主客场的区分。我是一个狂热的NBA球迷，在NBA比赛中，黑色通常是球队征战客场的战袍，而白色则是主场作战的球衣。作为一所背靠大陆、面向国际的学校，汉鼎的主色调与国旗同为红色，因此我最终将我们球衣的主色调定为黑红和红白。

在学校之外，我也积极参与其他运动，因此我可以很负责任地说，让一个团队团结起来的方法只有两个：第一是统一的队服，其二就是系统的训练。我和Mr. Marsh分工合作，我负责预订场地和通知球员训练，他则负责制定训练内容并与组委会沟通我们的比赛时间。就这样，我们开启了作为校队球员的日常：每周放学后三次训练，周中若有比赛则调整为两次。我想这段回忆将会伴随我很久很久，大家对抗训练时的摩擦，以及一起跑步锻炼心肺时的气喘吁吁，要说不怀念，那当然是不可能的。虽然第一个赛季的比赛成果不尽如人意，但我能感觉到大家的情绪从刚开始的踌躇，已经逐步进步为带有集体荣誉感的团队。

最终，我也不得不提及那场导致我们“分崩离析”的争吵，正是这次争吵让我真正领悟到作为一个领导者的不易，以及我需要改进的地方。赛季的某场比赛，我们的主力队员因伤病和时间冲突未能参加。我们的“板凳匪徒们”为了队伍，临危受命，成为了打满全场的首发。然而，由于我们是一支组建不足半年的新军，仍无法与共同训练了几年之久的高中校队抗衡，最终大比分落败。比赛结束后，我看到大家在群组里讨论各自得了几分，数据如何。我以为我们总算是打了一场好球，激动地想要得知我们是否赢得了比赛。但当我看到比赛录像时，我才发现我们竟然以大比分输掉了比赛。当时我只觉得球队的态度出现了问题，所以我第一次对着我的队友们动了怒，指责他们没有尽力去比赛，指责他们即使输了还在各自攀比，却没想到我的行为有可能伤害球队的化学反应，伤害了临危受命的队友的心。事到如今，我真心地觉得，我欠兄弟们一句——抱歉。随着赛季落下帷幕，篮球队的旅程，随着毕业班球员们的毕业，以及其余球员们的陆续转学，暂时画上了句号。

我想与其说这是一篇CAS项目的展示文章，我更愿意称之为我个人最珍贵回忆的回忆录。汉鼎这第一支篮球队，就像是我的孩子一样，从雏形到参加比赛；而队友们就像是我的兄弟伙，虽然总有不满和争吵，但无论如何，我对这段经历和参与这段旅程的成员们，始终抱有感激和不舍的情绪。就让我用这篇文章去回顾我们的篮球旅途。同时，我也想给明年还在学校的两位篮球队老成员一点鼓励，因为他们说他们也想将篮球队继续维持下去。今年学校转来了很多比曾经的我们更有天赋的球员，我想不到比下个赛季更好的时机，让篮球队再次披挂为学校而战了，一定不要浪费这宝贵的机会啊！

更重要的是，这段CAS经历让我深刻理解到，体育的魅力不仅在于胜负，更在于团队协作、拼搏不息的精神，以及在共同目标下建立的深厚情谊。通过这个项目，我不仅锻炼了领导力、沟通能力和解决冲突的能力，更亲身实践了如何通过集体努力，为学校社区带来积极的改变。这份经历让我明白，真正的成长并非一帆风顺，而是在挑战中学习，在挫折中反思，最终实现自我超越并回馈社群。我相信，这份体育精神和团队情谊，会像火炬一样，由我们传递给下一届的队员，激励他们继续为汉鼎的篮球梦想而奋斗。

每一个项目背后，是学子们对时间的精细管理、对资源的灵活整合，以及对困境的主动突破。

汉鼎书院始终相信，教育的根本在于培养“完整的人”——既要有渊博的学识，也要有健全的人格；既能独立思辨，也能合作共创；既胸怀天下，亦脚踏实地。IBDP的CAS项目正是这一理念的重要实践场域：它让学习走出书本，让成长融入社会。

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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。

Y13 Harry

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。

Y13 Verna

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。  

Y13 Albert
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.

Y13 Annie

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.

Computer Science ECA

Y13 Luke, Y13 Gerry

Luke

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!

Gerry

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.

Y13 Kent

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。

每一個項目背後，是學子們對時間的精細管理、對資源的靈活整合，以及對困境的主動突破。

漢鼎書院始終相信，教育的根本在於培養「完整的人」——既要有淵博的學識，也要有健全的人格；既能獨立思辨，也能合作共創；既胸懷天下，亦腳踏實地。IBDP的CAS項目正是這一理念的重要實踐場域：它讓學習走出書本，讓成長融入社會。

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