For season 1, (so far)

Creativity: DEIJ Club

Activity: Varsity Girls Football U19

Service: 4pm development centre, teaching young children how to play football.

In selecting my creativity component, I focused on initiatives that align with both my personal interests and values. (DEIJ-Diversity, Equity, Inclusion, and Justice) Through the DEIJ Club, I am able to engage with topics of social justice, equality, and human rights, aligning closely with the goal of peacebuilding. For activity component, I joined the varsity girls' football team U19. Playing football not only keeps me physically active but also teaches me essential values like teamwork, resilience, communication, collaboration and discipline. For my service, I wanted to do something I am extremely passionate about. I chose teaching young children how to play football, since im very passionate about the sport. Playing with young children has been a fun activity for me and teaching them some of the skills I have learnt while playing football will be a great experience. My participation in teaching younger children how to play football as a service activity fulfils my commitment to self and community wellbeing, as I can help them develop and boost their confidence and a sense of belonging through sport and have fun with them in the process.

Overall, I believe all my components of CAS will deepen my understanding of the connections between personal growth and global challenges. I aim to approach each activity with a mindset that prioritises sustainable practices, builds meaningful connections, and respects cultural diversity and fosters essential skills such as teamwork, communication, leadership, empathy, collaboration, critical thinking and problem solving.

making activities

swot discussion

shared document

cautions and reminders

ppts

organisation skills

behaviour with kids

filling out roster

forming schedule

hand foot mouth disease- initially were going to meet kids

played with them

faced some issues

new experience and fun

knew how to handle them better now

we even memorised their names

figured out what they liked and what games they like the most

we had a feedback doc

we were separated in 2 groups

i was in group 2 so i had to observe

next week will be our groups turn to lead and initiate activities

we tried to include new games but some of the kids didn't understand

learning: simpler instructions and basic language- more engagement

-red light green light

-same with dribbling

-relay race

-stealing balls

-passing in a circle

only 9 kids were there this time and i think we are slowly getting to know the kids more and what they like most

-activities weren't as planned and disorganised (messy) but in spite of that the kids seemed to enjoy

-there were new kids this time and a bigger group

-teachers had an issue with repetitive games

-played duck duck goose, red light green light, passing and a relay race

-communication issues as it wasn't planned before hand

-this is like a learning to be more organised for next time

-we sat down and planned how we can improve transitions and activities for a better flow and less confusion for future sessions

-we edited in the planning doc and made the activities elaborate and added more details

-added new improvements abut future sessions, for eg- we talked about warming up (such as jogging on the spot) to catch attention of the kids before starting the activities

-more of a planning sessions than actions

Through this service, I learned how to engage children in fun and educational activities. Before starting, I researched how to teach kids in a simple and safe way while keeping them interested. I developed important skills like communication, leadership, patience, and teamwork. I learned to give clear instructions, adapt games based on the children's energy, and keep a positive attitude. Working with my service group taught me the value of teamwork and coordination. I also realised how important structured play is for children's social and physical growth.

Service

Our goal was to teach kids football and fun games in an engaging way while encouraging teamwork and physical activity. My role was to lead and demonstrate activities, making sure every child was involved. Some kids had the tendency to wander off so I had to give them extra attention to bring them back on track. I adapted games based on their interest and provided encouragement. As a team, we created a safe and fun space for all kids, balancing structured drills with free play. This service had a positive impact—children got to be active, enjoy their time and gain confidence. It also helped daycare staff by keeping the kids engaged and happy. This showed me how small efforts can make a big difference in a community.

Process

Planning was key to making the activities run smoothly. We chose age-appropriate games, assigned roles, and prepared equipment. During the sessions, we adjusted games when needed and introduced quick water breaks if kids lost focus. Sometimes, when planning was impromptu, the flow of the session wasn't that smooth and we learnt the importance of planning ahead from this. The kids seemed to enjoy and have fun in all the games, even when the execution og the game was bad. The number of children also changed daily, requiring flexibility. Getting feedback from kids and staff also gave us improvements in what to do; for example, we noted what games the kids liked the most and tried to repeat them and we received feedback from some of the staff that some of the games were getting repetitive so we had to brainstorm about new games.

brainstormed unique games for the kids

my activity was kicking cones

some of the kids were wearing slippers- this was unplanned for

I think the flow was pretty smooth as we had practiced execution in the planning sessions

kids didnt show up

we practiced the activities that were going to take place (rehearsed)

One of the biggest areas of growth for me has been in self and community well-being, particularly through my service at the 4PM Childcare Centre. Leading football activities for young children has helped me become more vocal in expressing my opinions while also learning how to support and encourage others. I have built meaningful connections and developed a sense of responsibility, ensuring that activities are engaging and enjoyable for the kids.

My participation in Varsity U19 Football and U19 Girls Badminton has also played a major role in my growth. In football, our season ended on a high note with a gold medal win at the Marlborough Straits 7s tournament, which was a moment of pride and joy for the entire team. The experience taught me perseverance, teamwork and the importance of maintaining a strong mindset under pressure. In Season 3, I joined the U19 Girls Badminton team, which has provided a new challenge as I push myself to improve my skills and adapt to a different team environment. Also, training 3 times a week has brought about a sense of discipline and time management within me as I have to balance my academics with sports. These experiences have allowed me to bring fresh ideas, explore new ways of thinking, and adapt as circumstances change.

Engaging in Kahaani, a fundraiser dance performance, was an opportunity to challenge myself creatively. I was able to step out of my comfort zone and contribute to showcasing Indian culture through movement to others. This connected to interpersonal and intercultural understanding, as I worked with a diverse group of peers and reflected on the importance of storytelling through dance.

Through these experiences, I have developed confidence, adaptability, and leadership skills, learning how to work with others while also taking responsibility in different situations. Looking ahead, I aim to continue building positive relationships, supporting my community and exploring new ways to challenge myself in both physical and creative activities.

activities were smooth, it was better than any other sessions

some kids werent wearing shoes bcz of ramadan

they played with hoola hoops and pass and the parcel with the ball

we played the make the salad game, food delivery -connecting the game to a storyline to make it more engaging

We also made them play a tunnel game which I led

• What information did you learn in preparing to do service?

• What skills did you develop through the activities?

• Through this service learning experience, what did you learn about:

• Yourself?

• Working with others, including people in your service group?

• Your community?

• How is what you learned transferable to new situations?

Service

• What were the goals for your service?

• What contribution did you make?

• What overall contribution was made by your service group?

• How did your service impact the community?

Process

• How did you and other students help with planning?

• In what ways did you make decisions and solve problems?

• Were there any differences between the initial plans and what you actually did?

• What ideas do you have for improving any part of the experience?

Learning:

Over the period of 4 seasons, this being the 4th one, I have learnt a lot about organisation, creative critical thinking and spontaneous thinking, communication and collaboration with my members in my service, the kids, the chairs and the teacher in charge of the service. I learned how important it is to adapt activities to suit younger children’s energy levels and attention spans. I also researched basic coaching strategies for kids and simple warm-up routines to keep things safe and fun. To execute this, communication and collaboration was quite important as we all (service members) had different opinions, taking those into consideration and also communicating with kids to make sure they understand the instructions. Something new that we recently just started to do was introduce the concept of a theme or a story along with the instructions in order to make the game more fun and engaging. This played out wonderfully as the kids were apart of a story and had specific roles (instructions of game) to carry out. They were definitely more enthusiastic and more energetic. An example of this is the dribbling of a football to different cones. The cones were different fruits and the kids were chefs who had to collect those fruits by dribbling a ball to the cones. also learned how to manage time during sessions, balance discipline with encouragement and adapt games on the spot depending on how the kids responded.I learned that I have more patience than I expected, and I really enjoy working with kids. It pushed me to step up as a leader and stay calm even when things didn’t go as planned. I learned the value of teamwork—especially how helpful it is to divide tasks, support each other when someone’s overwhelmed, and communicate clearly so everyone’s on the same page during the session. It reminded me that even small contributions—like organising a game or giving positive feedback—can bring joy to kids and help build a sense of connection and trust in the community. The communication, collaboration, thinking and leadership skills that I developed are useful in group projects and future work environments. Being adaptable and reading a situation quickly is something that will help me in any kind of teamwork or leadership role.

Service:

The main goals were to keep the kids physically active, teach basic football skills, and create a fun, inclusive environment that encouraged teamwork and confidence.I planned drills, explained the rules of mini-games, encouraged participation and made sure every child felt included, even if they weren’t naturally athletic. Together, we created a consistent, enjoyable routine that the children looked forward to. We gave them a safe space to move, learn and grow socially through sport. It gave the children something to look forward gave their teachers (the center) peace of mind knowing they were engaged in something healthy and productive.

Process:

We held short meetings to discuss weekly goals, divided responsibilities (like setting up equipment or leading warm-ups) and adjusted the plan based on what worked or didn’t in previous sessions. If certain drills didn’t go well or kids lost interest, I’d switch to simpler activities or split them into smaller groups. When kids were distracted, I'd clap to get their attention or send them for a water break so that they could refresh and rejuvenate themselves. We initially planned more structured sessions, but we quickly realized that a flexible, play-based approach worked better. We learned to improvise based on the mood and energy of the group.

In Grade 12, I made a conscious decision to focus more heavily on academics. Balancing IAs, EE, applications, and CAS became stressful, and I had to reduce the number of activities I was involved in. This adjustment was challenging, as I was used to being constantly active across many commitments. However, it taught me an important lesson about setting boundaries and making realistic decisions rather than overcommitting. Learning when to step back was as valuable as learning how to lead.

Although most of my service and activity experiences are now completed, I continued with Kahaani, including the Ladakh-focused performance. This creative commitment felt meaningful rather than overwhelming. It allowed me to stay connected to culture and purpose while managing academic pressure.

The Yearbook Committee has beoame my main ongoing commitment. Working on yearbook requires organisation and teamwork, especially under tight deadlines. Unlike physical or service based activities, this role demanded consistency and hardwork behind the scenes.

The process of ending long-term commitments, managing stress, and narrowing my focus was difficult but necessary.