Humanities – Unit 1 Reflection

In completing my unit 1 summative, which is a food presentation, I have demonstrated the use of ATL skills. First, I had used resources efficiently while researching the impacts of my issues. Second, I had organised my time using the action plan and made sure that I won’t do any last minute work and will be prepared to present. However, the presenting part, which is communication, is challenging for me because my presentation skills aren’t excellent and I will be nervous while presenting. My body language and eye contact aren’t enough when I presented, but I am okay with what I did because it was good enough for me.

Science – Unit 1 Reflection

In Unit 1 – Credible scientist, we learned about how to collect reliable and valid data and how to use the data to write a lab report. First, from this unit, I learned about the importance of reliable and valid data. Data needs to be reliable and trustworthy to find a trend and scientific reasoning from it. For the data to be reliable, multiple trials need to be done to ensure there are no outliers. Data needs to be valid so that the result for investigation is valid. For the data to be valid, variables except for the independent variable needs to be kept the same for the experiment to be fair. Second, I learned how to use the rubric as a guide for writing my lab report. The requirements for each section is stated in the rubric, so I know what I need to include in my lab report. For example, for the ‘method’ section I need to include safe practices. I didn’t know that before I checked the rubric so it is essential to follow the rubric to get good marks. Third, I learned how to make a scatter graph in excel using data generated. Adding a trendline to the scattered graph can help me find the trend of the investigation.

 

Student Advisory – Service as action

During experience week I went to Taiwan and had a better understanding of Taiwan culture. For example, we went to Hakka cultural place to experience Hakka culture. We made and drank ‘Lei cha’, a type of tea made using sesame and peanut and you add green tea powder, mix it with tea and drink it. We also went to Ten drum cultural centre to learn how to play drums and watch a performance by them. When we visited the local elementary school I experience how the class they have, the language they speak, what they do, etc. These are things that are culturally significant and unique to Taiwan. However there are similarities between Taiwan and Hong Kong culture. Not only did I know how to make ‘Lei Cha’ from they Hakka place, I also learnt to not waste food and make delicious things out of it. This is a value that everyone should know and remember. They way the students act and communicate, their kindness and their other personalities, are similar to us. In conclusion, from experience week I had learned about typical Taiwan cultural things, but also learned that Taiwan and Hong Kong, and every culture, has some sort of similarities.

 

Humanities – Unit 4 HK Culture reflection

In unit 4 Hong Kong Culture we made a documentary answering the question “How is/are ____________ significant to Hong Kong’s culture?” I had displayed various ATL skills within the unit. Ou group had communicated information using our documentary and try to make our documentary easy to understand. For example, we transcribed the interview by adding subtitles during the interview so it would be easy for the one seeing it to understand what the interviewer is talking and what the interview is about. I had worked well and collaborated with my group so that we are very efficient. Some of my group mates does the research and mainly finds information online while some of us went to the fire station for visit and some worked on the video. I had organise our time and planned out what needs to be completed by when so we can finish and hand in our documentary on time. We had stayed after school to work on it because we don’t have enough time. We had worked effectively and not waste time. For the research process we had used reliable sources for the information and had done interviews and find pictures as media. Our documentary has a clear storyline and includes 2 perspectives: workers and public. For the public perspective we couldn’t find people on the street to interview so we were creative and made a Google Form online to survey people. We had transfer the interviews that are online or on paper (because we aren’t allowed to record at the fire station so we wrote it down) to audios by having our group reading their responses out so it would be easier for the one to see to understand.

(Screenshot of my documentary)

 

 

PE – Capoeira video

  Grade 7 Capoeira Movement Sequence Plan and Written Assessment

Description and Explanation of Movement
Player A – Emma Huang Player B – Tiffany Yaury
1 Name: Cadeira and Au

Start in front of musicians in squat position facing other player (cadeira). Touch hands with other player and cartwheel (au) into centre of the Roda (circle) to begin the Joga (game).

1 Name: Cadeira and Au

Start in front of musicians in squat position facing other player. Touch hands with other player and cartwheel (au) into centre of the Roda (circle) to begin the Joga (game).

2 Name: Ginga (4 times)

Basic Capoeira triangle step where player steps backwards with one foot and raises the same side arm as protection then steps forward again lowers the arm and then repeats on the other side. this is a continuous rhythmic movement which is mirrored by the other player.

2 Name:Ginga (4 times)

Basic Capoeira triangle step where player steps backwards with one foot and raises the same side arm as protection then steps forward again lowers the arm and then repeats on the other side. this is a continuous rhythmic movement which is mirrored by the other player.

3 Name: Mei Lua Kick

The player uses a rounded high kick going from outside to inside.

4 Name: Esquiva Paralela

The player performs an escape move to defend against the kick by bending body sideways away from oncoming kick.

6 Name: Passagem

The player quickly moves around the back of the other player as they perform the compasso kick to escape the contact.

5 Name: Compasso Kick

The player steps forward to the side and then swings other leg (heel first) around high while hands are on the ground for balance. Spin all the way around and come back to face where opponent should be.

8 Name: Vingativa

The player counteracts the passagem by putting their hand on the floor to quickly position their foot behind the opponent’s legs with their elbow and head in front.  The player quickly performs a head butt with the back of the head.

7 Name: Step away

The player escapes from the vingativa by stepping out of it by stepping away while doing a 180 degree turn to face player B

9 Name: Chapa Lateral (side kick)

The player steps forward with one foot sideways while the other kick up as high as possible towards player B.

10 Name:Banda

Step forward sideways turn side/back to the kick with hand up. Hook forward foot around player A’s supporting ankle and then immediately move out.

11 Name: Ginga

4 times mirroring player B

11 Name: Ginga

4 times mirroring player A

12 Name: The Brush

Description:

The player low her body and step out on leg and swipe the Player 2’s leg. This is an attacking move to make Player 2 fall.

13 Name: Tuck Jump

Description:

The player would do a tuck jump to jump away from Player 1’s brush. This is an defending move to allow the player to not get kicked by Player 1.

15 Name: Block

Description:

The player crosses her finger and reach out to block Player 2’s kicking by hitting the leg reached out. This is an defending move to allow the player to not get hit in the leg by Player 2.

14 Name: Grand Kneel Shutte

Description:

The player jumps with her back and front leg on the air to attack Player 1. This jump is also be called a split jump. After the jump, the player would be kneeling on the floor to end the movement. This is an attacking move to kick Player 1.

16 Name: Elbow hit

Description:

The player uses her elbow to hit the Player 2’s head while Player 2 is kneeling on the ground. This is an attacking move to make Player 2 fall.

17 Name: Roll

Description:

The player roll to the right as Player 1 is about to hit her head. This is an defending move to allow the player to not get hit in the head by Player 2.

19 Name: Cross

Description:

The player crosses her arms in front of her head to block Player 2 while Player 2 is about to hit her neck. This is an defending move to allow the player to not get hit in the neck by Player 2.

18 Name: Neck Slap

Description:

The player slaps Player 1’s neck by the side of the hand. This is an attacking move to hit Player 1.

 

Criteria D –  Evaluation of the Performance

Background: For Criteria D Assessment the student must demonstrate his/her ability to evaluate their performance judged against the Performance (Criteria C) Rubric. What were the strengths of the performance, what were the weaknesses and finally set goals to improve the performance.

  • Is able to complete an intricate/complicated routine by memory. Movement techniques are evident in both capoeira moves and non-capoeira moves.
  • Elements of style and aesthetic are evident. Creativity allows for spacing, levels and flow.

 

  • Performance is well executed and completed with confidence. Performance is a balance of the initial capoeira moves taught in class and creative bits of flare where the students are able to demonstrate their personal style

Action:

  1. Look at the initial video of your Capoeira composition.

 

  1. Write down the strengths and explain why you thought those parts were good. (Refer to the Criterion C Rubric)

We included the set routine taught in class and some creative ideas of our own. We can memorise the moves and try to complete them. Our moves included different levels like low kick and hand blocking. The moves me and my partner had discussed and designed moves are very creative and showed clear attacking and defending.

 

  1. Write down the weaknesses and explain why you thought those parts were not so good. (Refer to the Criterion C Rubric)

The weaknesses of my video is that my cooperation with my partner isn’t that well. We had interesting moves designed but not well presented but there is no good flow and needs practice. Also my moves aren’t completed with confidence.

 

  1. Write down the steps you would take to improve the performance and explain why these these steps are necessary. This is your plan to improve.

To improve, I think me and my partner should practice more so we can understand each other’s thoughts and the whole would look neater and have a better flow. Maybe we can spend time after school to practice as well as doing what we can do in class.

 

Criteria B – Evaluation of the Plan

Background: For Criteria B Assessment the student must explain the effectiveness of the plan to improve by identifying which parts of the plan were well designed ( which changes worked ) and which ones were not ( which changes did not work).

Action: Watch the video of your final performance. Refer to the Criterion C Rubric to:

 

  1. Explain which parts of the plan were well designed. Which parts of your plan were you most happy/proud of and why?

The set routine made by the teachers were well designed because the movements showed clear attacking and defending. I am also most happy with the set routine because we learned it in class and practiced it for the longest time. This way we are most familiar with the set routine and I am happy with the way I’ve done it.

 

  1. Explain which parts of the plan were not well designed. Which parts of your plan were you not happy with and why?

The moves we designed had included some creative ideas of our own and I liked them a lot. However, some parts aren’t so well designed and can improve. Even though my partner and I had practiced a lot and the moves are more flow, I still lack some confidences and can improve on that next time.

 

  1. Explain how you would change the plan to improve it. If you were to do it again, what would you change in your plan and why?

If I were to do the plan again, I would practice more until I am confident will all the moves and have really good cooperation with my partner. I can also let my classmates and teachers to give me feedback so I know which moves I should work on.

 

 

French – Unit 3 Reflection

In Unit 3 – La vie scolaire we studied about subjects, verbs, places, adjectives and question forms related to school.

Factual question: How can I express my needs in a classroom setting? How can I use French in situations related to school?

I can express my needs in a classroom setting by using french vocabularies related to school. I can use French to write to people, especially students who speak French to talk about my school.

Conceptual question: The organisation of our school and our curriculum is influenced by the socio-economic and cultural background of our community.

I think the organisation of our school and our curriculum is influenced by the socio-economic and cultural background of our community. Not only is the system of learning different (e.g IB, GCSE), schools are also influenced by the culture of where they are located. For example, IB schools in Hong Kong can be different than IB schools in other parts of China, this because of the cultural background of people who work and study there.

Debatable question: What’s the perfect school system?

I don’t think there is any ‘perfect’ school system because every system has it’s strengths and weaknesses. The system that is the most suitable for you is the ‘perfect’ system.

 

 

 

 

Design – What I would do differently next time

In unit 3 in design we made a clock using laser cutter. My clock is a black and white clock made out of acrylic with the number digits 3, 6, 9 and 12 written on it. I am quite happy with my clock but there are some things I can do differently next time. Firstly, I should have a better time management on this project. I finished my clock before experience week and had it printed but I didn’t start my process journal until May. Next time I can do my process journal when I was making my clock so I can have more of what I think about my clock design written down. Also, I should have a better understanding of how to use Illustrator before I start my clock. For example, I didn’t use layers because I don’t know how to and it causes so problems. I sometimes will delete lines by accident because I can’t lock it. It would be better if I use layers next time. I can also learn how to use the some of the tools properly because I spend a lot of time figuring out how to use them and if I know how to use them properly before hand it would save a lot of time.

Here is the photo of my clock:

CAS Week – Taiwan Experience week reflection

For experience week I went to Taiwan for 5 days. This is my first time visiting Taiwan. Before I came to Kaohsiung I thought Kaohsiung have many skyscrapers and other tall buildings and people all speak Taiwanese. However the places we visited in Kaohsiung doesn’t look that busy and modern compared to Hong Kong. In this trip I showed initiate by suggesting ideas of what we should do to my friends at the night market. A new skill I learn at the Hakka pottery studio is to make ‘Lei Cha’. I smash all the sesame and peanut, add green tea powder, mix it with tea and drink it. However not only did I know how to make ‘Lei Cha’, I also learnt to not waste food and make delicious things out of it. A new challenge I undertake is to became friends with my partner at the local school. I was worried that it would be awkward because I am quite shy in front of people I am not familiar with. However my partner is nice and we can both speak mandarin so we got along quite well. I enjoyed collaborating with others because we had a lot of fun and I learned about the importance of leadership and teamwork. I also demonstrated perseverance during this programme. When we are at the local school I learned how to play ‘Jian Yu’ with the students at the school. It was quite difficult but with the help of others and trying over and over, at last I can do some basic tricks of ‘Jian Yu’. This experience had help me become more aware of my strength and area of growth. For example I had realised what I can do on my own and what I should learn to do.