Design – Unit 1: narration slideshow reflection


From the survey on our narrative slideshow, I got a lot of feedback on the pros and cons of my video. Even though the narrative slideshow is good overall, there are still things I can improve. First, 3 out of 10 people surveyed had pointed out that the background music of the video is too loud, make it hard to hear the narrations. To improve, I can increase the volume of the narration audio and lower the volume of the background music. I can also ask multiple people to listen to it and see if they can understand the narration, if not, I will adjust accordingly.  Second, 3 out of 10 people’s advice for improvements is regarding narration. The narration can be more concise and relevant, as it might be boring for the audience to listen to the long narration about our topic of interest. I can improve by making the narration more about the purpose of the Chinese Cultural Center, and not how it links with CDNIS and myself. Third, one said that for one place (e.g. the entrance of CCC), there can be photos taken from different angles so it wouldn’t be dull looking at one photo for a long time while listening to the accompanying narration. To improve, I can use different compositional techniques to take several photos of the same place.


My product, which is a narrative slideshow, had adequately addressed the design challenge. Our design challenge is to tell a story about a personally valuable aspect of CDNIS, and me and my groupmate had chosen Chinese Cultural Center as our topic. In our narrative slideshow, we had introduced what CCC looks like, the purpose of CCC and how it is unique and different from other places in CDNIS. The final product communicates the chosen topic well to the audience. Me and my groupmate had taken original photos of CCC and added audio narration to tell a story. We used Adobe Premiere to put it all together and added background music. To make it better, the audio narration can be more clear and concise. This is because the narration is very essential to communicate the story and chosen topic, but according to the survey, the narration we have now sounds boring and hard to understand to some audience.  There can also be more photos about CCC from different angles so people have a better idea of what our chosen topic CCC looks like.

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


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


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


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


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


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


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


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


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


  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.