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Physical Education: Trampolining@Final CP

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Categories: Creativity, Action, Service (CAS), Reflections

Alright, this is the final checkpoint for one of my activity: trampolining! From my previous checkpoint, I’ve planned the structure of my ten bounce routine, which is my SMART goal of this activity.

Again, my SMART goal is:
“By the end of term two, I should be able to construct a 10-bounce routine including complex movements such as the swivel hips and front drop, possibly the backdrop.”

Since I’ve trialed various ways to connect the different techniques in trampolining and see which combinations are the best, I feel confident that the routine plan I created will work out just fine and I will be able to perform it properly. So, between checkpoint 3 and 4, I spent my weeks in PE lessons to polish and perfect my routine so that I can perform it in one go without making major mistakes. This is my final checkpoint of my activity, and my SMART goal is achieved because I constructed a ten bounce routine including complex movements by the end of term 2 of this school year.

In summary, my ten bounce routine includes:
1. Tuck jump
2. Seat drop
3. Front drop
4. to feet
5. Straddle
6. Half turn
7. Seat drop
(half turn to-)
8. Seat drop
9. to feet
10. Pike jump (on my previous checkpoint, the tenth bounce is the tuck jump. Since I did the tuck jump as my very first bounce, I wouldn’t want to repeat the same basic movement so I changed it to pike jump whilst practicing.)

Notes:

  • jumps 7-8 is the swivel hips, because it is seat drop half turn to seat drop.
  • On my previous checkpoint, I planned that if I succeeded to be confident in the backdrop, I will include it in my routine. However, as it is near to the end of term two, I think I’m still not confident with my backdrop skills; therefore I decided to change it to pike jump instead.

Here is a video of me performing my ten bounce routine:

Time achieved: Last weeks of term two ~end of March 2017
Aaaand, this is the end of my trampolining activity! 😀 I’ve learned a lot of new skills and got a unique experience through this activity.

Learning Outcomes achieved:

  • #1 : I identify my strengths, I identify areas for growth
    • While learning, I identify which techniques or movement I find easy to perform, meaning that I won’t need to spend as much time to perfect the movement. Whereas harder and more complex movements such as the swivel hips and backdrop; I need more time to be comfortable and confident with it.
  • #2 : I undertake challenges, I develop new skills
    • Since trampolining is completely new for me, I undertake challenges, developed new skills, and learned a lot of new techniques in trampolining.
  • #3 : I plan and initiate
    • I planned the ‘stages’ of learning in order to achieve my final goal (plan to learn basic movements, then complex ones, then construct the routine)
    • I planned my routine before performing the final routine.
  • #4 : I show commitment, I preserve
    •  I attended almost all of my PE lessons during school and make sure that I use my time wisely, practice, and commit to my SMART goal for trampolining.

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Physical Education: Trampolining@CPIII

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Categories: Creativity, Action, Service (CAS), Reflections

This is quite a late update, but here’s my third checkpoint for trampolining! From my second checkpoint, I’ve succeeded to upgrade my seat drops into swivel hips, learned to perform front drops, and try to perform and combine multiple movements together (e.g. swivel hips to front drop to feet).

Re-mentioning my SMART goal:
“By the end of term two, I should be able to construct a 10-bounce routine including complex movements such as the swivel hips and front drop, possibly the backdrop.”

Since this is a third checkpoint and I think that I’ve learned sufficient amount of techniques in trampolining, I think I am safe to start constructing my ten bounce routine. This is not an easy thing to do, because I need to think about which movement/technique will work/look better if combined with another technique; and sometimes I also need to try it out during lesson and see if I can do it. Here’s a photo of my routine plan:

and here’s an example video of me trying out possible combinations for the techniques (in this video, it is tuck jump-seat drop-front drop-seat drop-to feet):

Time achieved: a few weeks after the second checkpoint (~Early March 2017)

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Interview II: CAS

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Categories: Creativity, Action, Service (CAS), Reflections

Just yesterday (13 June 2017), I met my CAS mentor for my second CAS interview. This “interview” is to inform my mentor what I’ve done and achieved so far throughout year 12 (2016-2017). As mentioned from my first CAS Interview blog post, the two service projects that I’m involved in are: Feline Cross and Project Hope. Bellow are what we’ve done and achieved throughout the year.

Feline Cross

What we achieved:

  • Planned on building a cat sanctuary inside school grounds
    • The sanctuary will be a closed area to keep the stray cats. During school hours, cats are kept inside the sanctuary and prevents interactions between students and cats. Outside school hours, the cats will be free to roam around the school.
    • The sanctuary will be separated in two areas; the smaller area behind the sanctuary will be a quarantine room. This is where the cats will be isolated if they have special conditions; however they won’t stay there for too long.

  • Granted the permission to build the sanctuary
  • The sanctuary was fully built

What we plan to accomplish next year:

  • Decorate the inside of the sanctuary by creating cat furniture for the cats (e.g. scratch post, cat beds, food container, toys, etc.)
  • Start “taking” cats in. The sanctuary is indeed built, but currently, there are currently no cats inside. To “take cats in” we need a special collar for the cats, and also vaccinate them and keep them healthy from germs.
  • Decide on whether or not we should sterilize the cats. There is still an internal ‘conflict’ going on between the group arguing between sterilizing or not sterilizing the cats. We need to think of the pros and cons as well as ethical judgement to make this decision.
  • Make a general rule/warnings to be placed in front of the cat sanctuary

Project HOPE

What we achieved:

  • We arranged an ‘event’ for one of the orphanages to come to school. In school, we play activities and games together and entertain the kids.
  • Raise awareness by selling wrist bands with our group logo on it. By doing so, we’ve both raised awareness and raise funds for the project.
  • A lot of our member pitched in and donated old books to a member from our group project. She sells the old books online and donated the money received to our project. This has helped our group with funding.
  • We collected up to ~11 million from all of our fund raising, and with this money, we’ve bought a washing machine and washing powder for one of the orphanages. We hope to achieve more of these in the next school year.

What we plan to accomplish next year:

  • Doing more fund raising and help to purchase tools for the three orphanages we re associated with.
  • The gaming tournament is actually one of our events that we planned to raise awareness and funds; however due to us being a little disorganized, the event was canceled. We will see if we can bring this event back next year.
  • Arrange more event for the orphanages to come and spend time with the group members.

Activities:

  • Wushu activity: During my first term, I joined an after school activity for a self defense called wushu. I’ve learned a lot during my lessons, however, the majority of the students who joined this activity are little kids, so I felt like I’m not improving or learning at a decent phase. Therefore I’ve decided to look for another activity.
  • Trampolining in PE: Trampolining is something that I’ve never done before, which is the reason why I chose this activity for my PE lessons. I’ve definitely learned a lot and achieved my SMART goal as one of my activity. (Last checkpoint blog post)
  • Basketball in PE: Basketball has been one of my favorite sports since years ago. Sadly, I haven’t got any chance to play ‘seriously’ in the last 1 or 2 years, which is why I chose this activity for my next PE activity. My classmates who joined the basketball activity are all male, and since I’m a little bit rusty in my skills, I’ve felt a great challenge throughout this activity.
  • Tennis activity: For this term, I joined tennis as one of my after school activity. Again, I’ve never played tennis before and I really want to learn new skills. Throughout this activity, I definitely learned a lot of new techniques.

Creativity

  • Conducted a workshop for year 7s. (ATL workshop) to help them develop their skills in one of the areas of IB learner profile. (Blog post here)
  • Made a logo for one of my service project: Feline Cross. (Blog post here)
  • Made some posters for the gaming tournament for Project Hope.
  • Helped with making a school map for an application developed for the students visiting our school during SEAMC math competition.
    • Volunteer to conduct ice breaker games and puzzles on a hotel where the students from other south east Asia stayed for the night (Blog post here)
  • Volunteered to be in charged of a face painting booth during country fair at school. (Blog post here)

So far, I’ve learned a lot of different skills especially involving teamwork and contribution with a team. By contributing and teamwork, we are able to achieve much more and set a higher goal for the future. Despite our achievements, we still faced multiple obstacles such as failing to accomplish an event from Project hope, and the hardships gone through to obtain permissions. However, this year has allowed me to learn and obtain various skills and experience involving CAS. I’m looking forward to accomplish much more in the next school year and hopefully be a better individual for the community.

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Extended Essay: Interim Reflection

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Categories: Extended Essay (EE), Reflections

So far, I’ve conducted about 4-5 meetings with my extended essay supervisor. Referring to my first EE reflection (first meeting), I carried on with my research about the different methods to solve various polynomials. Before researching in-depth to my main focus subject, which is cubic problems, I decided to include some formulas used to solve quadratics. The reason why I did this is to provide myself with more methods that I can look into, therefore I can relate the patterns and reasons why and how quadratics are related to cubics.

After listing important points down about quadratics, I started researching on cubics. I’ve found two mathematicians from Italy, which are Fior and Tataglia, who had a public mathematical competition between each other, regarding methods on solving cubic equation. I think these mathematicians are interesting and is worthy of mention in my extended essay, because they’ve invented a unique method to solve cubic equations without knowledge of imaginary numbers. Based on this discovery, it gave me the idea to explore complex numbers as well. I’ve also had a wonderful opportunity to meet Katie Steckles, who is a mathematician from UK, to come and visit our school. Her visit allows me to discuss about Fior and Tataglia’s method and recommend me helpful resources that I can go through to help my research.

Now, I’m starting on writing my extended essay and I am going to explore the application of these methods to a greater degree of polynomials. Explaining why and how methods work is a great challenge and definitely requires time for me to understand. In the near future, I need to dedicate more time in order to fully understand why and how these methods work in order to be able to explain it well in my extended essay.

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Country Fair: Another 2 in 1 CAS Post

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Categories: Creativity, Action, Service (CAS), Reflections

Last Sunday, which is the 14th of May, 2017, our school held an event: Country Fair. Here, both students and parents from both inside or outside of school are allowed to come and have fun. There are many different booths selling food, drinks, and even games with prices. I see this event as an opportunity to engage in CAS: Service, therefore I had volunteered to participate in the booth: Face painting. I’ve never had any experience of face paint, however, I am an art student. I think I can just imagine that I’m painting normally on a canvas; it should work the same?

 

This event starts at 10 am in the morning, but my other two friends and I (the first shift) came in 9:30 am. With this spare time available before the event starts, we decided to unpack the face paints and do some practices on our own faces or our own hands.

When the first customer comes, my hands are incredibly shaking! I felt really nervous because I’m afraid of making mistakes or ruin the whole face paint; the worst is disappointing our customers. After overcoming my first face paint, the rest of my ‘mission’ felt a little bit easier.


An image of one of the face paints I did! Sadly this is not the finished version and I forgot to take pictures of finished version 🙁

Then comes the second challenge: Drawing something symmetrical! Some of the face paints design are symmetrical in both faces, while some are only the right or left side. When a customer demanded a symmetrical design, I have difficulties to do the left side of it. I do made a lot of mistakes when painting, good thing that I can easily erase face paints using wet tissue, but if I’ve gone too far, I couldn’t just erase everything!


The image above shows I’m painting a symmetrical design on a child’s face. Sadly again, I didn’t take the picture of the finished version. 

After plenty of face painted, my shift is finally over (at 12:30) and it is time to rotate to the second shift. I felt that I’ve gained experience of face paint as well as a couple more Learning Outcomes based on CAS:

  • LO#2: I undertake challenges, I develop new skills
    • Since this is my first time doing face paint, I undertake challenges because I have to make sure that I satisfy our customers. At the same time, I’ve developed new skills and experience for face paint!
  • LO#4: I show commitment, I preserve
    • Since I’ve volunteered for this event since about a month ago, I commit to this event and make sure I show up on the date and stayed until my shift is over, making sure that I’m doing what I’m supposed to do.
  • LO#5: I demonstrate collaborative skills, I recognise the benefits of collaboration
    • I couldn’t have done all of the face paints alone, which is why i have two other friends with me. There are a lot of customers as time goes on, and with team work and collaboration, we divide our jobs efficiently and helped each other when needed.

 

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SEAMC: Being a Host! (2 in 1 CAS post!!)

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Categories: Creativity, Action, Service (CAS), Reflections

As you may see in our British School Jakarta SEAMC logo above, this event is held during 2nd-4th of March, 2017. However, this post was made in May 2017. I know this is a very late post, but here I am!

SEAMC stands for South East Asia Mathematics Competition. For this year, our school is the host, and we have loads of students from different schools across south east Asia to come and participate. I don’t know who’s idea it was, but our Math teacher, Ms. Shah, informed our HL Math class and see if there will be any volunteers to help “entertain” these students for one night. Well, what I meant by “entertaining” really means that we play some games together and have fun, however, everyone knows these math-geeks students will have more fun with some maths! 🙂

Weeks before the actual event comes, our Math HL class had prepared a lot for this. All of the students from our Math HL class prepared most of the puzzles and quizzes; some other students who studies Computer Science also develop an application of our school map available for the students to download. I worked together with my friend, Aletta, to design the aesthetic of our school map. This map is displayed inside the app and may help visiting students during their visit to our school. Here is the screenshot of it!

    

Learning outcomes (Creativity):

  • Learning outcome #1: I identify strengths, I identify areas for growth
    • I would say I’m pretty experienced with photoshop, so that’s my strength when I’m doing this collaboration. However, this is my first time to import a PDF file on photoshop, and this is also my first time to do something related to floor plans in photoshop. I’ve learned that PDF files may be complicated when it is imported to photoshop, and I also gained experience to do floor plan related projects in photoshop.
  • Learning outcome #3: I plan and initiate
    • We as a whole class planned for this event so that the visiting students enjoyed their stay. We initiated together and develop quizzes, puzzles, as well as developing an app to aid them.
  • Learning outcome #5: I demonstrate collaborative skills, I recognise the benefits of collaboration
    • By working with a friend (and the whole class), I (we) are able to achieve our goal efficiently. Especially when Aletta and me split our responsibilities accordingly, we were able to finish the map on time and allow the computer science team to proceed with their part.

Like I said before, Ms. Shah needs volunteers. Who’s going to host the quizzes and puzzles? Someone needs to get out there and entertain the students in the hotel! Although not much are able to participate as a volunteer, there are 5 students: Jamie, Zelina, Eun Soo, Chloe, and myself who came to the hotel and keep the entertainment going. This means we are to stand on the stage and make sure that these students know what they’re doing.

The image above shows our first activity called the Soto Ayam (click on the link to find out what soto ayam actually is). Basically a group of people will have to count up to infinity, but with some rules:

  • Any number which contains 3, or is a multiple of 3; should be said “Soto” instead of the actual. So, it goes: 1, 2, Soto (3), 4, 5, Soto (6 is a multiple of 3!), 7, 8, Soto (9 is a multiple of 3!), and so on. However, this rule can be applied twice, so the number 33 should be said “Soto Soto” because it contains 3 and is a multiple of 3 as well.
  • The same exact rule of above applies to number 5 as well, and it is replaced by the word “Ayam”. So now, the count up should be: 1, 2, soto, 4, ayam, soto, 7, 8, soto, ayam, and so on. However, for example the number 35, should be said “Soto ayam ayam” because it contains both 3 and 5, and it is a multiple of 5 as well.

This activity is really funny because out of more than 200+ students participating, we eliminated players until it is down to only 4 students and they are invited to the stage to do the finals! We made the finals really challenging for them, (because they’re all good and we only want the greatest to win) and so we decided that the beginning of the count would start on 3061. Quite a large number isn’t it? It’s a really funny activity.

Next off, we continued the entertainment with 10 puzzle questions. Our class had prepared this in a presentation slide, and we only need to explain the rules and keep in track of the time (Yes, each question has time limit!). The puzzles are brilliant because even us, the organizers, might not be able to answer all puzzles! After the puzzle activity ended, the five of us are free to go, and we call it a night.

Learning outcome (Service):

  • Learning outcome #3: I plan and initiate
    • We as a whole class planned for this event so that the visiting students enjoyed their stay. We initiated together and develop quizzes, puzzles.
  • Learning outcome #4: I show commitment, I preserve
    • I committed to this event and make sure that I’ve done my part in order for this event to run smoothly.
  • Learning outcome #5: I demonstrate collaborative skills, I recognise the benefits of collaboration
    • By working together as a five, we are able to achieve our goal efficiently. Although there are some difficulties that we faced during this event such as making the rules on stage (woops), we still managed to work together and continue the activity.

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An Unserious TOK Presentation

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Categories: Reflections, Theories of Knowlegde (TOK)

In the fourth week of March, I presented- No we, Shanaya and me, presented a ToK presentation about values of art. In our presentation, our real life situation is an art auction held online on the websites: Christie’s and Sotheby’s, where two of the ten highest value of art is sold. Through this real life situation, we generated a knowledge question:

“To what extent do emotion and reason play a role in determining the value of art?”

What went well:

I think that we chose a relevant topic that is eligible to expand in terms of Theories of Knowledge. We also chose two different areas from each Ways of Knowing and Areas of Knowledge, and I think that we explained this bits relatively well. Finally, we also added related similar real life situation in the end that could somehow connect with our initial real life situation, as well as the concepts of WoK and AoK that we explained during the presentation.

What didn’t really went well:

I think that our presentation isn’t actually “ToK”-enough. During the process of making our presentation, we kept changing our Knowledge Question, thus it constantly alters the focus of our presentation. And since time runs out, eventually, I feel that our presentation ended up not well focused and does not answer our question really well. Also, it is true that we chose two WoKs and AoKs and explained it during the presentation, however, we are suppose to provide arguments and perspectives relating to our real life situation.

What could we do differently?

Based on the factors that we didn’t do well, I think that choosing a firm knowledge question is the most important step that needs to be done before starting on anything else. I have to make sure that the knowledge question chosen is a good ToK knowledge question, and then I can proceed in researching and so on. Then, several arguments from different perspective, preferably more than one of them, should be included in the presentation. By doing so, these arguments and perspective will be the supporting detail and the guide to construct the answer to a knowledge question.

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CAS Reflection 3

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Categories: Creativity, Action, Service (CAS), Reflections

Main CAS group: Project HOPE

Other CAS group: Feline Cross


Learning Outcome #1 : I identify my strengths, I identify areas for growth

In both CAS groups, I realised that I’ve been doing a lot of work related to designing posters, flyers, logos, etc. I know that art and design is something that I enjoy (my strength), and I identify areas that I can improve on such as receiving feedbacks/suggestions as well as teamwork and discussions.

Learning Outcome #2 : I undertake new challenges, I undertake new skills

I haven’t face any challenges so far in the two CAS groups and therefore I haven’t really develop new skills from it. I’m sure that I can be even more involved in something that I’m not comfortable with, such as in Project Hope, I am not really fond of being around with young children. Once I do, I can feel challenged and develop new skills for myself.

Learning Outcome #3 : I plan and initiate

In Project HOPE, we are all engaged in the planning of our upcoming event: the Gaming tournament. I suggest ideas and point out possible problems that might surface before, during, or after the event; and discussed it together with the whole group. I also designed some promotional poster for the event, and am ready to receive feedbacks and suggestions to improve my designs.

Since Feline Cross is not my primary CAS group, sometimes I miss out a couple of things going on. But we do gather together in lunch times to meet and discuss on the cat sanctuary that we will be building during our summer holiday. We looked at the design of the sanctuary and discussed about various ideas such as planning the inside of the sanctuary, possibly changing some materials, as well as solving problems.

Learning Outcome #4 : I show commitment, I persevere

I have constantly showed up in every single meetings assigned for both Feline Cross and Project Hope. I also participated in most discussions and therefore, I have shown and preserved my commitment on my two CAS groups.

Learning Outcome #5 : I demonstrate collaborative skills, I recognise the benefits of collaboration

In both of my CAS group, we are really close into taking action, therefore all we have did in the past few months is to communicate and discuss with each other, brainstorming ideas and evaluate possible problems and solutions. In Project HOPE, we are organising the gaming tournament that will raise funds for our orphanage clients, while in Feline Cross, we are going to build the cat sanctuary in school soon. By doing so, we can take action as early as we could and therefore collaborating is really beneficial for a team.

Learning Outcome #6 : I engage with issues of global significance

So far, I haven’t engage with any issues of global significance, because I missed the opportunity last term to help and tach/entertain the orphan children from Project Hope’s orphanage clients. However, I believe that this opportunity will come again maybe in the next term, and then I will be able to engage with some issues of global significance.

Learning Outcome #7 : I recognise ethical issues, I act ethically

In Feline Cross, we originally planned to sterilise the cats around the school, mainly because we want to prevent them to breed, resulting in more cats to care off (more funds needed to raise). However, I feel like sterilising cats is equal to killing them, because eventually the cats will die of old age. So I pushed the idea of sterilising the cats away and I am still trying to convince the whole team to neutralise that idea.

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Physical Education: Trampolining@CPII

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Categories: Creativity, Action, Service (CAS), Reflections

Back to school after the long winter holiday break, we resumed our activity for Physical Education. This means that I’m still doing trampolining, and still working to achieve my SMART goal. Here it is again:

“By the end of term two, I should be able to construct a 10-bounce routine including complex movements such as the swivel hips and front drop, possibly the backdrop.”

From my previous check point, I have succeeded to learn 5 different basic trampolining movements/technique. However, this is definitely not enough to construct a final 10-bounce routine to achieve my goal. Therefore, I need to learn more complex movements such as the back drop or front drop, and I could also try to combine some basic movements to form another complex movement. An example would be a seat drop to half turn to seat drop.

This time, here’s what I’ve achieved for my second check point :

  • Upgraded my seat drop into a swivel hip (seat drop to half turn to seat drop)
  • Learned to perform a front drop
  • Combine the movement front drop to seat drop and vice-versa

Time achieved : The middle of term two, February 2017

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