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.


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


Physical Education: Trampolining@CPI

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

During the first meeting of Physical Education subject, we are asked to choose 3 different activity for us to do during PE subjects. I don’t remember my choices, but I chose trampolining as one of them. Until now, I’m still doing trampolining in my PE time. Trampolining is something that I’ve never done before, which is a reason why I chose this activity. I wanted to learn what do people do in trampolining, because before, I thought trampolining is just jumping on a special equipment that allows you to bounce higher. Turns out, trampolining consist of many different movements that could be constructed together in order to form an elegant routine.

Jumping back to 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.”

Working my way to achieve my smart goal, this blog post is the first check point; the progress of myself slowly achieving my goal. As I mentioned, trampolining is something completely new for me, therefore I just learnt some basic movements that could be included in my 10-bounce routine. These are the 5 different movements that I’ve successfully learnt:

  • Pike
  • Tuck
  • Straddle
  • Seat drop
  • Half turn

Time achieved : The end of term 1, December 2016

Me doing a seat drop


Extended Essay: First Meeting

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Categories: Extended Essay (EE), Reflections

Image source: https://www.youtube.com/watch?v=Zca-gVo-cPU

On my first extended essay meeting with my supervisor, Mr. Mahoney, I introduced him to the topics that was chosen from my proposal: Leibniz and Newton’s calculus methods. I was planning to analyse the two methods and determine which method is used more in the daily life. Mr. Mahoney made a great point that I have no criteria to “assess” these calculus methods (Used more in daily lives in terms of what? For a mathematician? a student? a teacher? and used for what?). Then I shifted and explained about my second topic which is solving cubic equations with origami. We came to a conclusion that this topic would work more as an extended essay, but before I get started, I need to do more research about this topic. This meeting ended with myself walking away, needing to do more research, and that I need to come back and tell my supervisor more about it.

However, before the second time I met him, I decided to change my topic into a comparative study of solving cubic equation (the combination of the early two topics that I have). So I explained to my supervisor that I will be researching different methods of solving cubic equation and do a comparative study of each of the methods in terms of efficiency and accuracy. Finally he gave me a thumbs up and said that I can start jotting down all the different methods that I could find. He’s also looking forward to see one of the most interesting methods that I found and he has never saw it before!

So, my task right now is to investigate different methods of solving cubic equation and document them together as well as all the resources I found.


Feline Cross: A Creation

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

Feline Cross is one of my first CAS projects that I joined since the early years of Year 12. This is a fresh project found by my friend, and we all think that it would be a great idea if we have our own special logo. Around late October 2016, some members have already designed some concepts, including myself.

One of the early concepts of Feline Cross logo (Left by EunSoo, Right by Wysiana (me!))

I shared my ideas to Feline Cross members and it turns out that they like my idea better. So I decided to go back to my concept and refine it with different ideas of colours and techniques.

The image above shows the variety of my ideas regarding different techniques of colouring 

Sharing it to the Feline Cross group one more time, the community is pleased with the colours that I’ve chose, but gave feedback that they like the way I colour the ribbon softly but not how the cat is. So they wanted me to combine two of the techniques above.

Feline Cross Final Logo by Wysiana (me!)

Finally, Feline Cross community is satisfied with the final logo after I edited it based on their feedbacks. Now, this image above is the new and official logo for Feline Cross.

Learning Outcomes

  • LO 3 : I plan and initiate
    • This whole designing process shows that I planned the whole design and initiated with the community for feedbacks
  • LO 4 : I show commitment
    • After designing a rough concept of the logo and the community like it, I committed and continued to refine my design until the final one was decided.
  • LO 5 : I demonstrate collaborative skills, I recognise the benefits of collaboration
    • I collaborate with the community and communicate ideas in order to achieve and decide on a final design of our logo.


CAS Reflection 2

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

The image above contains no “me” due to camera focusing error. With my face in, the camera will focus on my face and caused the laptop screen to be brighten beyond recognition. 


I am responsible for the creative side of my main CAS: Project HOPE. This is one of HOPE’s flyer idea that I’ve developed with the creative team. Thanks to this project, I demonstrate collaborative skills and recognise the benefits of collaboration, which is learning outcome 5.

#HOPE #TeamFlyer #RandomTelescopeBehind


Term 1 Activity: Wushu Martial Arts

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

For my first term activity, I followed wushu, which is a martial art from China. I’ve never followed any activity related to martial arts before, and wushu is something absolutely new to me. During the first few meetings, I heard from my coaches that there are 2 basic movement that every wushu practitioner. Every since the first meeting, we followed the coaches and learn to perfect the smoothness of our movement. By the end of term 1, I should be able to do basic movements 1 & 2 without any problems.

At the last meeting of Wushu, our coaches “examine” our movement and gave us a grade. Basically we had to perform both basic movements in front of them and other students alone, without the coaches correcting or reminding you anything. I have no problems remembering the order of each movements, however, since I’m not a very flexible person from the start, I think that my movements didn’t look smooth or “beautiful” (Yes, martial ARTS are suppose to look beautiful). In the end, the coaches gave me the grade A.

I’m glad that I can finally learn wushu martial arts, and slowly, starting from the basics. Now I can perform both basic movements 1 & 2, which is the first checkpoint of my activity.

Me performing basic movement 1 (with accidental SWAG face captured)


2k16… I mean, 2016.

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Categories: Reflections

Is it just me or time travels way faster as I’m getting older? The last time I recalled I thought I was still on grade 8! Look at me now, sitting on the IB Diploma Programme.

A lot of things happened back in 2016, but the major events are:
– The bloody preparation of IGCSE
– The intense furious battle between students all over the world VS. IGCSE papers
– An awkward time period when I tried to fit in a new environment: British School Jakarta
– Accepting reality and loneliness since my brother went off to university abroad
– The regular struggles of a student
– And ended the year with an unforgettable memory of a vacation visiting my brother

2016 is an important “transition” year and it is the beginning of real life to me. IB is something that no one can mess with, and 2016 is a year full of experience from IGCSE as well as the beginning of a new adventure. Therefore, here are some of my goals for 2017:

– Do my best for all the tasks and subjects I take
– Maintain family time
– Learn a lot of new and valuable things
– Get more confident about my future
– Be more positive and appreciate more
– I know this is lame but I have a personal bad habit and I promised myself to stop doing it 😉

Onwards to 2017!


Questioning the Questioner with a Question: Tedx @BSJ

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Categories: Theories of Knowlegde (TOK)

Last Tuesday, 22nd of November; the whole year 12 students (grade 11) sat down to listen original Tedx Talks by our seniors, year 13 (grade 12) students. These Tedx talks are recorded and uploaded live on a youtube channel, most of them talking about existing issues in the world, specifically in Indonesia, and linking it to a CAS project of theirs.

A talk by Christopher Carr

“All knowledge is copyrighted. It is not your original idea” 

This was the opening sentence of Chris’ talk, as accurate as I remembered. Personally, I thought about something similar before. Why do I end up sitting in a chemistry lesson for two good years learning materials like 6.02 × 1023 is a mole? Why are we required to “learn” these set of “knowledge”? Why do we learn bonding of elements or titration; instead of other knowledges like, what are taxes and how do we pay them? Perhaps this knowledge could be more helpful in the near future? Then again,

Who am I to decide which knowledge should children learn in schools?

But wait, then who decides on the subjects we learned in schools at the first place; what rights does he/she have to do so?

What are these knowledge anyway, and where do they come from?

In Chris’ TED talk, a specific Area of Knowledge is applied: Ethics. He questions about knowledge, and that none of the human beings on earth “owns” knowledge; it is copyrighted. According to TOKish wikispace, Ethics is defined as

“Ethics involves a discussion of the way we ought to live our lives, the distinctions between right and wrong, the justification of moral judgments, and the implications of moral actions for the individual and the group.”

He then talks about everything that we’ve told (knowledge) has always been lies. For example, we know the famous phrase “All children should have access to education”. He explained how this statement is a lie, because this concept never actually existed until someone point that out and “applied” this “knowledge” to us; but in fact, we all believed in it for no reason at all, because we have the ethics to judge. An example to support Chris’ statement is, children who doesn’t have birth certificate doesn’t have the prove that they existed; so how does these children deserve education if they don’t even have their prove that they existed? Therefore his CAS project: Cyber Shanty gave children birth certificates and also teaches them how to use the internet (each of them owned an email address, which is another prove to the world that they existed).

The two Ways of Knowledge applied in his talk is Faith and Intuition. In theoryofknowledge.net, it is provided the definition of faith and intuition:

Faith – complete trust or confidence in someone or something: this restores one’s faith in politicians; 2strong belief in the doctrines of a religion, based on spiritual conviction rather than proof: bereaved people who have shown supreme faith, a particular religion: the Christian faith, a strongly held belief: men with strong political faiths

Intuition – the ability to understand something instinctively, without the need for conscious reasoning: we shall allow our intuition to guide us, a thing that one knows or considers likely from instinctive feeling rather than conscious reasoning: your insights and intuitions as a native speaker are positively sought

As explained above, Chris mention about this specific phrase “All children should have access to education”. The fact that a lot of us, or maybe, most of us trusted this statement, we have faith to believe this person whoever claimed this “knowledge”. Without this trust, we wouldn’t be using or believing this statement at all. Especially when whoever said and claimed this phrase also didn’t have any prove to support himself; however we instinctively know that his statement is correct. We just simply believe that  every children needs education because we just “feel” that it is the right thing to do. Why are we believing things in the first place? Is it the convincing prove/truth? But what is truth and how do we know if its truth?

How is this happening? Since when do we humans start to claim/create/invent knowledge?

What are our powers?


Interview: CAS

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Categories: Creativity, Action, Service (CAS)

Last Wednesday (9th November 2016) I did my first CAS interview with my mentor, Mr. Ryan MacDonalds. In this interview, we talked about my engagement in creativity, activity, and service so far.

My CAS projects that I’m involved in so far:

  • Felline Cross
    • This CAS project is basically about saving both cats and people around the school. The school is currently hiring an organisation to get rid of the cats, and we thought that this is considered animal cruelty, therefore we are here to save the cats. However, these stray cats could possibly carry dangerous diseases that could be passed to the people around the school. So we’re here to take care of the cats without hurting them, as well as keeping the people around the school save from cat diseases.
  • HOPE
    • This CAS project raises orphanage(s)’ future by means of raising awareness and funds/donation. Right now, we’re focusing on raising awareness to get more people know about our aim, as well as getting enough awareness to receive donations and funds. We are currently affiliated with two orphanages: Yayasan Sayap Ibu and Fajar Baru.



In HOPE CAS project, I’m in the flyer group. So I think this is considered creativity. I also designed a logo for the Feline Cross CAS project. As an individual, art is one of my hobbies and I considered myself experienced with the application PhotoShop. Therefore I can use this skill of mine to help my CAS projects with art related stuff, and maybe some more art for other projects as well.


For my action, I’m currently doing trampolining for PE subject. Then I have Wushu for my after school activity every Thursdays. I also planned to join the basketball activity, and I will attend the basketball trial this week. I will definitely do each of this activity every week, therefore I will ensure that I’m consistently being active.

For my developments, I just need to list out all the different skills and techniques I’ve learnt in trampolining and wushu, because I’ve never learn anything about these activity. Therefore everything that I will learn in these activity will be new for me and I will keep learning different new skills and techniques. However, I’ve played basketball since many years ago, so I would just like to practice and ensure that my skill is not rusty, and also train to improve my stamina as a basketball player.

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