Plan: My Activity(ies) So Far!

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

Over the course of 18 months, I am required to engage in 3 different activity. Here are the list of activity that I have been doing so far:

  • Wushu (after school activity)
  • Trampolining (PE lesson during school)

And this is an activity that I planned to do soon:

  • Basketball (after school activity)

Why did I chose these activities?

WUSHU – I’ve always wanted to learn self-defence since many years ago (since 2010 specifically!), however things like getting busy or forgetting about the fact that wushu existed got in my way and so I never got the chance to join until this year. In my opinion, self-defence is a very important skill in life and therefore I would want to learn at least one of them.

TRAMPOLINING – In our first PE lesson, we were asked to sign up for 3 different activities. I chose trampolining for this term because I wanted to try something that I’ve never done before, in hopes that I will learn something new.

BASKETBALL (FUTURE) – Basketball is the only sport that I like. However, in my previous school’s PE lessons we didn’t get to play much ‘serious’ basketball games and I feel like I’m getting a little rusty at it, so I would like to follow this activity in order to ‘restore’ my ability.

What do I hope to gain/learn from this activities (+Learning Outcomes!) 

WUSHU – I hope that I learned many different self-defence ability. For wushu, I think that this activity is linked to learning outcome 1: I identify my strength and areas for growth, and 2: I undertake challenge and develop new skills.

TRAMPOLINING – learn the different movements/skills that are available

BASKETBALL – learn how to play basketball in actual serious rules

OVERALL – I hope to become more flexible (because my body is really, really stiff), and also to improve my stamina and endurance.

My concerns & challenges

The only concern/nervousness I have is for trampolining, because I have no confidence on it, so I’m afraid that I did some movements weirdly or wrongly, and it may look very ridiculous/embarrassing. In wushu or (maybe) basketball, since I’m not a very sporty or fit kind of person, I’m always expecting myself to be more exhausted than anyone else.


I’m always looking forward to my wushu activity because I find it very fun to do and I wanted to learn as much as I can. I’m also looking forward to join basketball activity because I really love basketball, and I would like to replenish my rusty skills after so long not being able to play proper basketball.


Reflection: ATL Workshop

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


Last Friday (28 October 2016), the whole year 12 students ran many different ATL workshops for both year 7s and year 12s. Each of us are assigned to another student to form a pair, and we are also assigned to two ATL skills for the audience of either year 7 or year 12. We have around two weeks to plan and get everything ready before Friday. My partner is Hanif, and our workshop covers about thinking and self-management with year 7 as both of the workshop’s audience.

What went well

When my partner and me first got together and discussed, we decided to do our thing separately. So I did the workshop for thinking, while Hanif did the workshop for self-management. We believe that by doing so, our workshop will be more organized and we will be ready for the workshop faster. This method we did turns our pretty well, because we both are ready for the workshop before Friday.

For my thinking workshop, I did a roughly 10 minutes presentation about what is thinking, and then we played mystery games in the remaining time. I feel like my presentation went smoothly and there was no problem at all. During the mystery puzzle, the year 7s are really enthusiastic and competitive; which makes me think that I made a good decision to play mystery games. I rewarded snacks for the top three student who could earn the most points, therefore it adds the competition feeling.


What didn’t go well

When trying to find mystery puzzles, most of them are related to murder and crime, while some of them didn’t make sense to me. So I had difficulties to select the right puzzles for year 7s, since if it doesn’t make sense, they wouldn’t understand it and I couldn’t explain it as well; and if it’s extreme crime or murder, I’m afraid that it might be a bad influence to them.

During the mystery puzzle, some of the year 7s are denying the answers. For example, the answer to a puzzle is “Bob is lying, because the puzzle state that on Sunday, Bob was getting the mail”. Usually, there are no mail deliveries on Sunday therefore Bob is indeed lying. Some of the year 7s point out that in their home countries, they still receive mail deliveries during Sunday. I couldn’t argue back and just said that usually mail deliveries don’t happen on Sundays.

Nobody could master thinking just by listening to presentations; we all need practice. This is why I decided to put mystery games in my workshop. The mystery games ‘forced’ the year 7s to think outside the box in order to solve problems. My main message of this workshop is that thinking needs a lot of practice; solving these mystery puzzles are one of them. However I forgot to summarize my whole message by the end of the workshop so maybe the year 7s think that this workshop is just a mere mystery solving activity.

Describe how you solved a problem that arose either in the planning or during the workshop

I have to read every single mystery puzzle that I found in the internet and try to solve them without looking at the answer. Then after I read the answer, I had to judge whether or not it is logical/solvable. After that, I judge whether or not the puzzle includes extreme crime or murder. If the puzzle is understandable, answer is logical, and does not include extreme crime or murder, then I included that puzzle.

My initial plan for the snack reward is that I will reward 3 different snack for one person who got the highest score from solving puzzles. However, the year 7s are a little picky and said “I don’t like this one, but I like this one”, and also said that “Why don’t we just have a top 3 winner?”. It seems like all the year 7s agreed on this statement so I followed what they wanted.


What would you do differently if you were to do it again?

The puzzle I chose are just full text, and if I could do this workshop differently, I would find puzzles that use real life items and that the year 7s could interact with it. And then, I should focus more on the message that I wanted to deliver by revising my presentation at the end of the workshop.

What did you learn from the experience?

I was expecting very childish behavior or a decent mature behavior from the year 7s, but turns out that they’re in between, which is perfect for me to interact with them. So I know that I should look at the bright side and be as friendly as possible. Then I learned that presentations are still needed in these kind of activities, and even though they’re as short and as simple as possible, they’re still informative as long as I can explain it verbally. Finally, I learned that improvising is a very important skill. I improvised a lot of things during my workshop, such as changing a little bit of the rules, following the year 7s’ suggestion regarding the reward, etc.

Overall, even though I was the one who led the workshop, I still learned a lot of things. It was also hear-warming to see the year 7s enjoy your original workshop whole-heartedly.

Mystery Puzzles

Learning Outcomes involved:

  • LO2 – I undertake challenges, I develop new skills
    • To me, entertaining kids is really challenging because I’m a really awkward person as well as I dislike anything that’s too childish. By doing this ATL workshop, I am challenged to plan an interactive workshop for year 7s (slowly dissipating my awkwardness too!), and I’ve learned many different important skills that will be useful for the future.
  • LO3 – I plan and initiate
    • In order for this workshop to happen, I need to get involved with my partner and plan everything from scratch.
  • LO5 – I demonstrate collaborative skills, I recognise the benefits of collaboration
    • Since we’re doing this workshop together with a partner, I need to collaborate with him and realised that with collaboration, we can accomplish anything effectively.


Written Task1 – Text Type: News Report

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Categories: English

What’s a news report?

News are real events that happened anywhere in the world, could be about anything, and they exist to inform anyone about what’s currently going on. News report are found in newspapers; now with the advancement of technology, news could be found online in many different news websites.

Definition of Technology (based on dictionary)

(noun) the application of scientific knowledge for practical purposes, especially in industry.

News report structure (How to write a news report)

  • Headline (the title of the news)
      • Needs to be catchy as it invites the reader to find out more about it
      • Topic needs to be clearly presented in the headline
  • Lead paragraph (Very short, usually 1-2 sentence(s))
      • The 5W 1H of the event
        • WHO is involved?
        • WHEN did it happened?
        • WHAT is it?
        • WHY did it happen?
        • WHERE did it happen?
        • “How” is very seldom included in the lead paragraph, but if the writer has enough space and could write a very vague information, he/she is allowed to include it.
  • Body
      • Includes further information for the 5Ws
      • Where HOW is revealed if it is not included in lead paragraph
        • If HOW is in lead paragraph, then the body includes further information about HOW.
      • More media could be included (statistics, photograph, images, or even videos if it is presented digitally)
      • Quotes from those WHO are involved
      • External links if news is presented digitally
  • Tail
    • Less important details that readers don’t really need to know

Important factors to keep in mind for News report:

  • 12 year olds should be able to understand
  • Should not be biased to any side
  • Personal opinion should not interfere with the facts presented

Technology-related news report examples

Example 1  : http://www.bbc.com/news/technology-37691663

Misfit Phase watch hides technology behind analogue face

(click image to view full size)

Example 2http://www.nbcnews.com/tech/tech-news/stephen-hawking-says-new-technologies-could-threaten-human-survival-n499686

 Stephen Hawking Says New Technologies Could Threaten Human Survival

(click image to view full size)

Example 3 WITH ANNOTATIONShttp://www.nbcnews.com/news/us-news/ddos-attacks-caused-chaos-web-were-sophisticated-dyn-says-n671286

DDoS Attacks That Caused Chaos on Web Were 'Sophisticated': Dyn

Focus : Language and technology
Text type : News report
Audience : Anyone: young adults, teenagers, adults, elderly, whoever is interested in technologies.
Purpose : To inform whoever in this world about a real event currently happening at anywhere in the world. 
Why is it effective?
Short and informative: A news report’s headline and lead paragraph is very short but includes all the least necessary information for an individual to know about the event.
How/why it could engage the audience?
Catchy, simple, and short headline catches the reader’s attention and make them read further
How language is suited to the context?
News is a public text type, and it is about a real, true, event/incident happened/happening. Therefore the language used in a news report should be formal, so that anyone in the world could understand. Since news report are for any audience to read, therefore young children that could read and think should be able to understand a piece of report with his/her vocabulary range. 

Resources used:


Knowledge, what?

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Categories: Others, Theories of Knowlegde (TOK)

What is a knowledge claim?

“A knowledge claim is something that the claimant believes to be true, yet is also open to discussion and debate. It is therefore important that a knowledge claim is something that we believe we know and that we want to assess the validity of”

– Quoted from Scott Langston’s edublog

How do we obtain knowledge?

  • Shared knowledge
    A knowledge that is passed, shared, explained; from an individual to another individual.
    E.g. Your mom thaught you about how to wash dishes.
  • Personal knowledge
    A knowledge that you obtained by experiencing/witnessing something.
    E.e You went to the amusement park together with your friends for the first time. You had so much fun and concluded that amusement parks are fun.

Fixed (maybe) knowledge and flexible knowledge

In biology, we call out throat the “oesophagus”. Oesophagus moves (swallows) the food we injest from our mouth by the movement of muscles called “peristalsis”. How do we know that out throat does this? Because scientist from the past had conducted experiments and observations on us, humans, when we swallow food. Then, scientists concluded a knowledge claim that our throat helps us swallow food with muscles. This is a fixed knowledge because swallowing happens to all of us humans, and we are thaught about this in class by shared knowledge from our teachers.

In arts, things are more flexible. My knowledge in painting and your knowledge in painting is completely different. Maybe he could paint realisticly whilst he could only do illustrations of cartoons. So which one is true? Which one is the “real” art? There is no right answer in art because more personal knowledge is incolced in this particular area. Everyone can create their own art and anyone can judge or appreciate which masterpieces are considered art.

Art by Steve Caldwell                                            Character Concept by Paul Kwon


Residential: A Trip to Lido Lake

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Categories: Reflections

21st-23rd September, 2016 – Residential



This year’s trip for the year 12 students is the Lido Lake. Just a short introduction:
Lido Lake is in Indonesia, specifically HERE.


It took us 2-3 hours of bus journey to travel between our school, British School Jakarta, and the Lido Lake. Basically there’s this resort called “Lido Lakes Resort & Conference” just right beside (and above, if that counts) Lido Lake itself.

What do I enjoy?

There are 5 activities that we participated during the trip: Paintball, Team Building, High Ropes, T-Shirt Painting, and Raft Building. Like always, once we arrived at Lido Lake, we were briefed with safety procedures, emergencies, rules, etc. After that, we immediately started with our activity: my group started with paintball.

In my opinion, paintball is the funnest activity out of the five. I don’t know why I think so, but it’s just really fun to contest an objective against another large group (And of course, shooting other people). The second funnest activity would be T-shirt painting, because drawing is simply my hobby ever since I was little. Although I am passionate for drawing, it actually took me too long to think of an idea; I literally spent 30 minutes staring at my blank white T-shirt.

What do I learn — about myself and others?

Since we’re doing activities based on a completely different group (not tutor groups, not Core lessons), I got to familiarize myself with more of the returning students here. This trip is actually an excellent way to socialize and get to know each other, since I had to talk to everyone about various things, be it strategies or just casual talks. I also learned more about the people that I’m getting close to, like their sleeping habits, what they like to eat, what do they prefer to do in free times, and many others (NO JUDGING *coughs).

What was difficult?

Many of the activities that we did during this trip involves a lot of teamwork, and I think that I just couldn’t cooperate or contribute really well as a team. There are some moments when I thought to myself about “this would be easier if I were alone” and stuff like that. The fact that I still don’t remember plenty of names discouraged me even more not to communicate to certain individuals; because I felt bad for not knowing their names. But I do feel like I’ve improved a bit and started communicating to the team more often than I used to.

Another difficulty that I faced during the trip is sleeping schedule, and I’ve always had this problem with my previous friends as well. Majority of teenagers sleep very late, and they tend to come over to each others’ room before they go to bed; play some card games or just simply talk. But I just couldn’t do this because my sleeping habit is way earlier than them, and so I became a “killerjoy” and just couldn’t follow my friends and have some fun.

Last But Not Least

Overall, this is a very interesting trip as I faced a couple of difficulties to overcome, and also got to know more about my classmates. I feel that this trip had benefited me a lot in many ways.



A Book Review: The Magical Maze

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Categories: Math

“The Magical Maze”, written by Ian Stewart, is a mathematical book that isn’t any close to textbooks that we are supposed to read for school purposes. The target audience of this book is not only for great mathematicians either. Whoever in this world with whatever level of math education they received are able to read this book. Maybe you, who’s reading this review right now, might love this book more than I do!

What is this book about, exactly?

Based on the little description written on the cover of this book, “Seeing the world through mathematical eyes”, is enough to describe the author’s purpose. The author is explaining thoroughly, about the little things that we might miss about the world. The little things that could be seen differently in mathematical perspectives. Inside, the author brings readers into the “magical maze”, a concept where imagination and our thinking is more or less like a maze. This maze is divided into ‘junctions’ and they’re filled with series of puzzles which gets complicated the more and more you wander in the ‘maze’.

What is interesting about this book?

In my opinion, the series of puzzles presented in different junctions are very interesting, as the author explains the ‘mystery’ (or, basically how it works) to the readers. You might have seen a puzzle similar to those presented, but do you know how it works? Do you know how to solve it? Do you see what others see? The author guides and provides readers many examples of different cases to each and every one of the puzzles. Many of them could be mind-blowing once you understand fully about both the puzzle itself and how it works.

For example, I personally liked “The Mysterious Nine”. I’ve never heard such puzzle, and I thought it would be just another boring, obvious puzzle, but turns out a fascinating pattern is hidden and I would never thought about such idea! Another example would be the fibonacci sequence and the golden rule is connected to the beauty of nature. Who would’ve thought that the number of flower petals always came in the numbers of fibonacci sequence?

Some things to keep in mind when reading this book

Some puzzles are very complicated and lengthy, therefore it is normal for some readers to spend a little more time than others to re-read some junctions in order to understand fully about it. In my opinion in passage two, about “The Minotaur’s Advice”, I think a roleplay is going on and it is confusing at first, I didn’t know what was going on. But after spending a little more time on it, I understood about it more.

Why should you read this book?

The author wrote this book in first person, the simplest of all perspectives. As you read through the pages, you can imagine him talking and explaining directly and personally to you. Therefore, this book is very easy to understand no matter how good or bad your Maths are. Your Maths grade from school is not a reason to not read this book. Also, as mentioned a lot of times in this review, the author EXPLAINED. WITH EXAMPLES. YOU will eventually understand. Just like in the paragraph before, it is completely normal if you had to re-read some parts and spend a little more time.

TL;DR Easy & Interesting.


My First Blog Post!

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Categories: About Me

Greetings, everybody. My name is Wysiana, I am Chinese-Indonesian girl who’s new to this school, BSJ. New school, new curriculum (IB!), new atmosphere, new teachers, new friends; whew! So many things to adapt to!

From what I heard from my brother, a 2016 BSJ graduate, IB is not something that I can take lightly. I thought to myself, maybe I should just go full “geek mode” for 2 years in hopes that I can pass easily. Turns out, going full “geek mode” for just one day is far more exhausting that I thought. One day in school, I met one of the year 13 student, and discussed about ‘balanced IB life’. The only suggestion she gave is to revise regularly. At this moment I knew that I need another strategy, as this two years won’t go easy at me.

In my opinion, I am confident on my self-management skills. However, sometimes my brain doesn’t work, stops thinking, and this affects my communication skill as well. I believe that I need to wake up from my holiday mode and start focusing better, in order to maximize my work. I need to realize that this is my only chance to do my best, as IB only comes once in your lifetime.


The screenshot above shows activities that are related to CAS (creativity, action, service). These are activities that I’m thinking of doing, but I’m pretty sure I will change some of them, and even add some more possible activities. I think that I will most likely do more activities on the creative side, since drawing is my hobby, and I really enjoyed it. Even though I know that doing service action isn’t one of the things that I enjoy doing, I believe that as I do more and more service activities, I will find a meaning behind it and will do more service activities.

At the moment, I am actually clueless on what career I should pursue on. Since I’m confident and enjoy Physics and Math, the paths that are open to me are architect and different paths of engineering. With that said, I took Chemistry in order to go along with the Physics as I believe that Chemistry will help on engineering things, despite the fact that Chemistry is my weakest subject. I feel that art will not really help me in my future, and so I didn’t choose that course for IB, but Mr. McIvor, my brother, and my parents took their time and explained to me advantages and disadvantages of taking art instead of Chemistry. After a long consideration and thinking, I made my decision and took art. This way, there will be more paths open to me, and I can decide on my career a little later.

I look forward on being one of the best in almost everything, and to gain respect from everyone in order to sharpen my dull leadership skills. This is only the beginning of my sword. This is the journey of my IB life.

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