Hass progress update 1


As part of our year 10 HASS assessment, we are tasked with creating a project of our choice and to present it in the final exhibition, on the 11th of November. The topic we have chosen is Civics and Citizenship, specifically looking at a particular Cold Case. This Case looks at the disappearance and murder of a family. So far this week, my group, Aleesha and I have started planning what our project might look like ( as seen below), as well as researching and annotating our references. We plan on using the capabilities Collaboration, Organisation and Creativity. We need collaboration as we are working as a team, organisation to help us finish our project on time, and creativity to create a unique project. As seen below we have created a rough timeline of what we plan to do in the following weeks. We hope to start creating our project in week 2, and only be adding final touches in week 5. As we are still in the early stages of planning this task, the timeline may change as we progress further along. Our plan for continuing this project in term 4 includes gathering more research and actually creating the project.

Task 7 (english)

TASK 7

In English, we were assigned task 6 which required groups to visually represent, in a play, an issue or problem in society. My group investigated the issue of sexism in workplaces, particularly those that are male-dominated.

The outline of the play was that a woman was hired reluctantly, however, a series of events saw her prove her value and knowledge, eventually leading her to be promoted to a position of authority. Upon finding out that we had to perform a drama play in front of the class, I was quite nervous and reluctant to do it, however, I used my resilience to get me through. In the past, I have not been very confident with public speaking, and the idea of having to perform a play in front of the class had me feeling anxious.

My group and I had rehearsed the play many times, so were confident with our performance. It helped mentally that we knew we were prepared. Rehearsing the play also made me, and my group, use resilience as practicing the play brought its own challenges. It would have been easy to give up and leave it to the day, as performing was something I was not very confident with. By pushing myself to rehearse the play and be resilient along the way, it really helped our final performance.

 As seen below, these were the props we used. When we were midway through the performance, an issue occurred, our prop kept falling and no matter how many times I picked it up, it just fell again. The class started to realize, and it was quite embarrassing, this hadn’t happened in our rehearsals. This previously would have caused me stress, however, I used resilience to get me through it. Resilience is quite an important skill that can help a person bounce back after something disappointing happens; something that is built over time. This experience has given me confidence that I have the ability to overcome challenging situations using my resilience. 

 

Global Goals task 4

What is your SDG:

We worked on the 5th global goal Gender Equality. The purpose of this goal is to empower women in all they do.

Global Data on this Goal:

30% of the researchers in the largest technology companies in the world are female, which is extremely skewed. This statistic is concerning and unacceptable for a 21st century society. We want gender, in these industries (like science), to be representative of the population (around 50,50). Otherwise, we will have an extremely male dominated view.

Local Data on this Goal:
In the school we have seen that in quite a few subjects, have a skew between the number of males and females. As we can see in the table below subjects like Applied information technology had no female enrollments at all. This table is from 2018 which is quite recent.

SubjectMFPercentage (M:F)
AIT90100:0%
Comp science12380:20%
physic331077:23%


What is your problem that you worked on for this project:

We focused on the enrollments of female students in STEM subjects. Particularly the subjects in the table above.

Design Process:
We followed the design process, and our first step was to decide on a clear aim or goal for us to work towards. Our aim was to make a positive change to their opinion of STEM subjects to a group of students. The next step was to research the data from previous years in the college. After we saw the small amount of female enrolments in STEM subjects we just had to decide on what kind of workshop or activity we would do.

We decided we wanted to do a workshop with year 7s because they are more eager to participate, and they don’t have cemented views on what ATAR subjects they are doing yet. We were not quite sure what the workshop should be so we met with Ms Beattie and she told us we could consider making an app with the year 7’s, however we weren’t that confident with our technology skills ourselves so we decided to go in a different direction. We thought that we could get the students to try and make a raft that would hold a flower for at least 1 minutes.

What was the solution, was it successful?

We had decided to go with the flower/raft idea, as we thought it would be better suited to our project. Before the workshop I was quite anxious to have to speak with the year 7s and run the workshop, but after a while I got a bit more used to it, and I think that the workshop was overall a successful experience. The year 7’s were eager to learn and listen, and I think most of them learnt something from this experience. We sent out a post survey to the year 7’s and most found the workshop beneficial and are possibly considering STEM subjects in the future.

What would I do differently:
I think when we were planning the workshop, we left it a little late, so we were in a rush to try and think of what we were going to do with the year 7’s and it was quite stressful. So, I think I would manage my time better if I were to do this project again.

Where to next:

Banisha and I aren’t going to be doing this elective next term (unless we decide to switch our electives), however Quinn is, so she may decide to keep the project running. If I was to switch, I think I would continue improving this project, so we can make more of an impact.

Thank you:
I would like to thank Rachel and Rekha for their advice and knowledge throughout the project. Ms Donnelley has also assisted us with the entire project.

Powerpoint:

https://www.canva.com/design/DAEg28f1kX0/8wpGQgkX41ENwDuMubv7cQ/view?utm_content=DAEg28f1kX0&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton

Video to presentation:

Forced Perspective photography

For this photography task, we took pictures where someone was far from the camera, and someone was close, to try to make it look like someone is holding a tiny person. What has worked/you like & what could be improved or changed? I think in most of the photos the background was a bit distracting, and the tennis court has lots of random lines which can be a bit confusing in the photo. However, I do think we managed to get some pretty good photos in the end.

Light Graffiti

The best photo I took was the one with the focus on Alyssa’s eye and the flame beside her face. We moved a lighter in a circular motion near her face and it gave off this cool fire pattern. I think there are two photos we could have done better. The first one is our vampire recreation photo, as you can see it was meant to look as if her soul or spirit was leaving her body, but I think we made her spirit a bit too transparent and the light running around her is a bit random and uneven. The second one we tried to do a light outline around Alyssa, but we didn’t shine enough light on her, so you can’t really see her. Overall I am pretty happy with the photos we took.

Capturing Kindness

These photos were taken for the task capturing kindness. I think to improve this photo I could have taken the photos at different angels, and maybe changed the coffee cup so I could have a few different colours.