GLOBAL GOALS PORTFOLIO 2

  • What is your SDG? And which target did you work on?

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 that target – what is the current situation?

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 – how is this target relevant to OUR local context?

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? Why is it important and how does it relate to the SDG target?

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

  • Design process (Empathise, Define, Ideate, Prototype, Feedback) – this is an important part of the presentation. Outline your group’s process and describe the many iterations and changes made to your idea until you settled on the SOLUTION.

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 6s because they are more eager to participate, and they don’t have cemented views on what ATAR subjects they are doing yet. Last semester we did a workshop with year 7 girls, so we kept a similar workshop, but decided to change a few things. We decided to change the workshop slightly, by removing the cups from the resource list which made it more challenging for them to make a raft. We changed the ‘guess the woman in STEM’ activity to just talking about some really inspiring females in STEM. We kept the same video as last semester as we thought it was still relevant and engaging.

  • What was the solution? Did you succeed? Reflect on group and individual successes within the experience (this is powerful – I suggest going in depth into this one with each of you talking about your own challenges/successes).

Overall, I felt the semester was a beneficial experience for both of us as it allowed us to gain many important skills. Compared to last semester, we were more organised, even though we were short on time.

  • What would you do differently? How might you improve on your solution?

I think if we got started a little earlier we would have been able to go to primary schools in the area and conduct these workshops.

  • Where to next – a lot of you have great solutions and initiatives that can be scaled up. Is this something that will happen? If not, is there another individual or group that you may educate/pass it on to?

This was our last year do this elective, so unfortunately we can not continue this project, if an individual wishes to do the same type of project in the future we can provide assistance.

  • Do not forget thankyous to the staff and external community members that have supported your project. And any other closing statements.

I want to thank to Ms Donnelley has assisted us with our project for the whole year, thank you for making this a great class.

Progress update number 2:

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.

After creating our last eportfolio post, we received feedback from our peers. Most were confused as to which case we had chosen to do, and what our inquiry question was. The inquiry question we chose is “why do cold cases remain unsolved?”. We decided to investigate the murders of the Dupont de Ligonnè family, and the disappearance of the father Xavier Dupont de Ligonnès. Xavier is suspected of killing his family and remains one of the most wanted men in the world. The murders occurred in 2011, and have yet to be brought to justice, making this a cold case.

These past two weeks Aleesha and I have worked on the capabilities of organisation and creativity. After providing feedback on our classmates eportfolio updates, we then began using our creativity to plan what we will create for our project. We decided to make a police report/summary on the case, presented in a folder, we will also include a timeline inside showcasing the series of events that occurred. We want to create a pin up board, with a map of France, putting red pins/string in places Xavier was last sighted, if there is time, we want to create a short video compilation of the footage captured of Xavier while on the run. As seen below I have completed a draft of what the table set up might look like on the day. We have been working on organisation as well, as this week we have been compiling information which will be included in the report, organising it into different sections. We hope to try and finish most of the report by the end of this week, to stay on track with the timeline we have created.

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.