I enjoy music and performing, especially singing. I am able to play the piano as well. Within the All Saints’ community, I am a member of College Choir & Senior Girls’ Choir. Earlier this year, in College Choir, we were asked to record a piece for the Anglican Schools’ Commission Online Chapel Service. We decided to prepare Cantate Hodie!, an upbeat choral piece composed by Mary Lynn Lightfoot that translates to “sing today!”.
If you wish to view/listen to the final product, please access the link below.
This is my Individual Pathway Story, detailing my present and how this might lead to my future aspirations. This revolves around 3 main themes: The Self, My Learning and My Working Future. The intended outcome of this task was to allow the student to explore their current self and their future opportunities in the professional world.
The Self
The first section of this task explores personal identity and perception. I believe that the values form a basis for identity, as one relies on them heavily to make decisions, and this influences what one holds in esteem as well.
My values can be summed up as integrity, persistence and conscientiousness. My first value, integrity, ensures that I can live in an authentic and honest manner with those around me, by following effective rules and behaving in a morally correct manner. My second and third values, persistence and conscientiousness, are quite closely linked. I prefer to make deliberate choices and work towards long term goals in an efficient manner so I might fulfil my highest need, Self Actualization. Another part of this is that I strive to be faithful to the promises I make, and, as, I frequently find myself desiring to do well in what ever I do, persistence and conscientiousness are values that I rely on heavily. In the same perspective, I dislike inefficiency and closed-mindedness.
Another aspect to my identity is my personal attributes and interests. I perceive myself as a curious and ambitious person, and I would say that others may perceive me as slightly reserved and unusual (although I may be horribly incorrect in both.) I am quite interested in soaking up knowledge and learning about different perspectives and analysing the world around me. Skills I believe I possess are the ability to learn quickly, to see implied meaning and to investigate.
My Learning
My learning pertains to what subjects I enjoy, how I learn and my future educational goals. Although I thoroughly enjoy learning (as stated in the former paragraph), I would not be able to point to a favourite subject(s) as I find different parts interesting. For example, I like that maths is objective and speaks to relationships between numbers, however, I also appreciate the interpretation and creative factor in English. I enjoy Humanities and Science because they give me information about the world around me, including the natural world and society. Electives I undertake are French and Drama. I enjoy seeing the language and cultural differences in French (as opposed to English), and in Drama, it is exciting to embody a new character in a different world. In addition to the core subjects, I learn Religion & Philosophy, Health, Life Skills and Sport. Through the VARK Model, I would say that I learn well through Reading although I think that they are all quite balanced. Through Carl Jung’s Model of Learning, I learn in an Introverted, Intuitive, Thinking and Judging manner. (This also links to Carl Jung’s Personality Model). After high school, I wish to attend university and study law.
My Working Future
The final section of this task sums up by letting the students explore different future options, which gives them a goal to work towards with tangible steps. The occupation I chose to explore was Law, as I find the matter interesting. You can study law by obtaining a Bachelors Degree (you can do this via Juris Doctor) and after that, it is fairly common to complete a Masters Degree. The standards of entry to Law School and or assured pathways are rigorous, requiring a high ATAR and after this, a high GPA. Following this, lawyers work in private and corporate legal offices, and some work for government.
Below is my Digital ICT Video for Task 2b: How data travels through a network. Please note that my video has sound and text. It was made using a combination of Canva & Powtoon. I did not use any templates. It is all my original work.
Impacts of my asthma plan of ASC students and staff:
The students and staff have to be considerate of the asthmatic and follow all the rules in place for the asthmatic’s safety. The healthcare centre and teacher will have to know about the condition and get educated in the proper precautions and first aid. They will also have to have the plan with them, and understand it. The relevant teacher would have to carefully monitor behavior, intervene where needed and marshal a calm atmosphere to avoid flareups. The students and adults will need to be considerate and accommodating. The staff and students would no longer be permitted to wear or have strong scents on/with them. The cleaners would also have to make sure that the ventilation system is clean and functional. They would also have to make sure that the air conditioning (if there even is any) is clean and equipped with an asthma and allergy friendly filter attachment. The relevant people would also have to be prompt in identifying and fixing unwanted leaks. The pool would also have to be clean and with a working pool system. The staff would have to be careful and keep in mind that the student cannot handle large amounts of very vigorous exercise. The swimming teacher would also have to (maybe) modify their class structure to accommodate, warmups, stretching and cool downs.
If a young person had asthma I would suggest that they seek reliable support and assistance from:
People: For concerns, one can book an appointment with their local general practitioner for further assistance and advice. They will review your asthma plan, answer any questions and measure your breathing.
Your carer is also a vessel that can give you emotional and physical support as they should be educated about your condition.You can also call 1800 278 462 (1800 ASTHMA) to talk to an educator who can answer your questions and provide support for asthmatics and their carers.
Digital Resources:Websites such as asthma.org, asthmawa.org.au or healthline.com can provide comprehensive and reliable information about asthma management. There is a website with linked resources, https://asthma.org.au/what-we-do/how-we-can-help/resources/
There is also an Asthma First Aid App, which, as the name suggests, is an app that provides first aid for emergencies and reviews of the four first aid steps. t is an educational tool, useful for asthmatics, their families and carers.
Kiss My Asthma is another app developed by “young people” for “young people.” It has access to your asthma plan, the ability to track your asthma symptoms, severity and attacks, making it easy to inform your doctor or specialist accurately about your asthma, a mood tracker, a goal setter and assistant that can deliver support, reminders to take your asthma preventative medications, first aid instructions and emergency contacts and resources so you can find out more about asthma, medications/devices and how to manage anxiety. There is also an Air Rater App (https://airrater.org/) that can rate the air quality so you can make informed decisions.
Three year sevens’ and three year eights’ were chosen to compete in a math competition that took place at John Curtin in a quiz-night format, with four rounds of eight questions and tie-breakers. As stated above in the caption, we won first place, and received a trophy. This was an improvement from last year in 2020, when we won 2nd place and got a pen.
The Synergy Solar Car Challenge is a program that is designed for year six and eight students to apply STEM skills in an engaging, real-life application. As the name suggests, I and several others in our team of 4 had to build a solar car out of a corflute (a type of corrugated plastic), axles, wheels, a motor, a switch and a solar panel which was attached to the circuit with various wires. We were provided 45 minutes to do this, which included testing time.
Skills needed:
Collaboration and Teamwork:
Because we were under time pressure to build a functional car, we had to collaborate so as to build it quickly and efficiently by dividing the labour.
Problem Solving:
As mentioned above, the 45 minutes we were given was inclusive of building and testing time. During one of our trial times, the switch came apart, and through usage of problem solving skills, our team managed to solve the problem and use a working switch.
Creativity:
The track that we were to use to race on was simply a wooden pole lain horizontally on the ground. We were given a mere two pins that we could use to align the car with the pole. This proved challenging due to the shape and height of the pins.
Overall, my team (All Saints’ One) finished third place.
