This year, I had the opportunity to coach the Year 7s & 8s for Interhouse Debating. We assisted them with point preparation, as well as giving them tips for improving their manner and rebuttals. This culminated in 2 debates, one in week 2, and the other in week 4.
For the first debate, one of our members decided to write their speech the day of. As leaders, though we had prepared them well with the information and points needed, this outcome demonstrated that they (the debaters) needed a form of accountability that we had previously failed to provide. For the next debate, we resolved to meet very early to ensure ample preparation time, and to check up on them via email regularly. This opened up the streams of communication, and all members were able to successfully write a speech for the second debate.
Overall, coaching the Year 7 & 8 debaters improved leadership and communication skills. It also allowed me to empathise for the debaters, as I had been in their place previously, so had experience with how they might feel about the challenge.
Earlier this year, as part of OLP, the Year 9 Cohort journeyed to Kalbarri. We went in two separate rotations and completed a variety of activities together. This ranged from hiking & exploring cliffs to more mellow activities, like journalling & self-reflection. Unlike our previous camps, this year had more flexibility; students could explore the area and complete various activities as the weather and our moods permitted.
The climax of the camp was hiking downwards to the 4 Ways Campsite. We explored the gorge, a majestic towering of patterned rocks and foliage. Some of us bravely fared the frigid water, and some even went rock jumping. From here, we were all faintly relieved to bushwalk to Z Bend. This was a welcome reprieve from the harsher conditions of the gorge, where the larvae had landed on our tents and buzzed at night. After quickly touching base at Z Bend, we canyoned, descending into the valley once more. At one point, the group abseiled, rock-climbed and gaped in awe at the spectacular view.
We sat near to our equipment so we could fulfil our roles. I was cooking in this photo.
Besides allowing us to become immersed in nature, this camp provided a valuable opportunity for teamwork and leadership. Although there were many instances when this was applied, the main component was when my teammates and I were cooking. This involved gathering utensils, preparing ingredients, the actual cooking, and cleaning and packing up. To distribute work evenly, we delegated roles, ensuring that we played to our strengths and were able to offer feedback & receive assistance as necessary.
Overall, our teamwork, communication and leadership led to an enjoyable OLP experience. Year 9 OLP proved to be an enlightening and challenging experience. Thank you to the Head of Outdoor Learning, Mr Zaurs, Mr J (Year 9/10 Co-ordinator), and to the staff that organized the trip & accompanied us.
The destructive and unpredictable nature of earthquakes can not only wreak havoc on buildings but negatively impact surrounding societies, causing uncertainty and fear. In addition to injuries, organizations and infrastructure may be disrupted. Hence, the long-term repercussions of this are socially, economically and environmentally unsustainable. This was demonstrated through the Nepal 2015 earthquake. In the 2 year aftermath, less than 5% of the destroyed houses were rebuilt, leaving 800, 000 families to take refuge in temporary shelters. If we understand how to engineer earthquake-safe buildings, we will be able to better resist the inevitable damage brought upon us, which would save lives, infrastructure and organizations, creating a safer society for all to reside in.
To end our science course, we were tasked with designing, building and testing a model that would withstand a major earthquake. To be considered successful, this model:
was to be made out of spaghetti and blu-tack
had to remain standing after an earthquake, as simulated by the 10-second shake of a table. Ideally, it had to be left undamaged after P Waves, S Waves & Surface Waves.
had to be quick and easy to assemble
constructed using scissors and a ruler
It was required to have
a maximum base of 30cm by 30cm
a minimum height of 60 cm
a 5 cm by 5 cm platform at the top
a cost less than $60, where each spaghetti strand or gram of blu-tack costs $1. (This was given twice for the initial prototype and once for the second prototype.)
Concept sketches of our intended model that was unsuccessful.
We first engaged in a 50-minute design sprint, and then researched, created a plan and engineered a model based on this. Throughout the process, we kept in mind the design features that would help improve building resistance. As a result of this, our final model was drastically different.
While our building was stable, a piece of spaghetti snapped, dislodging others.
Our building was able to withstand all types of waves, however, due to unforeseen circumstances arising from snapped spaghetti, the fragility of the materials and the interactions between the blu-tack and spaghetti, we were forced to alter, adapt and change our plan. This caused us to have a lack of resources as we neared the top of our model, meaning that we missed the height requirement by a few centimetres. However, we learnt that having a top that is flexible and able to sway on a rigid base is not necessarily a negative. Overall, though the building could not be implemented in real life, it fulfilled most requirements, with the exception being the height.
I thought that our research was thorough, however, as it couldn’t perfectly correlate to real life, it was partly for naught. In terms of teamwork, I thought that we collaborated by distributing the work evenly and taking initiative as required.
To improve the outcomes of the project, it would have been beneficial to spend less time observing, deliberating and researching, to allow more time to iron out any inevitable problems or experiment more with bases that would work and think about how theory applies to real life (by taking into account the specific materials we have on hand).
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.
The Leadership & Innovation course is designed to be flexible and work around the participants’ various skills and interests. This proved to be true; the class was given the opportunity to run a “side hustle”. I chose to combine this with my Passion Project as I enjoy the side hustle, and also because it maximized the time I was given.
Fuelled by success from selling previously, I was keen to continue my greeting card business. This year, however, the start up cost was $50, which meant more flexibility, but most importantly, more stock.
Receiving the $50 loan.
In order to determine whether there was demand, I needed validation. This would minimize unnecessary spending and allow me to connect with my audience. Additionally, I would also get real-world data so I could tailor my product accordingly. Hence, before selling at the larger Wanju Community Christmas Market, the class decided to use the September Runway Market as a product validation. In particular, I wanted feedback on my pricing. Before the outdoor market, I got a vague idea about what people thought through asking my class.
To organize ourselves for this, the class was introduced to the Microsoft Planner. Bearing similarities to Trello, the planner was like an online scrum. I used it to track task completion.
My Planner
At the validation, I needed a prototype and a means to obtain feedback. Before I could make a prototype, I needed materials. I spent a considerable amount of time trying to maximise my loan, finding the most valuable material options. This was eventually whittled down to a few key materials. Utilizing the school’s laser cutter and spray adhesive, I successfully created 2 prototypes, one of each design.
While sorting out my finances, I also projected my profit with my previous prices. Last year, the product was sold for $5 (laser cut) and $1.50 (printed). This year, I wanted to sell my product for a price that people would be willing to pay, but that I would also be happy to accept.
After considering my options, I settled on using a survey, conducted through Microsoft Forms. I also created advertisements to draw people in. On the day, I used sweets to lure people so they would give me feedback. This turned out to be a useful tactic, as many were willing to stop by, if only for a mint.
The 2 sides of my Poster Board. On the day, it was face up on the Free Candy side.
The product validation provided many insights. Apart from learning about how to bait potential customers, I was able to gain a rough idea about pricing, as well as who my target audience was. I deduced that people thought highly of my product and that my target audience was mainly girls, specifically those in Junior School. In the process, I experienced the importance of peer feedback. All things considered, I have benefitted from this course and gained valuable feedback.
Below is a selection of some of my work. These include posters, videos, logos and other photos. Please note that this work is original, and to be imitated. However, feel free to look around the rest of my ePortfolio, there are additional pieces that may not be shown below.
Posters
123456Posters
Posters 1 to 3 were the winning poster(s) for the Clean Up ASC Poster Competition held earlier this year, in 2022. I received a Wanju voucher for these entries, and the posters were used to promote the cause. Poster 4 was designed for the Class of 2025 End of Transition Celebration. I volunteered for this as part of my role as Class Representative. It was sent to the parents in an email informing them of the event. Posters 5 and 6 were designed solely for enjoyment, to be stuck up in the Math Extension classroom. They were intended as parodies of vintage ads.
Above are the posters for the 2023 theme, Be More You, which I was selected to design after submitting a page of my work. These have been displayed around the College in hard copy, as well as online in assemblies, the Courier, and Eucharist.
I designed both of the above images for a Design Challenge but didn’t submit them due to age constraints. They belong together as a pair, and the stimulus was icecream. I decided to interpret this in an unusual manner, and chosen to use icecream as snow, or mountains. 1 is called “Meeting at Mount Icecream”, and 2 is called “Reaching the Summit.”
This is my Oscar Performance for Semester One Screen Acting. I will be exploring the process as well as my thoughts on the final product. We were to work in a pair or small groups to present a notable and engaging scene that we had to film, selecting shots that most effectively presented the story. This scene was to showcase our range as an actor, challenging us in the process. Prior to the filming, we had to plan our vision for the scene. This included the shot types, technical requirements and context. We also had to rehearse and annotate the script to note down our choices. My partner and I chose to do a scene from Harry Potter & the Chamber of Secrets, where Harry Potter first meets Dobby the House Elf, due to our shared interest in the series. We discussed our idea with some peers, and they liked the idea of doing a Harry Potter scene.
Leading to the final production, we first had to familiarize ourselves with the context of our scene, so we could make informed and creative choices about how we play our characters. The Chamber of Secrets begins with a dreadful start to the summer holidays, with the Dursley’s characteristically mean behaviour making Harry yearn to go back to school more than ever.
Harry stops stunned as he sees Dobby.
Unexpectedly, Harry finds himself face to face with Dobby the house-elf, who tells him that if he goes back to Hogwarts, disaster will strike. My objective is to find out why Dobby is present, but his urgent and insistent pleas for me to not go back to school present an obstacle. My super-objective is to protect myself and those I love & care for.
I prepared for this performance through research (about the context and technical requirements) and rehearsal to put my knowledge into action. My partner and I could have rehearsed in a more practical way so we could utilize muscle memory to a fuller extent, however, this was difficult for both of us as we tend to prepare in our heads and then approach the practical task. Nonetheless, we each made several choices about how to play the character and the final technical design. We used Stanislavski’s techniques to develop performance.
Emotional memory involves the actor drawing on their own experiences to show what they would do if they were placed in the scenario, which was used through out. For example, in the line ” See why I’ve got to go back? I don’t belong here. I belong in your world — at Hogwarts. It’s the only place I’ve got .. friends.” showed emotions through voice.
Harry in a defensive position when meeting Dobby.
I used the beats/units to show when Harry’s train of thought changed, for example, when he says ” I see. Not to be rude of anything…” I used the given circumstances to understand the wider context of the scene in the whole story line and then to make informed choices. For example, to design the set effectively, the fundamental question of Where am I shows us that the scene takes place in a bedroom, so the set was a bed and small table. I also frequently used beats to develop the performance by showing the audience what the shifts in thought were.
Harry gestures to Dobby
However, I think I need to work on pauses and using longer beats to lengthen the moments of silence to show the emotion and make it seem more natural. (I think that this was somewhat of a problem/something not done very right because the moments of silence feel longer when you are performing it, rather than watching your performance back or from an audience perspective.) For example, when tell Dobby that “it’s the only place I’ve got friends.”, there should be a longer beat between that and ” I belong in your world — at Hogwarts.” This is to show the extent of the embarrassment I am feeling in having to admit something so personal to someone I’ve only just met, in order to persuade them and to clarify the situation to Dobby.
Harry is desperately quieting Dobby.
Throughout the scene, I made vocal and physical choices to play my character. I spoke in a natural voice at a normal speaking volume with no significant change to pitch. Upon entering, I halt my walking, stumbling on each of the first words (“what.. who are you?”, “I see, Why don’t you sit down?) to show that I am still struggling to comprehend the absurdity of the situation at hand, and how I am connecting the dots; that I have seen Dobby before, through the hedge when I was unwittingly being spied on (but did not give further thought to, as I think it irrational). This use of voice and movement also draws light to the surprise at the strange creature in my room, no less, on my bed. I also slowly stage move backwards as I am approached, revealing my apprehension and caution: he is a foreign creature, and I might want to keep my distance from him.
Harry using his kind and empathetic nature to care for Dobby
When Dobby tells me “It is difficult, sir, Dobby doesn’t know where to begin”, I scratch my head, gesturing to my bed as I suggest that he take a seat. When he bursts into noisy tears, I run over to him with outstretched arms, showing the desperation I feel about this pathetic, sobbing creature and the noise level. I think I may have slightly overdone this. To me, this looked slightly unnatural because if a stranger started bawling, you wouldn’t rush over that fast or shush them that loudly (this conflicts even more because Harry is kind). When I quiet him, I slightly back away from him, never touching. I did not use emphasis a lot, although at the start, I say “house elf” as if I do not know how to say it, as Dobby is the first of the foreign species I’ve met. The first half of the scene is meant to show my unsureness and the fact that while I want to find out what Dobby has to say, I do not want to offend him and I also need to keep it quiet enough for the Dursley’s downstairs.
Harry and Dobby mid-conversation.
In the second half, after Vernon comes, my voice is faster and thicker with emotion, as I have gotten to a desperate point where I want to convince Dobby, and myself, by admitting to intimate facts: that I only have friends at Hogwarts and not anywhere else. It shows the vulnerability Harry is feeling at this point. I was somewhat pleased with my use of voice in the second half, as it showed the spectrum of emotions that Harry feels, including vulnerability and isolation. When told I must not go back to Hogwarts, I look around, visualizing life with the Dursleys, and then turn to face Dobby.
Harry’s voice is thick with emotion as he admits he has no friends outside of school.
The horror I feel just by visualizing what dreadful things would happen shows in my voice. Leading up to this, when Uncle Vernon leaves the room, I step back and gesture to Dobby that “I don’t belong here”, emphasizing how I don’t fit in with the muggle life, with the Dursleys. It is to show him that I belong in Hogwarts and that it’s the only place I have friends – friends, as Dobby slyly suggests, that don’t even write to me. To this, I reply that my friends have probably been busy, which is why they haven’t written to me. I am faced away from him as if answering my own insecurities – I need to persuade myself as much as Dobby. I think that to say this line more effectively, to portray the character, I need to say this slowly as if I am unsure but am trying to sound confident.
On filming day, my partner and I were prepared, with our props and costumes ready. I think that this went relatively well, as we were prepared and we did several takes to get different shot types.
Harry grabbing his letters from Dobby
This semester in Screen Acting, I learnt how to be more subtle and more natural with mannerisms, movement and voice as the audience is (technically because of the camera) much closer. We also learnt how to use voice to convey the character’s thoughts and emotions through pace, pitch, emphasis, tone and intonation (how the voice moves). I also learnt how the objective and super-objective influence the choices that the actor makes so that they can develop character better. We also learnt how to use Adobe Premiere Rush to edit the scenes we did by cutting them and altering the audio.
After more than 12 years of wrongful imprisonment, Scott Austic has a shattered life to rebuild.
The Australian Legal System incorporates several principles of justice, such as the presumption of innocence, high-quality evidence, and the right to a reasonable appeal. These principles ensure that all people are treated equally under the law. By abiding by these, the police, courts, and other authorities ensure that justice is upheld in an effective, ethical, and impartial manner. The Scott Austic case demonstrates how several principles were both upheld and compromised. In 2007, young and out-going Noongar woman, Stacey Thorne, was tragically stabbed on a neighbour’s front lawn. Scott Austic, casual lover and father of Stacey’s unborn child was charged with wilful murder and was given a life sentence in 2009. Wrongfully imprisoned, Scott was later acquitted after it was revealed that incriminating evidence had been planted. The 14-year ordeal that proceeded this fateful night reveals the strengths and flaws of the Australian Legal System.
To ensure that a verdict is based on accurate information, presented evidence needs to be of high quality. Without evidence that is relevant and reliable, an unjust outcome will be reached. In the Scott Austic case, this principle was heavily compromised and justice was not upheld. In 2009, Scott Austic was found guilty of wilful murder and he spent more than a decade behind bars as a result of planted evidence. Among the planted evidence was a cigarette packet smeared with blood, a drink can, a bloodied folding knife, and burnt clothing.
Digital evidence of the Jim Bean drink can and the folding knife
Initially, the clothes were said to have been burnt to conceal evidence. However, it was discovered that Scott had not lied about his clothing, and the burnt clothes were the remains of his roommates starting winter fires. The police also fabricated a motive – that Scott Austic did not want Stacey Thorne to have his child. This was based on a message that Scott had sent 10 days prior, detailing how “he would do anything for her [Stacey] to not have the child.”
A comparison of the video and photo footage shows the mysterious appearance of the cigarette packet.
In November 2020, a retrial was ordered after concerns about the integrity of the evidence. The police continually affirmed the unlikely assertion that the evidence had been missed in the first round of inspections. At the retrial, further inspection of the bloodied folding knife revealed that it was implausible that the weapon had caused the deep wounds suffered by Stacey. The weapon in question was found in a paddock between the homes, despite being absent previously, and Scott’s DNA was not present on it; only Stacey’s blood. The defence also claimed that the cigarette packet was only visible in digital evidence that was taken after original video footage from the day of the murder. This inconsistency suggests that it was placed deliberately, to make Scott Austic seem guilty. Moreover, as it was a police protected area, it is highly likely to be the police who tampered with the evidence (although this is unproven). The Jim Bean drink was found post investigation by an officer not part of the initial search team. Scott’s defence team also argued that he could not have been the killer, as he was at home at the time of her death. This disregard for high-quality evidence resulted in the wrongful imprisonment of an innocent man.
Another such principle of justice in the Scott Austic case was the presumption of innocence. From the moment someone is charged (with a crime), to the moment they are tried or found guilty, they should be treated as innocent until proven guilty. The same applies to the granting of bail unless there is a legitimate concern, such as being a threat to the community. This vital principle allows each person to receive a fair, unbiased investigation and trial. In the absence of this, a suspect may be wrongfully incriminated and sentenced, leading to the true offender not receiving justice. The Scott Austic case contained a heavy breach. The police failed to thoroughly investigate other potential suspects as they focused on the one they thought to be responsible, building a case around them. Since they were convinced that they “had their man”, the investigation was wrapped up within a week (a short time for a murder investigation). As stated by Scott Austic’s barrister, David Edwardson (QC), this failure to observe the presumption of innocence, ” … laid the foundation for the conduct that ultimately condemned him”. This refers to the planting of evidence, (most likely by the police), which relates to the presumption of innocence as it shows how they desired for Scott Austic to be convicted and found guilty. This resulted in an unjust sentence. However, after his conviction was quashed, Scott Austic was granted bail prior to his retrial. This was not a breach. However, collectively, the presumption of innocence was heavily compromised in this case.
Unlike the negligence to uphold the presumption of innocence and right to high-quality evidence, the right to a reasonable appeal was successfully upheld. This principle of justice allows parties that are unsatisfied with the outcome of their case, or those wishing for a case review, to lodge an appeal on reasonable grounds. The case will then be reviewed by a higher court, to quash the sentence, be acquitted or otherwise alter the outcome. The right to a reasonable appeal can eliminate any potential errors or bias that occurred in the first hearing and it attempts to ensure that the court arrives at a just decision for all parties. In 2010, Scott Austic submitted an appeal, which was denied. Although refused, this was not a violation, as the inquiry for appeal was heard. Following a failed investigation in 2011, a further petition was submitted and the case was referred to the Court of Appeal after several discrepancies (in evidence) were found. Finally, in 2019, the court of Criminal Appeal quashed his convictions and ordered a retrial, which was won in May 2020. This led to the 2020 retrial in the Supreme Court, where the jury only needed a few hours to reach a verdict of not guilty. The endorsement and continued support of the right to reasonable appeal allowed Scott Austic to be justly acquitted after more than 12 years of imprisonment.
As part of the Australian Legal System, many basic principles of justice are embodied, including the presumption of innocence, high-quality evidence, and reasonable appeal rights. These are crucial, as, under these principles, everyone is treated equally, with access to the legal system. As long as these are adhered to, the authorities ensure the effective, ethical, and impartial administration of justice. Collectively, the Scott Austic case was deeply unfair. Several principles were heavily compromised to the extent that an innocent man was imprisoned for over a decade for a crime he did not commit. It also caused heartbreak and sorrow for each of the families involved, with unending grief and years of relationships to mend. While it gradually became fairer towards the defendant- Scott Austic, the victim’s family were unable to find closure as no one was held responsible for Stacey Thorne’s death, and consequently, the family and wider society have less faith in the workings of the legal system.
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.
