Month: September 2021
Progress update 1
As part of our year 10 Humanities course we are able to research a project of our own choice and to create an outcome to showcase at a final exhibition in term 4. My group got assigned geography as our project subtopic. The essential question we decided to investigate is “How do dogs live around the world?”. In this project, we will discover dogs around the world and what jobs they do, what breeds are most popular, the populations, and the different cultures surrounding dogs. We chose this topic as we both love dogs and would be interested in learning more about them. By choosing something we are both interested in, we will be motivated throughout the whole project and produce a good quality project.
My role for this project is equal to my partner as we are splitting each task in half. This ensures that we are both contributing to the project and one person isn’t doing all the work. So far my group has completed an annotated bibliography, made a timeline, wrote a progress update, done week 9 and 10 reflections, and brainstormed ideas for our stall. We will continue to divide the tasks evenly throughout the project to make sure we are both contributing equally.
The core questions we are going to explore are:
- Where are dogs most commonly found around the world?
- Which dog breeds are most popular in each country?
- What are the jobs a dog can have and what training do they have to go through to get these jobs?
- What cultures do different countries/religions have surrounding dogs?
During this project, we will be improving on effective communication, resilience, problem-solving, collaboration, and organization throughout this entire project. We will need to be resilient and use problem-solving throughout this project as there will be many challenges which we will need to work around and overcome. We will need to collaborate and use communication so we can use our time effectively and complete this project to a high standard. Without these capabilities, we wouldn’t be able to complete this project to the best of our ability.
English capabilities
In English, we worked in groups to write and perform a play that represented a group or issue that we were interested in. This task required us to use effective communication within our group as we all had to agree on an issue and then find a way to represent it in the play. My group and I brainstormed all our ideas for issues and how we could portray it in a way that the audience could easily understand. After combining many of our ideas we agreed to represent sexism specifically in male-dominant workplaces.
At the start of the project, I had my document with the work I had done but soon realised that wouldn’t be effective as my group members couldn’t follow along with what I had done. To fix this issue, I made collaborative documents that we could all access and edit to contribute to writing the script. This document meant we could all read what the other group members had written which prevented doubling scenes and made the scenes fit together and easy to follow along. This slight growth in communication helped the creation of the play and also improved the final outcome. At the start of the task, I made a group chat with my group members so that we could communicate at any time if anything changed or if someone had a question regarding the task. This meant that my group could be in contact outside of class time if we needed to confirm something or ask questions. Having the ability to contact our group members meant that we could get our work done on time and resolve any issues that may have appeared. Listening to each other’s ideas, using communal documents, and having constant contact with one another meant we could communicate effectively throughout the task and therefore complete it efficiently and successfully. This task showed me the importance of effective communication and helped me discover ways to work more beneficial in group projects.
