Guided by the Australian Institute for Teaching and School Leadership (AITSL,
2022), I prioritise student observation, connection, and
responsiveness to inform pedagogically sound and inclusive Visual Arts (VA)
planning. A tool common in VA, such as L-PEC (Selkrig et al., 2020, as cited in
Carr, 2023) ( See Appendix 2), ‘Discovering Learning, Pedagogy, Environment and
community’ will model responsibilities in consideration of social intellectual
growth through theory and creative, practical elements—a nuanced understanding
of responsive learning experiences, developmental phases and diversity. My
lessons honour students’ lived realities, promoting equity and meaningful
engagement. I establish and maintain clear expectations and proactive behaviour
management using restorative practices and positive reinforcement (Howell,
2020). I cultivate a learning environment through effective verbal and visual
communication where students feel valued, supported, and empowered to take
educated, creative risks.

I collaborate with allied
professionals and families to support every learner while fully complying with
relevant local school and district policies. As a secondary teacher in Western
Australia, I operate according to national and state legislation (Appendix 3),
committed to a secure, professional, and honourable educational community.

Influenced by pedagogical approaches within constructivist-led teaching (Kivunja, 2018), I value student voice, real-world relevance, and learner autonomy. As Gobby and Walker (2022) suggest, I establish consistent routines, such as “welcoming hooks,” in-person check-ins, and reflective closures, to support emotional regulation and a psychologically safe learning space. These explicit strategies underpin student-centred instruction aligned with curriculum expectations, School Curriculum and Standards Authority (SCSA, 2014).

Multiliteracy influences the classroom environment by using ICT strategies to link student connection to theory (Kalantzis et al., 2019). ICT allows extension by applying STEM subject matter to the arts. In addition, Asare (2023) highlights that incorporating traditional practice methods and materials can enrich students’ cultural and historical awareness, ensuring tasks are accessible to students, scaffolding, and catering to diversity.

Adolescence is a key stage for students in forming self-identity, shaped by social and environmental factors (Erikson, as cited in Howell, 2020; Miller, 2022). Mindfully, I scaffold creative opportunities through inquiry-based exploration, making and responding, enabling students to apply concepts independently using traditional materials and contemporary digital media, enabling hands-on, independent, student-driven expression. Lessons are concluded with single, peer, and group reflections of design and creation (Dinham, 2023), integral to student value.