Statement of Intention

Each section of this assignment plays a crucial role in enhancing my professional skills and refining my pedagogical approach as I transition into the role of a senior secondary arts educator. This statement of intention outlines the important pedagogical reasons and theoretical frameworks behind the content that has been included in the learning sequence and the how/why/when of its delivery. My Analysis of ICT and Website as Pedagogical Tools enables me to consider how to effectively incorporate technology into the curriculum and enhance my digital literacy. Ensuring I am well-equipped to prepare students for the technological challenges of 21-century world and, aligning with the Australian Institute for Teaching and School Leadership [AITSL] (2024) standard 2.6: “implementing teaching strategies for using ICT to expand curriculum learning opportunities for students”. The annotation and collection of relevant resources allows me to build a bank of readily available support materials that can assist me and other teachers to deliver meaningful learning experiences.  

This learning sequence has been designed as a digital resource that will assist both teachers and students in completing Unit 3, Area of Study [AOS] 1, Outcome 1, from the 2023-2027 Victorian Certificate of Education [VCE] Art Creative Practice Study Design. The learning sequence is designed to be delivered over six weeks, as the VCAA study design support materials note that this outcome should be completed early, because it will serve as a starting point for the Body of work that will be continued further throughout unit 3 and 4 (Victorian Curriculum and Assessment Authority, n.d.). On the student facing page, there are six tasks that act as guiding instruction to help students work through Unit 3, AOS 1, Outcome 1. These tasks are an outline of what would be covered weekly over the likely 2x 70-75 minute, and 1x 35-minute periods of class time. As explained on the teacher facing page, these tasks have been purposefully labeled as ‘task 1’ etc. instead of ‘week 1’ etc in order to cater to student’s diverse range of learning needs. Some students may work through the tasks faster and need to be extended. While other might work slower and need to be supported. This planned accommodation of different learning speeds is  inline with both the Victoria State Government Education and Training’s High impact teaching strategies [HITS] strategy 2 and 10 (Victoria State Government Education and Training, 2022) and the AITSL Professional Standards for Teachers: 1.5, 2.2 and, 3.2 (AITSL, 2024). These strategies and standards all relate to the need and importance of planning and adapting/differentiating content, delivery and process to provide the best learning opportunities for all students. 

The learning sequence includes a collection of worked examples/past students work, worksheets/assiting documents, explanations, prompts, rubrics and links to assist students in finding Artists/artworks including specific links that could familiarize students to a wide range of cultures and identities, particularly First Nations and Asian Artists. This will assist busy teachers and students in meeting ACARA’s Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures, and Asia and Australia’s Engagement with Asia (Australian Curriculum, Assessment and Reporting Authority, 2024) and aid the development of cultural competency, an important element of 21-century learning and teaching (Bernhardt, 2015).

The learning sequence lends strongly to Wiggins and McTighe (2005) ‘Backward Design’, a backed teaching and learning method that involves starting with learning objectives and planning with these in mind. This method allows for clear goal setting, where both students and teachers are clear in what is required and can work towards this. I find this approach critical to my own learning and I will incorporate this method into my pedagogical toolbox.

Another theoretical framework which underpins this learning sequence is Vygotsky’s theory of the zone of proximal development [ZPD], which emphasizes the importance of providing learners with guided support to bridge the gap between what they can currently achieve independently and what they can accomplish with assistance (Churchill, 2021, p. 79). By breaking down complex tasks into smaller, manageable steps, the sequence ensures that students experience success at each stage, gradually advancing along the learning continuum. 

Through this assignment, I have developed a comprehensive resource that is adaptable, inclusive, and grounded in research-based pedagogical approaches, positioning me to deliver meaningful and impactful learning experiences in my future teaching practice.