Aquinas College

YEAR 7 DESIGN & TECHNOLOGIES — CO₂ DRAGSTERS

The Year 7 CO₂ dragster project introduced students to the design process through the development and construction of a functional timber outcome. Students considered the relationship between shape, performance, material removal, accuracy and finish.

I supported students through design development, practical construction and refinement. My teaching emphasised clear demonstrations, sequential processes, safe tool use, PPE and active supervision within the workshop.

Students were encouraged to evaluate their progress throughout production, identify areas requiring adjustment and consider how the accuracy and quality of their construction could affect the finished dragster.
 

YEAR 8 VISUAL ARTS — PAPER-CLAY FIGURES

Year 8 students developed imaginative figures using paper clay. The project encouraged students to explore character, proportion, three-dimensional form, surface and expressive detail.

I used visual references, demonstrations and scaffolded construction processes to help students translate their ideas into three-dimensional outcomes. Students were supported in building stable forms, developing surface details and making creative decisions that communicated character and personality.

The project strengthened my ability to explain sculptural processes clearly and respond to the different creative and technical challenges that emerged as individual students developed their figures.

 

YEAR 9 VISUAL ARTS — CERAMIC CARS

The Year 9 ceramic car project combined personal interests, sculptural construction and ceramic surface development. Students created ceramic car forms while considering proportion, structure, wheels, tyres, texture and individual design features.

I guided students through concept development, construction, refinement and presentation. Visual exemplars and demonstrations supported students in understanding how separate ceramic components could be joined securely and developed into cohesive sculptural outcomes.

Students were encouraged to consider how shape, tread patterns, surface texture and detail could communicate movement, style and personality. I provided individual assistance according to each student’s design, technical confidence and stage of construction.

 

YEAR 11 VISUAL ARTS — AQUATIC CERAMICS

Year 11 students developed aquatic-themed ceramic works incorporating research, design planning and practical ceramic processes.

At the senior-secondary level, I supported students in strengthening the relationship between their initial ideas and material decisions. Students were encouraged to experiment with form, surface and texture while considering how ceramic processes could communicate aquatic qualities and individual artistic intentions.

I provided targeted feedback during construction and refinement, supporting students to resolve technical challenges while maintaining ownership of their creative decisions.

 

YEAR 12 ATAR VISUAL ARTS

I contributed to Year 12 ATAR Visual Arts learning through discussions and activities focused on critical analysis, visual interpretation and the use of appropriate art terminology.

I supported students in moving beyond description by considering how artists use visual conventions, materials, processes and contextual influences to communicate meaning. Targeted questioning helped students explain and justify their interpretations while strengthening their confidence in discussing artworks.

This experience developed my understanding of the academic expectations of senior Visual Arts and the importance of explicitly teaching analytical vocabulary and structured visual interpretation.

 

WHOLE-SCHOOL ROUTINES AND CLASSROOM MANAGEMENT

Aquinas College used consistent whole-school entry and classroom protocols. Students lined up outside the classroom, waited to be invited inside and followed established expectations for entering, settling and preparing to learn. Teachers also used consistent calls to attention, enabling students to recognise and respond to familiar cues across different subjects and learning environments.

I applied these procedures consistently within my own lessons and when supporting or relieving other classes. Using established routines helped create calm, predictable transitions, reduce uncertainty and allow learning to begin efficiently.

The consistency between teachers demonstrated the value of a whole-school approach to behaviour and classroom management. Students understood that expectations remained stable regardless of the teacher or subject, while teachers were supported by shared language and common procedures.

Within practical Visual Arts and Design & Technologies environments, I combined these College-wide routines with clear expectations around movement, equipment, PPE and safe operating procedures. I used explicit instructions, active supervision, regular progress checks and calm calls to attention to maintain safe and orderly learning environments.

 

TEACHING APPROACH

Across the placement, I used explicit demonstrations, visual exemplars, scaffolded instruction, questioning and individual feedback to support students with varied levels of experience and confidence.

In practical environments, I established clear expectations around movement, equipment, PPE and safe operating procedures. Active supervision and regular progress checks enabled me to identify misconceptions, provide timely assistance and maintain orderly learning environments.

I applied calm and consistent classroom-management strategies and worked to build respectful relationships with students. The placement strengthened my ability to balance whole-class instruction with individual support across busy creative and workshop environments.

 

JUNIOR SCHOOL ART EXPERIENCE

I observed and assisted during Junior School Art classes, supporting students as they engaged with age-appropriate creative processes and materials. This experience provided insight into the development of foundational skills, creative confidence, fine-motor control and classroom independence among younger students.

Working with Junior School students required me to adjust my language, demonstrations and expectations. Instructions needed to be concise, highly visual and broken into manageable stages, with regular encouragement and checks for understanding.

 

ADDITIONAL CLASS RESPONSIBILITIES

When required, I assumed responsibility for additional classes and supported continuity of learning by following the teacher’s existing program and the College’s established routines.

Working with unfamiliar classes required me to build rapport quickly, communicate expectations clearly and respond flexibly to different classroom dynamics. The consistent whole-school entry protocols and calls to attention were particularly valuable in helping me establish an orderly learning environment.

These experiences strengthened my confidence, adaptability and ability to maintain professional expectations across classes beyond my regular teaching allocation.

 

ART CLUB

I participated in the College’s weekly Art Club, supporting students who wanted additional time, guidance and encouragement to develop their creative work.

The less formal Art Club environment provided opportunities to speak with students about their ideas, assist with practical processes and encourage creative experimentation. It also allowed me to build relationships with students outside my scheduled classes and contribute to the wider creative culture of the College.

 

MEDIA EXPERIENCE

I assisted Media students with the development of their projects. This experience allowed me to draw on my professional background in editorial production, visual storytelling, composition and creative direction while supporting students to communicate their ideas.

Working with Media students also strengthened my understanding of how my creative-industry experience can contribute to learning beyond traditional Visual Arts and Design & Technologies classes.

 

JUNIOR SCHOOL ART AND MIDDLE SCHOOL SPORT

My involvement extended across different areas of the College. In addition to supporting Junior School Art classes, I assisted with Middle School sporting activities.

Supporting Middle School sport required clear communication, active supervision, encouragement and flexibility while working with students in a learning environment different from the classroom or workshop.

These experiences broadened my understanding of the contribution teachers make beyond their timetabled subjects and demonstrated my willingness to participate in co-curricular programs and the wider life of the College.
 

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WIDER SCHOOL AND CO-CURRICULAR CONTRIBUTION

During my placement, I contributed to activities beyond my scheduled Visual Arts and Design & Technologies classes. My involvement in weekly Art Club, Media projects, Junior School Art and Middle School sport allowed me to work with students across different year levels and learning contexts.

These experiences helped me build relationships across the College, support colleagues in different learning areas and develop a broader understanding of students’ interests, strengths and participation within the school community.

They also demonstrated the importance of teachers being visible, approachable and willing to contribute beyond their immediate teaching allocation.

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PROFESSIONAL AND SCHOOL ENGAGEMENT

I participated respectfully in the College’s routines, values and faith-based culture. This included supporting established classroom-entry procedures and contributing appropriately to the expectations of a Catholic school environment.

Throughout the placement, I developed positive professional relationships with mentor teachers, technical staff, support personnel and students. Their guidance and feedback supported my growth in lesson planning, practical instruction, classroom management and reflective practice.

The experience reinforced the importance of understanding and contributing to a school’s particular ethos, maintaining professional communication and working collaboratively to support student learning and wellbeing.

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REFLECTION

My first professional practice at Aquinas College strengthened my confidence across Visual Arts, Design & Technologies and wider school activities. It developed my ability to plan and deliver practical learning, establish safe and consistent routines, communicate with different age groups and adapt to unfamiliar classes.
 

The placement also demonstrated the importance of a coordinated whole-school approach. Consistent entry procedures, calls to attention and behavioural expectations created predictable learning environments and supported teachers across the College.

My involvement in Junior School Art, Middle School sport, Media and weekly Art Club reinforced that teaching extends beyond formal classroom instruction. Meaningful contribution to school life requires flexibility, collaboration, visibility and a willingness to support students and colleagues across different contexts.