Teaching Practice
My professional experiences at Wesley College, Aquinas College and Kensington Secondary School have enabled me to teach and support students across Years 5–12 in Visual Arts, Design & Technologies and inclusive educational settings.
Across these experiences, I have planned and delivered practical lessons, developed original teaching resources, provided explicit demonstrations and supported students through research, experimentation, construction, refinement and presentation. My approach combines clear expectations, visual modelling, scaffolded skill development, differentiation and calm, consistent classroom management.
I am committed to creating learning environments that are safe, inclusive and purposeful, while encouraging students to develop technical competence, creative confidence and increasingly independent approaches to their work.
Wesley College — Second Professional Practice
Second Professional Practice
2025 | Five weeks | Assessment: 75 — Distinction
My five-week professional experience at Wesley College provided the opportunity to plan and deliver Visual Arts and Design & Technologies learning across junior, middle and senior year groups within an independent boys’ school environment.
Throughout the placement, I developed complete lessons and original resources, delivered practical demonstrations, supported students at different stages of their projects and contributed to safe and productive classroom and workshop environments.
Working across Years 5–12 strengthened my ability to adjust teaching language, demonstrations, scaffolding and feedback according to students’ ages, prior experience and individual levels of confidence.
TAFE and Vocational Education Lecturing
Hairdressing and Specialist Makeup Education
Kangan Institute and the Australian College of Hairdressing and Beauty
Certificate II, Certificate III and Diploma-level training
Inclusive Education Professional Experience
2026 | Twelve hours
My experience in the TASS program at Kensington Secondary School provided an opportunity to support students with diverse and complex communication, physical, cognitive and sensory needs within a specialist educational setting.
I worked with a small class of five students, including students with Down syndrome, autism and limited verbal communication. I supported students during painting, music, yoga, a football clinic, story-based activities and a community bus and café excursion.
This experience strengthened my understanding of inclusive education and the importance of predictable routines, visual communication, careful observation and flexible approaches to participation. It reinforced the need to recognise each student’s individual communication, strengths and progress while supporting dignity, choice and increasing independence.
Aquinas College
Professional Practice
First Professional Practice
2024 | Three weeks | Ungraded Pass
My three-week professional experience at Aquinas College provided my first sustained opportunity to plan and deliver secondary Visual Arts and Design & Technologies learning within a Catholic boys’ school environment.
I worked across Years 7–12, adapting my teaching to different ages, curriculum expectations and levels of practical experience. The placement enabled me to develop confidence in lesson planning, practical demonstrations, classroom and workshop management, student feedback and professional collaboration.
Kensington Senior Highschool
Tass Program
Inclusive Education Professional Experience
2026 | Twelve hours
My experience in the TASS program at Kensington Secondary School provided an opportunity to support students with diverse and complex communication, physical, cognitive and sensory needs within a specialist educational setting.
I worked with a small class of five students, including students with Down syndrome, autism and limited verbal communication. I supported students during painting, music, yoga, a football clinic, story-based activities and a community bus and café excursion.
This experience strengthened my understanding of inclusive education and the importance of predictable routines, visual communication, careful observation and flexible approaches to participation. It reinforced the need to recognise each student’s individual communication, strengths and progress while supporting dignity, choice and increasing independence.