In various classroom contexts, I have grasped the importance of professional practice including effective planning, powerful teaching strategies, creating a safe and supportive learning environment and the importance of continually assessing students to provide feedback and report on their learning.

It is my role as an educator to develop strategies to support inclusive student participation in classroom activities and to ensure that each child experiences a learning environment where they feel safe, respected, and welcomed. This commitment aligns with the UNICEF’s Conventions on the Rights of the Child (1989), specifically articulated in Article 29, emphasising the role of education in nurturing, and maximising each child’s personality and talents.

I have learnt to adapt teaching strategies through data-driven decision-making, addressing diverse student needs (Timperley et al, 2007). The Inclusive Education Policy (2021) acknowledges that aligning teaching strategies and reasonable adjustments with individual student needs fosters inclusive education, enabling students to access and actively participate in learning alongside their peers of similar age (Department of Education, 2018). By collecting and interpreting data, I can assess, provide feedback, and make evidence-based decisions in my teaching. This informs my effective planning and implementation of teaching and learning strategies, setting clear learning goals, planning, structuring, sequencing learning programs, and employing diverse teaching strategies.