Situation

In my third year at Perth Modern School, I led a reimagining of the Year 10 Multimedia course to authentically embed student voice and agency not only in classroom activities, but in the design of the curriculum itself. Anchored in the Teaching for Impact framework, I understood student voice as more than just participation—it is about students influencing the direction, focus, and nature of their learning experiences.

Drawing on the work of Gonski et al. (2018) and Hattie (2009), I saw this as a chance to build a classroom where students were not passive consumers but creative partners—invested, autonomous, and reflective. The aim was to foster engagement, wellbeing, and achievement through shared ownership of learning.

Action

At the beginning of the semester, I presented students with an inspiration prompt—a broad provocation to explore personal or social issues they cared deeply about. From there, we co-designed the course together. Students chose their topics, shaped the narrative direction, and influenced how the technical and creative components would unfold. This foundational choice shaped the four task structure that followed:

1. Task 1 – Research and Narrative Development
   Students chose a real-world issue of significance to them and built a narrative around it. Their ownership over the subject matter led to greater emotional investment and deeper learning.

2. Task 2 – Storyboarding and Pre-production
   Students visualised their narratives through moodboards, scripts, and character designs. They made stylistic and structural choices, which were discussed and supported in collaborative planning sessions.

3. Task 3 – Production and Portfolio
   Students brought their stories to life using Adobe After Effects, Blender, and Animate. Regular critique sessions and formative feedback loops enabled them to revise, self-evaluate, and reflect—hallmarks of self-regulated learning.

4. Task 4 – Technical Development
   A rolling series of software mini-tasks ran parallel to the main project. These were selected and adapted in consultation with students, based on emerging needs, interests, and challenges.

Responsive Teaching and Adaptation

Throughout the semester, I adjusted the course structure and support strategies based on student voice:

• Task timeframes were adapted based on student progress and conceptual readiness.

• I differentiated expectations and tutorials to meet individual needs and learning profiles.

• When appropriate, tasks were modified to align better with cohort-specific goals and engagement patterns.

This adaptability was underpinned by continuous dialogue with students—modelling the Teaching for Impact principle of responsive co-design and demonstrating trust, transparency, and mutual respect.

Outcome

By semester’s end, students had produced a collection of powerful, original animated films that expressed their values, curiosities, and identities. The process yielded rich learning outcomes:

• Students demonstrated heightened self-efficacy, confidently discussing their work and seeking critique.

• The class operated as a collaborative design studio, where feedback and dialogue were routine and respectful.

• Student reflections and portfolios showed deep growth in creative process, technical skill, and critical thinking.

For me, the experience deepened my belief that authentic student voice begins with co-design. Students were not just engaging with the curriculum—they were shaping it. This empowered them to become more autonomous, motivated learners and helped me evolve into a more responsive and adaptive educator.

This course embodied the Teaching for Impact call to action:

“When learning is co-constructed, students and teachers share a collective responsibility for progress and achievement.” (Teaching for Impact, p. 44)