Application to the Curriculum and Support of Real Learning: Multiple subjects from the Victorian Curriculum are included in this lesson, resulting in a combined educational experience. The Visual Arts curriculum aims, like improving meaning via presentation (VCAVAP027) and employing resources and techniques to make art (VCAVAV026), enable students to effectively express concepts regarding marine pollution. Students are encouraged to consider the value of protecting natural ecosystems by the sustainability principles covered in Humanities classes, particularly those related to geography and their own views of place features (VCGGC071), (VCGGK083). Students study materials for particular uses (VCAVAP027) and assess solutions according to their effects on the environment (VCDSCD031) in Design and Technology. This project-based learning strategy is in line with the Victorian Curriculum's definition of genuine learning, involving students in real-world problems through practical activities that encourage environmental awareness and the creation of original solutions.

Use of Inquiry-Based Pedagogy and Learning through Experience: This sequence's core pedagogical framework is the experiential learning framework. Students have firsthand, meaningful experiences that deepen their comprehension of the topics at hand when they take part in projects like making art out of recyclable materials. In this lesson, students reflect on the effects of plastic pollution and use this understanding to produce recycled art that promotes awareness. The curriculum includes inquiry-based learning throughout, especially in the sections where students look into how pollution affects marine life. Children build a deeper awareness of their environment through real-world context engagement, which can be accomplished here through multimedia tools, talks, and creative art projects, as per Loughland et al. (2003). Students get the ability to think critically and to deal with environmental concerns with curiosity and personal accountability through enquiry.

Encouraging Environmental Care through Art and Practical Experiences: Students are able to develop an emotional connection with the material when environmental messages are conveyed through art. At childhood nature connection through the lens of both quantitative and qualitative methods, considers evidence that connection with nature matters for children's well-being as well as the future of conservation (Chawla, 2020). Students have a practical grasp of how recycling materials can reduce pollution by turning rubbish into art. Students are also given a local context to relate to global environmental concerns through the beach clean-up video and art project that follows, which develops a sense of community and responsibility. Teachers can teach sustainability development to students through arts as this is one of the major concerns in today’s world(Tilbury, 2004).

Encouraging Collaborative Learning and Community Involvement: The subject matter places a strong emphasis on group projects and conversations among students to encourage collaborative learning. Social constructivist theories—like those of Vygotsky—hold that collaboratively building knowledge benefits students and that learning is socially influenced. This method is demonstrated in the lesson where students display their projects to other students and discuss their artwork with classmates, and get to know what others believe of their work. Students can learn from a variety of views and improve their interpersonal skills in addition to encouraging teamwork through group projects. In addition, seeing videos of other children engaging in environmental projects, such as the Bali Beach Clean-Up, strengthens the lesson's focus on community. Students learn about their own capacity for effect when they observe their peers when the class goes to the beach actively participating in environmental protection.

Using Digital Media and Reflection to Expand Knowledge: Digital media is included into the curriculum to enhance traditional educational resources. Videos about ocean pollution offer an engaging and dynamic way for students to see the problems they are learning about. The Victorian Curriculum's emphasis on employing a variety of materials to promote learning is in line with this multimedia approach. Additionally, it meets the demands of a variety of learners by including visual learners, who gain from having ideas illustrated through pictures and videos. Every class concludes with reflection exercises that help students accept what they have learned and think about how they may use it in their everyday lives. Students can better establish their comprehension of the lesson's main environmental responsibility message by answering reflective questions such as "What did you learn about the importance of reducing plastic waste?" and "How did creating art change your perspective on marine conservation?" to help them think critically.