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RATIONALE
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Previously language and literacy was defined as the ability to write and to read
conventional literary texts. However such a simplistic view has become inadequate
within a society so diverse in information and multimodal communication (Tan & Guo,
2009). Learners today are going beyond reading and writing; they are critically engaging
and becoming re- makers of literacy rather than reproducers of common beliefs (Bull
& Anstey, 2010 p.79). Therefore this artefact Natural Disasters, aims to provide
students with access to new literacies. Combing written linguistic with visual and audio
forms of communication, to encourage authentic practices which enhance the
Significance of language and bridge the gap between in school and out-of- school
discourses (Hinde McLeod, & Reynolds, 2007).
According to Reeves, due to the advances in technology impacting the current
nature of education. Significance can also be enhanced through using ICT as a
vehicle for authenticity (Reeves, 2002). Therefore within the artefact, the focus of
each lesson was taking a traditional task and modifying it in a way, which
incorporated the use of technology. Furthermore, Reeves argues that authenticity
is enhanced when allowing for real world connections. Therefore this is seen
through providing tasks with a purpose, that can be used outside of the classroom
e.g. safety book.
Furthermore when designing the artefact, a strong emphasis was placed on creating a
Quality Learning Environment, which is established through focusing notion of
Engagement, a dimension of the quality-teaching model (QTM) (Hinde McLeod,
& Reynolds, 2007). This is achieved through designing lessons in a way, which
create sustained interest and attentiveness to the lessons at hand. Furthermore, in
addition to Engagement a quality-learning environment was established through the
inclusion of Higher Order Thinking, which was achieved in the following ways:
LESSON ACTIVITY Element of HOT HOW IT IS
PRESENTED IN THE
LESSON
1 Viewing Video











Research Mind-Map
- Applying





- Analysing





- Understanding
Students use the
information learnt in the
video and apply it to
another context
(Information report).

Students organise and
deconstruct the provided
information in a way that
assists them in structuring
their own research.

The students demonstrate
that they understand the
presented information by
summarizing, paraphrasing
and explaining.
2 Information Report - Remembering Students demonstrate their
ability to retrieve the
information gathered and
reorganize it into an
information report.
3 Research - Analysing Unlike lesson one, the
information is not explicitly
given to students. Instead
students are provided with
website to being their own
research. From there
students are then expected
to use their critical thinking
skills to examine the
validly of the information.
4 StoryJumper - Create According to Blooms
Taxonomy, creating is
considered the highest level
of thinking. As it allows
students to plan, design and
produce tasks using
imaginative thought.
Therefore by allowing
students to meet these
elements when designing
and producing their own
book further assisting in
establish HOT within the
artefact.

Furthermore in addition to Engagement and Higher Order Thinking. Explicit Quality
Criteria, Self-Regulation and metalanguage are also present to further assist in creating
a quality-learning environment. For example within the second lesson, Explicit Quality
Criteria is demonstrated through providing students with a detailed rubric of their
information report. Ensuring all students understand the quality of work expected and
how they can achieve the greatest mark possible. Furthermore while Metalanguage is
present throughout the whole artefact, however it is particularly relevant to lesson two as
students are further encouraged to utlise the vocabulary relevant to the topic through
providing them with a glossary of terms to refer back to. Furthermore this glossary page
also assists creating Inclusivity, as it supports and scaffolds students who require further
assistance in their vocabulary skills. Furthermore Inclusivity is also established through
providing consistent scaffolding and assistance during each lesson, though providing
assistance links, and rubrics where necessary to ensure all abilities levels and learning
styles are catered for.