Teacher Information
Year 10
1. Topic: Queensland Rail Graffiti-Prevention Brochure for Teenagers
2. Aim:
This activity is designed to help students develop logical thinking skills and deeper learning through
researching and creating new ways to educate young people to prevent graffiti on QR (Queensland Rail)
property. Teachers should provide examples of information brochures and discuss this text type and its
relevance to teenagers with students to scaffold their learning. Students should be encouraged to bring
examples that they see or use in everyday life to evaluate and analyse them, with their class, according to
their attractiveness and relevance to teenagers as an audience.
This activity helps develop multiple thinking skills by engaging students in research and creating
meaningful and relevant ways to educate young people to prevent graffiti. In this way, peers can assist
each other in brainstorming, synthesising, and creating new approaches to educating young people about
the destructive nature of graffiti.
3. Prior Knowledge:
•
•
•
•
Most students will have seen graffiti on trains and railway stations, and be aware of places where it
occurs.
Most students will have had other students write graffiti on their belongings such as their school
belongings.
Most students will know some graffiti writers.
Most students will know that most people dislike graffiti.
4a. Focus Question: How can I design an educational Graffiti-Prevention Brochure for Teenagers on
QR (Queensland Rail) property?
4b. Appropriate Vocabulary: graffiti, crime, jail, against the law, vandal & criminal, police, good
citizens, prohibition, deterrence, discourage, re-direct, juvenile justice, custodial, offenders, private
property, public property, incidence visibility, dollar cost to Queensland Rail and the community, legal,
remedial measures, graffiti reduction strategies, Queensland Criminal Code of 1899 Section 469 Wilful
Damage, difference between a mural and graffiti, clean environment, good citizens, deface, damages,
eyesore, scribble, scrawl, reparations, conviction, offence, trains, Trainwatch, Crimestoppers.
Page 1 of 6
Teacher Information
Year 10
5. Essential Learnings
• English
Ways of working
As text users, students are able to:
•
analyse opinions and perspectives
•
analyse ideas, information and images in texts
•
examine language used to express ideas, knowledge, values and practices that underpin texts.
As text producers, students are able to:
•
communicate opinions and perspectives
•
use ideas, information and images to influence audiences
•
make representations of identities, issues, times and/or places
•
use language to communicate the knowledge, ideas, values and practices that underpin texts.
Knowledge and Understanding
Understanding and responding to contexts.
•
•
•
•
Text users recognise genre patterns to make meaning from texts.
Text producers apply their knowledge of genre patterns to convey meaning in texts.
Text producers apply their knowledge to select and sequence subject matter to organise ideas in
texts.
Text producers apply their knowledge of the roles and relationships that exist between themselves
and their audience to convey meaning in texts.
Understanding and using textual features
•
•
Text producers use grammar, including well-formed clause and sentence structures, to convey
meaning in texts.
Text producers select and use vocabulary to convey meaning in texts.
6a. Syllabus Links:
Lifelong Learners
• Participant in an
interdependent world
• Reflective & selfdirected learner
Cross-Curricular
Priorities
Learners and
Learning
Equity
• Literacy
• Lifeskills
• Unique individual with
divergent views
• Occurs within
particular contexts
• Meets the needs of
students
Recognition of
Difference
Connectedness
• Inclusivity
• Group identity
• Knowledge integration
• Connectedness to the
world
6b. Productive Pedagogies:
Intellectual Quality
Supportive
Classroom
Environment
• Substantive
conversation
• Knowledge as
problematic
• Social support
• Self-regulation
6c. Rich Task (culminating activity):
•
Students source information from local printing companies regarding the cost of printing their brochures
for distribution to local high schools and community groups. Students calculate an advertising budget
and compile a proposal for the production of brochures that will be submitted to Queensland Rail
representatives for evaluation.
Page 2 of 6
Teacher Information
Year 10
7. Suggested Follow-up Activities for Teachers:
•
•
•
•
•
Contact the Queensland Rail’s Community Unit for a guest speaker and brochures on Graffiti.
For information about rail safety, check out Railsmart at queenslandrail.com.au/railsmart
For educational visits about safety on railway stations & trains email [email protected]
Invite a local painter to visit your class to educate students about how we keep buildings, shops and
schools looking beautiful and clean.
Ask the school’s librarian for resources, to be shared with your class, which will encourage discussions
about graffiti. Read books on communities and how they try to keep their suburbs clean and liveable for
people, animals and pets. Ask your librarian to recommend some books.
8. Useful Links:
http://www.graffitihurts.org/. This site contains useful educational activities for both lower and upper
primary students.
http://www.warangers.asn.au/graffiti.htm. This Western Australian web site gives some history on
Graffiti and also provides information on how to deal with this crime.
http://teachingzone.org/railway/primary.htm. This web site contains lesson plans for all levels of
Primary and Secondary school.
http://www.graffitihotline.co.uk/graffitieducation.htm#lesson. This UK website contains ideas
for lesson plans regarding graffiti prevention and an example of a school that has taken action.
http://www.graffiti.nsw.gov.au/cpd/graffiti.nsf/pages/crime_prevention. NSW Government
web page which debates the distinction between art and vandalism. This web page also provides a link to
a “Streetwise” comic book, which was commissioned by this government to educate children about the
illegality of their actions.
9. Sources:
The State of Queensland (Queensland Studies Authority). (2009). Year 10 Guidelines. Beginning the
senior phase of learning. Brisbane.
This Educational Module was compiled by Dr J. D. G. Goldman, ACM, Faculty of Education, Griffith
University, Australia.
10. Anticipated Student Responses to the Activity:
Step 1 In groups of 4, students research, plan, draft and create a brochure on Graffiti Prevention on
Step 2
Step 3
Queensland Rail property using MS Publisher. This brochure will be aimed at educating
teenagers on QR Graffiti crime and demonstrating why it is very important for young people to
know how serious it is.
Students rehearse and present their brochures to their class for peer evaluation according to:
•
Accuracy of information (is the information accurate and provided in an objective manner?)
•
Layout and design of brochure (will it attract audience to read it?)
•
Use of images and appropriate language for teenage audience (will teenagers understand the
information that is being delivered?)
•
Persuasiveness (will this brochure encourage teenagers to actively engage in graffiti
prevention?)
Students complete their Self-Evaluation Sheet, and hand to their teacher. Teacher completes the
Teacher Assessment Criterion Grid Rubric for each group of students.
Page 3 of 6
Activity Sheet
Year 10
TEACHERS SHOULD PRINT THIS PAGE FOR STUDENTS.
How can I design a Queensland Rail educational Graffiti-Prevention Brochure for
Teenagers?
Name:
Class:
Date:
1. In groups of 4, research, plan, draft and create a brochure on Graffiti Prevention using MS Publisher.
This brochure will be aimed at educating teenagers on Graffiti crime on Queensland Rail trains and
railway property, and demonstrating why it is very important for young people to know how serious it is.
2. Rehearse and present your brochures to your class for peer evaluation according to:
•
Accuracy of information (is the information accurate and provided in an objective manner?)
•
Layout and design of brochure (will it attract audience to read it?)
•
Use of images and appropriate language for teenage audience (will teenagers understand the
information that is being delivered?)
•
Persuasiveness (will this brochure encourage teenagers to actively engage in graffiti prevention?)
3. Complete your Self-Evaluation Sheet, and hand to your teacher.
If anyone sees a person doing graffiti, or if you know a graffiti writer, call Crimestoppers, anonymity
guaranteed, on 1800-333-000, for rewards of up to $1000.
(Source: http://www.t-shirt.cc)
Page 4 of 6
Student Self-Evaluation Sheet
Year 10
TEACHERS SHOULD PRINT THIS PAGE FOR STUDENTS.
How can I design a Queensland Rail educational Graffiti-Prevention Brochure for
Teenagers?
Name:
Class:
Date:
All answers should be in sentences, where lines are provided.
1. Did you address all the criteria required?
2. Did you try your best throughout the project?
3. Rate your time management overall for this project. Circle the appropriate rating.
Very Good
I
Good
I
Sound
I
Limited
I
Very Limited
I
4. List 3 ways in which you could improve your work ethic.
a)
b)
c)
5. Did you motivate yourself to do your best work?
6. Self-assess your work on this scale. Tick your mark out of 100.
⎦
10
⎦
20
⎦
30
⎦
40
⎦
50
⎦
60
⎦
70
⎦
80
⎦
90
⎦
100
7. Write 3 reasons why you gave yourself that mark.
a)
b)
c)
Check that you have completed all sections, then hand this sheet to your teacher.
Page 5 of 6
Teacher Assessment Criterion Grid Rubric
Year 10
TEACHERS SHOULD PRINT THIS PAGE FOR EACH STUDENT GROUP’S ASSESSMENT.
How can I design a Queensland Rail educational Graffiti-Prevention Brochure for
Teenagers?
Names:
Design and creation of Graffiti Prevention brochure
Category
Class:
Very High
Achievement

Very high level
understanding of the
consequences of
graffiti crime.

Very high level
understanding of the
features of a
brochure.

Very high use of
accurate information
on graffiti crime and
its prevention.

Very high use of
audience-appropriate
language in
brochure.

Very high level
use of images to
convey meaning in
brochure.

Very high level
participation in the
design and creation
of the brochure.

Very high level of
information on how
to help prevent and
report graffiti crime.

Very high level
use of persuasive
message in brochure
to encourage
teenagers to help
prevent and report
graffiti crime.
Date:
High
Achievement

High level
understanding of the
consequences of
graffiti crime.

High level
understanding of the
features of a
brochure.

High use of
accurate information
on graffiti crime and
its prevention.

High use of
audience-appropriate
language in
brochure.

High level use of
images to convey
meaning in brochure.
Sound
Achievement

Sound level
understanding of the
consequences of
graffiti crime.

Sound level
understanding of the
features of a
brochure.

Sound use of
accurate information
on graffiti crime and
its prevention.

Sound use of
audience-appropriate
language in
brochure.

Sound level use of
images to convey
meaning in brochure.
Limited
Achievement

Limited level
understanding of the
consequences of
graffiti crime.

Limited level
understanding of the
features of a
brochure.

Limited use of
accurate information
on graffiti crime and
its prevention.

Limited use of
audience-appropriate
language in
brochure.

Limited level use
of images to convey
meaning in brochure.

High level
participation in the
design and creation
of the brochure.

High level of
information on how
to help prevent and
report graffiti crime.

High level use of
persuasive message
in brochure to
encourage teenagers
to help prevent and
report graffiti crime.

Sound level
participation in the
design and creation
of the brochure.

Sound level of
information on how
to help prevent and
report graffiti crime.

Sound level use of
persuasive message
in brochure to
encourage teenagers
to help prevent and
report graffiti crime.

Limited level
participation in the
design and creation
of the brochure.

Limited level of
information on how
to help prevent and
report graffiti crime.

Limited level use
of persuasive
message in brochure
to encourage
teenagers to help
prevent and report
graffiti crime.
Teacher’s Comments:
Page 6 of 6
Very Limited
Achievement

Very limited level
understanding of the
consequences of
graffiti crime.

Very limited level
understanding of the
features of a
brochure.

Very limited use of
accurate information
on graffiti crime and its
prevention.

Very limited use of
audience-appropriate
language in
brochure.

Very limited level
use of images to
convey meaning in
brochure.

Very limited
participation in the
design and creation
of the brochure.

Very limited level of
information on how to
help prevent and
report graffiti crime.

Very limited level
use of persuasive
message in brochure
to encourage
teenagers to help
prevent and report
graffiti crime.