Teacher Information
Year 6
1. Topic: Queensland Rail Educational Graffiti-Prevention slogan
2. Aim:
This activity is designed to help students understand the need for educating young people about the
importance of preventing graffiti. This activity helps them develop logical thinking skills as they match
jumbled up, three-part sentences to form slogans about graffiti and its undesirable attributes, then create
their own Educational slogan about graffiti prevention. Working in pairs provides the opportunity for peers
to assist each other in developing appropriate knowledge, concepts and understanding that graffiti is a
crime, that it is someone’s writing, drawing, or scratching on things that they do not own, that graffiti-writers
can go to jail or be fined, that it costs the community more than millions of dollars for Queensland Rail to
clean it up, that it is ugly, wrong, and unnecessary, and a waste of resources for everyone. Teachers may
also scaffold students where necessary, by having a class discussion about graffiti first.
3. Prior Knowledge:
•
•
Most students will have seen graffiti, and be aware of places where it occurs.
Many students may have had other students write graffiti on their belongings such as their school bag,
as well as on both private and public properties in their community.
4a. Focus Question: How can I create a Queensland Rail educational Graffiti-Prevention slogan?
4b. Appropriate Vocabulary: graffiti (something painted or drawn without the permission of the owner
of the property), a mural (a picture painted with the permission of the owner), private property, public
property, buses, trains, buildings, permission, eyesore, apathy, community, clean suburb, clean school,
clean shops, painting to care for buildings and lengthen their life, clean environment, dirty, ugly, deface,
damages, mark, ruin, offensive, mess, wasteful, scrawl, scribble, crime, illegal, against the law, jail, vandal
and criminal, police, good citizens, victim, costs, repairs, Queensland Criminal Code of 1899 Section 469
Wilful Damage, reparations, slogan, persuasive, educational.
5. Essential Learnings
• Health and Physical Education
Ways of working
Students are able to:
•
collect, analyse and evaluate information and evidence
•
draw conclusions and make decisions supported by information and evidence
•
reflect on and identify the impact of diverse influences on health and wellbeing...including the best
use of positive influences.
Knowledge and Understanding
Health
Family, peers and the media influence health behaviours.
Personal development
Beliefs, behaviours and social and environmental factors influence relationships and self-management
and shape personal development. Assuming roles and responsibilities, experiencing leadership
opportunities, respecting cultural protocols and differences and working well with others, develops
positive identity and self-esteem.
Learning and Assessment
Students use their interests in health and physical activity to explore how the dimensions of health are
interrelated and are influenced by the interaction of personal, social, cultural and environmental factors.
Page 1 of 8
Teacher Information
•
Year 6
English
Ways of working
Students are able to:
Identify the relationship between audience, subject matter, purpose and text type.
•
Interpret and identify that readers/viewers/listeners are positioned by aspects of texts.
•
Construct non-literary texts to express meanings and messages, to identify causes and effects, and to
state positions supported by evidence.
•
Knowledge and Understanding
Speaking and listening
•
•
•
•
The purpose of speaking and listening includes advancing opinions, discussing, persuading others to
a point of view, influencing transactions, and establishing and maintaining relationships.
Statements, questions and commands can use language that positions and represents ideas and
information.
Active listeners identify ideas and issues from others’ viewpoints and clarify meanings to justify
opinions and reasoning.
Speakers and listeners use a number of strategies to make meaning, including identifying purpose,
activating knowledge, responding, questioning, identifying main ideas, monitoring, summarising and
reflecting.
Reading and viewing
•
•
Words and their meaning are decoded by synchronising the use of cueing systems (grapho-phonic,
semantic and syntactic) and by using knowledge of base words, prefixes and suffixes.
Readers and viewers use a number of active comprehension strategies to interpret texts, including
activating prior knowledge, predicting, questioning, identifying main ideas, inferring, monitoring,
summarising and reflecting.
Writing and designing
•
•
•
The purpose of writing and designing includes evoking emotion, persuading and informing.
Writers and designers establish roles, make assumptions about their audience and position them
through language choices.
Text users make choices about grammar and punctuation, to establish meaning.
Language elements
•
Vocabulary is chosen to establish relationships, persuade others, describe ideas and demonstrate
knowledge.
Learning and Assessment
They (students) individually and collaboratively interpret and construct texts by understanding the
audience, subject matter and purpose, and by applying their knowledge of language elements and texts.
6. Core Learning Outcomes, Strands and Processes:
• Health and Physical Education
Strand: Promoting the Health of Individuals and Communities
PHIC 4.5 Students identify aspects of their social and physical environments that enhance, or pose
threats to, their health, and plan strategies for achieving healthy environments for themselves and others.
Page 2 of 8
Teacher Information
7a. Syllabus Links:
Lifelong Learners
• Participant in an
interdependent world
• Reflective & selfdirected learner
Cross-Curricular
Priorities
• Literacy
• Lifeskills
7b. Productive Pedagogies:
Intellectual Quality
Supportive
Classroom
Environment
• Substantive
conversation
• Knowledge as
problematic
• Social support
• Self-regulation
Year 6
Learners and
Learning
Equity
• 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
7c. Rich Task (culminating activity):
After further discussion and sharing of knowledge, encourage students to create a persuasive poster to
inform the general public about the importance of graffiti prevention. Ask your local Queensland Rail train
station if the students can hang their posters there on public display for a fortnight.
8. Suggested Follow-up Activities for Teachers:
•
•
•
Contact a local Police Station to invite a guest speaker (Police Officer) on Graffiti.
Invite a local painter to visit your class to educate students about how we keep buildings, schools,
buses and trains looking beautiful and clean, which helps them last longer by preserving their
structures.
Ask the school’s librarian for resources, to be shared with your class, which will encourage discussions
about graffiti. Ask your School Librarian to recommend some books. Read books on communities and
how we all should try to keep our suburbs and public facilities clean and liveable for people, animals,
birds and pets.
9. 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.
Page 3 of 8
Teacher Information
Year 6
10. Sources:
The State of Queensland (Queensland Studies Authority). (2008). Queensland Curriculum, Assessment
and Reporting Framework. English. Essential Learnings. Brisbane.
The State of Queensland (Queensland Studies Authority). (2008). Queensland Curriculum, Assessment
and Reporting Framework. Health and Physical Education (HPE). Essential Learnings. Brisbane.
Queensland School Curriculum Council. (1999). Health and Physical Education Years 1 to 10 Syllabus.
Brisbane.
This Educational Module was compiled by Dr J. D. G. Goldman ACM, Faculty of Education, Griffith
University, Australia.
11. Anticipated Student Responses to the Activity:
Teacher and students have a broad Class Discussion about graffiti.
Step 1
In pairs, students research the characteristics of graffiti, its costs, its effects, and its penalties for
Step 2
graffiti-writers, and other characteristics using http://www.graffitihurts.org or some other positive,
educational website.
Step 3
Step 4
Step 5
Step 6
Students then complete the “Graffiti Prevention Sentence Matching Quiz” message.
Students then brainstorm ideas and create a slogan to educate their peers about; Graffiti is
someone’s writing drawing or scratching on things that they do not own. Graffiti is a crime, is
defacing, ugly, threatening, damaging and unnecessary. Graffiti writers can go to jail or be fined.
Graffiti costs the community more than millions of dollars for Queensland Rail to clean it up, and
is a waste of resources
Each pair then presents their slogan to the class, explaining why this would be an effective,
persuasive message for young people.
Students complete their Self-Evaluation Sheet using the sheet provided, and hand it to their
teacher. Teacher completes the Teacher Assessment Criterion Grid Rubric for each group of
students.
Page 4 of 8
Teacher’s Sheet
Year 6
TEACHERS SHOULD PRINT THIS PAGE FOR THEIR OWN USE.
How do I create a Queensland Rail educational Graffiti-Prevention Slogan?
ORIENTATION
a) Teacher has a general discussion with the class on what graffiti is, where it is found, who does it, and
whether it is a crime.
ENHANCEMENT
b) In pairs, research the characteristics of graffiti, its costs, its effects, and its penalties for graffiti-writers,
and other characteristics using http://www.graffitihurts.org or some other positive, educational website.
c) Teacher asks students to complete the Activity Sheet (below).
SYNTHESIS
d) Teacher organises students to plan, rehearse and present their slogan to the class.
e) Teacher completes the student pairs’ Assessment Criterion Grid Rubric.
Page 5 of 8
Activity Sheet
Year 6
TEACHERS SHOULD PRINT THIS PAGE FOR THEIR OWN AND STUDENT USE.
Student Name:
Class:
Date:
How do I create a Queensland Rail educational Graffiti-Prevention Slogan?
1. Link the persuasive slogans about graffiti prevention on trains and train stations in the mixed-up
sentences below.
Graffiti Prevention Slogan Sentence Matching Quiz
Keep our
Don’t let
Help our
Don’t waste
No one likes
Graffiti costs
Watch out!
Graffiti our
2.
our trains
everyone
There’s a
ugly writing
your time
trains nice
trains and
train stations
pay the price!
on our trains!
be defaced!
too much!
stay graffiti-free!
graffer about!
and clean!
on graffiti!
In your pairs, brainstorm ideas and create your own slogan to educate your peers about train and train
station graffiti;
• Graffiti is someone’s writing, drawing or scratching on things that they do not own.
• Graffiti is a crime, is ugly, threatening, damaging, and unnecessary.
• Graffiti-writers can go to jail or be fined
• Graffiti costs the community more than millions of dollars for Queensland Rail to clean it up.
• Graffiti is a waste of resources for everyone.
• Any other educational information to prevent Graffiti.
3.
Plan, rehearse and present your slogan to the class, explaining why this would be an effective,
persuasive message for young people. Use multi-media if you wish, such as a music background.
4.
Complete your Self-Evaluation Sheet, check it, and hand it 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.
Page 6 of 8
Student Self-Evaluation Sheet
Year 6
TEACHERS SHOULD PRINT THIS PAGE FOR THEIR OWN AND STUDENT USE.
How do I create a Queensland Rail educational Graffiti-Prevention Slogan?
Student Name:
Class:
Date:
1. What did I do well in this activity?
2. What could I do better next time?
3. What part of the activity did I find interesting?
4. What did I find was the most difficult part of the activity?
5. Self-assess my work on this scale. Tick my mark out of 10.
⎦
1
⎦
2
⎦
3
⎦
4
⎦
5
⎦
6
⎦
7
⎦
8
⎦
9
⎦
10
6. Write 3 reasons why I gave myself that mark.
a)
b)
c)
7. In my future learning I think I should try harder to; (please tick)

listen more carefully

communicate more clearly

control my movements

contribute to class and group discussions

concentrate for longer periods

be polite to other students and my teacher

develop my abilities as a learner
Source: Marsh, C.J. ( 2005). Teaching Studies of Society and Environment. Frenchs Forest, Pearson Education.
Page 7 of 8
Teacher Assessment Criterion Grid Rubric
Year 6
TEACHERS SHOULD PRINT THIS PAGE FOR EACH PAIR OF STUDENTS’ ASSESSMENT.
How do I create a QR (Queensland Rail) educational Graffiti-Prevention Slogan?
D) Educational Slogan design and
presentation
C) Sentence
Matching
B) Pairs Work
A) Research
Names (Pairs):
Very High
Achievement

Very high level
understanding of the
task.
Class
Sound Achievement
Limited Achievement
High level
understanding of
the task.
Sound level
understanding of the
task.
Limited level
understanding of the
task.

Very high research
abilities evident.
High research
abilities evident.
Sound research
abilities evident.
Limited research
abilities evident.

Very high use of
multiple resources;
web, library, books,
the librarian.
 High use of multiple
resources; web,
library, books, the
librarian.
 Sound use of multiple
resources; web,
library, books, the
librarian.
 Limited use of
resources; web,
library, books, the
librarian.

Very high level
participation in
student pairs.
High level
participation in
student pairs.
Sound level
participation in
student pairs.
Limited level
participation in
student pairs.
Very limited level

participation in student
pairs.

Very high positive
contribution to
completing the task.
 High positive
contribution to
completing the task.
 Sound positive
contribution to
completing the task.
 Limited positive
contribution to
completing the task.
 Very limited positive
contribution to
completing the task.

Very high level of
accuracy in matching
sentences.
Very high level use of
cueing systems to
decode words and
their meanings.
 High level of
accuracy in
matching
sentences.
 High level use of
cueing systems to
decode words and
their meanings.
High overall
persuasiveness of
the message
(slogan).
High level of
educational value
provided.
High use of
rehearsals to
improve the
presentation.
 High presentation
skills, using:
 Introduction
Eye contact
Appropriate body
 language
 Clarity of speech
Closure
Thank audience for
 listening.




 Sound level of
accuracy in matching
sentences.
 Limited level of
accuracy in matching
sentences.
 Limited level use of
cueing systems to
decode words and
their meanings.
 Very limited level of
accuracy in matching
sentences.
 Very limited level use
of cueing systems to
decode words and
their meanings.
Limited overall
persuasiveness of
the message
(slogan).
Limited level of
educational value
provided.
Limited use of
rehearsals to improve
the presentation.
 Limited presentation
skills, using:
 Introduction
Eye contact
Appropriate body
 language
 Clarity of speech
Closure
Thank audience for
 listening.




 Very limited overall
persuasiveness of the
message (slogan).
 Very limited of
educational value
provided.
 Very limited use of
rehearsals to improve
the presentation.
 Very limited level of
presentation skills,
using:
 Introduction
 Eye contact
 Appropriate body
 language
 Clarity of speech
Closure
 Thank audience for
 listening.




Very high overall
persuasiveness of the
message (slogan).

Very high level of
educational value
provided.

Very high use of
rehearsals to improve
the presentation.

Very high
presentation skills,
using:

Introduction

Eye contact

Appropriate body
language

Clarity of speech

Closure

Thank audience for
listening.
Teacher’s comments:
High Achievement
Date:

Sound level use of
cueing systems to
decode words and
their meanings.
Sound overall
persuasiveness of the
message (slogan).
Sound level of
educational value
provided.
Sound use of
rehearsals to improve
the presentation.
 Sound presentation
skills, using:
 Introduction
Eye contact
Appropriate body
 language
 Clarity of speech
Closure
Thank audience for
 listening.




Page 8 of 8
Very Limited
Achievement
Very limited level

understanding of the
task.

Very limited research
abilities evident.
 Very limited level use of
multiple resources;
web, library, books, the
librarian.