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Students take notes, form a clear position (art or vandalism), and present arguments in one written form: a blog, a letter to the editor, or a formal speech to the local council. 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(29.58 mins) students are to present their ideas and opinions about the issue of graffiti in a blog, letter to the editor of the local newspaper or as a written speech to the local council. |\n| EVIDENCE TO BE\u003Cbr>COLLECTED | • Draft notes\u003Cbr>• Final copy of a blog, letter to the editor or written speech in print form. |\n| SUGGESTED TIME AND ASSESSMENT CONDITIONS | • Two or three class lessons |\n\n| TASK PREPARATION |  |\n| --- | --- |\n| PRIOR LEARNING | • Students understand what graffiti vandalism is, the impacts that it has on individuals and communities and the legal consequences of committing a graffiti vandalism crime.\u003Cbr>• Students also have an understanding of the difference between graffiti vandalism and urban art (street art) and the benefits of urban art as a graffiti vandalism prevention/ reduction strategy. |\n| RESOURCE | Goodbye Graffiti Year 8 Lesson 1 and 2\u003Cbr>• Define graffiti vandalism.\u003Cbr>• Explore the impacts of graffiti vandalism on the individual and the community.\u003Cbr>• Graffiti vandalism prevention/reduction strategies including the use of urban art (street art) .\u003Cbr>• Graffiti and the law. |\n| ASSESSMENT\u003Cbr>DIFFERENTIATION | Teachers should differentiate teaching and assessment to meet the specific learning needs of students. Where appropriate, scaffolding or extensions may be required. |\n\n\n| LINKS TO THE ENGLISH SYLLABUS |  |  |\n| --- | --- | --- |\n| CONTENT | Strand | Literacy |\n|  | Sub-strand | Creating texts |\n|  | Content descriptor | Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738) |\n|  | Strand | Personal social and community health |\n|  | Sub-strand | Communicating and interacting for health and wellbeing |\n|  | Content descriptor | Personal, social and cultural factors influencing emotional responses and behaviour, such as:\u003Cbr>• prior experience\u003Cbr>• norms and expectations\u003Cbr>• personal beliefs and attitudes\u003Cbr>(ACPPS075) |\n| PROPOSITIONS | • Include a critical enquiry approach\u003Cbr>• Take a strengths-based approach |  |\n\nUncontrolled when printed.  © WA Police Force, 2018 G O O D B Y E G R A F F I T I | Early Adolescence Resource | Year 8 Assessment Task | 1  \nYEAR 8 ASSESSMENT TASK  \nTEACHER INSTRUCTIONS  \n1. Prior to commencing the task revise the following:  \n• definition of graffiti vandalism  \n• the difference between graffiti vandalism and urban art  \n• how urban art is used in the community to design out graffiti vandalism  \n• how to structure a blog, a letter to the an editor of a magazine, and a formal written speech.  \n2. Prior to commencing the task listen to the following podcast. Students should be instructed to take notes through the podcast.  \nLife Matters, ABC National  \nIs Graffiti Art or Vandalism?  \nNatasha Mitchell (Presenter)  \n8 July, 2015  \n[http://www.abc.net.au/radionational/programs/lifematters/graffiti/6601672](http://www.abc.net.au/radionational/programs/lifematters/graffiti/6601672)  \n3. Distribute and work through the assessment task with the students. Emphasise the requirements of the task.  \nUncontrolled when printed.  © WA Police Force, 2018 G O O D B Y E G R A F F I T I | Early Adolescence Resource | Year 8 Assessment Task | 2  \nYEAR 8 ASSESSMENT TASK  \nGRAFFITI: ART OR VANDALISM ?  \nStudent name:    \nTASK  \n1. Listen to the following podcast.  \nLife Matters, ABC National  \nIs Graffiti Art or Vandalism?  \nNatasha Mitchell (Presenter)  \n8 July, 2015  \n[http://www.abc.net.au/radionational/programs/lifematters/graffiti/6601672](http://www.abc.net.au/radionational/programs/lifematters/graffiti/6601672)  \n2. Take notes during the podcast. Form an opinion on the following question based on the podcast and previous knowledge.  \nGraffiti – Art or vandalis","cbCaijsR3Pg7yawf","https://ap.wps.com/l/cbCaijsR3Pg7yawf","pdf",629872,"English","# Task details\n## Title of task\n## Task description\n## Evidence to be collected\n## Suggested time and assessment conditions\n# Task preparation\n## Prior learning\n## Resource\n## Assessment differentiation\n# Teacher instructions\n## Prior to commencing the task\n## Podcast and note-taking\n## Distribute and assess\n# Student task\n## Listen and take notes\n## Choose your written form\n## Write persuasively with structure\n## Requirements and word count","[{\"question\":\"What question do students answer in the task?\",\"answer\":\"Students form an opinion on “Graffiti – Art or vandalism?” based on the podcast and previous knowledge, then make their view clear.\"},{\"question\":\"What written formats can students choose to submit?\",\"answer\":\"Students can submit a blog, a letter to the editor of the local newspaper, or a formal written speech to the local council.\"},{\"question\":\"What are the key requirements for the final piece?\",\"answer\":\"Students must support their opinion with additional research, use an appropriate structure for the chosen form, write persuasively for the target audience, and limit the word count to a maximum of 800 words.\"}]","Graffiti: Art or vandalism? - Year 8 Assessment Task | PDF",1790627647]