TEACHER NOTES: DESIGN AN AD COMPETITION - Term 1-2, 2018
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TEACHER NOTES:
DESIGN AN AD
COMPETITION
Term 1-2, 2018
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2
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CONTENTS
CONTENTS ........................................................................................................................................................................................... 4
INTRODUCTION ................................................................................................................................................................................... 5
COMPETITION INFORMATION ............................................................................................................................................................ 6
Prizes .............................................................................................................................................................................................. 6
How to enter .................................................................................................................................................................................. 6
Competition rules ........................................................................................................................................................................... 6
CLASSROOM RESOURCES .................................................................................................................................................................... 7
Advertising – the art of persuasion ................................................................................................................................................ 7
ORDER THE WEST FOR YOUR CLASS ................................................................................................................................................... 8
WA CURRICULUM LINKS ..................................................................................................................................................................... 9
English (v8.1) .................................................................................................................................................................................. 9
The Arts: Media Arts ....................................................................................................................................................................... 9
Humanities and Social Science (HASS)............................................................................................................................................ 9
WESTERN AUSTRALIAN CERTIFICATE OF EDUCATION (WACE) LINKS ................................................................................................. 9
BACKGROUND NOTES FOR TEACHERS .............................................................................................................................................. 10
Five ingredients of a display advert .............................................................................................................................................. 10
Visual drawcards........................................................................................................................................................................... 10
Illustrations ................................................................................................................................................................................... 10
Branding ....................................................................................................................................................................................... 10
Call to action ................................................................................................................................................................................. 10
What shapes an ad? ..................................................................................................................................................................... 10
Ad layout ...................................................................................................................................................................................... 11
Advertising strategies ................................................................................................................................................................... 11
Advertising language techniques.................................................................................................................................................. 12
Analysing adverts.......................................................................................................................................................................... 13
APPENDIX 1: ADVERTISING BRIEFS ................................................................................................................................................... 14
APPENDIX 2: ADDITIONAL RESOURCES FOR TEACHERS .................................................................................................................... 23
School Drug Education and Road Aware (SDERA) ........................................................................................................................ 23
© Media Education / The West Australian 2018
4
INTRODUCTION
Students are invited to ‘Design an Ad’ for a real company for their chance to win great prizes and have their work published in
The West Australian’s ED! Magazine.
These teacher notes focus primarily on print advertising to prepare students with the skills to enter this year’s
Design an Ad competition.
Real purpose and audience
We have partnered with eight reputable companies, so students can design their ads with a real purpose and audience in mind,
based on each company's respective advertising briefs.
Furthermore, winning students have the opportunity to have their entries published in The West Australian’s ED! Magazine.
WA Curriculum-linked
The competition is open to primary and secondary students in WA schools.
With links to the WA Curriculum: English and Media Arts, this competition is a great way to
explore persuasive texts and the language of advertising with your students.
Support materials
Please read these teacher notes carefully, or visit www.education.thewest.com.au/competitions for further information.
5
COMPETITION INFORMATION
Prizes
Each participating company will select two primary and two secondary winners, who will each receive a $100
cash prize. Winners will be chosen on creativity and originality.
Winning students might also have their advertisement published in a special edition of The West Australian’s
ED! Magazine in August.
How to enter
Students must read the advertising brief for their chosen company, and follow their guidelines (see Appendix 1).
Student entries:
• the student’s own original work.
• designed as two dimensional print ads (eg hand-drawn, painted, computer generated).
• A5 in size (148mm X 210mm). This is half of an A4 sheet of paper.
• scanned at minimum of 300 dpi
• portrait OR landscape in orientation.
Please note that entries must be submitted online, via the competition website.
Entries close Friday June 29.
Competition rules
• To enter the Design an Ad competition, entrants must upload their artwork at
www.education.thewest.com.au/competitions within the promotional period. Entries must be scanned and
uploaded via this website. No alternative methods of entry will be accepted.
• Entrants must include details such as to reasonably identify themselves (including name, school, email address,
phone number) so that they may be contacted if they are chosen as a winner.
• To be valid, entries must be:
• Image file names must be in the following format:
o SCHOOL NAME-YEAR LEVEL-STUDENT NAME-UNIQUE NUMBER
o eg BunburyPS-Yr5-RobertSmith-1.jpg
• Multiple unique entries from individual students will be accepted.
• No joint entries will be accepted.
Please refer to the full Terms and Conditions on the competition website for further information.
6
CLASSROOM RESOURCES
Advertising – the art of persuasion
These resources are ideal for those teachers wanting to explore the topic of advertising in more depth. Help your students to
recognise and decode ads and tactics, and develop their critical and media literacy skills.
Teachers can also order these resources, which include student workbooks and delivery of The West Australian for two weeks.
The packs are designed for Years 3-4 and 5-6, although they could be adapted for other year levels. With integrated links to
HASS, English and Media Arts, these resources are a springboard for meaningful exploration of:
English – Examining and interpreting texts in context, including opinion and fact, and informative and persuasive texts.
Media Arts – Critical analysis of the codes and conventions of media such as using images and text to convey a message,
decoding and creating media forms.
HASS – Economic concepts such as needs and wants, goods and services, factors that influence purchasing.
The daily activities are linked directly to the content in the newspaper. Using real advertisements and providing opportunities
for critical analysis, this pack will enrich student understanding through an integrated curriculum approach.
• Examine current advertisements and promotional campaigns with daily copies of The West Australian for two weeks.
• Investigate and analyse various forms of advertising.
• Examine persuasive language, purpose, audience and layout in the context of advertising across a variety of media
forms, including print, broadcast and digital.
• Explore the tricks behind selling products and messages, enabling students to become more discerning and critical
consumers.
• Enable students to use their skills to create ads for real companies by entering Media Education’s Design an Ad
competition.
For further information and to see sample pages, visit our website.
7
ORDER THE WEST FOR YOUR CLASS
Your students’ understanding of print advertising – and your
classroom program – will be enhanced by allowing students to use
the newspaper to access, cut, collect, sort, compare, interpret and
analyse the advertisements contained within.
Newspapers are also a great way to enable you and your class to
follow current events, and to support teaching and learning related
to the WA Curriculum: Media Arts.
The Media Education team has a range of extremely affordable
offers for schools, enabling you to receive copies of The West
Australian for your class.
You can place an order to receive a class set* delivered to your
school at these low flat-rates!
Please contact Media Education by email at education@thewest.com.au or telephone 9482 3717 for further information.
*Conditions apply. A class set is up to 35 copies (minimum quantities apply). Newspapers must be delivered to schools within
The West Australian’s delivery network. Mon-Fri editions only. Offer only valid during school terms.
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WA CURRICULUM LINKS
English (v8.1)
Strand Sub-strand
Language Language variation and change
Language for interaction
Text structure and organisation
Expressing and developing ideas
Literature Responding to literature
Literacy Texts in context
Interpreting, analysing and evaluating
Creating texts
The Arts: Media Arts
Years K - 6 Years 7 - 10
Making Ideas: Exploring ideas and Media languages
improvising ways to represent ideas
Skills: Developing skills and Representation
processes
Production: Sharing the arts through Production
performance, presentation or display
for an audience Skills and processes
Responding Responding to and interpreting the Analysing and reflecting on
arts intentions
Audience
Humanities and Social Science (HASS)
Year 5
Economics and Business Wants, resources and choices
WESTERN AUSTRALIAN CERTIFICATE OF EDUCATION (WACE) LINKS
The Design an Ad competition can also support a number of WACE courses for Years 11 and 12. These include:
English
Media Production and Analysis
Visual Arts
Applied Information Technology
Design
Business Management and Enterprise
Creative industries (VET)
9
BACKGROUND NOTES FOR TEACHERS
Five ingredients of a display advert
Visual drawcards
Something to draw the consumer in. This may be the use of colour, images or text.
Illustrations
The aim is to make the product look attractive, or in some cases such as health ads, unattractive!
Show the:
Product.
Product in use.
Benefits of owning the product.
Copy
The text on the ad, includes headlines, slogan, body copy etc.
Uses words to persuade or influence people to take some action.
It is the selling point of the ad. It tells about the product and uses persuasive language.
There are several types of headlines, including:
o Benefit: this makes a direct promise of something to the reader.
o Provocative: Aims to arouse curiosity.
o News or information: these usually announce some news or promise about a product.
o Command: tells you something.
o Question headline: asks the person to think.
o Humorous: grabs attention by appealing to people’s sense of humour.
Guidelines for copywriting:
o Use short sentences with a clear message.
o Use short, familiar words that are easy to understand.
o Say only what you have to say.
o Keep in the present tense.
o Avoid lots of commas and full stops.
o Use 'you' to keep the language personal.
o Make it exciting and interesting.
Branding
The use of logos and corporate colours so that the advertiser is instantly recognisable, even if you don’t take in the details of the
ad itself.
Call to action
The aim is to get the audience to buy, subscribe or get involved. Include store locations, website or telephone.
What shapes an ad?
When viewing ads, encourage students to look at the different elements of an ad:
target audience
layout
an attention grabber
purpose
visual features
language use eg persuasive, emotive.
10Ad layout
A good layout attracts readers. Effective ads:
Keep the layout simple.
Don’t overcrowd the ad.
Remember both words and pictures must help each other to tell the same message.
Use images to attract attention.
Advertising strategies
Advertisers have many methods to try and get consumers to buy their products. Lots of times, what they are selling is a lifestyle,
or an image, rather than the product. Here are some tricks of the trade.
Ideal kids (or families) - always seem perfect. The kids are Heart strings - ads that draw you into a story and make you
really hip looking, with the hottest fashions, haircuts and feel good, like the McDonalds commercial where the dad
toys. Ideal families are all attractive and pleasant looking - and his son are shovelling their driveway and the son treats
and everyone seems to get along! Ideal kids and families his poor old dad to lunch at McDonalds when they are
represent the types of people that kids watching the ad done.
would like themselves or their families to be.
Sounds good - music and other sound effects add to the
Family fun - a product is shown as something that brings excitement of commercials, especially commercials aimed
families together, or helps them have fun together; all it at kids. Those little jingles that you just can't get out of your
takes is for Mum or Dad to bring home the "right" food, head are another type of music used to make you think of a
and a ho-hum dinner turns into a family party. product. Have you ever noticed that the volume of
commercials is higher than the sound for the program that
Excitement - who could ever have imagined that food could follows?
be so much fun? One bite of a snack food and you're surfing
in California, or soaring on your skateboard! Cartoon characters - Tony the Tiger sells cereal and the
Nestlés Quick Bunny sells chocolate milk. Cartoons like
Star power - your favourite sports star or celebrity is telling these make kids identify with products.
you that their product is the best! Kids listen, not realising
that the star is being paid to promote the product. Weasel words - by law, advertisers have to tell the truth,
but sometimes, they use words that can mislead viewers.
Bandwagon - join the crowd! Don't be left out! Everyone is Look for words in commercials like: "Part of..." "The taste of
buying the latest snack food: aren't you? real....." "Natural...." "New, better tasting....." "Because we
care..." There are hundreds of these deceptive phrases.
Scale - is when advertisers make a product look bigger or How many more can you think of?
smaller than it actually is.
Omission - where advertisers don't give you the full story
Put downs - when you put down your competition's about their product. For example, when a Pop Tart claims
product to make your own product seem better. to be "part" of a healthy breakfast, it doesn't mention that
the breakfast might still be healthy whether this product is
Facts and figures - when you use facts and statistics to there or not.
enhance your product's credibility.
Are you cool enough? - this is when advertisers try to
Repetition - advertisers hope that if you see a product, or convince you that if you don't use their products, you are a
hear its name over and over again, you will be more likely nerd. Usually advertisers do this by showing people who
to buy it. Sometimes the same commercial will be repeated look uncool trying a product and then suddenly become hip
over and over again. looking and do cool things.
Source: http://www.media-awareness.ca/eng/med/class/teamed2/adstrat2.htm
11Advertising language techniques
Language is the key to success of an advert.
Different techniques are used to create an impact on the prospective buyer.
Same sounds repeated at the beginning of several words or phrases to make the words easily
Alliteration
remembered and emphasised.
Appeal Appeals to desire or need, eg people's desire for wealth and having more than others.
Colloquial language is language suitable for conversation, is for everyday speech rather than
Colloquialisms for formal written or spoken language. Retains audience attention by introducing chatty
language.
Comparative Implies a product is better than another or is the best without actually naming its competitor
Words carrying extra meaning in their associations, eg words for "male human being" contain
Connotation
differing emotional content: boy, youth, lad, fellow, chap, adolescent, joker, yobbo.
Emotive Language Language used to excite or arouse feeling.
Endorsement Using someone famous to persuade the customer to buy their product.
Hyperbole A statement that grabs attention by exaggeration for special effect.
Imperatives Makes it seem urgent to buy this product.
Interrogatives Expects a response so attracts attention of audience.
The specialised language used by a specialised occupation eg airline pilot, lawyer, plumber,
Jargon
business letters.
Metaphor A word picture, you say something is something else or speak as though it is something else.
Neologisms A newly created word, eg prazz, vroom, nuke, nylon, biro.
The correspondence of sound with meaning. The sound of the word resembles the meaning of
Onomatopoeia
the word, eg his, buzz, rustle, pop.
A figure of speech where two words or phrases of opposite significance are placed
Oxymoron
consecutively to highlight the contrast - bitter sweet, a sour sweet love.
Parody Makes fun of a serious work by imitating it.
A metaphor or simile in which an inanimate object or an abstract concept is given human
Personification
qualities, eg The mountains marched to the sea.
Humorous use of word to suggest different meanings, or of words of same sound with
Pun
different meanings. Generally used to make product memorable.
Repetition The most important words stand out because you see them often.
Gets readers’/viewers’ attention by asking a question where the answer is provided. A
Rhetorical Questions
question not for information but to produce effect.
A comparison of one thing with another, (a thing is like something else). Is used to create a
Simile
fresh view of its subject.
Slogan A short, catchy phrase used to associate product with the audience.
Statistics Intended as proof of the product's validity.
12Analysing adverts
Target Audience The medium is: The purposes are to: The mode is:
Gender Radio Entertain Written
Age Television Inform Spoken
Ethnicity Magazine / newspaper Persuade Visual
Class / Status Pamphlet Express feelings
Economic Group, etc. Catalogue Establish / maintain
Billboard relationships
Internet
Using any combination to:
Gain attention
Arouse interest
Create desire
Move to action
Word choice: Visual features or techniques Language level is: Language use effects
Simple / polysyllabic E.g. Conventions of print Formal Suggest level of language
Concrete / abstract Colour Informal (formality or casual / familiar
Connotative / denotative Contrast Colloquial / slang / personal relationships)
Emotive Line Standard
Adjective / noun Logo Non-standard Create patterns of sound
Active / passive verb Symbol (memorability)
Graphic
Imagery: Transition Produce tone / attitude
Shot
Symbol Special effects Positive / negative attitude
product
Figurative language Montage
(Simile, metaphor, etc.) Collage
Promote attention or
Focus
attitude
Sound devices: Framing
Balancing Creates appeals to needs and
Alliteration Harmony desires for, eg
Repetition Proportion Wealth
Onomatopoeia Flow Health
Rhyme
Safety
Jingle
Acceptance by a group
Syntax/grammar Desire to be better than
others
Sentence function Protection of loved ones
Security
Form/style Satisfying relationship
Source: http//english.unitecnology.ac.nz/resources/units/ad…/advertising_shapers.htm
13APPENDIX 1: ADVERTISING BRIEFS
ADVERTISING BRIEFS:
DESIGN AN AD
COMPETITION
Term 1-2, 2018
14Advertising Brief: AWESOME
OBJECTIVE FURTHER INFORMATION
Design an advertisement encouraging families to attend the You can check out the AWESOME website for further
AWESOME International Arts Festival for Bright Young information: www.awesomearts.com
Things in the October school holidays.
USE OF CORPORATE IMAGES
TARGET AUDIENCE Information regarding permission to use images from
Children 0-12 years old and their families. sponsor websites or other materials as part of the Design
an Ad competition is listed below. However, students are
BACKGROUND strongly encouraged to compose their own images through
AWESOME aims to engage with young people under 12 photography or artworks.
through exciting, inspiring, accessible and challenging arts
activities and programs. Based in the Perth Cultural Centre,
AWESOME presents the annual AWESOME Festival, the A number of images for you to use in your ad can be found
Creative Challenge and other special projects. The here: www.awesomearts.com/designanad
AWESOME International Arts Festival for Bright Young
Things is a showcase of the best and latest contemporary
arts from around the world. Presented every October in the
Perth Cultural Centre, the AWESOME Festival presents
amazing, high quality arts activities and events for young
people. The program includes new media, film, animation,
contemporary dance, sculpture, installation and theatre.
ESSENTIAL ELEMENTS
Your advertisement should be bright and eye-catching. You
must include:
The AWESOME logo
The Festival dates – 29 September to 8 October
2018
Location: Perth Cultural Centre
Website: www.awesomearts.com
Include the hashtag #2018AWESOMEFestival
Lots of bright colours!
Branding Instructions:
AWESOME must be written in capitals when
referring to the company
The event must be referred to by either its full
name, ‘The AWESOME International Arts Festival
for Bright Young Things’, or its short name, ‘The
AWESOME Festival’
15Advertising Brief: Brownes Dairy
OBJECTIVE ESSENTIAL ELEMENTS
Promote FREE Brownes Dairy School Tours Brownes Dairy logo
Design an advertisement to encourage teachers of primary school aged children Link to the website
to bring their classes to Brownes Dairy to learn about how we bring dairy www.schooltours.brownesdairy.com.au
products to the WA community.
The advertisement should address the key factors
TARGET AUDIENCE described below:
Primary school teachers Brownes Dairy School Tours are free
curriculum-linked tours
Learning how food comes to be in the fridge.
BACKGROUND
The Brownes brand was established in 1886 on a small dairy farm in
FURTHER INFORMATION
Shenton Park (Perth, WA), making it Australia’s oldest dairy. The school To find out more about Brownes Dairy visit
tours, which began in the 1960s, have been an institution for generations www.brownesdairy.com.au
of local students where children learn how milk makes its way from the
South West to their kitchen table. Email: school.tours@brownesdairy.com.au for
more information
In total, Brownes Dairy estimates well over 300,000 young Western Australians
have passed through its doors since the program’s inception, creating an enduring
memory for many generations.
USE OF CORPORATE IMAGES
Information regarding permission to use
From Farm to Fridge – The Brownes Dairy Experience images from sponsor websites or other
Where do milk and yoghurt come from? How does it get into bottles and materials as part of the Design an Ad
cartons? How does it end up in my fridge? We answer all these questions and competition is listed below. However,
more, making learning fun as we take students on an interactive tour with students are strongly encouraged to compose
activities including: their own images through photography or
• A walk-through tour of the Dairy plant. artworks.
• Meet Brownes’ Farmer Damien (also an Educator) and milk his beautiful
dairy cow Daisy, learning all about where milk comes from.
• Watch a short animated documentary “Journey from Dairy Farm to Due to copyright reasons, images from the
Balcatta”. Brownes Dairy website cannot be used in the
• Visit the Innovation Kitchen and learn all about how yoghurt is made – and competition.
mix your own yummy flavours.
• Follow the moo-prints along the Viewing Gallery and see where Brownes
milk, yoghurt and flavoured milks are made.
Brownes Dairy invites primary classes on a curriculum-linked tour of the Dairy at
Balcatta, Australia’s oldest Dairy. Students from Kindy to Year 6 have an amazing
opportunity to learn about;
• The “Moo to You” process
• Dairy Health Benefits
• Science of Dairy
• Food Safety
• Animal Welfare
• Food Miles
and see first-hand how a dairy operates and produces award winning products
that the people of WA have been enjoying for 130 years. Tours are year-level
specific and linked to the Western Australian Curriculum Guidelines. Upon
booking, Educators are provided with a comprehensive Resource Package,
including excursion information, lesson plans and activity ideas, which can be
used as part of their pre-visit and post-excursion learning experience.
Free Brownes Dairy School Tours run every Monday & Wednesday – two sessions
per day - during the school term.
16Advertising Brief: Crunch&Sip®
OBJECTIVE FURTHER INFORMATION
Design an advertisement encouraging children to eat more vegetables Want to give Crunch&Sip® a try in your school
and drink water every day as part of the Crunch&Sip® program. or classroom? Head to the website for more
details www.crunchandsip.com.au
TARGET AUDIENCE
School aged children, both primary and secondary Crunch&Sip® is supported by Cancer Council
WA and Healthway.
BACKGROUND
Crunch&Sip® is a break during class time for students to eat vegetables or
USE OF CORPORATE IMAGES
fruit and sip on water throughout the day. Information regarding permission to use
images from sponsor websites or other
Only 1 in 6 Western Australian school aged children are eating enough materials as part of the Design an Ad
vegetables, compared with 8 out of 9 children eating enough fruit. competition is listed below. However,
students are strongly encouraged to compose
Responding to these statistics, Crunch&Sip® is focusing on increasing their own images through photography or
vegetable intake. artworks.
Students are encouraged to bring vegetables from home to eat during Permission is granted for use of images
their Crunch&Sip® time. Students can crunch on carrot sticks, celery, (except photographs of people) or other
capsicum, sugar snap peas, cucumber or a different vegetable of their materials from Crunch&Sip website in the
choice. competition. www.crunchandsip.com.au
Eating an extra serve of vegetables and drinking water in the classroom is
healthy, tasty, and refuels the body and mind, assisting with
concentration and learning.
ESSENTIAL ELEMENTS
Promote the benefits (e.g. health, taste) of eating more
vegetables and drinking more water
Link with the Crunch&Sip® program
Crunch&Sip® logo
Crunch&Sip® website www.crunchandsip.com.au
17Advertising Brief: Foodbank WA
OBJECTIVE FURTHER INFORMATION
Choose Superhero Foods To find out more about Superhero Foods,
Design an advertisement to encourage school aged children to eat a visit: www.superherofoodshq.org.au
healthy breakfast every day.
To find out more about Foodbank WA, visit:
TARGET AUDIENCE www.foodbankwa.org.au
School aged children, K -12
Email Jenny.tartaglia@foodbankwa.org.au for
BACKGROUND more information.
Foodbank WA is the leading hunger relief organisation in the State
providing hunger relief to over 93,000 Western Australians every month. USE OF CORPORATE IMAGES
We understand that fighting hunger involves more than providing a meal Information regarding permission to use
in times of need, so provide a wide range of nutrition education programs images from sponsor websites or other
to help teach disadvantaged groups the importance of healthy eating and materials as part of the Design an Ad
cooking. competition is listed below. However,
students are strongly encouraged to
Foodbank WA’s School Breakfast Program provides a nutritious breakfast compose their own images through
to over 18,000 students every week to help keep hunger at bay in the photography or artworks.
classroom. Beyond the nutritional benefits, breakfast provides mental
energy for better learning and focus and physical energy for activity and Permission is granted for image use from
growing bodies. Foodbank WA and Superhero Foods HQ
websites www.foodbankwa.org.au and
Foodbank WA’s Superhero Foods characters help children of all ages www.superherofoodshq.org.au with the
learn about making healthy food choices in a fun and exciting way. They exception of images of people.
also give them the skills to prepare healthy meals and snacks. One of the
Superhero Foods key messages is “eat a healthy breakfast every day”. High resolution images of Superhero Food
The quirky Superhero Food characters and messages are all linked to the Characters are available to download from
Australian Guide to Healthy Eating and represent foods from all five food the Superhero Foods HQ website for use in
groups. this competition.
http://www.superherofoodshq.org.au/
List of key messages:
Eat a healthy breakfast everyday
Eating breakfast gives your brain fuel to learn
Launch your day with a healthy breakfast
ESSENTIAL ELEMENTS
Promote the benefits of eating a healthy breakfast and focus on one
key message from the list above
All foods and drinks portrayed in the advertisement must be from
the Australian Guide to Healthy Eating www.eatforhealth.gov.au
Must contain one or more Superhero Foods characters which can be
sourced from www.superherofoodshq.org.au
Superhero Foods HQ website www.superherofoodshq.org.au
Foodbank WA logo
18Advertising Brief: RAC – primary schools
OBJECTIVE FURTHER INFORMATION
Staying safe around the roads https://littlelegends.rac.com.au/landing
Design an advertisement that shows an example of how to stay safe
around the roads. https://rsc.wa.gov.au/Education-
Programs/Safety-Topics
TARGET AUDIENCE
Primary school aged road users USE OF CORPORATE IMAGES
Information regarding permission to use
BACKGROUND images from sponsor websites or other
The RAC believes that Western Australians have the right to safe, materials as part of the Design an Ad
accessible and sustainable mobility. Part of a safe road system is competition is listed below. However,
ensuring that everyone does their part to reduce injuries on and near our students are strongly encouraged to
roads. compose their own images through
photography or artworks.
ESSENTIAL ELEMENTS
Due to copyright reasons, images from the
1. RAC Little Legends Club logo
RAC website cannot be used in the
2. RAC Little Legends Club website: rac.com.au/littlelegends competition.
3. The advertisement must address ONE of the road safety
messages below:
Young pedestrians should always walk with an adult and Stop,
Look, Listen and Think when crossing a road.
A cyclist must always wear a helmet and follow the road rules.
Being a safe passenger in a car.
19Advertising Brief: RAC – secondary schools
OBJECTIVE FURTHER INFORMATION
Choosing the right car https://rac.com.au/car-motoring/info
Design an advertisement that encourages young drivers to consider
vehicle safety, ongoing running costs and impact upon the environment https://rac.com.au/rac_roadready/drive/step
when buying a car. s-7-to-10
TARGET AUDIENCE USE OF CORPORATE IMAGES
Young people who may be considering buying a car Information regarding permission to use
images from sponsor websites or other
BACKGROUND materials as part of the Design an Ad
The purchase of a car is an important decision. For young drivers the competition is listed below. However,
excitement around this purchase may lead them to make a choice based students are strongly encouraged to
on how the car looks rather than other, more important criteria. compose their own images through
photography or artworks.
The RAC recommends that young drivers aim to purchase a vehicle that
has a 5 star ANCAP safety rating, has low running costs and is as Due to copyright reasons, images from the
environmentally friendly as possible. RAC website cannot be used in the
competition.
ESSENTIAL ELEMENTS
RAC Road Ready Logo
RAC Road Ready website: www.rac.com.au/rac_roadready
The advertisement should address the key factors described
below:
3 key factors to consider when buying a car
Safety: older cars generally have fewer safety features than
newer cars. This is particularly dangerous because young drivers
are less experienced and therefore more likely to be involved in
a vehicle crash.
Environmental impact: older cars generally have less efficient
engines, resulting in increased levels of environmental damage
compared to newer cars.
Cost of running a car: while older cars generally have a lower
purchase price, they can cost more to run in the longer term.
20Advertising Brief: School Drug Education and Road Aware (SDERA)
OBJECTIVE FURTHER INFORMATION
Keep young people safe More information about SDERA can be found
Design an advertisement to help school students identify the risks of drug by visiting SDERA.wa.edu.au.
use and understand how to stay safe.
USE OF CORPORATE IMAGES
TARGET AUDIENCE Information regarding permission to use
School aged children from Years K-12 images from sponsor websites or other
materials as part of the Design an Ad
BACKGROUND competition is listed below. However,
SDERA cares about the health and wellbeing of young people. We are students are strongly encouraged to
here to help young people make safer choices on the road and in alcohol compose their own images through
and other drug related situations. SDERA works with educators and photography or artworks.
parents to help them build resilience in young people with the aim of
keeping them safer. Permission is granted for image use from
SDERA’s www.sdera.wa.edu.au with the
For 20 years SDERA have been supporting schools across WA with free exception of images of people.
professional development; curriculum-mapped resources; assistance in
the development of programs and plans; funding and support toward a
whole-school approach; parent education seminars and more. Our
services and programs are evidence-based or evidence-informed.
Everything we do is supported by best practice research.
Schools using our services can be confident in knowing they are using the
State Government’s primary strategy for road safety and alcohol and
other drug education. Our services are developed in consultation with the
Department of Education WA, Catholic Education WA and the Association
of Independent Schools of WA.
ESSENTIAL ELEMENTS
Key message: Drug use has consequences. Know how to keep
yourself safe.
Drugs to focus on
o Years K-2: include medicines and/or hazardous
substances.
o Years 3-6: include alcohol, caffeine and/or tobacco.
o Years 7-9: include alcohol and/or cannabis.
o Years 10-12: include alcohol, cannabis and/or
methamphetamine.
The SDERA website: SDERA.wa.edu.au
SDERA logo
21Advertising Brief: SunSmart
OBJECTIVE ESSENTIAL ELEMENTS
Design an advertisement encouraging Western Australians to join the Design an ad that encourages adults and
SunSmart Generation. young people to be good role models and
defend themselves against skin cancer when
TARGET AUDIENCE the UV is 3 or above. For example:
Western Australian young people and adults Promotion of wearing an appropriate hat
(not caps)
BACKGROUND Not tanning (e.g. ‘Don’t Cook for Looks’)
Cancer Council research shows that Aussies are forgetting to slip on a Protecting yourself in 5 ways from UV
shirt to protect themselves from the sun and that an alarming number of Joining the #sunsmartgeneration
adults are getting sunburnt on summer weekends. Encouraging your parents or other adults
to be SunSmart
Skin cancer is the most common cancer in Australia, yet most skin cancers
can be prevented by the use of good sun protection. Include the SunSmart logo.
To encourage Australians to remember to use the five forms of sun Try to aim to promote the positives of using
protection, everyone is invited to join the #SunSmartGeneration. sun protection, rather than negative aspects.
For example, make sun protective hats trendy
Today’s children have grown up with the SunSmart message and are our and the clothing stylish.
most SunSmart generation ever. Parents understand the importance of
protecting their child’s skin with rashies, hats, sunglasses, shade and FURTHER INFORMATION
sunscreen. However, it’s important that adults protect their own skin too. www.cancerwa.asn.au/sunsmart
It’s never too late to prevent further damage and parents play an
important role in setting a good example for their kids. www.myUV.com.au
The sun produces ultraviolet (UV) radiation that can damage skin cells View our latest advertising campaign at
and lead to skin cancer. Everyone in Australia is at risk of getting skin www.myuv.com.au/campaign/
cancer because we have very high levels of UV radiation. You can’t see or
feel UV radiation, and it’s different to heat. It doesn’t need to be hot to
be a high UV day.
USE OF CORPORATE IMAGES
Sun protection is required when the UV is 3 or above. Information regarding permission to use
images from sponsor websites or other
SunSmart encourages Australians to protect themselves in 5 ways from materials as part of the Design an Ad
skin cancer: competition is listed below. However,
1. Slip on sun protective clothing students are strongly encouraged to
2. Slop on SPF 30 or higher sunscreen compose their own images through
3. Slap on a hat (not a cap) photography or artworks.
4. Seek shade
5. Slide on some sunglasses Permission is granted for image use from
www.myuv.com.au and
www.generationsunsmart.com, with the
exception of images of people.
22APPENDIX 2: ADDITIONAL RESOURCES FOR TEACHERS
School Drug Education and Road Aware (SDERA)
The following activities from SDERA’s Challenges and Choices K-Y9 resources can be used to assist with their brief for the Design
an Ad competition.
Y3 Activity 3 P68 Considering passive smoking
Y3 Activity 4 P70 Considering caffeine
Y4 Activity 2 P68 Tobacco the facts
Y4 Activity 6 P78 Monitoring caffeine intake
Y5 Activity 4 P76 Factors that may influence young people to smoke
Y5 Activity 7 P84 Reasons people choose to drink or not to drink alcohol
Y6 Activity 4 P72 Effects of alcohol on the body
Y6 Activity 11 P92 Beating the tobacco and alcohol companies at their own game
Y7 Activity 1 P60 Consequences of alcohol use
Y7 Activity 4 P79 Assessing cannabis related situations
Y8 Activity 3 P85 Identifying harms from alcohol use
Y8 Activity 2 P98 Assessing potential consequences from cannabis use
Y9-12 Activity 4 P59 Managing potential harms from alcohol use
Y9-12 Activity 3 P81 Practising strategies for managing cannabis-related situations
Y10-12 School and student fact sheets about drugs including methamphetamine
More information about SDERA can be found by visiting SDERA.wa.edu.au.
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