Create an Advertisement and Rationale
Create a print advertisement for a defined audience, then explain the choices that make it work.
Task
Design a one-page print advertisement for one of the following:
- a fictional product you invent;
- a real school event or club, with permission;
- a public service message about an issue that matters to your school community.
Then write a 250-300 word rationale explaining how your advertisement positions its audience.
What you submit
- A one-page advertisement (A4 or A3), print or digital.
- A 250-300 word rationale.
- Your completed planning sheet.
- A source list for any image or font you did not create.
Requirements
| Requirement | What it means |
|---|---|
| Audience | A specific group, not “everyone”. You can name a persona. |
| Purpose | Buy, visit, join, donate, change a behaviour, or reconsider an idea. |
| Message | One clear idea the viewer should remember. |
| Techniques | At least three deliberate techniques, named in the rationale. |
| Visual design | Image, colour, layout, and type chosen for a reason. |
| Copy | A headline, supporting copy, and a call to action. |
| Originality | No real logos, no copied campaign, no misleading claims. |
| Sources | All images and fonts are original, licensed, or public domain, and credited. |
Choose your focus
| Option | Audience | Possible techniques |
|---|---|---|
| Fictional product | Students, parents, commuters, or a hobby group. | Association, social proof, benefit-led copy, identity. |
| School event or club | Students in a specific year group or new students. | Direct address, belonging, urgency, testimonial. |
| Public service message | A behaviour or attitude you want to change. | Emotional appeal, plain folks, contrast, call to action. |
Planning frame
| Question | Your plan |
|---|---|
| What are you advertising? | |
| Who is the audience? | |
| What is the purpose? | |
| What is the one message? | |
| What benefit are you promising? | |
| What is the call to action? | |
| What brand voice will you use? | |
| Which three techniques will you use? | |
| What image will you use, and why? | |
| What colours will you use, and why? | |
| Where will the viewer look first, second, and third? |
Rationale structure
Write in paragraphs. Do not label the paragraphs in the final copy unless your teacher asks you to.
| Paragraph | Job | Sentence starter |
|---|---|---|
| 1 | Name the audience, purpose, and message. | This advertisement targets ______ because ______. |
| 2 | Explain the main visual choice and its effect. | The ______ is the most salient element because ______. |
| 3 | Explain the copy and one technique. | The headline uses ______ to ______. |
| 4 | Explain the call to action and brand voice. | The call to action, ______, is effective because ______. |
| 5 | Evaluate one strength and one weakness. | A strength of this design is ______; however, ______. |
Model sentence
The low-angle shot of the student looking up at the poster makes the viewer feel small, while the warm yellow headline promises belonging. This positions the audience as someone who wants to be included rather than someone who is already confident.
Before you submit
- My audience is specific and visible in the design.
- My message can be stated in one sentence.
- I used at least three named techniques.
- My image is original, licensed, or public domain.
- I have not used a real logo or copied another campaign.
- My claims are truthful and not misleading.
- My headline is readable at a glance.
- My call to action is clear.
- My rationale explains effects, not just choices.
- My rationale is 250-300 words.
- I have credited every image and font.
Assessment
Your advertisement and rationale will be assessed against the Advertisement rubric. The rubric covers audience and purpose, message, visual design, copy, and rationale.
Teacher notes
Approve the audience and concept before students begin. A weak brief produces a weak ad, regardless of design skill.
Provide a small set of copyright-free image sources or ask students to draw their own visuals. Do not allow image search results without a licence check.
If students use AI image tools, require them to disclose the tool and check the output for accuracy and bias.
Use the planning sheet as formative evidence. Students who skip planning usually write a rationale that describes rather than justifies.
Allow a gallery walk before submission so students can test whether their reading path works on a real viewer.