Teacher Notes: Advertisement

Year 7 English • Advertisement • Teacher guidance

Keep the advertisement fictional and the product ordinary. Students do better when they invent a brand than when they try to imitate a real campaign, and the ethical questions become clearer.

Five-week pacing

• Week 1: two analysis lessons and one sorting game.
• Week 2: audience profiling and brand voice, with a short written profile.
• Week 3: copywriting workshop and a full plan.
• Week 4: layout lesson, draft, and a structured critique.
• Week 5: revision, rationale drafting, and a feedback circle.

Differentiation

Support

• Provide a half-completed audience profile and a bank of brand-voice adjectives.
• Limit the advertisement to one image area, one headline, one line of copy, and one call to action.
• Offer a rationale frame: choice → intended effect → audience response.

Core

• Require every visual choice to be explained by its effect, not by taste.
• Ask students to test the advertisement at a glance and up close.
• Keep claims truthful and avoid real logos, celebrity images, or copied slogans.

Extension

• Ask for a second version for a different audience and a comparison of the choices.
• Invite a critique of an existing campaign’s ethical limits.
• Ask students to write a design rationale in the voice of the creative director.

EAL and language support

• Pre-teach audience, purpose, brand, slogan, headline, body copy, and call to action.
• Provide a labelled example with arrows rather than a long written explanation.
• Allow a labelled sketch and bullet-point rationale before full prose.

Formative feedback routine

• Ask readers to say who the advertisement is for and what it wants them to do. If they hesitate, the design needs work.
• Name one choice that works and one choice that fights the message.
• Check that the rationale explains effects rather than listing features.

Use the quality guide as the shared language for feedback. It is formative and contains no scores or bands.

Materials and preparation

• Print the planner or checklist pages students need; project the rest to save paper.
• Check every link before the lesson. The packet is static and works offline once cached.
• Have a school-licensed copy of any studied text available. The packet does not host copyrighted texts.
• Decide how students will share drafts. Keep any student work inside the school’s approved system.

Access and inclusion

• All pages use semantic headings, a skip link, and print styles.
• Tables scroll horizontally on narrow screens; key instructions are also written in prose.
• Offer a printed copy or a plain-text outline for students who prefer it.
• Allow drawing, oral rehearsal, or a recorded response where it serves the same learning.