Exploring Graffiti

Lesson Overview

• Subject: PSHE
• Year Group: Year 3 (Ages 7-8)
• Duration: 40 minutes
• Curriculum Area: PSHE – Living in the Wider World
• Focus: Debate on whether graffiti is art or vandalism

This lesson aligns with the PSHE Association Programme of Study for Key Stage 2, covering themes of rights and responsibilities, respect for others' opinions, and discussions on societal issues.

---

Lesson Objectives

By the end of this lesson, students will:

1. Understand what graffiti is and where it can be found.
2. Discuss different viewpoints on whether graffiti is art or vandalism.
3. Develop respectful debating skills by listening and responding to different opinions.

---

Resources Needed

• Images of famous graffiti (e.g., Banksy’s work)
• Whiteboard and markers
• ‘Agree’ and ‘Disagree’ signs for a class debate
• Post-it notes for student reflections

---

Lesson Structure

1. Starter Activity (10 minutes) – What is Graffiti?

• Begin by displaying images of different types of graffiti on the board (e.g., artistic murals vs. illegal tagging).
• Ask students:
  • What do you see in these pictures?
  • Where have you seen graffiti before?
• Introduce the key question: "Is graffiti art or vandalism?"

2. Main Activity (20 minutes) – Class Debate

Step 1: Understanding Both Perspectives (10 minutes)

• Present two viewpoints:
  • Graffiti as art: Expresses creativity and can beautify spaces.
  • Graffiti as vandalism: Can damage property and is often illegal.
• Read out a short scenario:
  A local artist has painted a mural on a school wall without permission. Some people love it, but others say it’s wrong.
• Encourage students to share their initial thoughts.

Step 2: Active Class Debate (10 minutes)

• Place ‘AGREE’ and ‘DISAGREE’ signs on opposite sides of the classroom. Ask students to stand near the sign that represents their opinion.
• Choose 3-4 students from each side to explain their reasoning.
• Foster respectful listening: Encourage counter-arguments by asking, Does anyone want to respond to that point?
• Conclude by highlighting the importance of different opinions and respecting others' viewpoints.

3. Plenary (10 minutes) – Personal Reflection

• Hand out post-it notes and ask students to write: One thing they learned & one question they have.
• Display these on the ‘Graffiti Wall’ (a designated board).
• Summarise key discussion points and remind students that opinions can change based on new information.

---

Assessment Opportunities

• Verbal contributions during discussions.
• Post-it note reflections to gauge understanding and engagement.

---

Extension Activity (Optional)

• Students design a graffiti-inspired artwork on paper with a positive message (e.g., kindness, community).

---

Teacher Reflection

• Which arguments engaged students the most?
• Were students able to express their viewpoints respectfully?
• How can this debate format be used in future lessons?

---

This lesson develops critical thinking, respectful debate skills, and social awareness, making learning engaging and thought-provoking for Year 3 students. 🚀