Teaching Resources - Early Childhood

Goodbye Graffiti! - Early Childhood Curriculum Materials

Overview 







What are the topics covered in the Early Childhood Curriculum materials?

Why talk about graffiti in early childhood?

The Early Childhood Curriculum Materials are part of the Goodbye Graffiti Education Curriculum Package. The aim of these materials is to support teachers in early childhood classrooms (typically Kindergarten to Year Two) to enable students to:
  • develop respect for the community and for the property of others
  • demonstrate responsibility
  • develop an understanding of the consequences of their behaviour.
A topic about graffiti in an early childhood classroom may arise from a number of sources, for example:
  • Noticing graffiti in the form of children writing on other children’s work
  • Noticing graffiti on school property evidently done by students in the school (e.g. toilet walls)
  • Noticing graffiti on school property, apparently done by people from outside the school community
  • Noticing graffiti on a family’s property, with subsequent concern expressed by a child (e.g. through ‘news’ or conversations arising through discussion or play)
  • Graffiti on community property, noticed and commented upon by children on an outing
  • A student reporting graffiti vandalism or reporting knowing someone doing graffiti.

 What learning might the students achieve?

The materials are aligned to the Western Australian Curriculum and Assessment Outline. Experiences facilitate learning as described in the Western Australian Curriculum and Achievement Standards. Through engaging with the Early Childhood Curriculum materials, students have the opportunity to further their achievement of
  • The Values Outcomes
  • The Learning Outcomes of the Early Years Learning Framework
  • The General Capabilities
  • The Learning Areas. In particular:
  • English
    • Language
    • Literature
    • Literacy
  • Mathematics
    • Proficiency strands
    • Number and algebra
    • Measurement and geometry
    • Statistics and probability
  • The Arts
    • Exploring ideas and improvising with ways to represent ideas
    • Responding to and interpreting artworks 
    • Health and Physical Education
      • Personal, social and community health
        • Being healthy, safe and active
        • Communicating and interacting for health and well being
        • Contributing to healthy and active communities
      • Science
        • Science understanding
        • Chemical sciences
        • Science as human endeavour
        • Science inquiry skills
      • History
        • Historical knowledge and understanding
        • Historical skills
      • Geography
        • Geographical knowledge and understanding
        • Geographical inquiry and skills
      • Civics and citizenship
        • Civics and citizenship knowledge and understanding
        • Civics and citizenship skills
      • Design and Technology
        • Knowledge and understanding
        • Processes and skills

How do I use the materials?

The materials are written to be flexible. You might choose:
  • A one-week survey of graffiti: using a ‘tuning in’, ‘finding out’, ‘sorting out’, ‘going further’ and ‘applying’ activity from different topics
  • An exploration of one concept: using one sequence of experiences e.g. ‘What is graffiti?’
  • A five to eight week exploration of several topics
  • A one or two term project with all the activities in all the topics and some more of your own!
The selection of experiences will depend on the needs and interests of individual teachers, students, classes and schools. Listening to students’ discussions, taking note of their theories and ideas and being ready to maximise the learning opportunities the students provide may lead to new ideas and topics.

What resources do I need?

The Early Childhood Curriculum Materials draw on other resources that are available through Internet sources. Wherever possible, government and educational web sites have been sourced. Inevitably, web sites change over time. All are accurate at the point of production.

What if students disclose that they, or someone they know, are doing graffiti?

Some of the activities in these units encourage students to volunteer information about their own or their family’s experiences. Teachers need to talk about and develop a welcoming community in which all responses are accepted respectfully so that students contribute from their real experience. However, students need to be clear that graffiti vandalism is a crime and must be reported. You might have a conversation with your school principal to determine how you will handle a disclosure should one arise.

How might families be involved?

Activities in these materials are designed to help students make connections between home and school. There may be questions to ask at home, ways for families to be involved in the daily teaching and learning program or invitations to attend celebrations. A climate of trust and acceptance will support the participation of all families.

What are the topics covered in the Early Childhood Curriculum materials?

  Tuning in Finding out Sorting out Going further Applying
 Rights and Responsibilities What is a right? And a responsibility? What are our rights? What are our rights of people in our family? What are our responsibilities to members of our family? What are our rights and responsibilities in the community? Who needs to know?
What is graffiti What do you think graffiti is? Where do you see it? Who made it? How did it make you feel? What else do you think about graffiti?
Self Concept Who am I? How do we get our names? What’s in a name? Do some names show respect for others? Who needs to know what we have found out?
Acting Considerately What are ‘considerate’ and ‘inconsiderate’ behaviours? Why do people behave inconsiderately? How does inconsiderate behaviour affect us? How does inconsiderate behaviour affect others? Who needs to know what we have found out?
Community  What is a community? Who are the people in ‘my community’? Who is my community? What does my community value? Who needs to know what we have found out?
Rules What is a rule? Why do we need rules? What happens when rules are confusing? What if everyone broke the rules? Who needs to know what we have found out?
Caring for others How do we show that we care? How do we care for our classroom? How do we care for our school? How do we care for our community? Who needs to know what we have found out?
Consequences What is a ‘consequence’? What are the consequences for breaking rules? What do we think and feel when we see graffiti? What are the consequences of doing graffiti? Who needs to know what we have found out?
Thinking again about Graffiti Vandalism What is graffiti? Where do you see graffiti?Who made it?How did it get there? What have you learned? How does graffiti vandalism affect you now?? What would you say about graffiti to other students?
 

To access the Early Childhood teaching resources you are required to complete registration details. Your details will be held with the WA Police Graffiti Team and will remain confidential. You may be contacted by the Graffiti Team to obtain feedback on the teaching resources.

Your Details