- Ask the children to think of rules or laws that they know have been broken in school or in the wider community, eg misusing the play equipment at playtime, playing football in the quiet area, causing damage to a bus shelter, shoplifting. Local or national newspapers could be used as stimulus material. The children discuss what happened, whether there were any victims, whether it was dangerous, the effect on others. They then work in groups to present a law-breaking or rule-breaking scenario to the rest of the class, through a storyboard or drama, or as a TV news-style report. Why was the rule broken or the crime committed?
- The children reflect on some of the daily choices they make and what influences them, eg wanting to be like their friends. They identify positive and negative influences and discuss when an influence becomes a pressure. Make them aware of possible pressure from peers to behave in unacceptable ways. Ask them to talk about peer pressure and to identify ways of resisting temptation. How can they help to deter others from behaving in an unacceptable way?
- Reflect on how we can all take responsible action to help prevent crimes, eg through Neighbourhood Watch, by taking care of our possessions, by not joining in with risky behaviour that could lead to a crime, by forming a Primary Action Group.
- Working in groups, the children create a poster that communicates what they have learnt about rules, laws, democracy and Parliament. The poster could focus on a particular issue or could be a campaign to change a rule or a law that affects children. Display the posters in the classroom or around the school.
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- identify laws often broken by young people
- understand some of the reasons for breaking rules or laws, including peer pressure
- develop ways of taking responsibility for their behaviour, particularly when in a group
- know the consequences of their actions for themselves and for others
- reflect on and communicate what they have learnt
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