- Ask the children to identify the open spaces in their neighbourhood. In groups, they list all the people who might use these spaces and why. They consider why public open spaces are important. What other amenities do they use and enjoy, eg woodland, national parks? Who or what might be affected by vandalism, eg broken glass on paths, broken swings, chewing gum on seats, litter on flower beds?
- Ask the children to imagine that they are members of the local council's Parks and Leisure Department. A large local park is badly in need of new play equipment, vandal-proof seating, a parks attendant, more litter bins, improved facilities for people with a physical disability or visual impairment. Unfortunately, there is insufficient money to pay for everything. The children list in order of preference how they would spend the money, deciding which groups should benefit most. One councillor has proposed closing the park altogether and selling the land for housing to provide money for refurbishing the local leisure centre. What arguments can be offered for and against such a plan? Divide the class into two groups to debate the different points of view.
- Alternatively, give the class an outline map of an area that has just been cleared of industrial buildings and is to be turned into a public park. A stream runs across one corner of the area and there is a small clump of trees in another part. Ask the children, in groups, to design a public park which will benefit local citizens of all ages. They identify likely problems of vandalism, litter and crime, and suggest ways of preventing or combating them.
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- identify the consequences of vandalism for individuals and communities
- recognise that members of the local community have different needs and priorities
- understand that the priorities of different individuals and groups can conflict
- understand that resources are limited and priorities and decisions are made by the local council in consultation with members of the community
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