At the end of this unit
most children: offer some reasons why stealing is wrong and identify a range of consequences arising from vandalism and theft. They know that this is regarded as anti-social behaviour and could involve the police. They use their imagination to identify how victims of crime are affected and to consider effects of such actions on offenders. They understand that the right to use and enjoy shared property carries a responsibility to respect property. Working in groups, they investigate responsibilities towards community facilities, public space or property, developing ideas and suggestions. They understand the role of the council in making decisions and prioritising resources on behalf of the community.
some children have not made so much progress and: know that theft and vandalism are against the law and appreciate the more punishment-based reasons for not committing crimes. They identify some consequences of anti-social behaviour. They begin to recognise that we all have a responsibility towards shared property.
some children have progressed further and: know the consequences of crimes for the offender and victims, and use their imagination to consider the experiences of others. They generate ideas on how to address crime. They have a limited awareness of the role of government in framing relevant laws. They understand that with the right to use and enjoy shared property comes the responsibility to respect property. Through research and investigation they explore the implications for communities when property is damaged or vandalised and take responsibility by suggesting how community space or property can be improved. They appreciate the importance of consulting others on community issues and recognise that different views can conflict. They understand the role of the council in making decisions and prioritising resources on behalf of the community.
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