- In small groups, pupils discuss and list the reasons why young people become involved in car-related crime and the sorts of crimes committed.
- Using video materials and newspaper reports, pupils look at how car crime is reported locally and nationally, including joyriding or 'TWOC' (taking without consent).
- Ask pupils to consider the consequences of specific cases of car crime. They could use newspaper accounts and police reports of real crimes or fictitious scenarios. They identify who is affected and how, eg the owner of a stolen car, a victim of a road accident, relatives of victims, police and fire officers, paramedics and hospital staff, witnesses, magistrates, insurance companies. Some pupils may have personal or family experiences of the consequences of car crime that are relevant at this point.
- In groups, pupils research, eg through interviews, writing to the organisations, using libraries and the internet, the roles and viewpoints of one of: the police, the fire service, the ambulance service, Victim Support, magistrates, Youth Offending Teams (YOTs). The groups report back to the rest of the class, explaining the impact of juvenile car crime from that person's or service's point of view.
- If possible, arrange for representatives of these services to visit the school. The session could take the form of short presentations by the visitors, a 'carousel' with pupils 'circulating' round a range of experts, hot seating, expert witness sessions in which pupils ask questions, or a combination of these approaches.
|
|
- appreciate that car crime affects a range of people in different ways, directly and indirectly
- consider the viewpoints of other people
- take part responsibly in group and class discussion, communicating effectively and asking appropriate questions
|
