Citizenship National Curriculum matched to the lesson

Knowledge and understanding about becoming informed citizens1. Pupils should be taught:a) the legal and human rights and responsibilities underpinning society, basic aspects of the

criminal justice system, and how both relate to young people.b) …the need for mutual respect and understanding.g) the importance of resolving conflict fairly

Developing skills of enquiry and communication 2. Pupils should be taught to:a) think about topical political, spiritual, moral, social and cultural issues, problems and events by

analysing information and its sources, including ICT-based sourcesb) justify orally and in writing a personal opinion about such issues, problems or eventsc) contribute to group and exploratory class discussions, and take part in debates.

Developing skills of participation and responsible action3. Pupils should be taught to:a) use their imagination to consider other people's experiences and be able to think about, express

and explain views that are not their ownb) negotiate, decide and take part responsibly in both school and community-based activitiesc) reflect on the process of participating.

Class: Date: Period: Learning objectives:

Learning outcomes: TA support:

All of you:All of you:•Can give examples of Anti-Social Behaviour (ASB).•Will know what the RESPECT Agenda is.•Can say how you think people, who behave in an Anti-Social way, should be treated.

Starter:•What is ASB? •Which of these is ASB?•Newsround/espresso clip•Legal definition of ASB

Evidence of achievement:

Most of you:Most of you:•Can say why Anti-Social Behaviour is not always criminal.•Can say why we need to have mutual respect for each other.•Can describe how our criminal justice system deals with ASB.

Development:•How can we tackle ASB?•The RESPECT Agenda and its ideas to tackle ASB – its causes and effects.•What solutions does the legal process offer society in tackling ASB?•Do you think we have the right balance between punishment, rehabilitation and victim rights?

Pupils with IEPs:

Some of you:Some of you:•Can describe and give reasons for changes you would make to the way ASB is dealt with by our criminal justice system.

Plenary:•How can we express our opinion?•Can we influence the way these issues are dealt with in our communities?

Homework:

Which of these is Anti-Social Which of these is Anti-Social Behaviour (ASB)?Behaviour (ASB)?

Anti-Social Behaviour (ASB)?Anti-Social Behaviour (ASB)?

• ‘Curfews for 16 year olds’ - espresso

By the end of the lesson:

All of you:All of you:• Can give examples of Anti-Social Behaviour (ASB).• Will know what the RESPECT Agenda is.• Can say how you think people, who behave in an Anti-Social way,

should be treated.

Most of you:Most of you:• Can say why ASB is not always criminal.

• Can say why we need to have mutual respect for each other.• Can describe how our criminal justice system deals with ASB.

Some of you:Some of you:• Can describe and give reasons for changes you would make to the

way ASB is dealt with by our criminal justice system.

Criminal behaviour is Criminal behaviour is always Anti-Social, but always Anti-Social, but

Anti-Social Behaviour is Anti-Social Behaviour is not always criminalnot always criminal

1. What do you think this means?

2. Could you give some examples?

How the law defines ASBHow the law defines ASB

A legal definition according to the Crime and Disorder Act 1998- is

Section 1(1) of the Act defines acting in an anti-social manner as a

manner that caused or was likely to cause harassment, alarm or

distress to one or more persons not of the same household as the

complainant.

By the end of the lesson:All of you:All of you:• Can give examples of Anti-Social Behaviour (ASB).• Will know what the RESPECT Agenda is.• Can say how you think people, who behave in an Anti-Social way,

should be treated.

Most of you:Most of you:• Can say why ASB is not always criminal.

• Can say why we need to have mutual respect for each other.• Can describe how our criminal justice system deals with ASB.

Some of you:Some of you:• Can describe and give reasons for changes you would make to the

way ASB is dealt with by our criminal justice system.

This is JohnThis is John

He’s 14 years old

His mum says “He’s not a bad boy really”

John hangs out at the local corner shop with a

group of others.

He wears a ‘hoody’ or baseball cap and

sometimes spits on the pavement.

At the weekend he drinks alcohol, which makes him abusive and libel to shout at people, often late

into the night.

While he doesn’t get into fights he’s always egging

others to.

Your opinion – how do we balance John’s rights with those of others in

his community?Is John doing anything wrong?

If he is when does his behaviour become anti-social and then criminal?

He has been warned by the police who have threatened to take action – should they? Justify your answer.

How would you feel if you were John?

How would you feel if it was your nan who was on the receiving end of John’s ASB?

What is the Respect What is the Respect Agenda?Agenda?

The only person who can start the cycle of

respect is you.

The future depends upon unlocking the

positive potential of

young people.

The foundation

of our future is our young.

Give respect, get respect.

There is no greater

responsibility than raising the next generation.

Everyone is part of everyone else.

The whole is greater than the sum of its

parts.

Respect cannot be learned,

purchased or acquired it must

be earned.

Respect AgendaRespect Agenda• It’s about nurturing and, where needed, enforcing a modern culture of

respect, which the majority of people want.• It’s about showing tolerance, acceptance and common decency towards the

people around us – our family, friends and peers, people who are older or younger than us, people from different walks of life or who follow different cultures or religions.

• It’s about being considerate of the consequences of our behaviour for others.

• ‘ Treating others in the way that you would• like to be treated.’• ‘ Being able to be the way I am without being• bullied or skitted. And vice versa.’• ‘ Not offending or damaging someone else’s• feelings or property.’• ‘ Appreciating someone, even though they’re• from another country and they’re different.’• ‘ Consideration for others.’

By the end of the lesson:All of you:All of you:• Can give examples of Anti-Social Behaviour (ASB).• Will know what the RESPECT Agenda is.• Can say how you think people, who behave in an Anti-Social way,

should be treated.

Most of you:Most of you:• Can say why ASB is not always criminal.

• Can say why we need to have mutual respect for each other.• Can describe how our criminal justice system deals with ASB.

Some of you:Some of you:• Can describe and give reasons for changes you would make to the

way ASB is dealt with by our criminal justice system.

How do we deal with ASB?

• Anti-Social Behaviour Orders - ASBOs

• Does it match the aims of the Respect Agenda?

• Why do you think people behave in an Anti-Social way?

• Does the way we try to tackle ASB address the causes of it?

Do you think Do you think we have the we have the

balance balance right?right?

• Do you think ASBOs are a good idea?

• Will they reduce crime and help people who suffer because of ASB?

• Are they fair to the people who get them?

How can you have your say?Being an active citizen

• Pick up on peoples ASB

• Set an example

• Join a pressure group

• Write to your MP

• Write to your local police force and express your opinion, which might influence the ways the Chief Constable uses his/her delegated powers.

Writing a letter to persuade