young people & the law planning, delivering and recording young people & the law youth work
TRANSCRIPT
YOUNG PEOPLE & THE LAW
Planning, delivering and recording Young People & the Law youth work
Guidance NotesHOW TO USE THIS PACK:HOW TO DOWNLOAD:To download from website: • Click on the link to the pack you want to download• From the dialogue box, choose to ‘open’ or ‘save’ the file then click OK• The pack will open as a slideshow: all links are live but you will need to left click to advance through the pack.• Choose PRINT from the drop down FILE menu to print all or some of the pages (see below)• Choose SAVE AS from the drop down FILE menu to save a copy to your hard driveHOW TO PRINT (NOTE – THERE IS NO NEED TO PRINT THE ENTIRE PACK, ONLY INDIVIDUAL SLIDES WITH ACTIVITIY
SHEETS):• Before printing, delete ‘Index’ arrows by selecting and then pressing DELETE• Individual slides can be printed by selecting individual slide numbers or ranges in the PRINT menu• To print slides in black & white or grayscale, select the relevant option from the Colour/Grayscale drop down
menu when you are about to printHOW TO VIEW LINKS/USE SLIDES• These slides may be used to form part of a presentation – press F5 to view as a slideshow• To delete individual slides, click on them to select then click on ‘cut’ in the Edit menu• To make links ‘live’ you will need to view the pack as a SLIDESHOW – go to the ‘View’ menu or press F5If you have any comments regarding this pack, or need any additional help in using it, please contact:SUZANNAH YOUDE: [email protected] or tel: 01622 694276All information in this pack was correct and all links active at time of upload but may be subject to change
IntroductionEffective youth work within the context of young people and the law should take account of young people’s understanding of the law and how it effects them. Because of the specific nature of some of the issues involved, work in this area is an ideal opportunity for delivery in partnership with a range of agencies particularly YOS.
This pack provides templates for recording, accrediting and evaluating this work, as well as some simple introductory activities in the form of activity sheets and ideas for some more in depth work on the themes and issues. There is also a review of some of the work going on around the county in this area.
You should all have a copy of the Vanessa Rogers books – the ‘Citizenship’ book has some excellent resources to use to plan delivery in the wider context of citizenship and safety. Although specific legal information may now be out of date and require fact checking, there are plenty of activities that can be used to encourage young people to think about the issues, think about their rights and responsibilities and recognise how the law is there to help them, their families and communities.
A NOTE ON CONFIDENTIALITY:Legally, there are certain circumstances when youth workers cannot maintain confidentiality – these are:• When the young person is in a life threatening situation e.g. self harm, threats from an abuser• Where a young person’s actions may cause significant harm to someone else• When a young person is ill or injured and needs immediate medical attention• When a young person has committed a terrorist act
If you feel you have additional training needs associated with delivering youth work around these issues, go to Kent CPD Online http://cpdonline.kenttrustweb.org.uk/cpd/default.asp?sid= and search ‘Young People & the Law’ for relevant courses.
Curriculum Planning Model
Young People & the Law: AimsAIMS:Youth work that focuses on young people and the law should:• Recognise young people’s rights and responsibilities within the law• Look at issues of right and wrong and explore the consequences of young people’s actions• Look at how the law is there to help young people, their families and communities• Encourage young people to be aware of the different types of law: criminal, civil, health & safety, discrimination,
consumer, employment & disability• Encourage young people to think about themselves as responsible members of society• Help young people to develop strategies to stay safe from bullying, discrimination, crime and anti social
behaviour and Inform young people of the legal age limits for sex, smoking and drinking• Signpost young people to agencies that can help them if they’re in trouble with the law or need legal adviceYouth work that focuses on young people and the law should aim to show the following progression:
Rights & responsibilities of the individual
Understanding the consequences of your actions
Recognising that the law is there to help you & your community
Knowing where to go for information on legal issues
Young People & the Law: Outcomes
OUTCOMES:Youth workers should be able to deliver a programme of work with the following outcomes:• Young people will have knowledge of the law and the agencies that can offer legal advice to young people • Young people will be aware of the importance of confidentiality and the circumstances under which information
may be shared with the police• Young people will be aware of their rights and responsibilities and will understand the consequences of their
actions• Young people will recognise that the law is there to help them and will have at least a basic understanding of
the laws that exist to protect young people, their families and communities
YOUNG PEOPLE & THE LAW YOUTH WORK PLANNING SHEET Signed: ___________________________________ Date: ________
SESSION THEME:
AIMS & OBJECTIVES:
UNDERSTANDING & AWARENESS OF ISSUES:Methods:
Resources:
LINKING PERSONAL ISSUES TO SOCIAL ISSUES:Methods:
Resources:
MAKING INFORMED CHOICES:Methods:
Resources:
DEVELOPING UNDERSTANDING OF THE LAW:Methods:
Resources:
RIGHTS, RESPONSIBILITIES & CONSEQUENCES:Methods:
Resources:
DIVERSITY, EQUALITY & RESPECT FOR OTHERS:Methods:
Resources:
ACTIVITY: TIMING: OUTCOMES:
Activity Resourceswww.bbc.co.uk/schools/citizenx/index.shtml BBC citizenship lesson plans with transferable activities
www.headsup.org.uk/content/ Heads Up is a moderated forum for under 18s to discuss citizenship issues
www.nccl.org.uk/ National Centre for Citizenship & the Law has a range of activities & information for young people
www.becal.net/lc/re_pshe_ce/citizenship/yr11law.htm
Becal lesson plan on what the law is & why it’s necessary
www.tes.co.uk/ TES has a searchable resource database – try keywords like Law
kids.direct.gov.uk/resource_areas/html/MainHomePage.aspx
Kids Direct.Gov has a wealth of resources for exploring issues around law, citizenship and community
www.youtube.com/watch?v=6qiZ0aLD5JQ CAB video on young people’s rights
www.citizenshipfoundation.org.uk/lib_res_pdf/0122.pdf
Citizenship Foundation mock trial resource is well detailed & gives ideas for running a variety of mock trials
www.hertsdef.org/smart-activities.htm SMART activities around the law & alcohol and substance abuse
www.citizenshipfoundation.org.uk/main/page.php?434
Citizenship Foundation has a range of resources
Legal Ages Quiz1) From what age can you have your own bank account?A: 10 B: 5 C: From birth2) If it's okay with your parents how old must you be to get married?A: 11 B: 16 C: 213) If you're younger than 16, can you buy fireworks without an adult being there? Yes/No4) How old do you have to be to buy cigarettes?A: 21 B: 18 C: 165) From what age can you start to vote in an election?A: 16 B: 17 C: 186) Can 12-year-olds buy pets on their own?A: Yes B: No, they must have an adult with them7) At what age can you officially change your name?A: 16 B: 21 C: 358) How old to you have to be to get a tattoo?A: 16 B: 17 C: 189) At the moment, from what age can you learn to drive?A: 17 B: 18 C: 2110) From what age can you buy alcohol?A: 16 B: 18 C: 2111) And from what age can you drink alcohol in a pub?A: The age you can buy it B: 16+ with a meal if bought by an adult12) At what age can you legally drink alcohol at homeA: 5 B: 12 C: There is no age limit
Legal Ages Quiz – Answers 1) From what age can you have your own bank account?C: From birth, but there are restrictions on the kind of account you can have2) If it's okay with your parents how old must you be to get married?B: 163) If you're younger than 16, can you buy fireworks without an adult being there? No – the minimum age is 184) How old do you have to be to buy cigarettes?B: 185) From what age can you start to vote in an election?C: 186) Can 12-year-olds buy pets on their own?B: No, they must have an adult with them – the legal age at which you can buy a pet is 167) At what age can you officially change your name?A: 16, any one over 16 can change any part of their name at any time8) How old to you have to be to get a tattoo?C: 189) At the moment, from what age can you learn to drive?A: 17, you can apply for a provisional licence up to 3 months before your birthday but can only take the theory test
on or after your birthday10) From what age can you buy alcohol?B: 18, though in an off licence or supermarket you can be challenged to produce ID if you look under 2111) And from what age can you drink alcohol in a pub?B: 16+ with a meal if bought by an adult – this only relates to beer, cider and wine12) At what age can you legally drink alcohol at homeA: 5, though evidence suggests that the younger a child starts to drink alcohol, the more likely they are to have
alcohol related problems
Legal WordsearchesTest your knowledge of consumer, criminal and discrimination law
A S B O W N D H J C G A
J P O O W O B Q R N D N
A M B Z G I R I U H O I
D J E J P S M O G I E M
E Q J R J I Y T T B C N
T C G B N V J U C I N Z
E P I A T R C J U K E Y
N I L T R E D N E F F O
T S R E S P P D W N E D
I C I O D U J E C J D P
O H R T P S J M E T W Z
N P S E N T E N C I N G
G L C F A H K U F S C Z
O X V R L O R F E O O R
O X C Q E T K T T H N V
D A P C V D T C H K S W
S J M Z X E I B J S U L
T G U A R A N T E E M O
P D V A P S O R X R E H
S Q G Y T D V X O A R O
R I K H X I M X W E Y C
C A G T C A R T N O C L
L I R E F U N D F Y C A
R H S U D A H P N N Z I
X D B K D D Y L S D K C J G D
S M I G U Y E E N J B G L N I
G E L S F I X T H B R H I K S
T A D D C U H H C A W X D V A
X G N U A R X O A E A Q D B B
R E O L E M I R C E T A H Y I
T I I I S O T M W T Y O T N L
B T G E N D E R I R O I R L I
Y F I H V K D Q K N L U I P T
N S L H T R D A D A A B G C Y
T Y E T M S I E U K T T B V F
A F R O R Y V Q X K Q I I C E
A Q W T N L E X S T P A S O A
C P Z R W K M T F W B I N Y N
W A O W J A G C F K Y V U O X
CRIMINAL ASBO DEFENCEDETENTION JUSTICE OFFENDER PROSECUTION SENTENCING SUPERVISION YOUNG
CONSUMER ALCOHOL CIGARETTES CONTRACT CREDIT GOODS GUARANTEE REFUND RIGHTS SERVICES
DISCRIMINATION AGEDISABILITY EQUALITYGENDER HATE CRIMEPROTECTED RELIGIONRIGHTS SEXUALITY
Complete the chainDo you know what happens when someone breaks the law? Can you put the statements in order and complete the chain?
CHARGES GO TO COURT
REMAND BREAK THE LAW
SENTENCING GET READY FOR COURT
Complete the ChainThe correct order is:1. Break the law2. Charges – the police can: let you go, ask a magistrate for 24 hours for extra questioning, bring charges3. Remand – you will either be remanded in custody (locked up) or remanded on bail (you’re free to go but
someone pays money to guarantee you’ll appear in court)4. Get ready for court – you’ll talk to a solicitor about what exactly happened so you can prepare your case for
court5. Go to court – either a magistrates court with no jury (for most, lesser crimes) or Crown court with a jury (for the
most serious crimes like murder)6. Sentencing – if you’re guilty the judge will decide on your sentence which could be a suspended sentence (no
jail time but reporting to a probation officer), community service, fine or prison
What’s Worst?Rank these crimes from 1 - 7 in order from least serious to most serious: think about the harm they cause now and the future results for the victims and the criminals, the effect they have on the victim and the effect they have on society
Secretly taking a photo of someone with a mobile
Murder Selling illegal drugs
Shoplifting Punching someone
Bank robbery
Dangerous driving
Civil or Criminal?CIVIL LAW: a dispute between two people, when someone feels damage has been done to them e.g. your new MP3 player breaks after 2 weeks
CRIMINAL LAW: when a law is broken and someone commits a crime against society as a whole e.g. murder, theft
Where do these scenarios fit? Write them under civil or criminal:
Builders working on your youth centre don’t complete the work they say they will.
People keep using your garden as a shortcut. You see someone attacking a man in the street.
Your friend’s mum & dad split up and can’t agree who looks after the kids.
Someone at school is harassing another pupil even though they have an ASBO to stop them.
Your best mate is carrying heroin. You download music from the internet without paying.
Your mate takes a CD from a shop. Your dad drove himself home from the pub when drunk.
A mate carries a knife in case he gets attacked. You have noisy neighbours from hell.
Civil or Criminal? Answers• Builders working on your youth centre don’t complete the work they say they will CIVIL Breach of contract• People keep using your garden as a shortcut CIVIL Trespass• You see someone attacking a man in the street CRIMINAL Assault occasioning actual bodily harm • Your friend’s mum & dad split up and can’t agree who looks after the kids CIVIL Family law/custody• Someone at school is harassing another pupil even though they have an ASBO to stop them CRIMINAL
breaking an Anti Social Behaviour Order• Your best mate is carrying heroin CRIMINAL possession of an illegal drug • You download music from the internet without paying CIVIL copyright law/piracy• Your mate takes a CD from a shop CRIMINAL Theft • Your dad drove himself home from the pub when drunk CRIMINAL Driving whilst under the influence of
alcohol• A mate carries a knife in case he gets attacked CRIMINAL carrying an offensive weapon • You have noisy neighbours from hell CIVIL Nuisance
Recording Young People & the Law Youth WorkBelow you’ll find a sample sheet for capturing recorded outcomes that may result from using this pack. Please refer to the aims of youth work focusing on young people and the law when measuring young people’s achievements.
‘Recorded outcomes’ must have the following features: Provide evidence to show actions undertaken by the young person, their progression, and distance travelled – to show distance
travelled the record must identify starting points, describe the process/identify what happened, and be clear about the achievement, learning gain or end product. This may include, for instance, a decision made as a result of counselling or a detached work encounter.
Provide evidence of the benefit derived by the young person as a result of a youth work intervention. Be evidenced (though not necessarily accredited) by a youth worker or an external awarding body. Be meaningful (not just a narrative of events) – it must confirm the achievement of a declared objective that is significant for that
individual young person. Some subjective judgments will need to be made in assessing what constitutes a ‘significant’ objective for each young person, given their backgrounds and skill levels.
Be recognisable within Ofsted frameworks for inspection
A ‘recorded outcome’ DOES NOT: have to subscribe to a specific format; necessarily lead to an accredited outcome – a recorded outcome may be sufficient alone for some young people. For others it may
form part of the learning journey towards an accredited outcome have to be measured against a declared curriculum, but it can be good practice to do so.
Youth work that focuses on young people and the law can be accredited through:• DUKE OF EDINBURGH’S AWARD please contact @[email protected] for more details• YOUTH ACHIEVEMENT AWARD visit http://www.ukyouth.org/whatwedo/Programmes/YAA for more information
Recording Young People & the Law Youth WorkRECORDED OUTCOMES CHECKLIST (a recorded outcome MUST satisfy evidence & achievement criteria):
EVIDENCE
Do you have evidence of young person’s progression and distance travelled? YES/NO
Do you have evidence of the way a young person has benefitted from a youth work intervention?
YES/NO
Have you or an external body evidenced this recorded outcome? YES/NO
ACHIEVEMENT
Has the young person achieved their objective? YES/NO
GOOD PRACTICE (OPTIONAL)
Has it been measured against the aims stated in the curriculum? YES/NO
Can it lead to an accredited outcome? YES/NO
Recorded OutcomesRecorded by: __________________________________________________ Date: _______________________________________
Young Person’s Name
Details of Recorded Outcomes Signed by young person
Signed by youth worker
Starting point
Youth work intervention
Outcome(s) for young person
Starting point
Youth work intervention
Outcome(s) for young person
Starting point
Youth work intervention
Outcome(s) for young person