Young people and then law development pack - icebreakers

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YOUNG PEOPLE THE LAW

• Curriculum Resource Pack
• Developing Young People the Law youth work

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Guidance Notes

• HOW TO USE THIS PACK
• HOW TO DOWNLOAD
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• If you have any comments regarding this pack, or
  need any additional help in using it, please
  contact
• SUZANNAH YOUDE suze.youde_at_kent.gov.uk or tel
  01622 694276
• All information in this pack was correct and all
  links active at time of upload but may be subject
  to change

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Young People The Law Websites
Citizens Advice Bureau young peoples pages http//bit.ly/CAByoungpeople
Spired guide to young peoples legal rights http//bit.ly/Spiredyoungpeople
Connexions guide to Citizens Rights http//bit.ly/ConnexionsCitizensRights
Lawstuff has a legal guide for young people http//www.lawstuff.org.uk/
Childrens Legal Centre runs a free advice line 0808 802 0008 http//www.childrenslegalcentre.com/
The Site has some excellent young people specific advice http//www.thesite.org/homelawandmoney
Health Safety advice for young people http//www.hse.gov.uk/youngpeople/law/
Direct.gov pages for young people with relevant links http//www.direct.gov.uk/en/YoungPeople/CrimeAndJustice/index.htm
Brook has information on the law relating to alcohol, drugs sex http//www.brook.org.uk/my-rights/the-law
UK Legislation from 1267 - Present http//www.legislation.gov.uk/
Kent County Council information on Youth Offending Service http//www.kent.gov.uk/childrens_social_services/youth_offending_service.aspx
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Young People the Law Campaigns
Health Safety for young people at work www.britsafe.org/speakupstaysafe
Campaign for fair access to justice for children and young people www.justrights.org.uk/
Young Equals Age Discrimination campaign www.crae.org.uk/protecting/age-discrimination.html
NUS National Advocacy campaign for disabled students www.nus.org.uk/Campaigns/Disability
Young Citizens Action Agenda www.ycaa.org.uk/london/youngcitizens/youngcitizens.html
Drop the Weapons Anti Weapons Crime campaign www.droptheweapons.org/
Wise Up! Confidentiality campaign for young people brook.org.uk/whats-new/campaigns/the-wise-up!-campaign
24 May 04 June Child Employment Fortnight www.bucksinfo.net/nncee/
26 June International Day Against Drug Abuse Illicit Trafficking www.un.org/en/events/drugabuseday/
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Session ideas Icebreakers

• INSIDE THE CIRCLE divide the group into smaller
  groups making sure theres a diverse mix in each
  group. Hand out blank sheets of flip chart paper
  and pens and ask each group to draw a big circle
  in the middle of the paper. Now ask the group to
  think about 4 laws or rules in their everyday
  lives that they all agree on e.g. Smoking being
  banned then ask each member of the group to
  contribute a unique idea for a law or rule that
  would improve everyones life. Feedback and then
  display the sheets throughout the session
• HUMAN KNOT ask young people to stand in a large
  circle. Now ask each young person to raise their
  left hand and take the hand of someone across
  (NOT next to) the circle from them. Now repeat
  with the right hand. Young people should now all
  be knotted together and their task is to try and
  unknot themselves. This is an excellent
  icebreaker for focusing on team work and problem
  solving.
• I HAVE SOMETHING IN COMMON WITH...ask young
  people to sit on chairs in a circle, except one
  young person who will stand in the centre and
  start the game. The young person in the middle
  says I have something in common with...
  inserting something that is visible and common to
  other young people in the circle e.g
• People wearing jeans
• People with blonde hair
• People carrying a bag
• Everyone wearing jeans etc gets up and changes
  places as quickly as possible, leaving one young
  person in the middle to start the game again.
  After a few rounds, you could state things that
  are shared but invisible e.g. Reading books,
  watching films, sports etc. This is a good
  icebreaker for looking at diversity and equality
  you can emphasise the fact that laws and rules
  work well when they protect the diversity and
  equality of communities.

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Session ideas Icebreakers

• DONT BREAK THE LAW! Tell the group that when you
  shout orders, they need to obey thems as quickly
  as possible since anyone who is left out has
  broken the law. Orders might include get into
  groups of 3, get into groups of the same shoe
  size, get into a group with people wearing jeans,
  get into a group with people who have the same
  initial as you. Make sure that the groups give a
  clear visual signal when theyve formed a
  shout, arms in the sir, all sitting down together
  etc
• SOMETHING FISHY give each young person a fish cut
  out of a sheet of newspaper and another sheet to
  roll into a tube. Next line everyone up on one
  side of the room with their fish on the floor in
  front of them and tell them theyre going to have
  a race to see who can get their fish to the other
  side of the room first they can move their fish
  by beating the floor behind it. The winner will
  be the first person to reach the other side of
  the room. Explain that the fish gets the power to
  move forward through positive pressure. Direct
  hits achieved nothing. Ask participants what they
  can learn from this simple exercise - this
  exercise should demonstrate to the participants
  that violence and aggression are not the best
  ways to convince someone of your point of view.
• STRING HANDCUFFS young people will try and get
  apart from a pair of interlocking string
  handcuffs please view the link below for the
  way this puzzle works
• https//staging.scouts.org.uk/documents/supportan
  dresources/Entrepreneur/String20Handcuffs.pdf

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Session ideas Discussion Points

• Do you agree that the criminal law for youth
  should be different than for adults?
• Do you agree that at 18 you are more mature, and
  able to make better moral judgments than when you
  are 17? Do you think age is associated with a
  certain maturity level, or do you think picking a
  particular age is just a random choice?
• Committing a crime involves doing something
  wrong, but also knowing that your actions were
  against the law. The age of criminal
  responsibility in the UK is 10. Do you think
  young people under the age of 18 are generally
  able to understand both of these things?
• Why do you think the law treats young people
  differently to adults?
• Watch the video http//www.youtube.com/watch?vjeb
  qAcTc6yYfeaturerelated Do the concerns of the
  young people in the video regarding the attitudes
  of the police reflect your own views?
• Do you have direct experience of the law that you
  can share with the group has the law helped
  you, your family community in some way? Have
  you been in trouble with the law? Have you been
  able to use the law to make life better for
  yourself, your family and/or your community?
• Do you think soap operas are a load of rubbish?
  Or are they good at making you think about the
  consequences of your actions?
• Do you agree or disagree with this statements
• You have the right to an education and you have
  the responsibility to not disrupt lessons and
  prevent your classmates from their right to an
  education
• You have the right to buy and smoke a cigarette
  if youre old enough but other people have the
  right to good health and you have the
  responsibility to respect that
• I have the right to be gay and not to be bullied
  about my sexuality but some peoples religious
  beliefs give them the right not to be supportive
  and I have the responsibility to respect their
  views

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Session ideas Activities

• A MOCK TRIAL
• ACTIVITY 1 - DISCUSSION Give young people a
  brief outline of what a court does describe the
  roles of the judge (who sums up arguments, keeps
  order and passes sentences) the prosecuting
  lawyers who argue against the defendant the
  defending lawyers who argue in favour of the
  defendant lastly, the jury who are twelve
  members of the public who have to make the final
  decision. Encourage young people who want to
  share their experiences of court to do so.
  Explain that in this game instead of a defendant
  there are a series of statements.
• ACTIVITY 2 ROLE PLAY
• Divide the group into small groups of 4 and give
  each group one of the statements. 2 of the group
  will argue for the statement and 2 against. Give
  the groups about 10 minutes to come up with their
  arguments remind them that they need to be
  objective and leave their personal feelings out
  of their arguments
• Bring the group back together and explain that,
  whilst each group gives their arguments the rest
  of the group will act as the jury. Ask for a
  volunteer to be the judge each time they will
  keep things fair, ask questions that make things
  clear and act as timekeeper (alternatively, the
  session leader can act as the judge each time)
• Allow each group 3 minutes to put forward defence
  and prosecution arguments. After their 3 minutes,
  ask the rest of the group acting as the jury to
  vote on who gave the best arguments, defence or
  prosecution
• ACTIVITY 2 (alternative) NON ROLE PLAY
• Divide the group into 2 teams FOR and AGAINST.
  Ask the AGAINST team to make a circle facing
  outwards and the FOR team to make a circle facing
  them.
• The session leader reads out a statement and
  gives the 2 teams a few minutes to think of their
  arguments, reminding them to keep their personal
  opinions to themselves. The 2 teams then have a
  couple of minutes to argue for or against with
  the person standing opposite them.
• Stop the activity, ask the FOR team to move round
  one place, read the statement again and restart
  the activity.
• Repeat once more, then stop the activity and ask
  if anyone heard any arguments that made them
  change their opinion. Now start with another
  statement but with the teams swapping sides.
• LEADERS NOTE Challenge where necessary,
  reminding young people that certain opinions may
  be totally unacceptable in a court room and may
  even be illegal e.g. name calling (libel,
  defamation), making sexist, racist, homophobic
  and anti religious comments (hate crime)

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Session ideas Activities

• MOCK TRIAL
• ACTIVITY 3 FEEDBACK bring the group back
  together in a circle. Hand round a law related
  prop (judges wig, gavel, police badge etc) and
  ask each young person to share
• Something that surprised or shocked them
• How they actually, personally felt about some of
  the statements
• Whether they changed their minds listening to the
  arguments
• Which statement they most agreed with and why
• Which statement they most disagreed with and why
• ACTIVITY 4 EXTENSION ACTIVITY If you want to
  take the idea of a mock trial further, the
  Citizenship Foundation has an excellent, well
  detailed resource for staging a full scale mock
  trial here http//www.citizenshipfoundation.org.u
  k/lib_res_pdf/0122.pdf

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Mock Trial Statements
Its ok for young people to stand up for
themselves against authority
Women shouldnt train to be doctors or pilots
because after a few years theyll want to get
pregnant
You can say what you like about someone on your
personal Facebook page
If a boyfriend gets really jealous it means they
must really love their partner
If your friend has some music or a film you want
to see its ok to copy it from them
Its all right to threaten to hit somebody if
they really annoy you
A gay couple or a lesbian couple make very good
parents
You can use somebody elses sleeping tablets if
they say you can
Borrowing your friends MP3 player without their
say so is ok if you intend to give it back
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Session ideas Activities

• WHAT WOULD YOU DO?
• ACTIVITY 1 SCENARIOS divide the group into
  smaller groups and give each group a scenario to
  look at. Ask them to prepare a short role play
  based on their scenario. Give the groups 10-15
  minutes to prepare then ask them to act out their
  scenarios
• ACTIVITY 2 DISCUSSION after each scenario, ask
  for feedback on the following questions
• Did this scenario feature civil or criminal
  activity?
• What might be the consequences of these actions?
• Who do you have most sympathy for the young
  person or the victim?
• Why do you feel like that?
• What could be done to stop events like these
  taking place in the future?

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What would you do? Scenarios
Daves mum has booked a family holiday to Florida. Dave really wants some new clothes for the beach so he goes shopping. He sees some great new stuff but he doesnt have enough money to buy both the shirts he wants so he tries to steal one and gets caught. Amir has been grounded for not doing his homework. Hes sitting in his bedroom when he hears a noise at his window his mate Ali is throwing pebbles against it. Amir jumps out of the window and runs across his neighbours garden. His neighbour is really fed up with people using his garden as a short cut... Kira really wants to play the latest computer game but her parents have told her she cant because shes 13 and its rated 15. All her friends are playing it so Kira feels left out and decides to download it from a file sharing site her friends have told her about
Mareks dad has let him borrow his car for the night. Marek has taken 3 of his best mates out to a concert and then on to a club where theyve all been drinking until 3am. Marek decides to drive home and, on the way, he hits a parked car. Instead of stopping, Marek panics, puts his foot down and speeds all the way home. Femis mum and dad are splitting up and Femi really wants to stay with her dad as her mum is too strict. However, her mum feels she should look after Femi and her baby brother. Femis dad is really upset and is threatening to take Femi on holiday with him and not come back... Li has promised to take his girlfriend to the prom in style but he only has a bike. His brother has a really cool car but he never lets Li drive it. But what his brother doesnt know...thinks Li, so he takes the keys and drives his girlfriend to the prom. Meanwhile, his brother phones the police and Li finds himself getting pulled over on the way home...
Fatima doesnt get on very well with her new teacher at school in fact Fatima hates her because she thinks the teacher picks on her for no reason. Fatima sets up a Facebook group called I hate Miss X and soon she has hundreds of followers. Fatima uses lots of untrue insults about her teacher, including insults about her age, weight and ethnicity Angelo works for his dads building firm. Angelo has been given responsibility for finishing off a loft conversion for one of his dads best clients. However, Angelo would rather go out with his mates every night and sleep late. Soon the deadline to finish the job has come and gone and his dads getting very angry phone calls... Jake is really worried about his best mate Ben. Hes been acting really paranoid and Jake doesnt know until he sees the kitchen knife in the bottom of Bens sports bag. When he asks him about it, Ben says he only carries it because hes scared and wants to be able to defend himself if theres any trouble.
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What would you do? Scenarios
CRIMINAL shoplifting POSSIBLE CONSEQUENCES criminal record, wont be able to go to USA (not admitted with a criminal record) CIVIL trespass POSSIBLE CONSEQUENCES neighbour presses charges, bad feeling in the neighbourhood CIVIL Piracy, illegal downloading POSSIBLE CONSEQUENCES criminal record, software viruses
CRIMINAL Driving under the influence, leaving the scene of an accident POSSIBLE CONSEQUENCES criminal record, loss of driving licence, difficulty of getting insurance CIVIL Family law/custody POSSIBLE CONSEQUENCES deterioration of family relationships, possibility of criminal acts (kidnap) CRIMINAL taking without consent POSSIBLE CONSEQUENCES criminal charges, loss of licence, poor family relations
CRIMINAL Communications Act POSSIBLE CONSEQUNCES criminal record, being excluded/expelled from school, effects on teacher CIVIL Breach of contract POSSIBLE CONSEQUENCES loss of job poor reference, losing clients CRIMINAL Carrying an offensive weapon POSSIBLE CONSEQUENCES criminal record, may get involved in knife crime
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Session ideas Activities

• LIVING WITHOUT LAWS
• ACTIVITY 1 (Discussion) Start by having a
  discussion about laws why do we have them? What
  is the purpose of laws think about rights and
  responsibilities. Would society be just as good
  if we didnt have laws to stop us from doing some
  of the things we want to do? You could use the
  activity sheet to guide the discussion
• ACTIVITY 2 (Groupwork) Divide the group into
  smaller groups/pairs. Ask each group to think
  about the following scenario You and some of
  your friends are stranded on an otherwise
  uninhabited planet. Think about the problems you
  might have amongst yourselves. What rules or laws
  would you need to live together happily? What
  would you do about anyone who broke those rules?
  Give each group a piece of flip chart paper and
  ask them to draw the following table each group
  needs to make sure that they all agree on the new
  laws!
• ACTIVITY 3 (Plenary) Bring the group back
  together to feedback their lists what
  issues/laws/punishments did they have in common?
  Were there any surprises? Did thinking about
  living without laws change attitudes about why we
  have laws? What laws does everyone agree that we
  need to have? Are there any laws that are wrong
  and need changing? And are there some laws that
  we could live without?
• SESSION LEADER NOTE You could talk about the
  idea of anarchy which actually means living
  without laws. We think of anarchy as meaning
  chaos, but is there a way that living without
  laws might mean we have to be more disciplined
  and compassionate in the way we treat other
  people and not less when there are no laws to
  tell us what to do?

Possible problems New rules/laws to deal with those problems Possible punishments for breaking the laws

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Life Without Laws

• Why do you think people thought it was necessary
  to pass the following laws?

Offences Against the Person Act 1861 You can not physically hurt other people Society would lack order. Stronger people could bully weaker people People would be able to hurt each other with no consequences
Theft Act 1968 You cant take other peoples stuff No ones property would be protected. Nothing would really belong to anyone because someone could just take it.
Education Act 1944 Everyone is entitled to a free education Schools could charge people to go to school. Only rich people might be able to afford education.
Motor Vehicle Regulations 1935 You have to be a certain age and pass a test before you can drive a vehicle People would have to drive without learning so there would be a lot more crashes. Young children might try and drive even though they are too small to reach the pedals.
Leaders note print one leaders copy then
delete the text in red and print copies for young
people
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Young People The Law Work in ActionPersonal
Safety Leaflet

• Need a young person who had been assaulted
  identified the need for a personal safety
  resource for young people
• Aims/Objectives
• Raising awareness of personal safety issues in
  the county, especially relating to young people
• Designing producing an information leaflet
• Methods A core group of 10 young people used
  group work, practical activity and discussion to
  work with Kent Police, KYCC the Youth
  Parliament, then consulted with 250 young people
  at the Kent County Show
• Implementation Over an 18 month period
• Evidence Evaluation
• Benefits of partnership working and consultation
• Fund raising
• Supplying young people with attack alarms
• Design skills
• Presentation skills developed self esteem and
  confidence
• Production of award winning personal safety
  leaflet
• Group individual awards
• Development of Kent Medway Young Peoples
  Personal Safety Group
• How could this activity be developed further?
• Produce further leaflets on issues relevant to
  young people
• How could this activity be accredited?
• The Duke of Edinburghs Award (Volunteering
  section)

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Young People The Law Work in ActionTWOCING
Programme

• Need young men aged 14-17 identified as being at
  risk of becoming involved in TWOCING
• Aims/Objectives
• Looking at the impact on perceptions of alcohol,
  drugs other substances
• Diverting young men away from engaging in
  criminal activities including TWOCING (Taking
  Without Consent)
• Raising awareness safety issues around risk
  taking behaviour
• Challenging young peoples attitudes to criminal
  activities
• Methods First aid course, driving theory test
  session, police fire session, Brands Hatch
  driving session
• Implementation 8 week driving programme
• Evidence Evaluation
• Recognition of impact of crime on others i.e.
  victims, other young people, peer group
• Learning dangers consequences of actions
  personally legally
• Learning how to drive safely responsibly
• Driving theory test
• First Aid skills
• Practical driving skills
• How could this activity be developed further?
• NVQ L1 in car mechanics (24 week course)
• How could this activity be accredited?
• Driving theory test

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Young People The Law Work in ActionGraffiti
Anti Social Behaviour

• Need issues identified in young peoples
  feedback programme evaluation of previous
  workshops
• Aims/Objectives
• Teaching young people how to use sketches and
  planning and work safely with spray cans
• Looking at health safety, anti social behaviour
  
• Raising awareness of graffiti/tagging and anti
  social behaviour
• Methods Group work, practical activity,
  discussion
• Implementation 4 day workshop using small boards
  and then a big wall
• Evidence Evaluation
• Practical knowledge gained planning, designing,
  health safety, environmental issues
• Challenging attitudes towards graffiti tagging
• Recognising graffiti as an art form planning
  effort involved
• Recognising tagging without permission as
  vandalism the legal implications
• Exploring strengths weaknesses of individuals
• Team work used to plan produce final pieces
• Photos press release
• How could this activity be developed further?
• Art courses at local college
• Developing work started during the project
• Young people led sessions with support from
  artists

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Young People The Law Work in ActionRights
Responsibilities

• Need to explore young peoples attitudes to the
  law and their personal rights responsibilities
• Aims/Objectives
• Exploring young peoples attitudes to the law and
  enabling them to recognise that the law is there
  to protect them, their families and communities
• Exploring attitudes to illegal behaviour, when
  actions are right or wrong and the consequences
  of actions
• Exploring morals values understanding that
  the law covers a wide range of issues
• Methods Group work, questionnaires, trip to the
  Old Bailey in London (or a local Magistrates
  court)
• Implementation evenings and holiday (trip to Old
  Bailey)
• Evidence Evaluation
• Young people were able to make risk assessments
  and be clear on the consequences of their
  behaviour
• Young people explored their rights
  responsibilities in law
• Young people visited the Old Bailey and
  experienced court proceedings first hand
• Young people identified gaps in their knowledge
• Young people led evaluation of activities
  programme
• How could this activity be developed further?
• Young people identified issues around their
  rights responsibilities under law partcipated
  in planning sessions to address those issues
• How could this activity be accredited?
• Youth worker recorded young peoples attendance
  contributions
• Young people were directly involved in planning
  evaluating the activity
• The Duke of Edinburghs Award (Volunteering
  section)

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Evaluation Ideas and Methods

• ROLL OF HONOUR hand round a toilet roll and ask
  young people to take as many sheets as they would
  like. Now go round the group and ask each young
  person to say one thing about the
  activity/session/project snag is, they need to
  say one thing for each sheet of toilet roll they
  have. You can also do this with sweets like
  Smarties or Skittles
• BINGO use the bingo card below to encourage
  young people to interview each other about the
  activity/session/project (they can do this
  individually or work in pairs). Then use the
  completed cards to feedback to the rest of the
  group. Encourage young people to capture as many
  different opinions as they can.
• COLOUR BLOCKING Divide a piece of flip chart
  paper into quarters and label them BLUE police
  colour, RED danger colour , ORANGE emergency
  colour YELLOW motivation colour. Encourage
  young people to think about the issues youve
  been discussing and then to assess what they
  would do about those issues (police them), what
  the problems/risks are (danger), what the
  priorities are (emergency) and what would
  motivate people to get involved in doing
  something about the issues
• GRAFFITTI WALL put up a large piece of paper on
  one wall (wallpaper lining paper is cheap and
  useful for this) and leave a supply of coloured
  pens nearby. Encourage young people to jot down
  their thoughts, ideas and feedback throughout the
  session
• EVALUATION WALL give each young person 3
  post-it notes and ask them to write something
  they loved about the activity/session/project on
  one post-it, something they hated on another and
  something they would change on the third. Then
  arrange them as the diagram below
• LOVE
• HATE
• CHANGE

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Evaluation Bingo
Ask someone the best/most interesting thing they learned Ask someone if they changed their mind about anything Ask someone what they would like to follow up on
Ask someone to give it a rating from 1-10 Ask someone to name something they didnt like/could be better Ask someone what was the best bit!
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Model Evaluation Sheets

• Below youll find model evaluation sheets for
• Youth workers/session leaders (including young
  people)
• Young people
• Other evaluation sheets and ideas can be found in
  the Planning and Evaluation Sheets Pack and the
  Planning and Evaluation Template Pack, available
  here http//www.kent.gov.uk/education_and_learnin
  g/youth_service/curriculum_packs/curriculum_packs_
  2010.aspx

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REVIEW EVALUATION REVIEW EVALUATION REVIEW EVALUATION
How will you record evidence young peoples learning? Photographs/video Planning recording sheets Workbooks and/or activity sheets Diaries Press cuttings Other __________________________ Can this piece of work be accredited? If so, what scheme will you use DoE YAA OCN Local Kent scheme In house certificate Other _________________________ How will you review evaluate the work? Session recordings Feedback from young people Evaluation sheets End of project report Other __________________________
PLANNED LEARNING OUTCOMES PLANNED LEARNING OUTCOMES PLANNED LEARNING OUTCOMES
Understanding awareness of issues Linking personal social issues Making informed choices
Developing understanding of the law Diversity, equality respect for the law Rights, responsibilities consequences
UNPLANNED OUTCOMES UNPLANNED OUTCOMES UNPLANNED OUTCOMES
What went well What would you do differently What did young people enjoy most get most learning from
Progression routes Progression routes Progression routes
Signed Dated Signed Dated Signed Dated
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Have Your Say! Name Project
What did you do? How do you rate it?
Would you do it again?
Write down the most interesting thing you
learned about the following stuff - Young people
the law The issues Finding out more
What did you get out of it could be something
you learned or a friendship made
Think about other information or follow ups that
would be useful and write them here
Please write any other ideas, comments and
suggestions here