Weapon/Knife Crime Resource for Schools · Ben Kinsella was just 16 years old when he was stabbed to death, in a horrific act of senseless violence on the 29th June, 2008 in Islington,

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Responsible Citizens

Keeping

people safe

Share information

Weapon/Knife Crime Resource

for Schools

We all playour part

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Contents

• Introduction page3

• BenKinsellaTrust page4

• EstablishingaSafeClassroomClimate page6

• EvaluationSheet page7

• LessonPlans

- ‘NoWeapons’PosterLesson Page8

- ‘NoWeapons’PosterFactsheet Page9

- ‘NoWeapons’PosterWorksheet Page10

- QuizLesson Page11

- QrCodesFacts1,2,3and4 Page12

- QrCodesFacts5,6,7and8 Page13

- TrueCards Page14

- FalseCards Page15

- PersonalSafetyLesson Page16

- PersonalSafetyWorksheet1 Page18

- PersonalSafetyWorksheet2 Page19

- ConsequencesofCrimeLesson Page20

- Ben’sStorySheet Page22

- VictimSheet Page23

- PerpetratorSheet Page24

- RiskySituationsLesson Page25

- RiskySituationsWorksheet Page27

- HelpfulStrategies Page28

- TacklingKnifeCrimeLesson Page29

- TacklingKnifeCrimeWorksheet1 Page30

- TacklingKnifeCrimeWorksheet2 Page31

- WhoIsToBlame?Lesson Page32

- WhoIsToBlame?Worksheet Page33

- EscalatingSituationLesson Page34

- ExtractsSheet Page36

- SafetySheet Page38

The Law - No Excuses No Knives

The following resources have been kindly shared for use within Aberdeen City by the Ben Kinsella Trust in London.

The learning activities are intended to support work in schools around weapon/knife crime and are aimed at Primary 7 pupils. These activities could be used as part of a planned PSE / HWB education programme. The lessons focus on raising awareness of weapon/knife crime and the consequences of carrying a weapon/knife. Some topics such as personal safety and assessing situations that could escalate into violence are also covered.

It is important to know your young people and consider if anyone maybe distressed by any of this work. Perhaps a young person who has been recently bereaved or may have direct experience of weapon/knife crime. Schools should encourage and support young people who are worried about or have knowledge about weapons/knives that they wish to share.

It is essential that young people understand the seriousness of carrying weapons in their community. Lessons should help them to recognise real risks whilst not creating inappropriate anxieties that may increase rather than decrease the carrying of weapons. Schools should work closely with their local police in order to deliver a correct representation of facts with regard to the law and consequences of weapon/knife crime.

Health and wellbeing across learning is the responsibility of all and this resource covers the following experiences and outcomes within mental, emotional, social and physical wellbeing:-

HWB1-04ato2-04a I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.

HWB1-05ato2-05a I care and show respect for myself and others.

HWB1-09ato2-09a I show respect for the rights of others.

HWB1-16ato2-16a I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

HWB1-17ato2-17a I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations.

Delivery of these resources ensures coverage of the curriculum across all four contexts for learning:

• LifeandEthosoftheschoolasacommunity

• Curriculum

• Interdisciplinarylearning

The resource provides opportunities for the development of skills for life, learning and work and in particular supports the development of confident individuals. The lesson pack also helps to develop understanding and fair views of complicated issues, encouraging pupils to participate responsibly in the life, work and culture of the school and wider community.

A pupil evaluation sheet has been created for use but can be adapted as needed. It can be used within any lesson to provide assessment on pupil’s previous learning.

Introduction

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The following has been taken directly from the Ben Kinsella Trust website and provides a background on the work they do.

Our visionOur vision is to work collaboratively to build communities where young people feel safe and are able to live long, fulfilled lives absent of crime.

Our missionOur mission is to use the true and powerful story of Ben Kinsella to educate young people about the consequences of choices, so they stay safe and away from crime. We are here to educate young people; to provide advice, support and guidance with the aim of raising self esteem so that young people can resist peer pressure and make positive life choices.

Ben’s storyBen Kinsella was just 16 years old when he was stabbed to death, in a horrific act of senseless violence on the 29th June, 2008 in Islington, London.

BenwenttoHollowayschoolandwasanormalteenagerwholovedart,musicfootballandgirls.HavingfinishedhisGCSE’she went out to a local bar to celebrate with friends. During the evening there was an altercation in the bar between friends of Ben and three other teenagers, Ben was not involved in the incident in anyway. On his way home Ben and his friends realised that they were being followed. They split up, and whilst his friends decided to run, Ben calmly carried on his way home. In an unprovokedattackBenwasstabbedtodeath.BennevergottoopenhisGSCEresultswhichwerethebestofallhisfriendsandwould have taken him on to a high achieving and fulfilling life.

Since Ben’s murder in 2008 the Kinsella family have spoken out about knife crime and campaigned for change; from the People’s March in 2008, to being instrumental in changing the minimum tariff for knife murders in 2010 and setting up The Ben Kinsella Exhibition in 2012.

Our historySince the Trust was founded in 2008 it has been responsible for many changes and achievements in the battle against knife crime.

The Ben Kinsella Trust marched in The People’s March in September 2008 where hundreds of people from both North and South London joined forces to hold a peace rally in Hyde Park to promote awareness against knife crime. This march then led to the formation of Families Utd of which Ben’s family are founding members. Families Utd link up families across the country who have lost loved ones to violent crime and offer support, advice and the chance to get involved and help make a difference.

In March 2010 the Trust had one of its biggest achievements to date; crusading to change the law. After campaigning for the minimum sentence for a knife related murder to be increased, Secretary of State for Justice Jack Straw declared that it would be raised from 15 years to a 25 year start point. This law is commonly known as ‘Ben’s Law’.


Ben Kinsella Trust www.benkinsella.org.uk

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In 2012 the Trust decided to use Ben’s story and experiences to evolve into a hands-on educational charity. This led to the development and build of its main tool to date - a static, five roomed, interactive exhibition that is used on all of our current programmes to educate young people about Ben and the true consequences of getting involved in knife crime. The Exhibition spent18monthsinFinsburyParkNorthLondonbeforemovingtoMillwallFootballClubinSouthLondonfortwoyears.InNovember 2014, thanks to the support of local council, the exhibition was rehoused in Islington where it remains today as a permanent fixture.

The Ben Kinsella Trust has donated awards in Ben’s name for young people who are good citizens who work hard and contribute to their community.

MembersoftheTrusthavereceivedthefollowingawards:CosmopolitanMagazineWomanofTheYear,NewsoftheWorld’sChildren’sChampions,BreakthroughInspirationalWomenoftheYear.

ImpactThe work we do makes a difference...but there is much more to do.

Over the last 3 years the Trust has collected extensive impact data from young people attending the Ben Kinsella Exhibition.

To date over 7200 young people have visited the exhibition, the majority (64%) aged between 9-11 years old. Using responses from 3950 young people who visited between 2013 and 2015 we have been learning about what young people think about their communities and crime. The feedback that these young people have given us highlights how concerned they are about knife crime. Despite the best efforts of government, local authorities and the police to address the problem, the majority of young people visiting our exhibition still feel the problem is getting worse.

For example: one in every two young people don’t always feel safe walking our streets and one in every seven knows a friend who carries a knife. We find these results staggering and have produced the Ben Kinsella Trust Impact Report to highlight not only the young people’s fears about knife crime but to share some of the successes of our exhibition and workshop in addressing these issues, most notably:

84% of young people said they had learnt a lot about choices they could make to stay safe

86% said they had learnt a lot about joint enterprise and the law

87% said they had learnt a lot about the consequences of knife crime

100% of teachers said they would bring another group to the exhibition

Participation in a workshop with the Trust shows a measurable, immediate impact on young people’s perception of carrying a knife.Youngpeoplereportedahigherlevelofconfidenceinmakingchoicesafterthetour,withamajorityrespondingthattheyhad learnt a lot. The Trust through Ben’s exhibition is delivering Ben’s legacy; and we will continue this important work until we stop losing our children to this tragic and pointless crime.


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It is important to know your young people and consider if anyone in the group maybe distressed by the discussion. Perhaps a young person may have direct experience of weapon/knife crime. It is also important to establish clear ground rules before doing any teaching about weapon/knife crime. It is likely that you will already have these in place in which case it may simply be a matter of reinforcing those that may have particular relevance.

The following ground rules might be helpful to share with the pupils;

• Wewillbeopenandhonestbutnotsharingpersonalstoriesorthosethatmayrelatetoothersintheclass.

• Wewillbenon-judgemental,respectingotherspointofview,whilstunderstandingthatitisokaytodisagree.Wewilldebate the opinion not the person.

• Weagreethatthereareno‘stupidquestions’.Weareabletoaskquestionsandtodosoinawaythatdoesnotdeliberatelytry to embarrass anyone else.

Emphasise that although the classroom is not an appropriate place to talk about personal stories or concerns there will be opportunities to talk privately either after the lesson or at another suitable time.


Establishing a safe classroom climate

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Lesson Plan 1

Title: ‘No Weapons’ PosterCORE Experiences & Outcomes: HWB1-05a–2-05a Icareandshowrespectformyselfandothers.HWB1-09a–2-09a Ishowrespectfortherightsofothers.HWB1-16a–2-16a Iamlearningtoassessandmanagerisk,toprotectmyselfandothers,andtoreducethe

potentialforharmwhenpossible.

Aim: Tointroducethetopicofweapon/knifecrimeandthepossibleconsequencesofcarryingaweapon/knife.

Learning Intentions: WearelearningaboutAberdeenCityCouncil’santi-weapon/knifemessageandtheconsequencesifsomeonedoesnotfollowit.

Resources: ‘NoWeapons’Poster(electroniccopy)‘NoWeapons’FactSheetPupilworksheetWhiteboard/WhiteboardPens

Method:• Groupdiscussion• Displaythe‘NoWeapons’posterfortheclasstosee/whiteboard• Initiateclassdiscussionwiththevariouslogos/images/phrases• Withintheirgroupspupilsshouldnotetheirresponsesontheirworksheet

Discussion Points:• Similarsignsonthelogo-(NoEntry)• Law–readoutanddiscusstheLawstatement• Consequences-thesewillprobablygeneratesomediscussion• ‘ShareInformation’-mentiontopupilsaboutanonymousand/orconfidentialreporting.

Assessment:• Teacherobservationsofgroupdiscussionandqualityoffeedbackgiven• Oralquestioning• Assessmentofpupilworksheet

Extension Activities:• Inyourgroupcreateapowerpointtosharewithotherclassesinschool• Designanarticletodisplayonyourschoolwebsite.• Createaleaflet/bookletfordisplayinginyourschoollibrary• Planasharingassemblyforparents’events• Writetolocalcommunityandbusinesspartnersinformingthemoftheanti-weapon/knifeinitiative.


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Poster Facts SheetThe Law Criminal law (Consolidation) (Scotland) Act 1995 –

• Anypersonwho• withoutlawful authority,or• reasonable excuse(theproofthereofshallliewiththem)• haswithhim/herinapublicplace,• anyoffensiveweaponcommitsanoffence• Lawful authority -PoliceOfficerwithbaton,soldierwithbayonet• Reasonable excuse -CarpetFitterorButcherwithknifewhilstworking

Consequences of carrying a knife LawPenalty (offensive weapon, bladed article and sharply pointed article)• Fine• Upto4yearsimprisonment• OrbothInjuryDeath

Share Information Wewantyoungpeopletoshareinformationaboutweapons/knives.Iftheyknowsomeoneiscarryingaweapontheyshouldtellsomeonetheytrust.Theyshouldbeencouragedtotellaparent,ateacherorafriend.Crimestoppersprovideanonymousreporting.

NorthernAlliancelogo–AlongwithAberdeenCityCouncilothercouncilsformtheNorthernAlliance.AberdeenshireHighlandWesternIslesMorayOrkneyShetlandTheanti-weapon/knifecrimemessageisgoingfurtherthanAberdeentheseothercouncilswanttojoinintoo.

Pledge In2017apledgewillbelaunchedthiswillbeanopportunityforallyoungpeopletojointogetherandpledgeto–• Nevercarryaweapon/knife• Shareinformation(SEEIT,HEARITthenSHAREIT)


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Poster Worksheet Complete the questions below using the ‘No Weapons’ poster and fact sheet

‘CarryRespectNotAWeapon’–Whatdoesthisphrasemeantoyou?

Wherehaveyouseensimilarsignsonthe‘NoWeapons’logo?

Pictures–Whydoyouthinkthesepictures/imageswerechosen?

Law–Giveanexampleofsomeonewithlawfulauthoritytocarryaweapon.

Whatcouldhappentoyouifyoucarriedaknife?

Whydoyouthinkitstates‘ShareInformation’?

Howcanyoureportanonymously?

WhichcouncilsarepartoftheNorthernAlliance?

ThePledge–Whatisthis?Howcanwegetmoreyoungpeopletojointhepledge?

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Lesson Plan 2

Title: Anti-Weapon Crime QuizCORE Experiences & Outcomes: HWB1-05a–2-05a Icareandshowrespectformyselfandothers.HWB1-09a–2-09a Ishowrespectfortherightsofothers.HWB1-16a–2-16a Iamlearningtoassessandmanagerisk,toprotectmyselfandothers,andtoreducethe


Aim: Toraiseawarenessonweapon/knifecrime Toraiseawarenessofthelawinrelationtopossessionofaweapon/knife Tohighlighttheconsequencesofcarryingaweapon

Learning Intentions: Wearelearningaboutthelawrelatingtoknifecrimeandthecarryingofweapons.Wearelearningabouttheconsequencesofcarryingaweapon/knife

Resources: InteractivewhiteboardiPadswithQRCodeReader*ORPowerpointpresentationofweapon/knifecrimefactsQRCodeCardsQuiz(powerpoint)

Method:ThereareseveralwaysofdeliveringthisactivitydependingoniPadresources.*QRCodeReaderswillhavetobeinstalledbeforestartingthelesson.• Askpupilswhattheyalreadyknowaboutweaponcrime,thenrecordwhattheysayonaseparateboard(evaluationsheet)

• TheQRCodeCardscanbedisplayedaroundtheclass.Pupilscanworkinpairs.• UsingiPads,pupilsshouldcollectthefactsfromtheQRCodesandtakesomenotesoneach.• IfiPadsandQRCodesarenotbeingused,showtheclassthePowerpointpresentationofweapon/knifecrimefacts.Thiscanbepausedaspupilsrespond/askquestions/takenotes.

• Showthequizontheinteractivewhiteboard.Teacherscanreadoutquestionsifneeded• TeacherscanchoosetouseTrue/Falsecardsforpupilstoholduportheycanwriteonsmallwhiteboards• Recordwhatpupilsnowknowaboutweaponcrime(evaluationsheet)

Discussion Points:• Whatdoyouknowalreadyaboutknifecrime&thelaw–variedresponses• Pupilquestions/responsesduringthefactfindingorpowerpointofweaponsandfacts• Discussionofeachquestion/answerduringthequiz

Assessment:• Classfeedbackfromquiz• Teacherandpeerquestioning• Teacherobservations

Extension Activities:• Createaquizforastaffmeeting• Createaquizforparents–setahomeworktasktotryoutthequizwiththeirparents/carers• Createadisplayatthereceptionsharingthefactsfromthelesson


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Fact 1 of 8

Fact 3 of 8

Fact 2 of 8

Fact 4 of 8


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Fact 5 of 8

Fact 7 of 8

Fact 6 of 8

Fact 8 of 8


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TRUE TRUE TRUE

TRUE TRUE TRUE

TRUE TRUE TRUE


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FALSE FALSE FALSE

FALSE FALSE FALSE

FALSE FALSE FALSE


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Lesson Plan 3

Title: Personal SafetyCORE Experiences & Outcomes: HWB1-05a–2-05a Icareandshowrespectformyselfandothers.HWB1-09a–2-09a Ishowrespectfortherightsofothers.HWB1-16a–2-16a Iamlearningtoassessandmanagerisk,toprotectmyselfandothers,andtoreducethe

potentialforharmwhenpossible.HWB1-17a–2-17a Iknowandcandemonstratehowtokeepmyselfandotherssafeandhowtorespondinarange

ofemergencysituations.

Aim: Toraiseawarenessaboutassessingriskandkeepingsafe Tointroducethemeaningofanonymous

Learning Intentions: Wearelearningtoassessandmanagerisktoprotectourselvesandothers.Wearelearningtounderstandthemeaningof‘anonymous’.

Resources: Worksheets1&2Pencils/Pens

Method:This lesson can be delivered in 2 parts

Part 1• Pupilsworkindividually• Beforethelessonallocateanumberforeachpupilandwritethisnumberontheirworksheetbeforehandingthemout.

• Handouttheirworksheetthenaskpupilstowriteiftheyareboyorgirlatthetopofthepage(DiscussionPoint-Anonymous)

• ReadoutScenario1• Pupilsdrawapictureoftheirperson/character• Pupilsdrawthingstheythinkmightkeeptheirpersonsafewhengoingoutandwritewhattheyhavedrawn(DiscussionPoint-Character)

• Nowonthebackpagepupilsshouldwritedownanyfurtheradvicetheycouldgivetheircharactertohelpkeepsafe(DiscussionPoint-Character)

• Nowanalysethepupils’drawingsbyhavingaclassdiscussiononwhatthepupilshavedrawnandwritten.Seefeedbackquestionslistedwhichshouldhelpsteerthediscussion

Part 2• UseWorksheet2togetpupilstoputtheirresponsesintodifferentcategories–Thingsweshoulddotostaysafeandthingsweshouldbecarefulaboutoravoid

• Worksheet2couldbedisplayedonawhiteboardtotheclassandresponsesaddedforalltosee


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SCENARIO 1Imagineayoungperson.Itcouldbeaboyoragirl,whoisalittleolderthanyouandwholivesinyourarea.Imaginetheyaregettingreadytogooutfortheeveningwiththeirfriends.Theyaregoingtomeettheirfriendsdownatthelocalshops.Drawapictureofyouryoungpersonreadytogoout.Thinkaboutwhattheylooklike,whatyourpersoniswearingforgoingout.Makesureyourpersonisgoingtobereallysafe.

Discussion Points

Anonymous• Explaintothepupilsthatyoudon’twanttheirnamesonthesheetbecauseyouwantthemtoremainanonymous–thismightneedfurtherexplanation

• Whydopeoplewanttoremainanonymous?ExampleofanonymousreportingwouldbeCrimestoppers

Character• Whatthingscantheirpersontaketokeepsafe?• Askpupilswhattypeofadvicetheycouldgivetheircharacterbeforegoingout.

Feedback Questions (Analysing)• Whatabouttheircharacter’sappearance?Isthereanythingthatmightmaketheirpersonvulnerable? E.g.expensivejacket,newtrainers,wearingmake-uptolookolder?

• Whatthingsdidtheircharactertaketokeepsafe?Mobilephone/sparemoneyfortravelling?Couldtheseberisky/showingoffnewphone?

• Canpupilsclearlyexplainwhytheychosespecificitemsthatwouldhelptheircharacterstaysafe?• Didanypupilmentioncarryingaweapon/knife?Ifsowhatwastheirreason?• Whatadviceifanydidthepupilshavetogive?E.g.didtheymentiontellingsomeonewheretheyweregoing?• Didtheyhavesuggestionsonhowtobehavewhengoingout?E.gkeepawayfromtrouble,beingtooloudcanattracttrouble.

• Weretheresignificantdifferencesbetweengirlsandboysresponses?Didtheymentiondifferenttypesofrisks?

Assessment:OpenclassdiscussionDrawingsWorksheetanalysisTeacherandpeerquestioning

Extension Activities:• Writeareportontheadvantagesanddisadvantagesofreportinganycrimeanonymously.• Createadramapresentationonkeepingsafewhengoingout.• Designawholeschoolsystemwherepupilscanreportanonymouslyanyincidentwhichisdangerous.• WritetoCrimestoppersaskingforinformationonwhattheydo.• Visitotherclassroomstotalkaboutkeepingsafe.• Researchwebsitesaboutpersonalsafety.


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Personal Safety Worksheet 1Pupil Number Boy / Girl


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Personal Safety Worksheet 2

What would help us stay safe?What we should be careful about or avoid if we want to stay safe?


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Title: Consequences of Knife CrimeCORE Experiences & Outcomes: HWB1-05a–2-05a Icareandshowrespectformyselfandothers.HWB1-09a–2-09a Ishowrespectfortherightsofothers.HWB1-16a–2-16a Iamlearningtoassessandmanagerisk,toprotectmyselfandothersandtoreducethe


Aim: Toexplainhowweapon/knifecrimecandamagefarmorepeoplethanthevictimandperpetrator.

Learning Intentions: Wearelearningtopresentourpersonalviewsontheconsequencesofknifecrime.Wearelearningtounderstandthemeaningof(consequences,victim,perpetrator).

Resources: BenKinsellastoryVictim&PerpetratorWorksheetsA3PaperPencils/pens

Method:• ReadoutBen’sstory• Pupilsshouldthinkabouttwocharactersinvolvedinthecrime–Ben(thevictim)andoneoftheperpetrators.• Checkpupilsunderstandthemeaningof‘consequences’,‘victim’,‘perpetrator’• Pupilscanworkinpairs.Splittheclassintwo–onehalfwillthinkaboutthe‘victim’theotherhalfwillthinkaboutthe‘perpetrator’

• Askthepupilstothinkabouttheconsequencesofknifecrimeforthevictimandtheperpetrator.Theyshouldthinkofthelongandshorttermconsequences.

• Pupilsshouldwritethesearoundthefiguresontheworksheet• Nextgetthepupilstothinkaboutthe‘victim’s’and‘perpetrator’s’familiesandhowtheywillbeaffected.Pupilsshouldwritethesearoundthefigures.

• Nowgetthepupilstothinkaboutthe‘victim’s’and‘perpetrator’sfriendsandalsohowtheirschoolsandcommunitiesareaffected.Pupilsshouldaddthesetotheirworksheet.

• Inpairs,pupilscantakeitinturnstopresenttheirconsequencestotheclass.Alternatethepresentationswithvictimthenperpetrator.

• TakeavictimworksheetandaperpetratorworksheetandplacetogetheronA3paper.Displayonawall/boardsopupilscanseethefull‘ripple’effectofknifecrime.

• Discusstheconsequenceswiththeclass

Discussion Points:• Werethererecurringconsequences?• Didpupilsfindithardertothinkabouttheconsequencesaffectingthosepeoplenotindirectcontactwiththevictimorperpetratore.g.communities?

Lesson Plan 4


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Assessment:• Teacherandpeerquestioning• Classfeedbackandpresentations• Completedworksheets

Extension Activities:• Writeacreativestorywithapositiveoutcomeandtheactionstaken.• Createadramapresentationonaconsequencewithapositiveoutcome.Presentthistoyourschool/otherclasses.

• Makeupacartoonsketchwitheitherapositive/negativeoutcome.


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Ben’s StoryBenKinsellawasjust16yearsoldwhenhewasstabbed,inahorrificactofsenselessviolenceon

the29thJune,2008inIslington,London.

BenwenttoHollowayschoolandwasanormalteenagerwholovedart,musicfootballandgirls.

HavingfinishedhisGCSE’shewentouttocelebratewithfriends.Duringtheeveningtherewasan

argumentbetweenfriendsofBenand3otherteenagers,Benwasnotinvolvedintheincidentin

anyway.OnhiswayhomeBenandhisfriendsrealisedthattheywerebeingfollowed.Theysplit

up,andwhilsthisfriendsdecidedtorun,Bencalmlycarriedonhiswayhome.Benwasthefirst

personthe3teenagersfoundandinanunprovokedattacktheystabbedhim.Benthendiedofhis

injuries.BennevergottoopenhisGSCEresultswhichwerethebestofallhisfriendsandwould

havetakenhimontoahighachievingandfulfillinglife.


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Victim Sheet


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Perpetrator Sheet


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Lesson Plan 5

Title: Risky SituationsCORE Experiences & Outcomes: HWB1-05a–2-05a Icareandshowrespectformyselfandothers.HWB1-09a–2-09a Ishowrespectfortherightsofothers.HWB1-16a–2-16a Iamlearningtoassessandmanagerisk,toprotectmyselfandothers,andtoreducethe

potentialforharmwhenpossible.HWB1-17a–2-17a Iknowandcandemonstratehowtokeepmyselfandotherssafeandhowtorespondinarange

ofemergencysituations.

Aim: Toexplorestrategiestoavoidriskysituations

Learning Intentions: Wearelearningtoexplorestrategiestoavoidriskysituations.

Resources: RiskysituationsWorksheetHelpfulStrategiessheetPencils/Pens

Method:• Classcanworkinpairs• HandoutriskysituationsWorksheet• Givepupilstimetoreadoversituations–teachermightprefertoreadoutthesituationstotheclass• Pupilsshouldreadeachsituationagainanddecidewhethertheythinkit’saHigh,MediumorLowRisksituation• Oncethepairshavecompletedtheirsheetsdiscussasaclassthepupils’choices• Thereisanopportunityherefordisplayingthepupilchoicesonagraph/diagramtodisplaywhichsituationsarethemostrisky

• Getpupilstothinkofwaystoreducethehighrisksituationsdowntomediumorlowrisk• Display/handouttheStrategiessheetanddiscusshowtheymightusethemintheriskysituations

Discussion Points:• WhichsituationsareHighRisk?Why?• WhichsituationsareLowRisk?Why?• HowcanwereducethelevelofrisktomovethesituationfromHightoMediumortoLowrisk?Whichstrategiescanbeusedtoreducerisks?

Assessment:• Teacherandpeerquestioning• Worksheetassessment

Extension Activities:• Pupilscanhaveawalkaroundschoolandtakeanaudittoassessrisks.• Dramapresentation–actoutariskysituationandapplysafetystrategies.


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Risk examples for pupils to think about

HIGH RISK Riskofdangertolife.Verylikelythataseriousinjurycanoccur.Emergencyserviceswouldbeinvolved.Personcouldbeinserioustrouble

MEDIUM RISK Chancethataninjurycouldoccur.Emergencyservicescouldbeinvolved.Personcouldgetintotrouble.

LOW RISK Noriskofdangertolife.Nothreatofinjuries.Noinvolvementwithemergencyservices.Unlikelytogetintoanyserioustrouble.


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Risky Situations Worksheet

Situation High Medium Low

Yourbestfriendhasstartedhangingaroundwithanothergroupofkids.Inthisgroup2ofthemhavebeentryingoutsmoking.Youfeelabitleftoutnowasyoustillwanttohaveabestfriend.Onedayyourbestfriendasksifyouwanttojointhegroupandmeetupbehindtheschoolthatnighttohaveasmoke.

Yourfrienddecidestotakeaknifewithhim/hertoschoolandshowsittoyoubeforeyoureachtheschoolentrance.Yourfriendthenasksifyoucouldputitinyourschoolbaguntilafterschoolbecausehe/shehasn’ttakenabagwiththem.

Yougotothecinemawithyourfriendsthenafterthefilmyouallgoforsomethingtoeat.Bythetimeyoureachyourbusstopyouhavemissedthelastbushomeandyouarenowonyourown.Youdecidetostartwalkinghome.

Youhavemetupwithsomefriendsoveratalocalbuildingsite.Atthesiteoneofyourfriendssuggestsclimbingupsomescaffolding.Yourbestfriendspotsasignsaying‘Danger–NoClimbing’buttherestofthegroupstartlaughingatthisandshoutout,“Comeoncowards.”

Youwanttomuckaboutwithyourfriendsdownattheshopsbutyouknowyourparentswon’tletyou.Youtellyourparentsthatyouaregoingtoyourfriend’shousetodosomehomeworkandsneakaway.Whenyoumeetupwithyourfriendstheyarebehindtheshopsandhaveabottleofalcoholwhichisbeingpassedroundthegroup.

Youandyourfriendsareatthepark.Onefriendfindsasyringeneedleandstartsplayingwithit.

Youhaveheardrumoursthatapupilfromanotherschoolwantstohaveafightbecauseyouareseeinghis/herpreviousboy/girlfriend.Theyaregoingtocomeintoyourschoolplaygroundafterschoolandfindyou.

Youandyourfriendhavedecidedtotakeashortcutthroughtheparktogethome.Asyoubothrunthroughtheparkagroupofyoungpeoplestepinyourwayandsurroundyouboth.Theystartshoutingatyouandaskforyourmobilephones,yourfriendturnsandstartsrunningawaybutyouareleftwiththegroup.


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Helpful Strategies

Awareness Payingattentiontowhatisgoingonaroundyou.Useyoursenses(sightandhearingparticularly)tobealerttoanychanges.

Avoidance Keepawayfromorleaveasituation.Trustyourjudgementoryourfeelingsaboutasituation.Say“no”ormakeanexcuseifyoufeelunsureorunsafe.Don’tbetalkedintosomethingwhenyoudon’twanttodoitorfeeluneasyaboutit.

Reducing the risk Reassessthesituationandtrustyourjudgement.Beflexibleandchoosetheoptionswhichgiveyouthebestchanceofbeingabletoavoidorminimiseharm.

Distancing Stepbackfromasituationordon’tgetinvolvedinthesituation,orwiththepersonorpeopleinvolved.Knowyourownboundariesregardingyourphysicalandemotional“comfortzone”.Resistgettinginvolvedinargumentsorlong,involvedconversations.Moveoutofarm’slengthorleavethesituation.Makeanexcusetomove.Individualswhocannotleaveasituationneedtoplanwhattheywilldowhentheycanleave.

Assertiveness Standupforyourselfinawaythatisrespectfulofothers’rights.Itrequiresfacialexpressions,postureandwalk(headup,shouldersback,largesteps)whichindicatethatyourmindismadeupandwillnotbechanged.Itrequiresverbalcommunicationwhichisdirectandgivesastrong,clearmessage.Verbalmessagesandnon-verbalmessagesneedtomatch.

Support network Relyonotherpeoplearoundyouinyour‘supportnetwork’.Your‘supportnetwork’arepeoplethatyoucantrust.Theymaybeclosefriends,mates,otherpeoplenearbythesituation,yourfamily,otheradultsyouknowandpeopleinauthority,suchasteachersorpolice.Itrequirescommunicationwiththepersontotellthemhowtheycanhelpyou.Ithelpstohaveplannedwithyourfriendshowyouwillhelpeachotherindifficultsituations.


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Lesson Plan 6Lesson Plan 6

Title: Tackling Knife CrimeCORE Experiences & Outcomes: HWB1-05a–2-05a Icareandshowrespectformyselfandothers.HWB1-09a–2-09a Ishowrespectfortherightsofothers.HWB1-16a–2-16a Iamlearningtoassessandmanagerisk,toprotectmyselfandothers,andtoreducethe


Aim: Toevaluatestrategiesaimedattacklingknifecrime

Learning Intentions: Wearelearningtomakedecisionsonvariousknifecrimestrategies

Resources: TacklingKnifeCrimeWorksheets1+2Pencils/pens

Method:• Putpupilsintogroupsoffour• Distribute‘TacklingKnifeCrime’Worksheet1andexplaintothepupilsthattheyaregoingtotakepartinadecisionmakingactivity.

• Explaintopupilsthatthegovernmentandthepolicehavearesponsibilitytoprotectpeoplefromknifecrime.Thepolicehavedecidedtolaunchacampaigntotackleknifecrime.Theyhavecomeupwithfourteenstrategiesbutcanonlyfundfourofthese.

• Askpupilstochoosefourofthestrategiestolaunchthecampaignandrejectthreeofthestrategies.SeeDiscussionPoints

• Pupilsshouldthenexplaintheirchoicesbyrecordingon‘TacklingKnifeCrime’Worksheet2

Discussion Points:• Whenreadingoutthestrategiesafewwordsmayneedtobeexplainedtoyourpupils– ‘amnesty’,‘forums’,‘referral’,‘offender’,‘endorsements’,‘confidential’• Whichstrategiesdoyouthinkwillhaveimmediateeffect?• Whichstrategiesdoyouthinkwillhavethelongesttermeffect?• Whichstrategieswouldyouragegrouprespondto?

Assessment:• Classdiscussion&feedback• Worksheetassessment

Extension Activities:• Writeareportonthebenefitsofyourchosenstrategyandhowitcanbeapplied.Thereportcouldbesubmittedtoyourschoolwebsite.

• Fromthelistedstrategiesthinkabouthowyoucouldusethemtolaunchsomethingsmallscaleinyourschool/community.


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Tackling Knife Crime Worksheet 1

1. Knifeamnesty(knifebins,confidentialdrop-incentres) 2. Hardhittingadverts 3. Youthforumsonwebsites

4. Knifereferralprojects(offendersvisitthevictimsofknifecrime)

5. Knifecrimeconferencesforpolice,teachers,communityworkersandsocialworkers

6. Longerjailsentencesforoffenders

7. CCTVincrimehotspots 8. Anti-knifeworkshopsinschools

9. Celebrityendorsementsofknifecrimecampaigns(footballers,rappers)

10.Morestopandsearchpatrols

11.Metaldetectorsinschoolsandclubs

12.Visitstoprisons(schoolchildrentogetatasteofprison)

13.Parentingclasses 14.Confidentialtextmessagingservicetoalertpolice


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Tackling Knife Crime Worksheet 2

Strategy I chose this because

Strategy I rejected this because


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Title: Who Is To Blame?CORE Experiences & Outcomes: HWB1-05a–2-05a Icareandshowrespectformyselfandothers.HWB1-09a–2-09a Ishowrespectfortherightsofothers.HWB1-16a–2-16a Iamlearningtoassessandmanagerisk,toprotectmyselfandothers,andtoreducethe


Aim: Tohighlightthatpeoplehavedifferentopinionsonthecauseofknifecrime

Learning Intentions: Wearelearningtogiveapersonalresponsetothecausesofknifecrime.

Resources: ‘WhoIsToBlame?’WorksheetPencils/pens

Method:Thereareseveralwaysofdeliveringthisactivity• CutuptheWorksheetintotenstatements.Pupilsworkinpairs.Teachercanreadoutthestatementsand/orhavethemdisplayed.

• Askpupilstoarrangethestatementsintotwopiles–(Agree,Disagree).Pupilsthencategorisethestatementsinorderofhowstronglytheyagreeordisagree.

• AlternativelyreadoutthestatementsfromtheWorksheet.Identifyonecorneroftheroomfor‘Agree’andonecornerfor‘Disagree’Askpupilstostandintheappropriatecorneraccordingtotheiropinion.

• Haveaclassdiscussiononthefindings.SeeDiscussionPoints.Perhapspresentthepupils’choicesonatable/graphtoshowwhattheclassasawholeagree/disagreewith.

Discussion Points:• Whenreadingoutthestatementsafewwordsmightneedtobeexplainedtoyourpupils– ‘offender’,‘glamorise’,‘socialdeprivation’• Didanypupilshavealltenstatementstoblameforknifecrime?• Whichstatementsdidpupilsfeelwerenottoblameforknifecrime?• Canpupilsthinkofanysolutions,ratherthanplacingblame?

Assessment:• Peerassessmentofworksheet• Classdiscussion&feedback

Lesson Plan 7


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Who Is To Blame? Worksheet

1. Fearistoblame.Peoplecarryknivesforselfdefenceorprotection.

2. Parentsofyoungoffendersaretoblame.Ifyouarenotbroughtupwithvalues,youwillnotknowthedifferencebetweenrightorwrong.

3. Peerpressureistoblame.

4. Gangcultureistoblame

5. Violentvideogamesandfilmsaretoblame.Theygivepeopleideasandglamoriseviolence.

6. Socialdeprivationistoblame.Ifyouliveinadeprivedareawherecrimeandviolencearepartoflife,youaremorelikelytogetinvolvedinknifecrime.

7. Schoolsaretoblame.Thereisnotenougheducationaboutknifecrime.

8. Thepolicearetoblame.Therearenotenoughpolicepatrollingthestreets.

9. Thegovernmentistoblame.Moremoneyshouldbeinvestedinyouthservices,suchassportsfacilitiesand youthcentres.

10. Themediaistoblame.Ithypesupknifecrimeandexaggeratestheissue.


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Lesson Plan 8

Title: An Escalating SituationCORE Experiences & Outcomes: HWB1-04a–2-04a Iunderstandthatmyfeelingsandreactionsmaychangedependinguponwhatishappening

withinandaroundme.Thishelpsmetounderstandmyownbehaviourandthewayothersbehave.

HWB1-05a–2-05a Icareandshowrespectformyselfandothers.HWB1-16a–2-16a Iamlearningtoassessandmanagerisk,toprotectmyselfandothers,andtoreducethe


Aim: Raiseawarenessabouttypesofsituationsthatcanleadtoviolence

Learning Intentions: Wearelearningtoassessandmanageriskinsituationsthatcanleadtoviolence.

Resources: ExtractssheetSafetySheetHelpfulStrategiessheet(seeRiskySituationslesson)WhiteboardPencils/pens

Method:• Thisisastart/stopdiscussionlesson• Organisetheclassintogroupsof4• Eitherreadouttheextractsorhavethemdisplayedorputthemoncardsforeachgroup• StartwithExtract1.GivepupilstimetoreadtheExtract• NowusethequestionsinthediscussionpointssectionandreadoutQ1totheclass.Givepupilsabitofthinking/discussiontime

• Writeuptheirreasonsontheboard,questionanyreasonspupilsmightthinkaregoodreasons• NowaskQ2.Itisessentialatthispointtoreinforcethatonlyaverysmallminorityofpeoplecarryweapons/knives.

• Q3Nowgetthegroupstowritedownwhattheywouldsaytothepersonnotcarryingtheweapon• Nextaskgroupstowritedownwhattheywouldsaytothepersoncarryingtheknife• Takefeedbackfromtheclass• Nowread/displayExtract2andusediscussionpoints(Extract2)• Nowread/displayExtract3andusediscussionpoints(Extract3)• Nowgetpupilstoimaginetheywereatthescenebutinvisiblewhichvoice/swouldtheyagreewith?• Nowread/displayExtract4andusediscussionpoints(Extract4)• Nowgetthepupilstoimaginetheyarethereandinvisible.Whichvoice/swouldtheyagreewith?• Nowread/displayExtract5andusediscussionpoints(Extract5)• Getthepupilstoimaginetheyarethereandinvisiblewhichvoice/swouldtheyagreewith?• Nowexplaintothepupilsthatthisisanescalationofeventsandwhatishappeninginsidetheyoungpeople’sbodiesiscalleda‘fightresponse’-

[Infightresponsethefollowingwillbehappeningtothe2peopleabouttofight– A huge number of different chemicals are pouring through their bodies Parts of their brains will have ‘shut down’ and other parts will have taken over Hearts will be beating quicker, Breathing will be more rapid, Pain reducing chemicals are released into bloodstream, They will be experiencing ‘tunnel vision’ seeing only what is in front of them They will be unable to think about the consequences of what they are doing]

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Method continued:

• Emphasisethateventscannowescalateveryquickly.Thesituationhasbecomedangerous• Nowread/displayExtract6anddiscusspoints• Nowaskgroupstoimaginetheycanpressanimaginarypausebuttonandtheycouldtalktoeveryoneinvolved–whatwouldtheysay?

• Nowaskgroupsiftheycouldturntheclockbackisthereanypointwheresomeonecouldhavedonesomethingdifferenttohelpeveryonetostaysafe?E.g.leavetheareaassoonastroublestarted

• Endthelessonwithanoveralldiscussiononwhattheirmainthoughtswereonthetimelineofevents.

TheSafetyandHelpfulStrategiesSheetsemphasisesomemainpointsforyoungpeopletotakeheedof-thesecanbedistributedtopupils

Discussion Points:

Extract 11. Whydoyouthinkoneofthecharactersischoosingtocarryaknife/weapon?2. Whenthepersonsays‘mostyoungpeoplecarryweapons/knives’–whatdoyouthinkaboutthisstatement?Doyouthinkthisiscorrect?

3. Howdoyouthinktheothercharacterfeelsabouthis/herfriendchoosingtocarryaweapon/knife? Doyouthinkhe/shefeelsnervous/safer/wantnothingtodowiththem?

Extract 2• Doyouthinkthisisfair?Isitacceptabletoasksomeonetodothis?• Whatwillhappeniftheyarebothsearched?• WhatwillhappenwhenthePoliceareinvolved?–criminalrecord

Extract 3• Whymightleavingthescenebehardifoneofthegroupwantstostayandwatch?• Whatwouldtheyadviseifsomeofthefriendswanttoleavebutotherswanttostay?• Shouldtheysticktogetherorshouldthosethatwanttoleavedoso?• Dowehavearesponsibilitytoprotectfriends?

Extract 4• Whatdothepupilsthinkcouldhappennext?

Extract 5• Whatdothepupilsthinkcouldhappennext?

Extract 6• Whatmighthappeniftheirfriendpullsouthisknife?Isthislikelytomakethingsbetterorworse?

Assessment: • Class/groupdiscussionsandfeedback• Pupilwrittennotes• BeforeandAfterEvaluationsheet

Extension Activities:• Createadramapresentationontheescalatingsituation.• Usingthesafetyandhelpfulstrategiessheetsproduceasafetythemedpowerpointforaschoolassembly.


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Extracts Sheet 1. 6.30pm Saturday night – somewhere round here

Imagine4youngpeoplearegoingouttogetheronaSaturdayeveningtotheirlocaltown.Theyareallgoingtomeetuplaterintheeveningbutbeforethat,twomeetupatoneoftheirhouses.Oneofthemnoticestheotheriscarryingsomethingheavyinhis/herpocket.He/sheaskswhatitisandtheysayitistheirweapon/knife.Thefriendsayshe/shealwayscarriesonewhengoingoutintheevening.Theysay,“It’snobigdeal,mostyoungpeoplecarryweapons/knives.”

2. 8.15pm Saturday night – somewhere round hereAsthetwofriendswalktowardstheirdestinationtheynoticethattwomenoutsideareusingmetaldetectorstosearchsomepeoplebeforetheygoinside.Imaginejustforthisactivitythatthefriendwiththeweapon/knifeismaleandtheotherpersonishisgirlfriend.Hesaystoher,“Canyoulookaftermyweapon/knifeforme?Theyknowme,buttheywon’tsearchyou.Itwillbealright,theyneversearchgirls!”

3. 8.30pm Saturday night – somewhere round hereAllfourfriendshavenowmetupandhavegonetotheplacewheretheyusuallyspendSaturdayevening.Itisnowgettingdarkandithasstartedtorainquiteheavilyoutside.Theyallsitdowntogetherandspendsometimetalking.Lotsofotherpeoplearealreadythere.

9.30pmThefriendsnoticearowbreakingoutnearby–voicesarebeingraisedandtheyseemtobegettingangrier.Thereseemstobesomeshoutingandname-calling.Thefourfriendstalkaboutwhatishappeningsaying,• ‘Ithinkweshouldleave’• ‘Let’swatchwhathappens’• ‘Justignoreit’• ‘Shouldwetrytostopit?’• ‘Shouldwegetsomeonetostopit?’

4. 9.35pm Thefourfriendsnownoticethatthepeoplewhoarehavingarowaremadeupoftwogroupsalittleolderthanthem.Onememberofeachgrouphasmovedclosertogetherandtheyarenowpushingeachother.Othersfromeachgrouparestandingbehindthemencouragingthemandshoutingattheothergroup.Thefourfriendstalkaboutwhatishappening,• ‘Ithinkweshouldleave’• ‘Let’swatchwhathappens’• ‘Justignoreit’• ‘Shouldwetrytostopit?’• ‘Shouldwegetsomeonetostopit?’• ‘I’mfeelingscared’


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5. 9.36pmThingsarenowmovingquickly.Onehasnowdrawnaweapon/knifeandiswavingitaround.Theotherisstillshoutingathim.Bothgroupsarenowscreamingatoneanotherandencouragingthetwowhoareonthevergeoffighting.Itlooksasiftheotherpersonmaybeabouttopullaweapon/knifeofhis/herown.Againthe4friendstalkaboutwhatishappening,• ‘Ithinkweshouldleave’• ‘Let’swatchwhathappens’• ‘Justignoreit’• ‘Shouldwetrytostopit?’• ‘Shouldwegetsomeonetostopit?’• ‘Thisisfrightening!’

6. 9.36 and 30 secondsOneofour4friendsseestheirownfriendstarttoreachfortheirownweapon/knife.


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Safety Sheet

Good Ideas to Stay Safe• Weapons/knivesdonotmakeussafer–theymakeriskysituationsfarmoredangerous.

• Feelingscaredorfrightenedisourbrain’swayoftellingussomethingisreallywrongandweneedtoactquickly.Itisanimportantfeelingandweshouldpayattentiontoit!

• Ignoreanytemptationtowaitandseewhathappensorto‘hangaround’whereafightmaybestarting.

• When‘trouble’startseventscanescalateveryquickly.Whilstitmaybeeasytoescapefromasituationwhentroublefirstbeginsitcanbecomeincreasinglydifficultastroubleescalates.

• Alwaysleaveassoonastroublestartsandifnecessaryphonethepoliceforhelpafteryouhaveleft.

• Becauseafightcancontinueorrestartoutsideabuildingorinthestreetonceyouhavelefttheimmediatesituationgetasfarawayasyoucanbyleavingthearea.Ideallyleavetogetheranddonotbetemptedtogobackandseewhathashappened.

• Donottrytogetinvolved-itisunlikelypeopleyoudonotknowwilllistentoyou.Youaremorelikelytobecomeanothertargetfortheiranger.


page 39The Law - No Excuses No Knives

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For more informationplease contact

Catriona Walker CurriculumTeam

EducationandChildren’sServicesAberdeenCityCouncil

2ndFloorNorth(BusinessHub13)MarischalCollege,BroadStreet

AberdeenAB101AB

Tel:[email protected]


Documents

Weapon/Knife Crime Resource for Schools · Ben Kinsella was just 16 years old when he was stabbed to death, in a horrific act of senseless violence on the 29th June, 2008 in Islington,