lesson focus

  • Respect
  • Responsibility
  • Freedom
  • Integrity
  • Care and compassion
  • Understanding, tolerance and inclusion

expectations and goals

  • Students to evaluate what a safe neighbourhood means to them
  • Students to explore how local government contributes to the needs of a community

learning experiences

Classroom Ideas

  1. Organise students into pairs and ask them to brainstorm, “What does a safer neighbourhood mean to you and your family?” Write each pairs’ key words and thoughts in the centre of the board.
  2. Ask students individually to make a list of concerns that occur in their local communities and their neighbourhood. Ask students to then share their list with a partner.
  3. Pose the question, “Are these concerns all crimes, or are they non-criminal community concerns?”As a class decide on some suitable headings that these concerns can be divided into (examples of headings for crimes can be found on the Crime Stoppers website). Divide and place the concerns under the headings.
  4. Organise the class into small groups. Ask each group to select a concern and devise a role play about the concern. Provide the groups with access to Role Play Planning (Resource 13 below) to help with the planning process. The role play is to include:
    1. how the concern affects the community / neighbourhood
    2. two possible solutions to the concern
    3. how people will feel safe in the community
    4. an intervention
  5. The work of the local government (councils) can be grouped into three major categories:
    1. Providing services (eg waste collection)
    2. Caring for people and the environment (eg parks, community events
    3. Planning for future needs (eg town planning)Provide students with access to the Local government Venn diagram (Resource 14 below) and ask them to list examples of work that local government does in the three major categories. Place the common ones in the centre of the Venn diagram. Direct students to research the websites of their own local council, WA Local Government Authority and the WA Department of Local Government and Communities website.
  6. Ask students to review the two links under Crime Prevention on the Crime Stoppers website – Eyes on the Street and Neighbourhood Watch. Pose the students the question, “What can you do to help crime prevention?”
  7. Provide students with access to Contributing to crime prevention (Resource 15 below) and have them complete, linking their answers back to the Crime Stoppers website as often as possible.Display the worksheets and ask students to comment on the content of each other’s perspectives.
  8. Hold a class discussion by posing the question, “Do you think it is possible for young people to make a difference to crime prevention?”

lesson focus questions

  1. What does a safer neighbourhood mean to you?
  2. How can people feel safe in our community?
  3. Can young people really make a difference?
  4. How does local government contribute to the needs of a community?
  5.  What can we do to help crime prevention?
  6. What is community justice? Is it relevant to Crime Stoppers?

assessment tasks

Students to:

  1. Complete Local government Venn diagram (Resource 14 below)

download resource and tool

Printable lesson plan [Download Year 9, Lesson 6 plan]

Resource 13: Role play planning [Resource 13]

Resource 14: Local government Venn diagram [Download Resource 14]

 

Resource 15: Contributing to crime prevention [Download Resource 15]

Additional resources:

Discovering Democracy Units 

Crime prevention and safer communities 

Neighbourhood Watch