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Introduction
In the unit 'Respect for property' # learnt about ~ responsibility to respect other people's property, and for property where there is shared use such as in ~ school grounds. # already knows from ~ work in key stage 1 that stealing and vandalism are wrong. This unit provided opportunities to think about and discuss the consequences of crime, to empathise with victims, and to consider punishment and the value of respecting shared or public property. ^ explored the concept of taking responsibility for property in ~ community by working in a group to formulate ~ own ideas and devise ~ own strategies to improve ~ local area. The activities used story, circle time and class discussion.
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Crime
^ knows why it is wrong to steal.
^ recognises the consequences of stealing for the victims.
^ has used ~ imagination to understand the experiences of others.
^ knows that shoplifting is a crime.
^ understands that breaking the law results in punishment for the offender and that it also affects the victims.
^ has recognised the consequences of crime, for both the victim and the offender.

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Property
# has identified the shared school property to which all children should have access to further their education.
^ knows why irresponsible or thoughtless behaviour affects the education and enjoyment of others in ~ school.
^ respects the rights of others.
^ understands that with rights also comes certain responsibilities.

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Public spaces
^ has identified the consequences of vandalism for both individuals and their communities.
^ has recognise that members of ~ local community have different needs and priorities.
^ can understand that the priorities of the different individuals and groups in his community can conflict with each other.
^ understands that resources are limited and the priorities and the decisions are made by the local council in consultation with members of ~ community.

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Buildings
Optional Section
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^ understands that empty and unused buildings represent a potential resource for both individuals and communities and, if left, may be subject to vandalism.
^ has identified the consequences of vandalism for individuals and communities.
^ recognises that members of ~ local community may have different views, needs and priorities.
^ can understand that the priorities of different individuals and groups can conflict.
^ understands that the priorities and the decisions are made by the local council in consultation with members of ~ community.
^ has taken part in ~ group's discussions about ~ investigations. ^ has explored and explained ~ ideas.

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Comment 6

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