Trouble For Danny: Making SENse of The Law

■ Written by Julie Gibbings
ISBN 978 095 30185 9 3

© Citizenship Foundation
Reg Charity no 801 360
This material may be photocopied
for educational purposes
TROUBLE FOR DANNY -
Introduction
making sense of the law

Who is it for? Extra Information
Trouble for Danny is designed to support the teaching of In addition to the notes and additional resources on the
citizenship education to pupils at key stages 3 and 4 with learning activities, you might find the following Citizenship
special educational needs. It can be used in both special Foundation resources useful for background reading on
and mainstream schools, and is aimed at students with citizenship, law and the criminal justice system:
moderate learning difficulties, especially those having
problems with literacy. This resource has been developed ■ Young Citizen’s Passport (YCP), 12th Edition, 2007 –
with funding from the Ministry of Justice, enabling it to be A practical guide to the law for young people
available to teachers free of charge. ■ Making Sense of Citizenship: A Continuing
Professional Development Handbook, 2006 –
What is it for? guidance on delivering citizenship education in
a range of educational settings from 3-19
Trouble for Danny aims to enable young people with ■ Developing Citizens: A Comprehensive
special educational needs to understand and critically Introduction to Effective Citizenship Education
engage with the criminal legal system, specifically the in the Secondary School, 2006 – key papers on a
workings of youth courts. The resources centre around the range of issues surrounding citizenship education
story of Danny, a 15 year old boy who is charged with a
crime. Students complete activities based around the Information on how to obtain these resources can be
events that take place during this story, which culminates in found at www.citizenshipfoundation.org.uk. You can also
a classroom based mock trial and sentencing activity. visit www.rizer.co.uk for animated stories for use with
young offenders.
What does it consist of? A useful source of help is the Magistrates’ in the
There are three parts to this resource: Community (MIC) project run by the Magistrates’
Association. This project brings magistrates into schools to
■ Teacher Notes (story outline, learning talk to and work with young people about the magistracy
objectives and activities) and the courts. You might want to try and arrange for a
■ The Story - Trouble for Danny magistrate to visit the class/group for one or more sessions
■ Student activity sheets to help with activities or a court visit if this is possible. For
more information on the project and how to get in touch
The page(s) of ’The Story - Trouble for Danny’ that the with your local court, visit www.magistrates-
Teachers’ Notes relate to are clearly noted at the top of association.org.uk and click on ‘MIC Project’.
each page and the resources are clearly labelled with the
activity number they are used for. Users should read these
3 documents in conjunction with one another. Pupils will Acknowledgements
only receive the story and the resources that they use to This resource was written by Julie Gibbings. Special
complete the activities. It is suggested that pupils receive thanks to Don Rowe for his input and advice in the
each part of the story gradually to prevent them from development of this resource. We are also grateful for
reading ahead. the help of Terry Silvers and Sam Nicholson during the
initial stages of research and writing. Many thanks to
the following people for their input and assistance: Ann
The section of the story following the trial assumes that
Flintham JP, Nick Swinscoe JP, Ann West JP, Genevieve
Danny has been found guilty of the crime as this is when Knight (Harrow Youth Offending Team), Yvonne Small
further action would be taken (p. 9 onwards of ‘The Story - (Lambeth Youth Offending Team) and Marianne
Trouble for Danny’) If your class or group finds Danny not McCarthy (Hillingdon Youth Offending Team). Thanks
guilty of the crime, you may still wish to look at this section also go to Nomad Graphique for their work on the
to enable students to gain an understanding of the artwork and design of the resource. We also gratefully
sentencing process and the role of Youth Offending Teams. acknowledge the financial assistance of the Ministry of
Justice in publishing this resource.
National Curriculum Links Feedback

This pack is designed to develop young peoples’ We are grateful for any feedback from users of this
understanding of their legal rights and responsibilities and resource about its practical application in the classroom.
the youth justice system. It will also contribute to the Please complete the feedback form you can find at the
development of their enquiry and communication skills end of the Teacher’s Notes and return it to MCMT
Project Officer, Citizenship Foundation, 63 Gee Street
through the justification of opinions and contribution to
London EC1V 3RS or Fax to: 020 7566 4131.
class discussions.
© Citizenship Foundation 2007

AN INTRODUCTION TO
Teacher’s notes (‘Trouble For Danny’ page 1)
DANNY AND CHANTELLE >ONE
Learning Outcomes
■ To know who Danny and Chantelle are Key Words
■ To be able to name 3 ways that arguments at
home can be avoided Argument: a difference of
opinion
Story Outline >

This is Danny, who is 15. His sister Chantelle is 13. They live
with their mum. There are a lot of arguments at home.
Activity 1.1: Who are Danny & Chantelle?

As a class, on a piece of large paper for each character (with pictures from resources stuck on), students cut
out the pictures of Danny and Chantelle. On this they can record some key facts about them. These are
displayed in the classroom and added to as the story progresses.
Discussion points
■ Danny and Chantelle get along well together – what do you think
are the good points and the bad points about having brothers or sisters?
■ What do you think the arguments might be about?
■ Can you think about some good ways of sorting out arguments at home?

DANNY AND CHANTELLE
GO OUT FOR THE EVENING >TWO
Learning Outcomes
■ To know what ‘provoke’ means Key Words
■ To be able to identify the possible consequences of
your actions Provoke: to do something to
■ To understand the best way to react if someone try and get a reaction
Story Outline >

tries to provoke you
One evening, mum’s new boyfriend came over.

Mum gave Danny and Chantelle some money to
go to the cinema. They were standing at the bus
shelter waiting for the bus but it didn’t turn up. It
was cold and raining. They saw Vincent, a boy
they knew from school, he shouted, “What are
you two doing hanging around here? Mum kicked
you out for the night?” In anger, Chantelle shouted
back “Shut up, it’s none of your business”.
Think About…
■ How do you think Danny and Chantelle felt about what Danny said to them?
■ Why do you think Vincent spoke to Danny and Chantelle in the way that he did?
■ How might Danny or Chantelle react if Vincent keeps talking to them in this way?
■ What would you do? Why? What might be the consequences of your actions?
Activity 2.1: A game of football

Students read the scenario about the situation Danny found himself in at school. In pairs or threes, they
devise and act out a role play, construct a freeze frame or draw frame(s) of a storyboard of the possible
outcomes of the story. Use the discussion points to look at these possible outcomes and decide what was
the best/worst way for Danny to react.
Discussion points
■ What did Danny and Josh end up doing in your version of the story?
■ Why did this happen? Why might Josh be picking on Danny?
■ What might be the consequences of this?
■ Was it okay for Josh to do what he did?
Additional Information
http://en.wikipedia.org/wiki/Provocation in English_law
Information on what provocation is in English law from Wikipedia, the free online encyclopaedia

THE CRIME
Teacher’s notes (‘Trouble For Danny’ pages 3 and 4)
TAKES PLACE >THREE
Learning Outcomes
■ To understand the difference between crimes
Key Words
and moral wrongs
■ To be able to discuss your opinions on what Crime: where someone breaks the law
Story Outline >

should be a crime.
Moral: what people think is right or wrong
Morally wrong: where something is not
against the law but it is still wrong to do it
Read with the students pages 3 and 4 together. Vincent crossed the road and joined them at the bus shelter.
He continued to shout at and threaten Danny and Chantelle. In anger, Danny picked up a loose brick from a
pile of rubble next to the bus shelter. Vincent also picked up a brick, the boys start to face off with Chantelle
in between trying to calm things down. During the confusion the glass on the bus shelter got smashed by a
brick. (We do not know who did it). Vincent immediately ran away.
Activity 3.1: Is it a crime?

Students are shown pictures of different scenarios. For each they decide if it is a crime or morally wrong and
tick the correct box on their sheet. Use these scenarios to discuss why each action is wrong. Who could
suffer? Why do people behave like this? ANSWERS BELOW.
■ Driving faster than a speed limit ■ Borrowing a friend’s MP3 player without asking
CRIME. It is against the law to drive faster than MORALLY WRONG. Unless you never return MP3
the speed limit. player, in which case this becomes theft.
■ Reading your sister’s diary ■ Stealing crisps from a shop

MORALLY WRONG. CRIME. This is theft because you have taken the
crisps without permission and will probably eat
■ Taking money someone left in a cash machine them.
CRIME. This is theft because the money does not
belong to you and the bank could probably find ■ Spreading rumours about someone
the owner if you handed it in. MORALLY WRONG.
Discussion points
■ What is the difference between a crime and something that is just morally wrong?
■ Why are some things crimes and others only morally wrong?
■ Are you surprised that some of the actions are not crimes? Do you think they should be?
■ Are there any crimes that you think should not be against the law? (e.g. possessing drugs that will only be
used by you)
Additional Information Visitor/Visit Opportunities

www.rizer.co.uk Police Officer
Information on different crimes
To talk to students about, and develop, their
knowledge of different crimes and the law

THE WITNESSES TO
THE CRIME >FOUR
Learning Outcomes
■ To know who the victim of the crime is Key Words
■ To find out about the other witnesses who
saw the crime Victim: someone
Provoke: who
Toisdo
hurt by what
something
somebody and
else try
didand get a reaction
Witness: someone who sees something
happen
Story Outline >

This is Jodie and Jack. They were
walking past the bus shelter when
the glass got smashed. It smashed
all over them, both suffered cuts
and bruises on their arms and faces.
Two other people saw what
happened, Ayesha and Spencer.
Ayesha was walking about 10
metres behind Jodie and Jack. She
saw the glass smash but didn’t see
who did it. She didn’t see Vincent at
all. Spencer saw Danny, Chantelle
and Vincent at the bus shelter
arguing but didn’t see who broke
the glass.
Activity 4.1: Who are Jodie & Jack, Ayesha and Spencer?
As a class on a piece of large paper for each character, students cut out the pictures of Jodie and Jack, Ayesha
and Spencer. On this they record some key facts about each character. These are displayed in the classroom
and added to as the story progresses.
Discussion points
■ How do you think Jodie felt when the glass smashed onto her and Jack?
■ What is different about what Ayesha and Spencer saw? (This will be important later.)
www.cjsonline.gov.uk/witness/
Information for witnesses, including a walk through of what will happen when they go to court and give evidence

THE WITNESSES TO
THE CRIME (CONT.) >FIVE
Activity 4.2: Who is the victim?

Students are given scenarios of different crimes. They need to
write down who the victims are for each crime. They should
be encouraged to think wider than just the immediate victim. Provoke: To do something
and try and get a reaction
■ Bill: car owners, people who buy the cars, council who
have to clear up the mess, council tax payers whose
money pays for clearing up the mess
■ Sarah: shop owners, people who buy the stolen goods on

EBay, shoppers who have to pay more as shops might
have to increase prices
■ Ken: No direct victims, police who have to deal with the

accident, council who have to mend the lamppost.
Perhaps Ken who has to pay for the damage, although as
he brought this on himself is he really a victim?
■ Hannah: people who live in the local area, the council

who have to clean it, council tax payers, train company,
people who use the train who have to pay higher ticket
prices
Discussion points
■ Is there such a thing as a ‘victimless’ crime? Can you think
of any examples? (e.g. someone growing cannabis for their
own use, although are they themselves a victim?)
■ Who does a crime harm the most?
■ Is everyone affected by a crime necessarily a victim?

www.victimsupport.org/ Victim Support
Information on Victim Support and local contacts
To talk to students about the kind of help that is
www.cjsonline.gov.uk/victim/ available to victims of crime
Information for victims of crime, including a walk through

DANNY AND CHANTELLE
ARE ARRESTED >SIX
Learning Outcomes
■ To know what an arrest is Key Words
■ To be able to identify the rights you
have if you are arrested Arrest: when the police
Provoke: takesomething
To do you to be
questionedand
at the
trypolice
and getstation because
a reaction
they think you have committed a crime
Story Outline >

Danny and Chantelle panic and run
away. Ayesha and Spencer go to
help Jodie and Jack; Spencer calls an
ambulance. Danny and Chantelle
don’t know where to go. They don’t
go very far and the police quickly
catch up with them. They are
arrested by P.C. Richards for
damaging the bus shelter and
hurting Jodie and Jack. Both deny
that they have done anything wrong.
Think About…
■ Why do you think Danny and Chantelle ran away? What might be the consequences of this?
■ Why do you think that the police arrested them?
Activity 5.1: My rights

Students are given the list of statements about arrest. They need to decide if each one is true or false and
tick the correct box. ANSWERS BELOW, AND ON THE FOLLOWING PAGE.
■ The police can only arrest you if they have a ■ The police must caution you when they
warrant saying that they can arrest you
FALSE. There are several other circumstances in TRUE. The formal caution says “You do not have
which you can be arrested, for example if you are to say anything, but it may harm your defence if
caught committing a crime or the police think you fail to mention when questioned something
you are about to commit a crime. which you later rely on in court. Anything you do
say will be given in evidence.” (Explain the
meaning of caution.)

DANNY AND CHANTELLE
ARE ARRESTED (CONT.) >SEVEN
■ The police don’t have to tell you why you have ■ The police can’t keep you in prison for more
been arrested than 24 hours unless they get permission
FALSE. You should be told as soon as possible TRUE. A superintendent can extend this to 36
after you are arrested. hours and magistrates to 96 hours. The only
Provoke: To do something
exception is if you are arrested under the
■ You have the right to tell someone that you and try in
and get case
a reaction
Terrorism Act 2006, which you can be
have been arrested
held for 28 days.
TRUE. There are exceptions to this however, for
example if the police suspect that by telling ■ When you are in prison, you have a right to
someone evidence of the crime could be rest for at least 8 hours in 24
tampered with or destroyed. TRUE.
■ If you are arrested, you have a right to a ■ You have the right to food and drink when you
solicitor but you will have to pay for them are in custody
FALSE. You do have the right to see a solicitor TRUE.
but this service is free for anyone.
Discussion points
■ Do you think the rules about being arrested are fair?
■ Is there anything else you think someone should have if they are arrested?
■ Do you think there should be exceptions to the rules? When and why?

www.homeoffice.gov.uk/police/powers/custody/ Police Officer
For information on rights when arrested To talk to students about what happens when
someone is arrested and their rights
www.adviceguide.org.uk/index/your_rights/legal Police Station
_system/police_powers.htm#your_rights_on_arrest To enable students to see custody cells and
interview rooms and see how someone is
For information on rights when arrested processed if they are arrested
Activity 5.2: Who is P.C. Richards?

As a class on a piece of large paper, students cut out the picture of P.C. Richards. On this they record some
key facts about each character. These are displayed in the classroom and added to as the story progresses.
Discussion points
■ Why do you think P.C. Richards arrested Danny and Chantelle?
■ Why didn’t he arrest Vincent instead? Do you think P.C. Richards knows about Vincent at this point?

DANNY AND CHANTELLE
ARE INTERVIEWED >EIGHT
Learning Outcomes
■ To know what a charge is Key Words
■ To understand what criminal damage
and actual bodily harm are Charge: when the police think you have
committed a crime which they can
prove, you are charged
Criminal Damage: where someone
damages someone else’s property
Story Outline >

Actual Bodily Harm (ABH): an act of
violence that hurts someone else. It might
not have been done on purpose
Danny and Chantelle are taken to the police station. The police call their mum and she comes and sits with
them while they are interviewed. Danny says that he didn’t break the glass but won’t tell the police who did.
Chantelle’s story is the same. They won’t tell the police about Vincent because they are scared of him. The
police don’t believe them. They think Danny broke the glass. Danny has been in trouble with the police before
so they decide to take him to court. Chantelle is released without charge.
Activity 6.1: Danny’s charges

Students complete the cloze exercise about the 2 charges that Danny is facing. ANSWERS BELOW.
The first charge is criminal damage. This is when you damage or destroy property that is someone else’s.
Danny is charged with this because the police think he broke the glass on the bus shelter.
The second charge is actual bodily harm. This is where someone is hurt by someone else. Injuries can be
cuts and bruises like the ones Jodie and Jack got when the bus shelter glass got broken.
Danny has been in trouble with the police before. He has had a Police Reprimand and a Final Warning after
he had fights with people on the street.
Now Danny will have to go to court because the police think that he has broken the law.
Discussion points
■ Do you think the police are right to charge Danny?
■ At this point do you think Danny is guilty or not guilty?
■ How do you think Danny feels now that he has to go to court?
www.rizer.co.uk
For animated information on different types of crime for use in
youth justice settings or with those at risk of offending.

DANNY GOES
TO COURT >NINE
Learning Outcomes
■ To know what a youth court looks like and Key Words
the people that work there.
■ To be able to name 3 differences between Court: the place where a trial is heard
a youth court and adult court
Story Outline >

Magistrate: someone who decides the
■ To understand the role of magistrates
verdict in a magistrates’ court
On the day of Danny’s trial, all of the witnesses arrive at court. They are:
Jodie P.C. Richards Ayesha Danny Chantelle Spencer
Think About…
■ How do you think Danny and the different witnesses feel about going to court?
■ Who else is affected by Danny’s trial? What do they think about it?
Activity 7.1: Inside a youth court

Students complete the diagram of a youth court by cutting out and sticking the people in the correct places.
Then show them the completed diagram of an adult magistrates’ court. Students write a list of all the
differences they can see between the two, or they could stick the 2 diagrams onto a larger piece of paper and
annotate the differences.
Key Differences in adult court:
Layout is a lot more formal • Witness stand is a box rather than a chair at a table • Defendant sits in a
dock rather than with his/her lawyer • Probation replace the Youth Offending Team for adults • Press
are allowed • The public are allowed • Lawyers stand up when they speak to the court
Discussion points
■ Why do you think a youth and adult magistrates’ courts are different?
■ Do you agree that young people should have a different court? Why?
Activity 7.2: What do Magistrates do?

Students read the facts about magistrates from the board or on the sheet. They then write a short paragraph
about their opinion of the magistracy using the writing frame to guide them.
Discussion points
■ Who are magistrates?
■ What do you think about this system? Is it a good or bad idea?
■ What changes would you make, if any?
■ Would it be a good idea if more young people became magistrates?

www.magistrates-association.org.uk/
For information about magistrates and the different courts Magistrate
www.dca.gov.uk/magistrates.htm Magistrates’ Court
Information about magistrates
www.hmcourts-service.gov.uk/
Information about courts, including contact details

THE TRIAL >TEN
Learning Outcomes
■ To know what happens at a trial Key Words
■ To decide if you think Danny is guilty or not
guilty and to be able to justify your decision Trial: an event where after hearing what
different people have to say about a crime, it
Story Outline >

is decided whether somebody is guilty or not
Verdict: whether someone is guilty or not
of a crime
The trial begins…
Activity 8.1: The Trial

Each student is given the role of one of the witnesses. They are given the large sheet of information about
their character and the witness. Students fill in the writing frame to flesh out their story. They can decide the
information for themselves if it is not provided (e.g. age, job etc) and use the Witness Statements to help
them. Each student is then questioned by the teachers and/or learning support assistant (adults could take
on prosecution and defence roles). This could be done quite formally, with students being called up and
sworn in using the affirmation and with the room set out like a court. There is an order of procedure to help
with this. You could get the students to be the usher when they are not giving evidence or another adult
could do this.
Discussion points
■ Did you think the trial was fair?
■ Do you think the lawyers should be allowed to question witnesses like they do?
■ Is there anything you would change about the trial?
Activity 8.2: The verdict

Students are given a list of questions to answer for each crime (all yes or no). If they answer yes to all of
them, then they have found Danny guilty. If they answer no to any of them, then Danny is not guilty. Discuss
the reasons for their answers as you go through the questions.
Discussion points
■ Is it fair that Danny is guilty of criminal damage if he broke the glass, even if he didn’t mean to?
■ Is it fair that even if he hurt Jodie and Jack by mistake, Danny could still be guilty of actual bodily harm if
he realised he might hurt someone ?
Visitor/Visit Opportunities
Magistrate
Magistrates’ Court (you could even do the trial in a court if this is possible)

DANNY IS
FOUND GUILTY >ELEVEN
Learning Outcomes
■ To know what a Youth Offending Team is Key Words
■ To understand what a pre-sentence report is
Youth Offending Team (YOT): a group of
people that help young people who have
Story Outline >

committed a crime
Pre-sentence report: a report that helps
magistrates decide a sentence
Danny is found guilty of

criminal damage and actual
bodily harm (ABH). Before he
can be given a sentence, he
has to meet with the local
Youth Offending Team who
will write a report for the
magistrates about Danny’s
background. This is so that
they can give him a fair
sentence and help him not to
commit any more crime. It is
called a pre-sentence report.
Activity 9.1: Youth Offending Teams

Using the writing frame, students write a pre-sentence report about Danny for the magistrates. They might
need to look back at his large sheet for information to help with this. You can also tell them at this point that
Danny’s mother is working but does not have much money because she has some debts and no savings.
Discussion points
■ What important facts about Danny will the magistrates find out more about?
■ How do you think this will help them?
■ Do you think it is important that the magistrates know this information?
■ Do you think that Danny’s personal life should influence his sentence?

www.yjb.gov.uk/en-gb/yjs/YouthOffendingTeams/ Youth Offending Team
ContactDetails.htm To talk to the students in more depth about the
For YOT contact details work of YOTs

DANNY IS
SENTENCED >TWELVE
Learning Outcomes
■ To know what a sentence is Key Words
■ To decide what sentence Danny should be
given and be able to justify your decision Sentence: the punishment someone is
given if they commit a crime
Story Outline >

Danny goes back to court to be
sentenced. The Pre-Sentencing Report
is given to the magistrates. They take
this with them when they go to
decide their sentence.
Activity 10.1: Sentencing

Students need to decide the sentence. They are given cards telling them the options for sentencing. In small
groups or as a whole class, they discuss the different options and decide which they think is the best one for
Danny, taking into account his sentencing report and the other help the YOT has suggested.
Discussion points
■ What affects Danny’s sentence?
■ Do you think the sentence should help Danny or just punish him for what he did?
■ What sentence would you give him?

www.rizer.co.uk Magistrate
For information on the types of sentence (perhaps to help run the sentencing activity,
preferably one who works in Youth court)

YOUTH OFFENDING
TEAMS >THIRTEEN
Learning Outcomes
■ To know how Youth Offending Teams help Key Words
young people who have committed crimes
Youth Offending Team (YOT): a group of
people that help young people who have
committed crime
Story Outline >

After the sentence, the Youth
Offending Team work with Danny to
help stop him from getting into
trouble again. He helps to clean up
graffiti in the area where he lives. He
also goes to meetings with other
young people like him to talk about
why he broke the glass on the bus
shelter and the effect his actions have
had on others. Danny meets with
Jodie to apologise for what he did.
Activity 11.1: Youth offending Teams

Discussion points
■ What is your opinion of the help Danny is given?
■ Do you think this will help him?
■ How else could Danny be helped?
Visitor/Visit Opportunities
Youth Offending Team

FEEDBACK FORM
‘Trouble For Danny’ Resource -
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TROUBLE FOR DANNY >ONE
this is DANNY, 15 and his sister

CHANTELLE, 13.
they live with their mum. there are

lots of ARGUMENTS at home.

TROUBLE FOR DANNY >TWO
one evening, mum’s new boyfriend came over. MUM gave DANNY and
CHANTELLE some money to go to the cinema. they were standing at
the bus shelter waiting for the bus but it didn’t turn up.
they saw VINCENT, a boy

they knew from school.
“WHAT ARE
YOU TWO DOING
HANGING AROUND
HERE? MUM KICKED
YOU OUT FOR THE
NIGHT?”
“SHUT UP,
IT’S NONE
OF YOUR
BUSINESS”.

TROUBLE FOR DANNY >THREE
YOU’D BETTER
WE DON’T
GET ME THAT
OWE YOU
WHY, WHAT MONEY OR I’LL
ANYTHING
ARE YOU GET BOTH OF
VINNIE.
GONNA DO YOU!
ABOUT IT?
OH YEAH? WELL I
SAY YOU DO. ARE
YOU JUST GONNA
STAND THERE
DANNY?
COME ON
THEN!
COME ON
DANNY, LET’S
JUST GO.

TROUBLE FOR DANNY >FOUR
JODIE and JACK were passing by. they saw the row.
suddenly... VINCENT ran away...

TROUBLE FOR DANNY >FIVE
it made JACK cry and AYESHA was walking towards

JODIE was scared. the bus stop. she saw the glass
smash but didn’t see who did it
or VINCENT running away.
this is SPENCER. he saw DANNy,

CHANTELLE and VINCENT at the
bus shelter arguing but didn’t
see who smashed the glass.

TROUBLE FOR DANNY >SIX
DANNY and CHANTELLE panicked and ran away…
they didn’t know where to go…
15 minutes later they hadn’t gone very

I’M ARRESTING
far and the POLICE caught up with them…
YOU ON SUSPICION
OF CRIMINAL
DAMAGE AND
ACTUAL BODILY
HARM.
BUT WE
DIDN’T DO
ANYTHING
WRONG...

TROUBLE FOR DANNY >SEVEN
DANNY and CHANTELLE OKAY, SO

are taken to the WHO WAS
POLICE STATION. IT THEN?
I DIDN’T
BREAK THE
GLASS. I HAD A
BRICK BUT IT
WASN’T ME THAT I CAN’T
BROKE IT. SAY, I’M NOT
A GRASS...
WHO BROKE
THE GLASS
AT THE BUS
SHELTER?
MUM GAVE US
SOME MONEY TO I DON’T WHO WAS
GO SEE A FILM. WANT TO THIS BOY?
WE WENT TO GET SAY...
THE BUS BUT IT
NEVER CAME. IT WAS THIS
OTHER BOY FROM
SCHOOL. HE RAN
OFF AS SOON AS
HE’D DONE IT.
DANNY is
charged...
THAT’S NOT
FAIR! I DIDN’T
DO ANYTHING
WRONG!
DANNY, WE ARE
GOING TO CHARGE YOU
BECAUSE WE THINK YOU
BROKE THE GLASS IN THE
BUS SHELTER. YOU WILL HAVE
TO GO TO COURT BECAUSE
YOU HAVE BEEN GIVEN
TWO OFFICIAL WARNINGS
BEFORE.

TROUBLE FOR DANNY >EIGHT
on the day of DANNY’s TRIAL,

everyone arrives at court...

TROUBLE FOR DANNY >NINE
the trial begins...

TROUBLE FOR DANNY >TEN
BODILY HARM (ABH). he meets with a YOT WORKER...

DANNY is found guilty of CRIMINAL DAMAGE and ACTUAL
THANKS DANNY, I
WILL MAKE SURE I
PUT EVERYTHING
YOU HAVE SAID INTO
THE REPORT.
WHAT’S
THE REPORT
FOR?
THE MAGISTRATES
WILL USE IT TO GIVE
YOU A FAIR SENTENCE.
IT’S CALLED A PRE-
SENTENCE REPORT.
DANNY goes back to court to be sentenced…
WHAT DOES
THE REPORT
TELL US ABOUT
DANNY?

TROUBLE FOR DANNY >ELEVEN
after the sentence, the YOUTH

OFFENDING TEAM work with
DANNY to help stop him from
getting into trouble again. he
has to clean up graffiti in the
area where he lives.
he also goes to meetings with other people like him to talk

about why he broke the glass on the bus shelter and the
effect his actions have had on others.
DANNY meets
with JODIE to
apologise for
what he did.

WHO ARE DANNY AND CHANTELLE?
Activity 1.1 page 1

A GAME OF FOOTBALL
Activity 2.1 page 2
ONE LUNCHTIME, DANNY WAS IN THE PLAYGROUND WITH HIS

FRIENDS PLAYING FOOTBALL. JOSH CAME OVER WHILE THEY
WERE PLAYING. DANNY AND JOSH HAD NEVER REALLY GOT
ALONG WITH EACH OTHER. JOSH STOLE THE BALL THAT THEY
WERE PLAYING WITH AND RAN OFF. DANNY CHASED HIM BUT
WHEN HE GOT CLOSE, JOSH THREW THE BALL ONTO THE
ROOF. THIS MADE DANNY ANGRY…

IS IT A CRIME?
Activity 3.1 page 3
Driving faster than a speed limit Reading your sister’s diary

A crime Morally wrong A crime Morally wrong
Taking money someone left in a cash machine Borrowing a friend’s MP3 player without asking
Spreading rumours about someone Stealing crisps from a shop


Activity 4.1
WHO ARE JODIE AND JACK, AYESHA AND SPENCER?

page 4

WHO IS THE VICTIM?
Activity 4.2 page 5
Bill steals cars

He sells the parts on the internet
He dumps the parts he doesn’t
need on the street
Sarah steals things from shops

She sells them on eBay and uses
the money to pay for drugs
Ken goes to the pub with

his friends
He gets drunk, but still
drives home
He hits a lamp post on the way
Luckily no one gets hurt
Hannah is a graffiti artist

She sprays tags near her house
and at the train station

MY RIGHTS
Activity 5.1 page 6
TRUE FALSE
The police can only arrest you if they have a

warrant saying that they can
The police must caution you when they

arrest you
The police don’t have to tell you why you

have been arrested
You have the right to tell someone that you

have been arrested
If you are arrested, you have a right to a

solicitor but you will have to pay for them
The police can’t keep you in prison for more

than 24 hours unless they get permission
When you are in prison, you have a right to

sleep every 24 hours
You have the right to food and drink when

you are in custody

WHO IS P.C. RICHARDS?
Activity 5.2 page 7

DANNY’S CHARGES
Activity 6.1 page 8
After he is interviewed, the police charge Danny with two

.
The first crime is criminal . This is when you

damage that is someone else’s. Danny is charged
with this because the police think he broke the
on the bus shelter.
The second crime is actual bodily . This is where

someone is hurt by someone else. can be cuts
and bruises like the ones Jodie and Jack got when the glass on the
bus shelter got broken.
Danny has been in trouble with the police before. He has had a Police
Reprimand and a Final after he had fights with
people on the street.
Now Danny will have to go to because the police

think that he has broken the law.
glass damage court harm
crimes Injuries property Warning

INSIDE A YOUTH COURT
Activity 7.1 page 9

INSIDE A YOUTH COURT
Activity 7.1 page 10
We are the magistrates. We listen to everything that is said in the case, decide if
the defendant is guilty or not and what happens to them next. We sit together in
a team of 3, only one of us speaks in court but we make the decision together.
I am a witness, I make a promise to

I am a qualified prosecution I am a qualified defence lawyer and I tell the truth and answer questions
lawyer and I try to prove that the help the defendant show they are not from the prosecution and defence
defendant did the crime. guilty. I sit with the defendant and lawyers about what I saw or heard.
their parent or carer.
I come from the Youth Offending Team and will work I am the usher and make sure that everything in
with the defendant after the trial if they are found court goes smoothly. I show witnesses to the stand
guilty to help stop them getting into trouble again. and check that everyone is where they should be.
I am the parent/carer I am a legal adviser with legal I am the defendant, accused of

of the defendant. I sit qualifications. I sit near the magistrates committing a crime. I sit next to
next to them. so that I can help them with the law. the lawyer who speaks for me.

INSIDE A MAGISTRATES’ COURT

WHAT DO MAGISTRATES DO?
Anyone Although magistrates do not have

can apply to Magistrates to be qualified lawyers, they are
become a come from carefully trained and have a legal
magistrate. They fill the local adviser to help them with the law
in an application community and procedures in court
form and complete
tests and
interviews
Over 95%
Magistrates of all criminal
Magistrates
are not paid cases are dealt
decide
Magistrates but can claim with by
whether
usually sit in back expenses magistrates
they think
a team of like travel someone has
three called broken the
the bench. If law
possible they Magistrates Magistrates can
will be a mix sit at least 26 work in an adult,
of male and times a year. A youth and
female, age, morning or an family
court Magistrates
ethnicity, afternoon counts are aged 18
job etc as one sitting or over
Your opinion of magistrates

I think that the idea of magistrates is… GOOD BAD
This is because…
Something I would change about magistrates is…
This change would make things better because…
Driving faster than a speed limit

I think more young people
A crime would
Morally wrongbecome magistrates if…

THE TRIAL
My character’s name is…
My age is…
I work as/am studying at…
I live with…
Three other important facts about me…

1
2
3
My story about what happened is…

THE TRIAL
Suggested Questions for Witnesses
Witness Prosecution Defence
Jodie • Where were you going? • Do you think the person who
• What happened when you broke the glass meant to
walked past the bus shelter? hurt you?
• Were you hurt? How badly? • Do you know why the glass
• Why do you think this was broken?
happened? • How sure are you that the
• Did you see anyone else run person who broke the glass
away from the bus stop? was the defendant? Did you
actually see him do it?
P.C. • Why did you arrest the • Did you ever find the other
Richardson defendant and his sister? boy that was at the bus stop?
• What made you think it was • Why haven’t you
them? questioned him?
• How sure are you that he • Did you actually see the
broke the glass? glass get broken?
• So you can’t be completely
sure that it was Danny then
can you?
Ayesha • How many people did you • What was the weather like?
see run away from the bus • How far away from the bus
stop? stop were you?
• Who were they? • Did you see the faces of the
• Did you see anybody else people who ran away?
there at all? • Is it possible that there was
someone else that you
didn’t see?

THE TRIAL
Danny • How did the way you had been • Why were you at the bus
spoken to make you feel? stop?
• Why did you pick up the • How do you feel about the
brick? situation at home?
• Did you want to fight this • What happened when you
other boy? were at the bus stop?
• Who broke the glass? • Who else was there?
• Why won’t you tell us more • Did you break the glass?
about the other boy that was • How do you feel about being
at the bus stop? accused of this crime?
• Or perhaps you won’t tell us
because he will tell us that
you broke the glass?
• Why did you run away if you
hadn’t done anything wrong?
Chantelle • Why did you stop Danny from • Why were you at the bus
fighting with the boy? stop?
• How did you stop them? • How do you feel about the
• Why won’t you tell us about situation at home?
this other boy you say • What happened at the bus
smashed the glass? stop?
• Why run away when it wasn’t • Who was the other boy?
Danny? • What did you do?
• Are you close to your • Who broke the glass?
brother? • Where did the boy go?
• So you would want to protect
him, wouldn’t you?
• Would you lie for him?

THE TRIAL
Spencer • What was the weather like • Why were you walking past
outside? the bus stop?
• Did this make it more • What did you see?
difficult for you to see what • What did the boy do?
happened? • How did the people in the
• Would you recognise the bus stop react?
other boy if you saw him • What did the boy do next?
again? • Did you see who broke the
• How sure are you about who glass? Who was it?
smashed the glass? • What did you do next?
• So it could have been Danny
then?

THE TRIAL
Order of Procedure
An adult or student can act as a legal adviser. Once everyone is seated in their correct
places, the following is said:
Legal Adviser: “Would the defendant please stand. (Danny stands up).
Danny, you are charged with criminal damage and actual
bodily harm. Do you understand?”
Danny: “Yes”
Legal Adviser: “How do you plead?”
Danny: “Not guilty”
Legal Adviser: “Thank you. You can sit down.” (Danny sits down)
The witnesses are called in this order:
Jodie
PC Richardson Called by the Prosecution
Ayesha
Danny
Chantelle Called by the Defence
Spencer
To call a witness, a lawyer says: “I would like to call…”
When the witness gets to their seat, he/she stays standing. The
usher then asks them to repeat the following:
“I do solemnly, sincerely and truly declare and affirm,
that the evidence I shall give shall be the truth, the whole
truth and nothing but the truth.”
The witness can then sit down.

After all three of the
They are then questioned by the lawyer on their side lawyer’s witnesses have
and then the lawyer on the opposite side. E.g. Jodie been questioned, the
would be questioned by the prosecution first and then lawyer says:
the defence.
“That is the case
Once both lawyers have questioned the witness, the for the prosecution/
usher takes them back to their seat (in reality this defence”
would be to outside of the court).

THE TRIAL - WITNESS STATEMENTS
Prosecution Witness 1: Jodie

I was walking home after I had been to visit my mum. It was horrible outside
so I was walking fast as I wanted to get home quickly. I had my son Jack in
the buggy and I didn’t want him to get too cold and wet.
On the way there is a bus shelter near the main road. I could see some kids
there but I didn’t see exactly how many. As I walked past the bus shelter, a
brick suddenly came flying through the glass which smashed all over Jack and
me. Luckily the brick missed us but we were both covered with broken glass
which caused a few cuts and bruises.
I saw 2 people run away from the bus stop after the glass smashed. I didn’t see
anybody else. Some people came over to help us. One of them called an
ambulance and the police. Jack and I went to hospital to be checked over.
I am scared to walk home in the evenings on my own now in case something

like this happens again.
Prosecution Witness 2: PC Richardson

I received a call that a window had been smashed at the bus shelter near the
main road. When I arrived at the scene, I found a young lady and her child
being looked after by 2 passers-by. I asked them what had happened and they
told me that the glass had been smashed by a brick. 2 young people had been
seen running away. No one mentioned anyone else having been at the bus stop.
After getting a description of the 2 young people, I walked in the direction

they had been seen running in. About 200 metres down the road I found Danny
and Chantelle, who matched the descriptions I had been given. I arrested them
on suspicion of criminal damage.
They were taken to the police station where they were questioned in the
presence of their mother. After this, I decided there was enough evidence to
charge Danny.

Prosecution Witness 3: Ayesha

I was on my way to work an evening shift. It was a horrible, wet evening. I
could see a young lady with a buggy about 10 metres ahead of me. As she
walked past the bus shelter, the glass smashed all over her and the buggy. I saw
2 people running away from the bus stop but I didn’t actually see who
smashed the glass.
I ran over to help the girl. Someone else joined us and called for an ambulance
and the police. A police officer arrived and asked us to describe the people we
saw. No one mentioned anybody except for the 2 people I saw running away.
I stayed with the girl, Jodie, until the ambulance came for her. The police
visited me at home the next day to take my statement.
Defendant: Danny
My sister Chantelle and I were going to go to the cinema. Our mum gave us
some money for the bus and to get in. We went to the bus stop, but the bus
never came. We didn’t really want to go home because Mum had her new
boyfriend round for the evening. We decided to hang around at the bus stop.
We weren’t doing anyone any harm.
There was someone else at the bus stop and they were the person that broke
the glass. I don’t deny that I had a brick in my hand or that I was there, but I
didn’t throw the brick. I’m not going to tell on the other person because I’m
not a grass. Chantelle and I ran away because we panicked and were scared
about what had happened, not because we had done anything wrong.

Defence Witness 1: Chantelle

Danny and I were at the bus stop because we were waiting to get a bus so that we
could go to the cinema. The weather was really bad so I suppose that’s why the bus
never turned up. We stayed under the shelter because it was the only place to keep
dry. We didn’t want to go home.
This boy from school came along and started shouting at us. Danny got really angry
and picked up a brick from a pile of rubble at the bus stop.The other boy picked
one up too. I got between them to try and calm things down. I didn’t want my
brother to get into any trouble. The other boy threw his brick and it went straight
through the glass which smashed all over this woman and a baby.The boy ran away
and Danny and I were left at the bus stop. Danny dropped his brick on the floor. We
didn’t know what to do. I know it was stupid of us to run away but we were scared.
We know the other boy from school. He picks on us quite a lot and won’t leave us
alone. Danny would never admit this but we are both scared of him and that’s why I
won’t tell the police who he is. Who knows what he would do if we grassed on him.
Defence Witness 2: Spencer

I was walking to the pub to meet some friends. As it was a cold and wet night I
was walking quite fast down the main road. There is a bus stop that quite often
has kids hanging around it. I was on the opposite side of the road walking past. I
could see 3 young people at the bus shelter. It looked like they were having an
argument, although I couldn’t hear what it was about.
I kept on walking past and then heard the sound of smashing glass. I turned
around to see one of the young people running away from the bus shelter, in the
opposite direction to me. I looked back at the bus shelter. The window was
smashed and the 2 other people were still standing there. One of them was
holding something, although I’m not sure what it was. After a few moments they
ran away in the same direction as I was walking. I think the person dropped
whatever they were holding before they ran off.
It was then that I saw someone had been walking past the bus shelter and was
covered in glass. I ran over to help, there was another passer-by as well. She
helped the girl while I called the police and an ambulance. In all of the confusion
I completely forgot about the other person I saw until the police came to take my
statement the next day.

THE VERDICT
CRIMINAL DAMAGE
YES NO
Did Danny break the glass?
Does the bus stop belong to

someone else?
ACTUAL BODILY HARM

YES NO
Did you find Danny guilty of
criminal damage?
Did the glass hurt someone?
Do you think Danny realised that

he might hurt someone if he
broke the glass?
YOUTH OFFENDING TEAMS
Pre-Sentencing Report for Danny
Reasons Danny committed the crime

•
•
•
•
•
•
Facts about Danny’s life at home

•
•
•
•
•
•
To stop Danny from committing more crime, he could be helped by…

•
•
•
•
•
•

SENTENCING
REFERRAL ORDER BIND OVER

• Given to all after their first • Have to behave for a certain
conviction if the young person amount of time
admits they did the offence
• Lasts 3-12 months
• Youth Offender Panel decides
FINE
what the young person has to do
• Pay money to the court as a
punishment.
• Up to £1000
PARENTAL BIND OVER • Parents will have to pay if young
• The parent has to make sure person is under 16 and can’t
their child stays out of trouble
CURFEW ORDER
ACTION PLAN ORDER • Have to stay in a particular
• Lasts 3 months place (usually at home) for
• Looked after by the Youth between 2 and 12 hours a day.
Offending Team (YOT) • Lasts up to 3 months
• Have to do activities like:
• Report to the YOT
• Stay away from certain places COMPENSATION
• Go to school
• Pay money to a victim
ATTENDANCE CENTRE
ORDER REPARATION ORDER
• Attend a centre run by the • This is where you have to do
police or Youth Offending Team something to make up for what
for about 2 hours on Saturdays you did wrong
• Do 12-24 hours in total • Must be completed in 3 months
SUPERVISION ORDER PARENTING ORDER

• Have to report to the Youth • Can last up to 12 months
Offending Team • Parents might have to go to
• The team will help keep the classes to learn how to control
young person out of trouble their child better

Trouble For Danny: Making SENse of The Law

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Trouble For Danny: Making SENse of The Law

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■ Written by Julie Gibbings

ISBN 978 095 30185 9 3

making sense of the law

National Curriculum Links Feedback

© Citizenship Foundation 2007

DANNY AND CHANTELLE >ONE

Story Outline >

Activity 1.1: Who are Danny & Chantelle?

© Citizenship Foundation 2007

GO OUT FOR THE EVENING >TWO

Story Outline >

One evening, mum’s new boyfriend came over.

Activity 2.1: A game of football

© Citizenship Foundation 2007

TAKES PLACE >THREE

Story Outline >

Activity 3.1: Is it a crime?

■ Reading your sister’s diary ■ Stealing crisps from a shop

Additional Information Visitor/Visit Opportunities

© Citizenship Foundation 2007

THE CRIME >FOUR

Story Outline >

© Citizenship Foundation 2007

THE CRIME (CONT.) >FIVE

Activity 4.2: Who is the victim?

■ Sarah: shop owners, people who buy the stolen goods on

■ Ken: No direct victims, police who have to deal with the

■ Hannah: people who live in the local area, the council

Additional Information Visitor/Visit Opportunities

© Citizenship Foundation 2007

ARE ARRESTED >SIX

Story Outline >

Activity 5.1: My rights

© Citizenship Foundation 2007

ARE ARRESTED (CONT.) >SEVEN

Additional Information Visitor/Visit Opportunities

Activity 5.2: Who is P.C. Richards?

© Citizenship Foundation 2007

ARE INTERVIEWED >EIGHT

Story Outline >

Activity 6.1: Danny’s charges

© Citizenship Foundation 2007

Story Outline >

Activity 7.1: Inside a youth court

Activity 7.2: What do Magistrates do?

Additional Information Visitor/Visit Opportunities

© Citizenship Foundation 2007

THE TRIAL >TEN

Story Outline >

The trial begins…

Activity 8.1: The Trial

Activity 8.2: The verdict

© Citizenship Foundation 2007

FOUND GUILTY >ELEVEN

Story Outline >

Danny is found guilty of

Activity 9.1: Youth Offending Teams

Additional Information Visitor/Visit Opportunities

© Citizenship Foundation 2007

Story Outline >

Activity 10.1: Sentencing

Additional Information Visitor/Visit Opportunities

© Citizenship Foundation 2007