STOP SEARCH

Broadway Theatre, Catford, London SE6 4RU

27 April - 26 May 2012

Education packs

Free education packs with lesson plans will be sent to teachers attending the play, thoroughly linked to the play and Key Stages 3 & 4 curriculum. These packs have been developed by an experienced teacher and a senior lecturer at the London School of Economics to support the play and are aimed at those working with young people in various forums. Packs have been designed around the Citizenship Programme Key Stages 3 and 4, with additional packs intended for use in youth work settings and colleges.

Each pack contains four lesson / session plans and related resources, including briefing notes, learning materials, research exercises, links to news clips and newspaper articles, as well as guidance for further reading. The emphasis is on interactive learning through group discussions, quizzes, debates and role play using a variety of written and visual material.

Session 1 - Police and the community focuses on the different functions of the police and highlights the delicate nature of police - community relations. Drawing on the experience of last summer's riots and the Stephen Lawrence case, participants are encouraged to think about the role of law enforcement, public protection and public order.

Session 2 - Policing and democracy examines the nature of policing in a democratic context, focusing on the role of stop and search. The different types of stop and search power are examined, alongside the checks and balances that have been put in place to guard against their misuse. Attention is drawn to what police officers must do to ensure that their use of these powers is legal and to what members of the public have a right to expect if they are stopped and searched.

Session 3 - Promoting active citizenship asks the questions, what do you want from your police service and what can you do to shape the debate and influence decisions? The lesson is designed around a short film looking at young people's experiences of policing, entitled "Profiles of the Profiled", and an exercise exploring police priorities. Participants are encouraged to think through the various ways that young people can have a voice, whether this be through involvement in local consultative groups, meetings with police officers and local officials or the use of creative media (drama, dance, film-making etc).

Session 4 - Callie's story draws on extracts from the play to explore stop and search from a variety of perspectives, including those of the police, young people and parents. Participants are encouraged to look at the situation through the eyes of each of the main characters and to think about what is their role in the story. As well as considering the characters' motivations, participants are encouraged to consider what each character could have done to ensure a better outcome for Callie.


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