Pupils could be encouraged to consider the extent to which context affects the ways in which they would be prepared to think about the nature of crime and how it should be dealt with. Pupils could be introduced gradually to a complex scenario. Initially they are told that someone has clearly committed a burglary and they are asked to say if this is a crime and what should happen to the person who has broken in to the property. Pupils are then fed a series of additional material in which it becomes clear that poverty has driven a person to steal in order to help others.

For example, Lawrence Kohlberg was a theoretical psychologist who studied the way people reacted when presented with a moral dilemma. In the development of his theory, he used the following dilemma to test his subjects: Mr Heinz's wife has a terminal illness. There is one drug that will save her life but it is too expensive for Mr Heinz to afford it. He has no insurance and cannot get a loan. The pharmacy refuses to lower the price of the medication. What should Mr Heinz do? More importantly, why?

This scenario could be used to promote debate about who defines crime.

In order to meet the requirements of participation and responsible action, pupils should investigate the ways in which they can raise awareness of aspects of community safety. Visit the following links and plan how to incorporate active citizenship into your lessons on crime.