The Justice Challenge Badge

Transcription

1 The Justice Challenge Badge History The Magistrates Association runs an initiative called Magistrates In The Community (MIC) which is designed to inform and educate the public about the work of the magistracy and the impact and consequences of crime. At an MIC seminar in late 2015, the idea was put forward to create a badge for Brownies and Guides. This was taken forward and developed during Spring 2016 with the 14 th St Albans Brownies. The badge was run with the pack for the first time during the 2016 summer term, over the course of 5 sessions, each lasting an hour. The Justice Challenge Badge was well received and easy to deliver and requires limited physical resources beyond those included in this pack. To complete the badge, Brownies should complete 6 challenges and Guides should complete 8 challenges. If you would like some assistance with delivering this badge, please contact mic@magistratesassociation.org.uk. A materials pack, with a complete Granny s Handbag and laminated materials, is also available from the Magistrates Association for 40+VAT (inc p&p). Requests should be made to the same address. To order Justice Challenge Badges, contact Indira Vivekanandan and Karen Totton at the 14 th St Albans Brownies; ivivekanandan@yahoo.com and karen.totton@gmail.com. Badges cost 1.25 plus postage and packing (1-30 badges 1.50 p&p, badges 3.30 p&p). For St Albans and local Units we can arrange free pick up/collection.

2 The Challenges: Justice word search. Story writing. What are magistrates? Which court? More or less serious? Story of a crime. Witness observation. Grannys handbag. Mock trial.

3 JUSTICE WORD SEARCH TIMINGS: Word search 10 minutes. Discussion 20 minutes. This session is an easy introduction to the badge and is meant to gauge the children s level of understanding of the law. The word search contains 15 words all related to the justice/legal system. The words run horizontally, vertically and diagonally. There is an answer sheet for the word search that colour matches the words so they are easier to find. Below is a set of simple definitions for each of the words found in the word search. When the children have completed the word search, they have a group discussion about the meaning of each of the words. LAW A set of rules made by a country so that everyone stays safe and treats each other fairly JUSTICE Using the law to punish people who break the law ILLEGAL Not allowed by the law CRIME Doing something that is against the law STEAL To take something that doesn t belong to you without paying for it or without asking POLICE The people whose job it is to make people obey the law and to solve crimes ARREST When the police take someone who they think has committed a crime to the police station VICTIM Someone who has had a crime committed against them, for example something stolen from them OFFENDER A person who commits a crime COURT The place where it is decided if someone has committed a crime and where they are punished if they have JUDGE Someone who runs the court and decides how offenders should be punished MAGISTRATE A type of judge who deals with less serious crimes TRIAL A meeting to decide if someone is guilty of a crime GUILTY Admitting you have committed a crime or if a trial finds that you have committed a crime SENTENCE The punishment given by a judge for committing a crime

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6 STORY WRITING TIMING: Story writing 15 minutes, Reading/Acting 20 minutes This session allows the children to engage with some of the key words related to the justice system. By writing a story and using the words in context, they gain a deeper understanding of the terms. The children are asked to get into groups of three and use the 15 words from the word search above to write a story about a crime. If the children have not completed the word search exercise then there will need to be an introductory discussion about the meaning of the words. Once the children have written the story they are asked to read them to the other children, or act the story out. When they have conveyed the story to the other children, there is a discussion about whether they have used the words in the right way. The children may also discuss why the criminal may have done what they did, how it may have made the victim feel, what would be the impact, and what the children think should happen to the criminal.

7 WHAT ARE MAGISTRATES? TIMING: 30 minutes The children discuss questions relating to who magistrates are and what they do. The questions covered are: Do you know what magistrates do? Do you know who magistrates are? Do you know how much magistrates are paid? Why do you think that it s important to have magistrates? What types of crimes do you think magistrates deal with? Can you think of a victimless crime? The key learning points are: Do you know what magistrates do? Magistrates are judges that deal with crimes in the magistrates courts. They deal with cases such as theft, criminal damage, public disorder and road traffic offences. Magistrates deal with adults who are accused of committing crimes. Magistrates can also choose to be youth magistrates and deal with children from the age of who are accused of committing crimes, and family magistrates who decide on who should look after children when parents can t decide for themselves. 19 out of every 20 crimes are dealt with by magistrates. More serious crimes, where the criminal is likely to be put in prison for more than 6 months, are dealt with by the Crown Court. Do you know who magistrates are? Magistrates are ordinary people between the ages of 18 and 70 with ordinary jobs who sit in court some of the time. They have to sit in court for 13 days a year, but can sit more often. Magistrates come from all sort of backgrounds, from bus drivers to architects, pilots to mechanics, nursery nurses to retired people, unemployed to teachers. They are honest people with common sense. They are able to listen to all sides of an argument and make fair decisions. Magistrates do not have to be qualified in the law. When they are in court, they have a legal adviser who is a lawyer and can give the magistrates information about the law when they need it. There is some training that magistrates must do before they are able to sit in court and for the first year another magistrate will help them learn on the job. All magistrates have to keep up to date with changes and go to regular training.

8 Do you know how much magistrates are paid? Magistrates are volunteers. That means they are not paid for being a magistrate. They can claim expenses, which mean that they can get their lunch and travel costs paid for. Why do you think that it s important to have magistrates? Magistrates are sensible, honest, local people helping to keep their local area safe. It is important that the law is decided by the people of the country, to make sure that people stay safe and are treated fairly. When someone breaks the law by committing a crime is it important that people from the local area decide how they should be punished. Magistrates always sit in threes, so that it is three ordinary people together making the decisions about whether someone committed a crime or not (in a trial) and what to do with them when they find that they did commit a crime. Magistrates have existed since 1361, and the right for ordinary people to sit on trials to decide whether someone has committed a crime or not has existed since the Magna Carta was signed in There are over 18,000 magistrates across England and Wales. Every year they give over 2,000,000 hours of their time for free. The justice system could not operate without them. What types of crimes do you think magistrates deal with? Magistrates deal with many different types of crimes. Any crime where the punishment is six months in prison or less can be dealt with by magistrates. There are three different types of offence, summary, either-way and indictable. Summary offences are always dealt with in the Magistrates Court, indictable offences are always dealt with in the Crown Court, and either-way offences can be dealt with in either court depending on how serious they are. Summary offences include: Assaulting a police officer Being drunk and disorderly in public Breaking into a car Careless driving Causing trouble at a football match (being drunk, selling tickets without a licence, offensive behaviour) Drink driving Driving a taxi without a licence (touting) Driving whilst disqualified Driving without insurance Drug driving Harrassment without violence Not going to school Not reporting a road accident Not turning up to give a blood sample to test for drugs Owning a banned dog (e.g. pitbull terrier) Resisting arrest

9 Selling alcohol to children Speeding Taking a car without permission Train fare evasion Watching television without a licence Either-way offences include: Actual bodily harm Animal cruelty Assault Bribery Carrying a knife or a gun in public Causing death by dangerous driving Criminal damage (vandalism) Criminal damage by starting a fire Cruelty to a child Dangerous driving Domestic burglary (burgling a house) Dumping rubbish in a public place Fraud Harassment putting people in fear of violence Having an out of control dog in a public place Having false identification Having, making or selling drugs Non-domestic burglary (burgling a building that is not a house) Public order offences (violent disorder, affray, threatening behaviour, intending to cause distress) Running away without paying (e.g. restaurant) Shoplifting Stealing electricity Threatening to kill somebody Indictable offences include: Aggravated burglary (burglar has a weapon or explosive with him when entering the house) Murder Robbery Can you think of a victimless crime? The children may well think of various possibly victimless crimes. Often, drug offences are thought by children to be victimless, or train fare evasion or not having a TV licence. But, the reality is, that there is no such thing as a victimless crime. Every crime has consequences for an individual, for a business (which has potential impact on individuals if that business loses money), or for society as a whole.

10 WHICH COURT? TIMING: 20 minutes On the following pages are three headings, Magistrates Court, Crown Court and Either. These should be printed out, and ideally laminated, and placed in three corners of the room. On the pages after that are various crimes, which, again, should be printed out and ideally laminated. These are put in a bag and the children are asked, one at a time, to take one at random from the bag and read out the crime. The children then run to the card where the crime should be dealt with. The correct answers are: Speeding Magistrates Court Using a mobile phone whilst driving Magistrates Court Shoplifting Either Littering Magistrates Court Vandalism Either Animal Cruelty Magistrates Court Murder Crown Court Robbery Crown Court Fraud Either Drug Dealing Either Handling Stolen Goods Either Common Assault Either Anti-Social Behaviour Magistrates Court Causing a public disturbance Magistrates Court Fare evasion Magistrates Court

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12 CROWN COURT

13 EITHER

14 Speeding Using a mobile phone whilst driving Shoplifting Littering Vandalism

15 Animal Cruelty Murder Robbery Fraud Drug Dealing

16 Handling Stolen Goods Common Assault Anti-Social Behaviour Causing a public disturbance Fare evasion

17 MORE OR LESS SERIOUS TIMING: 30 minutes This session gives the children the opportunity to develop an understanding of the reasons of what makes some crimes, which on the face of it are similar, more or less serious than others. On the following page are four different crimes. They should be printed out and ideally laminated. The children get into four groups, and each choose one of the cards at random. They are then asked how badly the victim would have been impacted by the crime and why the person may have committed the crime. The children are then asked to rank the four crimes from least to most serious. The order they appear on the page is the correct order from least to most serious. On the pages after that are 12 different factors that might make a shoplifting crime more or less serious (called aggravating and mitigating factors). The children get into pairs and each pick a factors at random, after discussion together they say whether they think the factors makes the crime more or less serious, or doesn t change the seriousness, and why. The rest of the children are asked to contribute and then they are asked to vote on the answer. The answers are: More serious They stopped the victim from calling the police They pushed someone against the wall whilst running away and hurt them They stole it because someone else said they would pay for it This was not the first time they had done something like this No change They were in a bad mood They really wanted it Their Dad told them they couldn t have it so they took it anyway They took it to give to someone as a present Less serious The doctor says they can t understand the difference between right and wrong Someone else made them steal it and they said they would hurt them it they didn t They said sorry and gave it back They have never been in trouble with the police before

18 A 12-year-old steals a Mars Bar from a local sweet shop. A 14-year-old steals 20 from their Mum s purse. A 15-year-old steals 50 trainers from a Sports Shop. A 16-year-old steals a phone worth 200 from where they work.

19 They stopped the victim from calling the police. They pushed someone against the wall whilst running away and hurt them. They stole it because someone else said they would pay for it. This was not the first time they had done something like this.

20 They were in a bad mood. They really wanted it. Their Dad told them they couldn t have it so they took it anyway. They took it to give to someone as a present.

21 The doctor says they can t understand the difference between right and wrong. Someone else made them steal it and they said they would hurt them if she didn t. They said sorry and gave it back. They have never been in trouble with the police before.

22 STORY OF A CRIME TIMING: 40 minutes The story of a crime and witness observation sessions are ideal to run together, although they can be carried out separately if needed. The story of a crime session gives children the opportunity to think about how victims and their families would feel about a crime being committed, and also what might lead people to commit offences. On the following pages are cartoons of four different scenarios. Each scenarios has four cartoons associated with it. They are: - Vandalism of a toy shop - A granny having her handbag stolen - Shoplifting - Setting fire to a house There are four cards per page, and they should be printed out in colour, cut into four separate cards and ideally laminated. The children get into four groups, and each group is given four cards associated with one of the crimes, in a random order (or five cards if the witness observation session is being done at the same time). In their groups, the children are asked to study the cards and put them in the right order to tell the story of the crime. They are then asked to prepare a short play to act out the crime, thinking about the reasons that the person committed the crime and the impact on the other people involved. Each group then takes turns to act out their play, firstly explaining why they put the cards in the order that they have. Following each short play (which should be no more than 3-4 minutes) there is then a discussion around the following questions: - What do you think is the crime here? - Who do you think are the victims and how do you think they will feel about what s happened? - Why do you think the criminal did it? - What do you think will happen to the criminal when the police catch them?

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24 WITNESS OBSERVATION TIMING: 15 minutes If this session is being run at the same time as the story of the crime session, then the witness observation card on the following page should be printed, laminated, and handed out to the children as the top card, with the story of the crime cards below. The children should be told that the top card is not a part of this session, but that they should study all five of the cards. After the children have put the story of a crime cards in order and prepared their play, the witness observation cards should be collected. If this session is being run separately, then three or four cards should be placed around the room at the beginning of the session that has another focus, the children should be made aware that the cards are there. Having done another activity for minutes, this exercise can be run in the final 15 minutes. Before the start of the task, remember to collect the cards in so the children cannot see them. Introduce the session by saying that an important part of dealing with what happens to criminal is people who saw the crime being committed telling the court and the magistrates exactly what they saw. Those people are called witnesses. Often when people see a crime being committed, it will happen very quickly and people will not being expecting it. It is very hard to remember exactly what happened. Ask the children to be witnesses and draw what they remember about the card with the picture of the children on it, what they were wearing, what colour their clothes were, and so on. Once the children have finished their drawings (about 10 minutes), show them the original cards and get them into groups to discuss what they remembered and what they got wrong.

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26 GRANNY S HANDBAG TIMING: 45 minutes This session gets the children to really think through the full impact of a crime, in this case the theft of a handbag from a granny. The key to the success of this session is having an actual handbag with real items in it for the children examine and think about. Before the session, get and old handbag and fill it with items: a doctor s appointment letter, pills (a box of smarties is probably best!), keys, mobile phone, purse, old photo, reading glasses, prescription, disabled parking badge, and utility bill. On the following pages there are printable versions of the doctor s appointment letter, prescription, disabled parking badge and utility bill. The materials pack available from the Magistrates Association (mic@magistrates-association.org.uk) includes a handbag with all items included, as well as laminated, colour copies of all the other resources for running these sessions. The session is introduced by saying that granny was in the middle of town on a shopping trip when someone ran past and grabbed her handbag. They ran off down the road and now granny is stuck in the middle of town and does not know what to do. The first task is for the children to guess what granny might have had in her handbag. Going round the group in turn, if a child guesses one of the items, take it out of the bag and give it to them to hold onto. If, by the second time around the group, the children have not guessed all of the items, it is probably best to show them the remaining items and tell them what they are. These can then be given to some of the children who did not guess correctly. Taking each item in turn, firstly ask what they think is the value of the item and between them work out how everything in the handbag is worth. Then, again taking each item in turn, ask them to think about what each of the items means to granny, how important it is for her (she is now stuck in town with no money, no phone and no house keys for example), and the impact it is going to have on her. She has lost her pills, and her prescription, and may not remember when her next doctor s appointment is. It will ruin her day but also take a lot of time, effort and money to replace all the items. But, not everything can be replaced, the old photo is sentimental and irreplaceable and that is probably what she will miss the most (it may also need to be explained that the photo was taken before there were digital cameras, so it is not possible to just print another one out!). Next, ask the children to think about what the criminal got out of it. The handbag was abandoned in the street, so probably all they took was the cash that was in Granny s purse, and maybe they can sell the phone for much less than it is worth. They may be able to sell the disabled parking badge if they know where to do it. The impact is how little the criminal got from the crime for how much it has affected granny. How long this session takes to run really depends on how much the children interact with it. The discussion can go on longer, possibly up to an hour, if some of the children really want to explore the issue.

27 Suggested items, costs and value to granny: Item Cost to replace Value to granny Handbag 50 Birthday present from grandchildren. Glasses Anywhere between 5 if cheap reading glasses to 100 if prescription Without these granny might not be able to see/read. Keys 10 for new set of keys or 300 to replace locks Makes granny s house vulnerable to burglars Mobile Phone 30 for a cheap phone No way to contact family/friends in an emergency Purse 15 Contains all cards bankcard, driving licence, library card etc. All have to be cancelled and replaced. Old Photograph Cannot be replaced, this was the only copy. Priceless. Only photo of husband/brother who is no longer around. Prescription Free but time consuming. Could be very important. Without her medication, granny could get seriously ill. Hospital Letter Free but time consuming. Granny was on her way to hospital when her bag was stolen. Without this she might miss her appointment and not receive important treatment. Disabled Parking Badge 10 and time consuming. Without this, granny will have difficulty parking for the shops etc. and will have to walk a long way. Utility Bill Free but time consuming. This will have all of granny s personal details on including her address. Could lead to identity fraud or with the keys, burglary. At the end, ask the children: Why did the man steal the handbag? To explain how they think Granny feels after having her handbag stolen? Do they think the man thought about how Granny would feel before he stole the bag?

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30 Anytown Hospital NHS Hospital Street Anytown AA1 8RU Mrs A Smith 100 London Road Anytown AA1 2BB RE: HOSPITAL APPOINTMENT CHANGE OF DATE Dear Mrs Smith, I am writing to tell you that we have been able to move your hospital appointment to Thursday next week at 10:30 in the morning. I hope this earlier date is ok. Kind regards, Dr Jones Anytown Hospital NHS

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32 MOCK TRIAL TIMING: 1 hour Before running the mock trial session, each of the children need to be allocated to a role. The roles are listed at the beginning of the trial, which is reproduced on the following pages. It is suggested that the oldest, or most confident, children are given the main speaking roles. If there are any children who are less confident or who would not want to have a speaking role, then they can be given the role of the defendant s family, a court artist or a court reporter. Once the roles have been allocated, the script should be amended to include the children s names, so that it is easier for them to follow. The places where this should be done are indicated on the script. As the script needs to be personalised, printed copies are not included in the materials pack available from the Magistrates Association. Each child should be given a copy of the script a week prior to the mock trial so that they can familiarise themselves with the case. Before the session starts, the room needs to be set up as a courtroom, as in the picture below. It is a good idea to print out signage for the different roles so the children know where to sit when they enter the room. These signs are at the end of the mock trial script.

33 As detailed in the script, the children playing the magistrates wait outside of the courtroom. When they knock on the door and enter, that is the start of the trial. The children read through the script as if it were a real case in court. Following the end of the evidence the children playing the magistrates leave the room to make their decision. One of the adults should help them through the structure decision-making process to help them reach their verdict of guilty or not-guilty. The children should not be asked straight away whether they think the defendant is guilty or not-guilty, as structured decision-making leads them through the thought process. The structured decision-making process is as follows: - What are the agreed facts in the case? - What are the facts where there is disagreement? - How were each of the witnesses? Grade 1 clear and consistent, 2 inconsistent, 3 acceptable but there were inconsistencies, 4 not believable, 5 didn t help, 6 not credible - Was there any other evidence and what did we think of it? - What do we decide on the issues where there is disagreement? - Verdict guilty or not guilty. Court artists and court reporters Whilst the trial is happening, the court artists should draw pictures and the court reports should write an article about the trial. Below is an additional script that can be used at the end of the trial so that they can present their work to the rest of the group.

34 Case: Theft of an ipad Roles Usher Clerk Magistrate Bench Chairman 4 Magistrates (non-speaking, but they decide the verdict) 3 Prosecutors 3 Defence solicitors Defendant 2 Prosecution witnesses victim and police officer 2 Defendants parents (non-speaking) Youth Offending Team (just one line, and non-speaking if defendant found not guilty) Court artists and court reporters The Charge Theft of an ipad from (victim name) Contrary to the Theft Act 1968 Section 1 The Elements of the Offence Identity Treating ipad as your own and planning never to give it back Acting dishonestly The Burden of Proof The Prosecution must prove all three elements beyond reasonable doubt

35 The Case of (defendant name) The Magistrates will not be in the court. Everyone else will be in their position and the Usher will show the defendant and her parents to their places. She then goes to tell the Magistrates that the Court is ready. She comes back to the Court. Usher:(in a loud voice) Court rise! Everyone stands up. The Magistrates come in and stand in front of their seats facing the Court and bow. The Clerk, Prosecutors and Defence Solicitors bow back. The Magistrates sit down. The Defendant stays standing. Bench Chairman: (defendant name) please sit down. Your solicitors will have told you what will be happening here today. The five of us sitting here are the magistrates and we will have to decide if you are guilty or not guilty after we have heard from the Prosecutors and your Defence Solicitors. This is the Clerk, who will be advising us on the law; they will be taking notes of what is said. The Crown Prosecutors sit there and it is their job to tell the police side of what happened. Your Solicitors will tell us your side of what happened. Both sides will be calling witnesses. Court Clerk: (turns to the Magistrates and says) Your Worships, the prosecution is represented today by (prosecutor names)and the defence is represented by(defence solicitor names). Court Clerk: (turns to the defendant and says) Please stand. Will you please give your name and address to the Court. Defendant: (defendant name), 1 Any Road, St Albans. Court Clerk: How old are you? Defendant: Fourteen. Court Clerk: Are you represented by (defence solicitor names). Defendant: Yes. Court Clerk: (defendant name) it is said that on Monday 11 April you stole an ipad worth 500 belonging to (victim name). Do you understand? Defendant: Yes I do. Court Clerk: Do you plead guilty or not guilty? Defendant: Not guilty.

36 Court Clerk: (turns to the Magistrates and says) Your Worships, because the defendant has pleaded not guilty, there must be a trial of this charge and we can have the trial today. Can the defendant sit down please? Bench Chairman: Please sit down (defendant name). PROSECUTION CASE Prosecutor 1:(stands) Your Worships, on Monday 11 April, after a phone call from (victim name)parents, PC (police witness name) was called to 1 Any Road, St Albans to search the house. Once he was in the house he searched the bedroom of (defendant name)and found in a draw an ipad. When she was questioned (defendant name)admitted that it was not hers and said that she had found it at school and taken it home to keep it safe. (defendant name)was taken to St Albans Police Station and charged with the theft of the ipad. The Prosecution will seek to prove that (defendant name)stole the ipad. Your Worships, I will call two witnesses (victim and police witness names) I call my first witness, (victim name) The Usher gets (victim name), shows her into the witness box. Usher: Please repeat after me. I do solemnly, sincerely and truly. Witness: I do solemnly, sincerely and truly. Usher: Declare and affirm. Witness: Declare and affirm. Usher: That the evidence I shall give. Witness: That the evidence I shall give. Usher: Shall be the truth. Witness: Shall be the truth. Usher: The whole truth and nothing but the truth. Witness: The whole truth and nothing but the truth. Prosecutor 1:(victim name)will you please give your full name and address to the court? Witness:(victim name), 1 Another Road, St Albans. Prosecutor 1: How old are you?

37 Witness: Fourteen. Prosecutor 1: I will ask you some questions. Take your time with the replies and you should speak to the Magistrates when you answer. Everything you say will be written down by the Clerk, so please do not speak too quickly. (Picks up the ipad) Is this your ipad? Witness: Yes. Prosecutor 1: When did your ipad go missing? Witness: On Monday 11 April but I didn t realise until the next day. Prosecutor 1: Why did you not realise before? Witness: I went out for dinner with my Nan on Monday evening so I didn t look in my bag. Prosecutor 1: Where was your ipad before it went missing? Witness: It was in my bag. Prosecutor 1: How can you be sure it was in your bag? Witness: I remember putting it in there after some people had been playing on it at breaktime. I got it for my birthday the week before. It was very new so I made sure I knew where it was. Prosecutor 1: Was your bag closed? Witness: Yes, it was zipped up. Prosecutor 1: Was it locked? Witness: No, just zipped up. Prosecutor 1: Did you see anyone go near your bag? Witness: No. It was in the classroom on a desk. Prosecutor 1: Could your ipad have fallen out of your bag? Witness: I don t think so. The zip doesn t come undone on its own. Prosecutor 1: Did you speak to (defendant name)that morning? Witness: No. But we had an argument on the Friday. Prosecutor 1: Had you spoken to her since the argument?

38 Witness: No. Prosecutor 1: Had she been playing on your ipad? Witness: No. I wouldn t let her. Prosecutor 1: Thank you. Please wait there as my friend will have some questions for you. Defence Solicitor 1:(victim name)i am going to ask you some more questions. Again, please speak to the Magistrates when you answer and take your time. During break time, how many people used your ipad? Witness: There were three of us taking turns with it. Defence Solicitor 1: You said in your statement to the police that you downloaded apps during the break. Which apps did you download? Witness: Minecraft, Angry Birds and Temple Run. Defence Solicitor 1: Do you know if anybody else added any apps during the break? Witness: I don t think so. Defence Solicitor 1: Where were you when the ipad went missing? Witness: I went to the toilet at the end of break. Defence Solicitor 1: Who was in the classroom when the ipad went missing? Witness: People were going to their lessons. When I left the classroom only (defendants name)and one other person were in there. Defence Solicitor 1: What were they doing? Witness:(defendants name)was just sitting at her desk staring at me leaving the room, the other person was getting her books to go to her next lesson. Defence Solicitor 1: Did you see (defendants name)go near your bag? Witness: No. But she was only sitting three desks away. Defence Solicitor 1: Do you think it is possible that you didn t put the ipad away properly after you had been playing on it? Witness: I don t think so. Defence Solicitor 1: But you can t be sure.

39 Witness: I don t think so. I remember putting it in the bag. Defence Solicitor 1: I have no further questions. Prosecutor: Your Worships, do you have any questions? Bench Chairman: No thank you. Prosecutor: Can (victim name)please leave the witness stand? Bench Chairman: Yes (victim name)please sit at the back of the Court. Usher shows her to her seat. Prosecutor: I call my second witness, PC (police witness name) The Usher gets (police witness name), shows her into the witness box. Usher: Please repeat after me. I do solemnly, sincerely and truly. Witness: I do solemnly, sincerely and truly. Usher: Declare and affirm. Witness: Declare and affirm. Usher: That the evidence I shall give. Witness: That the evidence I shall give. Usher: Shall be the truth. Witness: Shall be the truth. Usher: The whole truth and nothing but the truth. Witness: The whole truth and nothing but the truth. Prosecutor 2:(police witness name)will you please give your full name and police station to the court? Witness: (police witness name), St Albans Police Station. Prosecutor 2: I will ask you some questions. Take your time with the replies and you should speak to the Magistrates when you answer. Everything you say will be written down by the Clerk, so please do not speak too quickly. Witness: Can I refer to my notebook?

40 Bench Chairman: (discusses with the other Magistrates) Yes, but use it to refresh your memory, please do not read from it. Witness: Thank you. Prosecutor 2: Where did you find the ipad? Witness: It was in a draw in (defendants name) bedroom. Prosecutor 2: Was it hidden? Witness: Yes, it was under a pile of jumpers. Prosecutor 2: Did you ask (defendants name)what it was doing there? Witness: Yes, she said that she had found it and was keeping it safe. Prosecutor 2: Did you believe her? Witness: No. She had hidden the ipad. She could have handed it in at school and not brought it home at all. Prosecutor 2: Thank you. Please wait there as my friend will have some questions for you. Defence Solicitor 2: (police witness name)i am going to ask you some more questions. Again, please speak to the Magistrates when you answer and take your time. Do you think that (defendant name)could have been keeping the ipad safe? Witness: No. It was definitely hidden to try and stop anyone finding it. Defence Solicitor 2: Did you ask (defendant name)why she had the ipad? Witness: Yes. She said that she found it at school. Defence Solicitor 2: Did you ask if she knew who s ipad it was? Witness: Yes. She said that it belonged to (victim name). Defence Solicitor 2: Did you ask her what she was going to do with it? Witness: No. Defence Solicitor 2: Thank you. I have no further questions. Prosecutor 2: Your Worships, do you have any questions? Bench Chairman: No, thank you.

41 Prosecutor 2: Can PC (police witness name)please leave the witness stand? Bench Chairman: Yes, (police witness name) please sit at the back of the court. Prosecutor 2: Your Worships, that is the prosecution case. DEFENCE CASE Defence Solicitor: Your Worships, I call (defendant name) The Usher gets (defendant name) from the waiting room, shows her into the witness box. Usher: Please repeat after me. I do solemnly, sincerely and truly. Defendant: I do solemnly, sincerely and truly. Usher: Declare and affirm. Defendant: Declare and affirm. Usher: That the evidence I shall give. Defendant: That the evidence I shall give. Usher: Shall be the truth. Defendant: Shall be the truth. Usher: The whole truth and nothing but the truth. Defendant: The whole truth and nothing but the truth. Defence Solicitor 3: (defendant name)will you please give your full name and address to the court? Defendant:(defendant name), 1 Any Road, St Albans. Defence Solicitor 3: How old are you? Defendant: Fourteen. Defence Solicitor 3: I will ask you some questions. Take your time with the replies and you should speak to the Magistrates when you answer. Everything you say will be written down by the Clerk, so please do not speak too quickly. How many people were playing on the ipad? Defendant: I think there were five or so. Defence Solicitor 3: What happened at the end of break?

42 Defendant: People started going to their lessons. A couple carried on playing on the ipad but (victim name)didn t do anything about it. Defence Solicitor 3: What do you mean she didn t do anything about it? Defendant: She started getting ready for her lesson. Putting books in her bag. Defence Solicitor 3: And when did she take the ipad from them? Defendant: I didn t see her do that. Defence Solicitor 3: Did you see (victim name)put the ipad in her bag? Defendant: No. Defence Solicitor 3: So where was it? Defendant: She left the room and when she came back in she picked up her bag and left? Defence Solicitor 3: And where was the ipad then? Defendant: It was on the desk. Defence Solicitor 3: And then what did you do? Defendant: I picked it up and then I forgot about it. When I got home I realised I still had it. Defence Solicitor 3: What did you do when you realised you still had it? Defendant: I hid it in my drawer. Defence Solicitor 3: Why did you do that? Defendant: Because I was worried that people would think that I had taken it. Defence Solicitor 3: What do you do then? Defendant: I tried to phone (victim name)but she didn t answer. Defence Solicitor 3: Why do you think she didn t answer? Defendant: Because we had had an argument. Defence Solicitor 3: So you didn t take the ipad because you were angry with her? Defendant: No. I wouldn t do that. I took it to keep it safe for her. Defence Solicitor 3: Why didn t you give it back the next day?

43 Defendant: I forgot because I had my paper round in the morning. Defence Solicitor 3: Thank you. Please wait there as my friend will have some questions for you. Prosecutor 3: (defendant name)i am going to ask you some more questions. Again, please speak to the Magistrates when you answer and take your time. Why didn t you give the ipad to a teacher? Defendant: I was going to give it back later. Prosecutor 3: So why didn t you give it back? Defendant: I forgot about it. Prosecutor 3: Did you tell anyone else that you had it? Defendant: No. Prosecutor 3: If you were planning to give it back, why didn t you tell anyone else? Defendant: I didn t think about it. Prosecutor 3: You say that you tried to phone (victim name)when you got home. When did you do that? Defendant: I m not sure, I think it was after tea. Prosecutor 3: If you really wanted to give it back, why didn t you drop it back at her house? Defendant: When she didn t answer, I didn t know if she was home. I thought I could give it back the next day. Prosecutor 3: Did you try to give it back the next day? Defendant: No. I forgot to take it to school. Prosecutor 3: Did you tell (victim name)that you had it and were going to give it back? Defendant: No. She wasn t talking to me. Prosecutor 3: But she had realised at that time that she had lost it, and you knew that you had it. Why wouldn t you tell her you had it? Defendant: I was scared that she would think that I had stolen it. Prosecutor 3: Thank you. I have no further questions. Defence Solicitor 3: Your Worships, do you have any questions?

44 Bench Chairman: No, thank you. Defence Solicitor 3: Can (defendant name)please leave the witness stand? Bench Chairman: Yes, (defendant name)please sit at the back of the court. Defence Solicitor 3: Your Worships, my client completely denies the charge against her. She admits that she had the ipad, but fully intended to return it to (victim name). She placed it in the draw to keep it safe and would have returned it the next day, on Tuesday 12 April, but forgot it because of her paper round. She had did not have a chance to speak to (victim name)the next day and was arrested before she could return the ipad on Wednesday 13 April. Your Worships, I ask you to find (defendant name)not guilty of the charge against her. The Clerk now gives legal advice to the Magistrates. Court Clerk: Your Worships, I must give you some legal advice. To find (defendant name)guilty you must believe beyond a reasonable doubt that (defendant name)took the ipad that belongs to (victim name), that she was dishonest and that she planned to keep it and not give it back. Bench Chairman: Thank you. We shall leave the court to make our decision. Usher: All stand. The Magistrates leave the Court to make their decision. When they are ready to come back, they tell the Usher and he will ask the Court to stand. Usher: All stand. The Magistrates come in, bow and sit. (defendant name)stays standing. Bench Chairman: (defendant name)we find you guilty/not guilty. The Chairman will then give reasons. If GUILTY, the Chairman will say: (defendant name)we are going to need a report about you from the Youth Offending Team. Youth Offending Team: (stands up and says) Your Worships we shall need 14 days for to write the report. Bench Chairman: (defendant name)you will be granted unconditional bail until the next hearing in 14 days time. That means that you are free to go, but you must come back for the next hearing to be sentences. Please see the Youth Offending Team as you leave the Court to arrange your appointment. If NOT GUILTY, the Chairman will say: (defendant name)you have been found not guilty and you are free to go.

45 Brownie leader: Before we go, there is just time to hear from our court artists and court reporters. (The court artists and court reporters come up in turn and show/explain their work or read their news story). SIGNAGE WITNESS BOX COURT REPORTERS COURT ARTISTS

46 USHER MAGISTRATES CLERK PROSECUTION SOLICITORS

47 DEFENCE SOLICITORS WITNESSES YOUTH OFFENDING TEAM DEFENDANT

48 DEFENDANT S FAMILY