Streetwise Tasks

There are 28 hotspots in Streetwise, each linking to a case study. Can you find all 28? Email us k.a.smart@shu.ac.uk if you think you’ve got them all

There are 28 hotspots in Streetwise, each linking to a case study. Can you find all 28? Email us k.a.smart@shu.ac.uk if you think you’ve got them all
Using the navigation bar to move from side to side, explore Streetwise, our interactive streetscene.

The following tasks are based on issues raised in Streetwise.

Find 3 examples of case studies which look at preventing criminal damage Vandalism is a kind of criminal damage.

Find 2 examples of case studies which aim to reduce theft.
Find the school in Streetwise and write down the main types of crime tackled in the new
design of Parrs Wood School. [link] For the following tasks, think about your school.


Crime in Schools


>>> Does any crime take place in your school e.g. bullying, theft, vandalism? List 3 examples of recent crimes.

Which of these do you think is the worst? Why?

>>> Look again at the Parrs Wood School example. Are there any areas in your school in which you feel unsafe? If so, why? What could be done to make you and other students feel safer?



Building and Landscape Design and Layout.

>>> Have any measures to reduce crime have been incorporated into the design and layout of your school? If so, what are they? Look at the design points below. As a starting point, consider access to your school:


• How many entrance / exit points are there?
• Do you think they are they designed to keep people in, keep people out, or to make access easy for everyone?


>>> Think about parks and buildings near where you live. Can you think of three examples of places where natural surveillance, boundaries and limiting access have been considered?
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Design Points
When designers are looking at ways of reducing crime in buildings and spaces, they have to consider many things, including:

• Natural surveillance - making sure that there is an unobstructed view across an area
• Boundaries – marking a difference between spaces e.g. public and private
• Access – limiting entrances and exits and those who can use them.




Natural surveillance
• In shops, wide aisles are used so that shoppers and the products on display •can be easily seen by staff on the shop floor.
• In housing areas, street lighting and wide open spaces helps residents to see •the area better at night and to feel more secure. (link: Northmoor)
• In Hulme Park [link], new railings were created with horizontal bars. The •designers explained that vertical railings all converge, so that you can’t see •through them. The new railings give a clear view across the park.


 
Boundaries
• In Northmoor Housing [link], different paving materials and colours are used to •define areas as ‘home zones’, areas where the pedestrian, not the car, has •priority.
• The same idea is used in new Tesco car parks, where different coloured road •surfaces mark the move into private space. Low boundary fencing is replaced •with chest-high wooden fences, which are stronger. These deter criminals since *those who do still jump over the fence become conspicuous.
• In Hulme Park, different areas are separated by permeable boundaries, to *encourage use and inclusiveness. A mixture of bollards, small trenches and grills •prevented the open park area being misused by car drivers, motorcyclists or *dogs.


Access

• In Parrs Wood School, there is only one entrance to the school, which means •that staff, pupils and visitors coming into the school can be monitored more *easily.
• An area of Liverpool suffered from high levels of burglary. Open alleyways •created access to the rear of houses via which many burglaries took place. By *building secure gates across the alleyways that ran along the back of terraced *houses, access for unauthorised people was stopped.
• In the Parksafe car park, pedestrians can only gain access to the car park by *inserting their ticket into a barcode reader at the entrance points. This means that *people without a ticket cannot get in.