Theft costs us all

Theft costs us all

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about finding information and making inferences.
Read the text ‘Theft costs us all’ to answer the following questions.
cartoon image  
When people talk about shoplifting they are talking about a form of theft which involves taking something from a shop or store without paying for it, and with the intention of keeping it.
Just a lark? A few things to think about...
  • Shoplifting is a CRIME. If you are over 17, caught, prosecuted and convicted, then you'll have a criminal record. This may get in the way of your future career and travel plans.
  • An item selling at $1 may give the shopkeeper a profit of 25 percent. If that item is stolen, the shop must sell another three just to recover the value of the stolen item before they make profit at all. Plus stores may also have to put up their prices to cover that loss. You end up having to pay more.
  • If you are barred from a store with a trespass notice you won't be able to go back there for a long time.
  • Every theft counts. New Zealand stores are estimated to lose over $1 MILLION EVERY DAY to shoplifters. That's goods worth $358 million in just a year.
  • Small retail businesses may find their total profit is eaten up by losses due to shoplifting. Which means they'll make no money. And that means they may have to close. So there'll be less choice of shops to go to and fewer jobs in your area for you and your mates.

Question 1Change answer

a)  The title of this article is, "Theft costs us all". List three ways mentioned in the article that shoplifters "cost" or disadvantage the general public.
1.
2.
3.

Question 1Change answer

b)  What two effects in the future, may a criminal record have on a young offender?
1.
2.

Question 1Change answer

c) What are three ways the man in the cartoon has been drawn to show he is a store detective?
1.
2.
3.
Task administration: 
This task can be completed with pencil and paper or online (without auto-marking).
Copyright: 
Theft costs us all - Text and images first published by Tearaway Magazine. Copyright 1999. Reproduced with permission.
 
Source: Tearaway Magazine, June 1999.
Level:
5
Curriculum info: 
English, Making meaning, Reading
Key Competencies: 
Thinking
Keywords: 
persuasion, comprehension, visual cues, inference, think critically
Description of task: 
Students read a text on shoplifting to answer retrieval and inferential questions.
Curriculum Links: 
 
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:
  • locate and summarise information and ideas
as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Acquiring and using information and ideas in informational texts, sets 5-7
within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
 

Y10 (07/1999)
a)
  • Stores may put up prices to cover the cost caused by shoplifting.
  • Stores may have to close which means less choice of shops and goods.
  • Closing shops means fewer jobs.
 3 correct – moderate

1-2 correct – easy
b)
  • It may hinder future career plans/effect employment.
  • It may hinder travel plans.
 2 correct – easy

1 correct – very easy
c) Any 3 of:

  • Has a badge saying he is not a store detective.
  • Eye drawn staring.
  • Holding a can upside down.
  • Speaking into a secret mike/giving a message to security.
  • His (contorted) body position.
 3 correct – easy

1-2 correct – very easy