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Aims:
To raise awareness of:

• private feelings and ritual patterns of behaviour among teenage boys and girls
• issues around beginning, managing, and ending personal relationships
• sources of conflict in personal relationships in teenage years.

Synopsis:

00.00-04.56
Paul and Jess - relationship problems. Boys discuss girls. Bravado. Girls comment. Jess snubs Paul - jealous seeing her with other boys.

04.57-06.54
Problem is Jess saw Paul kissing Pippa. He says it was nothing.

06.55-15.21
Sue jealous of Jess talking to Darren - tension. Boys joke - two-timer Paul. Say he should do the dumping. Paul reflects. Jess phones - wants truth. He thinks he's told her. Misses him - friends? Paul says - like her and Darren? Jess furious. He says call it a day.

15.22-17.25
Tells boys she's dumped. Sees her with Darren - fight. Boys suspended. Paul and Jess independently think about good times.

17.26-24.10
She still cares. He doesn't understand - apologises. She accepts. Says he's not good for her. Says he loves her. She can't love him after Pippa but would hate to lose a friend. Tells him to see Pippa. He says maybe - tomorrow.

Curriculum Relevance:

Major PSHE and Citizenship focus. Cross-curricular: English and Drama, media, psychology, religious and moral education.

England & Wales Key Stage 4

PSHE

• Developing confidence and responsibility - making most of abilities: 1 a b c d
• Developing healthy safer lifestyle: 2 b c e
• Developing good relationships - respecting differences: 3 a b e f g
• Knowledge, skills and understanding: 4 a-i

Citizenship

• Knowledge and understanding about becoming informed citizens: 1 a c
• Developing skills - of enquiry and communication 2 a b c; participation and responsible action: 3 a c

Northern Ireland

Learning for Life and Work Area (14-18)

Local and Global Citizenship Strand

• Diversity and Inclusion - factors influencing individual and group identity
• Human Rights and Social Responsibilities - why different rights must be balanced
• Equality and Social Justice - ways in which rules and laws enforced

Personal Development Strand (Including PSHE and Home Economics)

• Personal Understanding
• Relationships
• Family Life
• Independent Living

Scotland

Scottish Executive: Guidance on PSD, Citizenship and Sex Education - middle to upper secondary stages.

Background Information:

Lad culture
Recent research into how adolescent boys and young men see themselves reveals confusion about the role of young men in a rapidly changing society. Lack of positive role models, changing values, changing families and employment patterns, and the success of women in taking on what used to be exclusively male roles and jobs, are all identified as having an impact. What young men see as constant criticism of male youth in the media, is also a major issue for them. Some commentators have gone as far as to say that 'lads' have an identity crisis, and that while from the outside lad culture may not seem to have much to offer, for young men themselves it can offer identity, friendship and peer group approval.

Education and gender
Concerns about differences in educational achievements between boys and girls in the UK has been much in the news in recent years with girls outperforming boys on most levels. While debate continues as to whether this is caused by girls' achievement or boys' underachievement, there is evidence for concern. There are also issues for men in relation to an inability to recognise, and be able to talk about, emotions, and lack of adaptability. Work on emotional intelligence in recent years has demonstrated the importance of these areas to success in a wide range of relationships, tasks and work situations.

Opportunities for change
While there are differences of opinion over the degree to which adolescence is a turbulent time of conflicting emotions, there is evidence that for some young men there are problems around image and self-perception that operate against their personal development, especially in relation to seeking help. As with other groups in society there is clearly a need to understand where young men are coming from, and to tailor learning and personal development experiences appropriately.

Managing anger
Anger is a commonly experienced emotion that often arises as a result of frustration, and can be exacerbated by alcohol. When extreme it can be an intense and overpowering experience and may result in behaviour that is harmful to an individual and to others. People can also be affected by anger at a lower level without realising it. This may result in smouldering resentment that can lead to irritability, impatience, poor concentration and a tendency to deal harshly with other people, reaching a level where people take their underlying feelings out on others.

Activities:

Focusing on views and experiences of young people in the film provides a safety net for students and teachers. Teachers should familiarise themselves with relevant guidelines and policy in relation to content.

Before viewing

Paul and Jess have been going out for some time - but something's wrong. Ask the class to track:

A)

1. What Paul says to his friends about the situation
2. What Paul's friends say to him
3. What Paul says to Jess
4. Paul's behaviour during this time

B)

1. What Jess says to her friends about the situation
2. What Jess's friends say to her
3. What Jess says to Paul
4. Jess's behaviour during this time

After viewing
As a class, or in small groups, discuss the situation within the framework above, and / or draw a visual representation of highs, lows, flashpoints and turning points.

The following aid deeper discussion.

1. What are the signs that something's bothering Paul and Jess?
2. What are the similarities and differences in the way they respond?
3. Paul tries to talk to Jess who snubs him. What did students think of this at the time? Did they review the position later?
4. What are the opinions about Paul being honest? Paul's jealous of Jess with other boys. What do they think of Jess's reaction to this? What's the reaction of Paul's friends to the real cause of the break-up? What's the irony? What's significant about boys urging Paul to do the dumping?
5. What's significant about Sue's reaction to Jess and Darren? See 'No Respect'.

Key questions

1. How do students feel about the breakdown in Jess and Paul's relationship, and the outcome?
2. What do students think the greatest risk to Sue is?
3. Taunts among boys about being 'gay' can operate at different levels. Discuss.
4. Twice in the film the 'gay card' is used. In which context and at what level?
5. A possible lesbian relationship is hinted at. Where? Link with 'Finding Out'.

Links:

This web page contains links to other websites that are not under the control of and are not maintained by Channel 4 Television. Channel 4 Television is not responsible for the content of these sites and does not necessarily endorse the material on them.

http://www.rethink.org/at-ease
Aimed at young people who are under stress or worried about their thoughts and feelings. Looks at issues that affect emotions and mental health.

http://www.youthinformation.com
Large searchable database on topics from love to the law.

http://www.doctorann.org
Comprehensive site aimed specifically at teenagers. Covers a wide range of issues that impact on teen health, eg relationships, unhappiness, anxiety.

Credits:

Sound Recorder: MATT BACON
Camera Operator: DAVE FAIRLINE
Online Editor: SIMON GIBLIN
Music by: EMRE RAMAZANOGLU, KIRIS HOUSTON
Art Director: KEITH DUNNE
Editor: HUGH WILLIAMS
Production Designer: HELEN WYGLENDACZ
Director of photography: PHIL WINN
Producer: STEVE WENNET
Executive Producers: DUNJA NOACK, PAUL SUMMERS
Written and Directed by RAY KILBY
Webnotes: IAIN RAMSAY

Produced by Tiger Aspect Productions for 4Learning