ACTIVITIES

Guidance

Ideally, all five programmes should be watched in order as the stories develop throughout the series, offering more complex and authentic insights into these young people's lives.

Coming out, family relationships and homophobic bullying are issues that are central to many LGB young people's lives and are therefore addressed in every programme. Different issues are explored in depth in the Activities of each programme, but learning can be enhanced by viewing other programmes in the series.

Gay to Z enables discussion regarding homophobia, sexual orientation and society's attitudes towards LGB people. Sensitivity and respect for everybody in the classroom should be uppermost in teachers' minds - pupils should be reminded that there are LGB people in the school and many people in the school have family and friends who identify as LGB.

If this is the first activity undertaken, carry out the Group Agreement exercise in Programme 1: Activities. If this has already been done, consider whether it is worthwhile revisiting the Group Agreement before proceeding.

Clips

To view 4Learning video clips you will need Windows XP/2000 and Windows Media Player 9, 10 or 11. Unfortunately, the clips are not supported on Macintosh computers.

The video clips may contain a few seconds of extra material at the beginning and end. We have therefore included opening and closing descriptions to help identify the intended scene.

Activity: Homophobia and its effects

Learning outcomes

At the end of this activity, pupils should:

• Understand what homophobia means
• Understand the range of ways in which homophobia can be expressed
• Understand the effects of homophobia on LGB young people
• Be able to think of examples of homophobia from their own lives.

Before viewing

This part of the exercise should ensure that pupils are clear about what homophobia is, what it can involve and who it can affect.

• 'Homophobia is…' Ask pupils to come up with a definition that they all agree on. Definitions vary but homophobia can mean hatred or fear of LGB people.
• 'Homophobia is expressed through…' Ask pupils to discuss different ways in which homophobia can be expressed. Try to suggest a range of behaviours from the apparently insignificant to the serious.
• 'Homophobia is directed towards…' Ask pupils to name the people who homophobia is directed towards. If pupils do not mention it, try to introduce the idea that homophobia is a form of abuse not only directed towards LGB people – it can also be directed towards anyone who is labelled as LGB, often people who step outside of strict binary gender roles.

Watch Clip 2: Homophobia 10:13 – 16:09

• Opens with, 'I'm the type of person who has a lot of insecurities about the way I look.'
• Closes with, 'This is like the real family life that I suppose I've always wanted and enjoy being within.'

Points for discussion:

• What would Justin have felt like when his neighbours were threatening him? It is important to make clear to pupils that although Justin's situation is extremely serious, casual homophobia can also damage LGB people. Stephen's situation was prolonged over a number of years and consisted of constant homophobic comments. Try to discuss the ways in which these can build up over time and seriously damage someone.
• How do you think Stephen must have felt growing up? Ashamed, wrong, different, unaccepted, rejected? It is important that Stephen's and Justin's situations, and homophobia in general, are not seen as remote or removed from pupil's lives.
• Can you think of an example of homophobia that you have witnessed? This can be from anywhere at all – school, family, friends or the media, for example.
• If it is common in your school, try to discuss the use of 'that's so gay' as an insult. What would it feel like for LGB young people in school to hear that every day? Relate the discussion back to Justin's and Stephen's feelings and always stress the unacceptability and hurt caused by all types of homophobia.

Watch Clip 1: A new life at university 02:23 – 05:31

• Opens with, 'Well, I'm 21 and I'm living in Brighton.'
• Closes with, 'That whole kind of coming out - I was about 20, then - was really sweet for me.'

Points for discussion:

• What are the differences between Holly's experience and Stephen's or Justin's? How might this make Holly different as a person? More confident, more relaxed, happier?