Activities:

Before viewing

Depending on context, teachers may wish to use the list below to focus viewing and guide discussion afterwards. See outline for content and timings.

1. Different perspectives on life in a seaside village.
2. Campaigning for provision of a local amenity - process, emotions, result.
3. Conflicts of interest over provision of local amenities.

After viewing

Activities - for class or small groups.

1. Identify the different perspectives people in the film have of life in the village - positive and negative. Record on a board or large sheet of paper and discuss. Are there any perspectives not represented? What are they? What issues do they raise? What are students' reactions to life in the village generally?
2. Produce a checklist of the different things that Kyle had to do in setting up and running the campaign. Why are they necessary? What skills did he need? How did he get these skills? How do students feel about the way he runs the campaign? What are the things that motivate him?
3. Chart barriers to the development of the proper skate park and identify how each is resolved. What sort of risks did this involve? How were these managed? To what degree did this involve compromise? What was the nature of the compromise?

Key questions

1. How does the campaign, and the result, benefit those taking part?
2. How might other services in the village benefit?
3. In what other ways might the village benefit?
4. Might there be any negative effects?

Follow-up

Are there examples of similar campaigns to this in school, college or community? Is there a need for an amenity that might benefit from a campaign? Is there consensus about this? How could the campaign be developed strategically?