Activities:

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

Before viewing

Depending on the context, teachers may wish to focus student viewing on the following:

1. Sue's lifestyle, and associated risks
2. Her relationship with family members
3. Her relationships with male and female friends

After viewing

1. Devise a chart with a five-point scale showing low risk to high risk. Ask students to identify risks that Sue takes, and where they rate these on the scale.
   
   Is everyone in agreement about the risks, and where they should be placed?
   Can students account for any disagreement?
   What could Sue do to reduce risks identified?
   What might prevent her doing this?
   What might help?
   
   
2. What do you feel about the relationship between Sue and her parents?
   
   Do they behave in a reasonable way towards her?
   Does she behave in a reasonable way towards them?
   Does the father have the right to lay down rules, stop allowance, etc.?
   Why do you think he waited up for her?
   
   
3. What are students' opinions about the way the boys view Sue?
   
   What evidence is there to support these opinions?
   What are students' opinions about the way in which the girls view Sue?
   Can students identify any inconsistencies in the behaviour of both girls, and boys?
   Can they account for these?
   What are their feelings about Darren and his behaviour?

Key questions

1. What would students do if Sue were their daughter?
2. What do students think the greatest risk to Sue is?
3. Could anybody else help Sue?