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'.