16 FOR A DAY

ACTIVITIES

Guidance

The programme reveals the differences and the similarities in young people from very different backgrounds, and looks at the difficulties that they face in life.

It gives an honest portrayal of teenage life, and may raise sensitive, upsetting or controversial issues for some learners. Focusing on the teenagers in the programme will provide a safety net when discussing these issues.

Teachers should be familiar with relevant policies and guidelines before using the programme. They should also decide in advance whether to view it in its entirety or in parts.

The activities below support paired and group work.

Activities

Before viewing

Either:

Divide learners into small groups. Give each group a teenager from the programme to track. Give each learner a copy of the following information chart, to be completed whilst viewing the programme. Encourage learners to record facts, issues and problems.

Download printable version of information chart [PDF, 20KB]

Or:

Discuss one of the following:

• Would you prefer to live in a town, a city or the countryside?
• Which is most important to teenagers: friends or family?
• Does bullying hurt less as people get older?
• Is 16 old enough to be in a serious relationship?
• Are 16-year-olds adults or children?
• What do most adults think of teenagers?
• What is the ideal way to celebrate a 16th birthday that falls on a Saturday?
• What do you think that the future will be like for most 16-year-olds?

After viewing

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.

Either:

Ask groups to share and discuss the contents of their completed charts, looking at:

• the impression that the teenager has made on them
• their views and feelings about the teenager and his/her life
• how well they think that the teenager represents their generation
• the issues that the teenager's life raises
• how the teenager and others could tackle these issues.

Invite each group to share the highlights of their discussion with the rest of the class and explore any issues that emerge.

Or try these clip-related activities:

Neighbourhoods
Clip one: 13:15 – 17:20

• Opens with the narrator saying, 'We live in cities, towns and villages.'
• Closes with Matthew saying, 'With the money I've already saved up and that, straight on to get a petrol scooter. Fantastic!'

Drawing on the information in the clip, discuss how someone's home life, and neighbourhood, influence who they are and how other people see them. Explore the possible effects of this on the individuals concerned. What could they do to change things if they wanted to?

Friendship
Clip two: 19:19 – 22:49

• Opens with Courtney saying, 'Friendship is … I think it's one of the most important things in my life.'
• Closes with Natalie saying, 'And you'd think we'd all be like best friends, but oh, no'.

Discuss the teenagers' views of friendship, popularity and being cool. Is it true that most teenagers would be lost without their friends? How do their friends help these teenagers to cope with the pressures in their lives? Is this the same for most teenagers?

Bullying
Clip three: 23:44 – 25:58

• Opens with Matthew saying, 'I don't like school, never have liked school and probably never will.'
• Closes with Matthew saying, 'Can you give us some more because it's not hurting'.

Describe the differences in the teenagers' experiences of bullying. How has bullying affected their lives? Do you think that Gus is right when he says that bullies do not mean to hurt people that much? Is it true, as Matthew and Daina suggest, that people are less affected by bullying as they grow up? What is the best way to tackle bullying?

Love and relationships
Clip four: 26:11 – 30:59

• Opens with the narrator saying, 'At 16, we are no longer children.'
• Closes with Matthew saying, 'None of us were not willing so…'

List the main points that the teenagers make about love and relationships. Which teenagers do you agree with most and why?

How adults see teenagers
Clip five: 52:43 – 55:08

• Opens with the narrator saying, 'As teenagers, we make up nearly 10% of the British population.'
• Closes with Gus saying, 'Made me feel like people looking at me as if to say I'm a danger.'

Summarise the teenagers' views of how they think that adults see their generation. Do you agree with the points they make? Is it true that many adults misjudge and misunderstand teenagers? How can teenagers help adults to understand them better?