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The video clips may contain a few seconds of extra material at the beginning and end, so we have included opening and closing descriptions to help identify the intended scene.
The programme can be used as the focus of a stand-alone lesson. These activities support a variety of individual, paired and group work and can be chosen and adapted to suit the needs of the students involved.
For further information, websites and other resources, see Find out more.
Teachers may want to refer to information on the DfES's Teachernet website about handling controversial issues:
www.teachernet.gov.uk/wholeschool/behaviour/
tacklingbullying/racistbullying/preventing/controversialissues/
If you haven't already done so, consider undertaking the Group agreement activity from Programme 1 to help to establish a safe environment for young people to engage with potentially sensitive issues.
The Background information on communication skills will help to identify the areas where this family is failing to communicate effectively. Items 1 and 5 will be of particular help in the A good way to communicate? activity.
Setting boundaries
Sarah says that the rules she's set for Hannah haven't changed since Hannah was five. Do you think her attitude is right? How important are boundaries within families? What is the point of having them? Think of some boundaries that affect your life at home. Do you know why the boundaries have been imposed? Were the boundaries discussed with you? Do you think these boundaries are fair (even if you don't like them)? If not, what would make them fairer?
A good way to communicate?
Clip 1: 01:51 – 02:54
Hannah complains that Sarah treats her like one of her pupils. Do you agree? How do you think Sarah should talk to Hannah – and how should Hannah talk to her mother? Do you think the way that both of them behave in this clip is reasonable? Role-play this short conversation so that the disagreement is resolved more happily.
A dangerous world
Sarah is very afraid of the dangers of the world in which Hannah is growing up. Do you think her fears are well-founded? What sorts of risk are there for teenagers growing up today? What can parents do to protect their kids without being too restrictive?
Reaching 18
Sarah repeatedly says that she has to be a parent to Hannah until she's 18 and that Hannah's growing up too fast. What do you think should happen in families as young people reach 16, 17 and then 18?
Download the printable chart:
PDF, 12KB
Word file, 23KB
Write down ideas of how much extra freedom they should have and what responsibilities they should take (eg, for earning some money for themselves) as they get older?
Do you agree that Hannah is trying to grow up too fast? Write down five words that describe Hannah and five that describe Sarah.
Sarah says to Hannah's sister that she didn't want her to leave because, '…you were my baby'. Is it true that a child is always their parents' 'baby'? How should the parent/child relationship alter as the child matures? Is it ever possible for it to be an equal relationship between two adults, in your opinion?
Watching the films
What changes do you think would improve Hannah and Sarah's relationship? Who do you think needs to change, and how? Sarah suggests that they spend more time together. Do you think that doing things together will make a difference to their relationship? Do you get the impression that either of them is likely to change as a result of seeing the film?
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Citizenship, PSHE and careers for 14-19s from 4Learning. Packed with interactive games and activities.
Index of Notes to support Channel 4 Learning programmes.
Full listings of Channel 4 Learning programmes for the week ahead.
