As students work through the story, they may need guidance in considering the issues raised. They could make notes in their books to recall what they are learning. These questions may help:
- What do we know about this family? (i.e. single mum, teenage daughter). What are they arguing about?
- What does Jan want to do that her mother won't let her?
- What advice does Beverley's friend give in this situation?
- Does Beverley follow the advice? Does it work?
- What do you think might happen next?
Ask students to look at the story, identify with the characters (if they can) and think about what they would have done if they had been in this situation. When they have finished, ask them to think about or discuss with others wider issues of conflict. These questions may help:
- Are family conflicts like other forms of conflict?
- What could be the same and what different?
- Why do family conflicts start and how can they be resolved?
Sitting in a circle, ask a pair to be in the middle each time and mime a conflict. Everyone else has to try and guess what the conflict is about and how it could be stopped. This can also be done using freeze-frame statues, with two or more students each time.
Encourage students to carry out research on conflicts in history, asking the same questions about causes and effects. They may also be interested to imagine future conflicts and what things people could disagree about in future times.
Ask students, individually or in pairs, to write a poem about conflict. Their poems can then be graphically designed for display or performed to the class or other classes in the school.
Encourage students to explore active citizenship with the learning journeys. There are examples of Citizenship Action by other schools. They can 'Go off on a tangent!' with audio and video clips, find out more on 'Get the lowdown' or test themselves with the quizzes. Students who finish early can add their own ideas about rights and responsibilities on the messageboard.