EastEnders E20

Sex and Relationships Part 1

Short clip of the story

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EastEnders E20 thematic content for teachers - Sex and Relationships Part 1

Use specially cut thematic clips from the third series of EastEnders E20 to enable students to use the situations of fictional characters Ava, Donnie and Faith to learn about: Aspirations, Bullying, Sex and Relationships and Stereotypes.

These activities introduce the theme of sex and relationships. Students explore the nature of positive relationships and rights and responsibilities within them. The video shows Faith and her grandma experiencing problems. Students consider how they could improve their relationship so that they can become an effective family unit.

Please also see:

Sex and Relationships Part 2

Sex and Relationships Part 3

Sex and Relationships Part 4

for more Sex and Relationships content.

Lesson objectives

By the end of the lesson, ALL students will learn: that relationships can be positive and negative.

By the end of the lesson, MOST students should learn: to describe some features of positive and negative relationships including partner and sexual relationships.

By the end of the lesson, SOME students could learn: to explore a range of different types of relationship and understand the rights and responsibilities within partner and sexual relationships.

Activities for the lesson

Equipment required: Printed handouts, some examples of TV families/relationship groups or those from media/public figures.

Session 1 - Features of a positive, healthy relationship

Whole class

Review or create ground-rules for working together. Handout 1 - Ground-rules can be used by teacher or students as an example of ground rules, but these should not be imposed on students without discussion and agreement.


  • - As a class, create a relationships map for a well-known individual (e.g. a TV or literary character or public figure) showing as many different types of relationships as possible.
  • - Discuss the relationships that have been identified e.g. siblings, parent/child, partners, friends, doctors, teachers, neighbours, employer/employee, workmates, etc. Add any that are needed to complete the web (for example famous people will still have relationships with doctors, lawyers etc.)

Small groups

Groups

Divide the relationships in the map into personal relationships and professional relationships, close ones and more distant ones. Discuss how they are different and what makes a close relationship healthy and successful. The PDF below can be used to support groups with this activity:

whole class

Whole class

Create a class list of characteristics of a healthy / successful relationship. The list could include good communication, mutual respect, trusting each other, mutual support, empathy, encouragement, give and take, having fun etc.

  • - Students keep the list for use in future activities.
  • - Allow time for students to reflect on their own relationships and create a map for themselves. They should not be asked to share this unless they want to.

Session 2 - Faith and Grandma - dealing with family problems

Whole class

Discuss what makes a family relationship work well and whether or not the list created in Session 1 applies to family members. Watch the clip showing the problem relationship of Faith and her grandma.

Small groups

Groups

Students discuss:

  • - What does the video tell us about the relationship between Faith and her grandma?
  • - Which features of a healthy, positive relationship are present and which are not?
  • - Why did Faith's relationship with her grandma break down?
  • - What might concern or worry grandma about Faith's behaviour?
  • - What does grandma want Faith to do?
  • - What does Faith want to happen?
  • - What could Faith do to improve her relationship with her grandma?
  • - Is there anything grandma could do differently as they to live together again?

Whole class

Whole class

Students share key points of their discussion with each other. Draw up a class list of things that would improve the relationship in the future.

Session 3 - Rights and responsibilities in partner and sexual relationships

Whole class

Students reflect again on the characteristics of healthy relationships and discuss how these characteristics apply to boyfriend / girlfriend relationships.

Consider the rights and responsibilities of each partner in boyfriend / girlfriend relationships. Draw up a list of rights and a list of responsibilities. Also add any additional rights and responsibilities to this list.

Groups display their lists so that other groups can see them and add extra ideas to their own lists so that each group has a complete list of all ideas.

Groups then discuss: in a sexual relationship what additional rights and responsibilities should be expected? (e.g. getting and giving consent for sexual activity, ensuring safety from STIs and unwanted pregnancy etc).

Groups feed back to the class to ensure that all are aware of the importance of sexual rights and responsibilities. Keep lists of characteristics of healthy relationships and rights and responsibilities in partner relationships and sexual relationships to use in future activities.

Icon key

Icon Key

Key skills and learning skills

  • Communication
  • Application of number
  • ICT
  • Problem solving
  • Working with others
  • Improving own performance
  • Critical thinking
  • Creative thinking
  • Exploring meaning
  • Reflection
  • Research skills
  • Presentation skills

AFL strategies

  • Sharing learning objectives
  • Use of questioning
  • Effective feedback
  • Modelling
  • Pupil self assessment
  • Peer assessment
  • Ongoing assessment
  • Adjusting teaching/reviewing
  • Plenary

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