EastEnders E20

Sex and Relationships Part 2

Short clip of the story

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EastEnders E20 thematic content for teachers - Sex and Relationships Part 2

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 examine Faith's sexual attitudes and behaviour. They enable students to review existing knowledge and understanding about sexual health risks, contraception and STIs. It may be helpful to liaise with the science department about relevant learning through science.

Please also see:

Sex and Relationships Part 1

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: about different attitudes to sexual relationships and will know about some ways to maintain sexual health.

By the end of the lesson, MOST students should learn: about different attitudes to sexual relationships and will be able to describe some ways to maintain sexual health and some sources of advice related to it.

By the end of the lesson, SOME students could learn: to explore a range of different attitudes and values relating to sexual relationships and apply knowledge about rights and responsibilities in sexual relationships. They will be able to describe to others how to maintain sexual health and where to go for advice and support.

Activities for the lesson

Equipment required: Internet / projector, Whiteboard, Printed handouts, sticky note pads in 2 colours, flip chart paper.

Session 4: Rights and responsibilities in Faith and Fatboy's relationship

Whole class

Students will need the lists created in Activities 1 and 2 (found on Sex and Relationships Part 1): characteristics of successful relationships and rights and responsibilities in partner and sexual relationships.

Remind students of agreed ground rules, see Handout 1 - Ground-rules.

Watch video clip on Sex and relationships Part 1

small groups


Students compare Faith and Fatboy's relationship with the characteristics on the lists. Using the lists created in Activities 1 and 2 (characteristics of successful relationships and rights and responsibilities in partner and sexual relationships) They explore:

  • - Does the relationship have the features of a healthy, positive relationship?
  • - Are each individual's rights respected?
  • - To what extent do Faith and Fatboy each exercise their responsibilities towards each other?
  • - How do you feel about this?

Whole class

Whole class

Draw conclusions about rights and responsibilities in Faith and Fatboy's relationship. Students comment on their opinions about this relationship and what is positive and what is negative about it.

Session 5: Sexual health risks and benefits


In small single sex groups, ask students to reflect on Faith's sexual behaviour and her casual attitude to sex.

Optional viewing: Before the discussion students could watch Faith's monologue 'Sex for a shower' which uses Faith's provocative style to provoke discussion about attitudes to sex and love. In it she comments that her Grandma said 'sex don't mean love and love don't mean sex' and at the end Faith hesitates as she says of sex 'it ain't a big deal to me. Swear down. It don't mean nothing .......... Right'?

  • - What do they think she wants to get out of her relationships in both the short term and in the future?
  • - Do they think Faith believes that sex is a commodity to be traded (e.g. for a shower) or does she really want more than sex from her relationships? Watch the scene after she and Fatboy had sex in the launderette when Faith wants to talk.
  • - Does Faith equate sex with love or love with sex?
  • - What are the risks and benefits of Faith's behaviour?

Mixed gender groups


A boys group and a girls group join together and compare their views.

Did boys and girls have different perspectives?

Ask the students to write the risks of Faith's choices on one colour sticky note and benefits on another colour. Then encourage them to sort the sticky notes into short-term and longer term risks / benefits.

Whole class

Whole class

Groups stick their notes onto four pieces of flip chart paper headed short term risks; longer term risks; short term benefits; longer term benefits to create a whole class record of the discussion. Sort them to group similar comments together and discuss results drawing out the emotional risks as well as physical ones.

Session 6: Sexual health facts

Whole class

Show the video on Sex and Relationships Part 1 asking students to consider Faith's sexual health. She seems responsible in a way - for example she takes a condom to the launderette when she goes to seduce Fatboy. However, she has sex with Donnie when drunk and probably doesn't use a condom.

You could also show Faith's Monologue: 'My body, my rules' in which she presents some facts about her sexual health.

Small groups


Students discuss Faith's attitude towards sexual health.

  • - Does it make a difference to decisions about using a condom if you know someone or not? (In the monologue she stresses the importance of using a condom but then says 'with Donnie it's different innit - I know him!')
  • - How well does Faith know Donnie? What does she know about his sexual history?
  • - Faith and Donnie had been drinking before they had sex. How much do students think that alcohol plays a part in decisions to have unprotected sex?
  • - What should Faith have done the next day when she sobered up?
  • - How do they think Faith felt? Donnie felt?.

They use Handout 3 - Teenage sexual health to inform further discussion.

Whole class

Whole class

As a class, discuss key points from the group discussion. It is important to challenge any suggestion that it was safe for Faith to have unprotected sex with Donnie. It is also important to explore the role that alcohol played in that situation.

Review students' existing knowledge about sexual health risks ensuring that myths and misconceptions are challenged and corrected. Detailed, accurate, up to date information can be obtained from:

FPA - the sexual health charity

Brook for Young People

Session 7: Sources of help and advice

Whole class

Discuss the importance of people having access to accurate information, advice and support and the range of sources available locally and nationally through websites, sexual health organisations, GPs, local sexual health services etc. Ask students what they know already about such services. If they had a friend with a sexual health problem, where would they advise her / him to go?

National sources include:

- The Site which is specially designed for young people.

- FPA - the sexual health charity which has a section identifying local services.

- Brook for Young People has free & confidential information for under 25s.

Small groups


This activity can be carried out as homework with groups dividing up research tasks and sharing results. The task can be divided between groups to make it more manageable. Students research sources of advice about sexual health including those in their local area. They find out what local NHS services offer including GPs and local pharmacies and what time local clinics are open. Are there any specific services for young people? Groups provide the results of their research in the form of a display so that they can share findings.



Individually, they write a letter of advice to Faith including information about the link between sexual health risks and alcohol to challenge inaccuracies in her views. They should also suggest where she could go for reliable sexual health information, advice and support.

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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