EastEnders E20

Sex and Relationships Part 3

Short clip of the story

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EastEnders E20 thematic content for teachers - Sex and Relationships Part 3

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.

The video clip and the activities explore the important issues of consent and rape. Be aware some students may have experienced sexual violence and ensure that all students know where to go if they need to talk or access support services.

Please also see:

Sex and Relationships Part 1

Sex and Relationships Part 2

Sex and Relationships Part 4

for more Sex and Relationships content.

Lesson objectives

By the end of the lesson, ALL students will learn: that there is a difference between positive and negative relationships. They will know what constitutes rape and where to go for help.

By the end of the lesson, MOST students should learn: about the features of positive and negative relationships and will know what constitutes consent and what rape is and where victims of abuse can go for help.

By the end of the lesson, SOME students could learn: to explore a range of different types of positive and negative relationship. They will understand the concept of consent in sexual relationships and be able to define 'rape'. They will be able to identify sources of support for those in situations of abuse.

Activities for the lesson

Equipment required: Internet / projector, Whiteboard, Printed handouts

Session 8: exploring a negative relationship

Whole class

Ensure students have confidential access to information about sources of help and support both in the school and beyond. NSPCC's ChildLine offers support to children and young people in all situations including abusive ones.

Women's Aid has information about sexual violence and video clips are available on This is ABUSE.

Brook UK also has a section on its website about harmful situations.

Reinforce group ground-rules before discussion (use Handout 1: Ground-rules if required)

Watch the video on Sex and Relationships Part 2 (Ava and Richard) considering whilst they watch how Ava is feeling about Donnie, Richard, Faith and herself and why?

Small groups


After viewing students discuss:

  • - How does the relationship between Ava and Richard develop? When does it start to go wrong?
  • - Why did Ava kiss Richard?
  • - Was it OK for him to respond?
  • - What is a position of trust? How does or should that affect Richard's behaviour?
  • - How is Ava feeling about herself and her housemates?
  • - What did Ava want from her relationship with Richard?

Whole class

Whole class

Ask one person from each group to contribute a key point from the group's discussion. Draw out the additional responsibilities that Richard has in his position of trust. You could return to the lists created in Sessions 1 and 2 to explore whether or not this relationship is healthy and whether or not rights and responsibilities are being respected.

Session 9: sexual consent

Whole class

Small single sex groups

Briefly review discussions about the relationship between Ava and Richard.

Watch the video on Sex and Relationships Part 2.

After viewing, students discuss in single sex groups the following questions:

  • - What happened between Ava and Richard?
  • - What did Ava want to happen?
  • - Did Ava give her consent to sex?
  • - Was what happened rape?

Mixed gender groups

  • - Students move into mixed gender groups and compare views. If you have a single sex class ask students to try to consider how the opposite sex would have reacted. Did boys and girls react differently? If the class is single gender ask students to consider if they think that the opposite sex would react differently.
  • - Why do they think that?
  • - Students read Handout 4 - Rape fact sheet to inform their discussion. You could also show Donnie's monologue: 'Code of conduct' which provides Donnie's personal reaction to what happened. WPC Ruth's monologue: 'Rape' provides accurate information about the legal definition of rape.
  • - Does this additional input make them think differently?

Whole class

Whole class

Draw together the views of the groups ensuring that any inappropriate or inaccurate views are challenged. The phrase:

"Whatever you wear and wherever you go, 'yes' means 'yes' and 'no' means 'no'"

could be used. Ensure students know where to go for support (both inside and outside the school) if they have been affected by the discussion.

As follow up students could find out more about facilities for victims of sexual assault in their local area. The "Haven" centre as featured in the drama is typical of facilities offered to victims of rape and sexual assault (although Havens are only available in London). Facilities in the rest of the UK will vary although there is usually a female police officer to talk to within a supportive environment. Sexual Assault Referral Centres have been set up throughout England and Wales. These are a one-stop facility in which victims of sexual assault can receive medical care and counselling while assisting the police in investigating alleged offences. Some police stations have "rape suites", which are specially set up to support rape victims.

Session 10: supporting victims of abuse


In small groups, students reflect on the feelings and behaviours the morning after the rape.

  • They discuss:
  • - How did Ava feel? What did she think? What did she do?
  • - Did she realise at the time that she was a victim of rape?
  • - How did Faith and Donnie react? What did each of them feel, think and do? What did they say (e.g. Faith makes some inappropriate comments when they are in the café after Ava and Donnie return from the police rape suite).

Whole class

Whole class

You could show Ava's monologue: 'Please stop'. This monologue helps students to explore Ava's feelings and emotions as she wonders what she could have done differently. Handout 4 - Rape fact sheet could be used again to help students with their discussions.

Small groups


Students develop advice to Ava about the fact that she had a right to say 'no'. They could use the Handout 2 - Rights and responsibilities in relationships to do this.

They write to Ava's friends giving advice about how to react and what to say. Alternatively, they could write a script or role play about someone advising the friends.

The government's 2010 teenage relationship abuse campaign This is ABUSE re-launched on September 1st 2011. The website provides information, TV clips and resources to support further work on abusive relationships.

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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