LärarhandledningLyssna på serien
LärarhandledningIt's complicated
I poddserien It’s Complicated! hör vi sex olika ungdomar berätta om en relation som blev komplicerad på olika sätt. Bakgrundshistorien blandas med scener spelade av skådespelare och den riktiga personens berättelse.
Vissa avsnitt av ”It’s complicated” innehåller ämnen eller beskrivningar som vissa elever kan uppleva som jobbiga eller känsliga. Vi rekommenderar att läraren lyssnar igenom avsnitten i förväg och sedan överväger lämpligheten för respektive avsnitt i olika grupper. Vissa avsnitt passar bättre för äldre elever.
Det finns sex avsnitt och varje del är mellan ca 14–20 minuter lång.
- Avsnitt 1 - A competitive friendship: Den blyge Sam har gjort en helomvändning under sommarlovet och börjar på sin nya skola som en my kille. Hans nye bäste vän, Jeff, och Sam tävlar om allt. Även tjejer visar det sig. När Sam blir avspisad av Diana, sviker Jeff honom. Men vänskapen vinner i längden. Längd: 13:32 min.
- Avsnitt 2 – In between two worlds: Sara lever ett dubbelliv. I skolan hänger hon med bästa kompisen Mira, som vill få med henne på fester för att träffa killar. Men hemma är Sara hårt hållen av sina föräldrar som förväntar sig att hon ska gå med på ett arrangerat äktenskap. Hon känner sig fast mellan två världar. Längd: 13:46 min.
- Avsnitt 3 – A poisionous friendship: Den utåtriktade Amy blir snabbt bästa vän med Ella på sin nya skola. De har en fantastisk energi tillsammans och Ella lockar med Amy att snatta. Efter ett tag blir Amy kär i Ella, som inte verkar ha något emot det. Förhållandet mellan Amy och hennes bästa vän Ella blir dock komplicerat när Ella föreslår en trekant. Längd: 16:16 min.
- Avsnitt 4 – To break up although feelings remain: Musikälskande Simon och Tara har varit ett par i flera år fram tills Tara flyttar till USA. Långdistansförhållandet knakar i fogarna och Simon känner sig både ensam och ledsen. När båda två till slut har träffat nya partners börjar deras förhållande bli osunt. Längd: 18:10 min.
- Avsnitt 5 – Love can't save you from yourself: Nicole är en musikälskande transperson som hyser en obesvarad kärlek till Rebecka. Hon lider också av ångest och psykiska problem och anklagas för att sprida sin olycka till alla andra omkring henne. Livet blir komplicerat när hon bryter sin bästa väns förtroende. Längd: 19:26 min.
- Avsnitt 6 – I never gave my consent to sex: Nathalie: På en hemmafest blir Nathalie indragen i en situation som går överstyr med en jämnårig kille hon just träffat. Efteråt känns allting fel, men det tar ett tag innan Nathalie inser vidden av vad som faktiskt inträffat och att hon utsatts för ett sexuellt övergrepp. När hon får veta att samma kille utsatt en annan tjej för en liknande sak så bestämmer hon sig för att konfrontera honom. OBS! Avsnittet lämpar sig bäst för de lite äldre eleverna med tanke på innehållet. Längd: 17:46 min.
Binogi har också material om SSR och porr. Deras lärarhandledning och filmer är publika under vårterminen 2024.
Syfte och målgrupp
Programserien och lärarhandledningens diskussionsfrågor vänder sig både till årskurs 7–9 och gymnasiet. Syftet med serien är att vara en grund för diskussioner kring relationer och etiska ställningstaganden. De flesta frågeställningarna är nära kopplade till kunskapsområdet sexualitet, samtycke och relationer och därför kan serien med fördel användas i ämnesövergripande teman, till exempel med samhällskunskap, religion eller biologi.
Utöver att serien självklart utgår från kursplanen i engelska – såväl för högstadiet som gymnasiet, så är denna serie även tänkt att passa som grund till det allmänna värdegrundsarbetet. I de inledande delarna i Lgr22 poängteras bland annat arbetet för ett normmedvetet och demokratiskt förhållningssätt och att skolan ska hjälpa eleverna att respektera andras egenvärde samt sin egen kroppsliga och personliga integritet. Eleverna ska stärkas i att göra självständiga och medvetna val och hela undervisningen ska präglas av ett jämställdhetsperspektiv.
Grundskolan
I det centrala innehållet (Lgr22) för engelska finns bland annat följande punkter med som innehåll för kommunikationen:
- Aktuella och för eleven bekanta ämnesområden.
- Vardagliga situationer, intressen, aktiviteter och händelseförlopp
- Åsikter, känslor och framtidsplaner samt relationer och etiska frågor.
- Levnadsvillkor, traditioner, sociala relationer och kulturella företeelser i olika sammanhang och områden där engelska används, även i jämförelse med egna erfarenheter och kunskaper.
Gymnasieskolan
I det centrala innehållet för engelska i Gy11 finns bland annat följande punkter med som innehåll för kommunikationen på steg 5:
- Aktuella och bekanta ämnesområden /…/
- Händelser och händelseförlopp
- Åsikter, tankar och erfarenheter samt relationer och etiska frågor
I det centrala innehållet för engelska i Gy11 finns bland annat följande punkter med som innehåll för kommunikationen på steg 6:
- Åsikter, idéer och erfarenheter samt etiska och existentiella frågor,
- Samhällsfrågor, sociala, kulturella, politiska och historiska förhållanden samt värderingar i olika sammanhang och områden där engelska används, även i jämförelse med egna erfarenheter och kunskaper.
Om handledningen
Struktur och upplägg
Den här lärarhandledningen handlar framför allt om olika frågor att diskutera utifrån avsnitten i poddserien. Utgångspunkten är att få eleverna att fundera över sociala och kulturella likheter och skillnader mellan Sverige och Storbritannien, relationer, intressen och val i livet.
Lärarhandledningen består av två delar per avsnitt. Tanken är att man som lärare ska kunna plocka ut de uppgifter man anser passar till gruppen/klassen och kanske också inspireras till egna frågor. De två delarna är:
- Diskussionsfrågor som man på olika sätt kan distribuera till eleverna. Till exempel kan man skriva ut frågorna på kort som eleverna drar och diskuterar, ha frågorna projicerade en åt gången på tavlan eller dela hela listan med klassen. Lämplig gruppstorlekar för samtalen är 3-4 personer. För att få alla att komma till tals roterar man vilken elev som är ansvarig för varje diskussionsfråga; den elev som läser frågan och startar diskussionen. Har man en gemensam, avslutande diskussion i helklass är det även här den ansvarige eleven som för gruppens talan i respektive fråga. Utifrån gruppen väljer man det arbetssätt som kan kännas lämpligt. Man kan med fördel börja med APE-diskussioner (Alone – Pairs – Everyone). Känner man att det finns underlag utifrån klassens gemensamma svar för en fyra-hörnsövning, så är detta en uppskattad aktivitet. Man kan även samla svar i digitala ordmoln/taggmoln.
- Ta reda på är uppgifter som uppmanar till att undersöka fakta och till viss del se likheter eller skillnader mellan Sverige och Storbritannien. Eleverna arbetar enskilt eller parvis för att finna svar på uppgifterna. Dessa kan sedan diskuteras muntligt i mindre eller större grupper, eller mer utvecklat genom en skriftlig redovisning. Man skulle också kunna skapa venndiagram för att visuellt se likheter och skillnader.
Fler metodförslag
- Det finns manus till alla avsnitt. Det man kan utnyttja på många olika sätt. Eleverna kan följa med i texten medan de lyssnar eller läsa igenom manus innan de lyssnar. Sedan kan de repetera delar i manus efter att de lyssnat eller plocka ut ord och skapa egna ordlistor eller skriva egna meningar. Eleverna kan även arbeta i grupp med manus, genom att till exempel spela upp eller skriva om delar av dialogen – "hur hade du svarat om du var X..."
- Med tanke på att alla delar är tämligen långa och det kan krävas en del koncentration för att lyssna så länge, så kan man börja med att lyssna på den inledande dramatiseringen och sedan pausa för att exempelvis diskutera vad eleverna tror har hänt, vilka personerna är som pratar och hur deras relation är. Eleverna kan också spekulera om vad de tror kommer att hända i fortsättningen av avsnittet.
- För att hjälpa de elever som behöver stöd för att koncentrera sig kan de förslagsvis ha ett blankt (olinjerat) papper och penna framför sig och ”kladda” under tiden de lyssnar. Skriva ord och namn, rita figurer för att minnas och var aktiv på ett otvunget sätt.
- Uppmana eleverna att inte fastna eller låsa sig vid något ord eller uttryck som de inte förstår, utan fokusera på att förstå helheten.
- För att eleverna lättare ska komma i gång med sina diskussioner så kan de använda fraserna som finns i bilagan här nedan. I programserien Best English Hacks finns fler tips om Linking words och Language strategies. Titta gärna på dessa program i anslutning till att lyssna på It's cvomplicated.
It’s complicated, kopieringsunderlag.pdf
I lärarhandledningarna till Tack gud jag är homo och Diskutera sex och relationer finns bra faktarutor om samma ämnen som tas upp i den här serien, och som därför kan vara ett kunskapsstöd till dig som lärare även inför arbetet med It's complicated.
Avsnitt 1 · 14 min
A competitive friendship
Begreppslista
rejected - avvisade
confidence - självförtroende
competing - tävlar
competition - tävling
courage - mod
revenge - hämnd
respond - svara
betrayed - förrådd
approach – sätt att närma sig
Frågor
Questions to discuss
- Was there something you didn’t understand in the story, or thought was strange? Discuss and explain things to one another.
- What has prompted Sam to go through with such a big change in character? Was it only the confidence and that he started at a new school? What do you think? Have you ever felt that you or someone you know have had a “personality makeover”?
- Millions of songs have been written about falling in love, but how do you realise that you have feelings for someone? Is it easy and crystal clear or do those feelings sneak up on you and grow without you noticing at first? What is your opinion?
- How do you best tell someone that you like him/her? Are there good ways or bad ways? Please, give examples and discuss those together.
- When Sam finally had gathered the courage to tell Diana that he liked her, she didn’t understand at first and then she brushed him off by saying “Oh yeah, I don’t like you that way.” What do you think about the way Diana rejected Sam? Do you believe that she didn’t understand him for real, or was that an act?
- What advice would you give Sam the next day, when he feels that things are awkward at school? Is looking the other way in the hallway a good reaction?
- Is it okay to do what Jeff did? Is it okay to flirt with someone who has just rejected your best friend or are your friends’ love interests off-limits? What would you do if your friend started flirting with your crush?
- Sam and Jeff were quite competitive in all they did. Do you think Jeff was interested in Diana too or do you think he only started talking to her as a way of winning over Sam? Explain your reasons for thinking one way or the other. Do you all agree?
- Sam was more bothered with Jeff flirting with Diana, than he was with Diana rejecting him. He said: “It wasn’t about her; it was about him doing that.”. How do you think you would feel in that situation? Whom would you be more annoyed with? Why?
- Almost the same thing had happened before. That time, Sam had talked to a girl that Jeff was interested in. Why do you think that Jeff saw that as something more than just a friendly talk?
- Is it okay to “take revenge” on a friend who betrayed you? What could you gain from that? Do you think that is a natural way to react? Do you know anyone who would act like that?
- Sam is mulling the things over in his head throughout the night. Do you think Jeff was also bothered about what had happened? What makes you think that?
- Can you forgive your friends for anything they might do? Should friends come first and girlfriends/boyfriends second? Why? Why not?
Arbeta vidare
Find out more:
- Friendship vs. Love – what is the difference according to science? Search for definitions of friendship and love and how the difference between the two can be explained.
- Make a survey among your friends and family – if given the option of only ever having one, would people choose love or friendship?
Avsnitt 2 · 14 min
In between two worlds
Begreppslista
adapt – anpassa sig
expectations – förväntningar
relationship – förhållande
restrictions – begränsningar
arranged marriage – arrangerat äktenskap
strict rules – stränga regler
judgemental – dömande
stuck in the middle – fast i mitten
Frågor
Questions to discuss
- Was there something you didn’t understand in the story, or thought was strange? Discuss and explain things to one another.
- How would you rank these risks when considering having sex; that you could catch a disease, that you could get pregnant, or that your parents would find out?
- Mira asks Sara if she really is “living in the moment, here and now”. Why do you think she is asking such a challenging question? What could she get out of it? How do you know if you actually are “living in the moment”?
- Sara is not interested in a relationship with a boy because she believes it will end with her getting hurt. Is that a good enough reason not to take a chance? Is it “better to be safe than sorry”? Or is there more truth to the saying “nothing ventured, nothing gained”?
- Sara says she is happy “not to live with the stress and constant heartache that boys come with”. Do you think she is right in that assumption? Or is there a hint of envy in the statement? Do all romantic relationships end badly? Maybe you know about a “happy-ever-after-relationship”? What do you think makes it last?
- Mira claims that Sara must believe that what she (Mira) does is “crossing the line” and asks her “into what?”. What do you think that means?
- Are parents’ opinions worth more than those of friends? Why or why not? Whom do you trust more – your best friends or your parents? Is it different for different issues?
- Sara is not allowed to have boyfriends and she is expected to get married one day to a boy that her parents choose and then live in an arranged marriage, just like her mother and father. Could parents be better equipped to make the best choice of a life partner for their child, considering their life experience? Can they tell which person would make you truly happy?
- How would you react if Sara was your friend, and you found out about the expectations her parents have on her? Would it be easy to accept, or would you try to change her opinion? Why? Why not?
- Sara doesn’t see a problem with getting married to a boy that her parents have chosen, as long as he is nice and has a good job. She says it’s the least she can do since her parents have done so much for her. Do you feel that you owe your parents something for the things they have done for you? How would you feel if they asked that of you?
- How do you think life is like for Sara living in two different worlds like that, knowing that neither side will understand the other one?
- Why do you think Mira got angry at Sara when she said she wouldn’t go to the party with her? Is it only because of the party? Is it okay that Mira gets annoyed and claims that Sara is judgemental?
Arbeta vidare
Find out more
Arranges marriages and forced marriages are not always the same thing. If someone gets married unwillingly, it is considered a forced marriage. An arranged marriage is when someone else – usually a family member - finds the partner and sets up all the arrangements. In this report, you can read about forced marriages in Sweden. https://nck.uu.se/kunskapsbanken/amnesguider/hedersrelaterat-vald-och-fortryck/tvangsaktenskap-och-barnaktenskap/
- What did you learn from the report Discuss in pairs and in class.
- What pros and cons of arranged marriages are there? What benefits can you see? What risks are involved?
- In some cultures, around the world, the tradition of arranged marriages prevails. Why do you think it is still happening?
Avsnitt 3 · 17 min
A poisonous relationship
Begreppslista
confusing - förvirrande
manipulative – manipulativ, att försöka påverka andra
shoplifting – snatteri
family issues – familjeproblem
sleepover – övernattning
mutual – ömsesidig
jealous – avundsjuk
inappropriate – olämpligt
threesome – trekant
Frågor
Questions to discuss
You can choose to focus on different themes when discussing the questions.
- Was there something you didn’t understand in the story, or thought was strange? Discuss and explain things to one another.
- Theme friendship: Is it hard finding new friends if you move to a new school? What good advice would you give someone who has just oved to your school? Would he/she have to be or act in a certain way to get accepted by the others?
- Theme friendship: Amy explains the different reasons why they always have sleepovers at Ella’s place. Do you prefer to have a friend sleeping over at your home, or do you enjoy staying at a friend’s home more? Maybe you prefer not to have any sleepovers at all? Why do you think so? Do you all agree or disagree?
- Theme friendship: Amy decides not to wave back at Ella when she sees her at a distance some time later. Do you think that was a good decision? What do you think a response to Ella’s gesture could possibly lead to? Would it just be a simple “hello” or could they pick up their friendship again? How do you know when a relationship is finally completely over?
- Theme friendship: Ella’s response to Amy not wanting to have a threesome is to start spreading rumours behind Amy’s back. Is that common when friends fall out? Is it more a typical girl thing or do boys also talk and spread rumours? What can you gain from that? Does it make you feel better?
- Theme shoplifting: If you don’t have a lot of money, does that make it right to go shoplifting? Try to see it from different points of view and discuss what shoplifting could mean for; the shopkeeper, the person stealing, his/her family, other people buying things in that shop. If you like, you can do a little roleplay.
- Theme shoplifting: Amy says the shoplifting wasn’t really about the items they stole but that it was a “carefree thing”. What do you think she means by that? Do you think people are more attracted to shoplifting for the items they take or for something else? What drives them? Is peer pressure a part of it? Do you think shoplifting is more common if you do it with someone else? Why? Why not?
- Theme mixed signals: Amy likes Ella more than just a good friend. She also feels that Ella enjoys this attention and thinks that Ella might share the emotions. How can you tell if someone likes you in a romantic way? Is there a difference if someone just likes you or if there are romance involved? What are the easiest tell-tale signs?
- Theme mixed signals: Ella has a boyfriend, but Amy is still sure that the flirting is mutual. For example, Ella once “kissed” her while having covered Amy’s mouth with her hand, and at other times she said, “oh, you’re so cute” or “oh, you’re my type”. Do you think Amy might have read the signs wrong? Why? Why not?
- Theme mixed signals: Amy says there is something manipulative about Ella. She is sending out mixed signals as she is both flirting, then getting angry and pushing her away. Why do you think Ella acts that way? Is she being manipulative or is she as confused as Amy is?
- Theme mixed signals: Ella is the one who asks Amy about having a threesome and that’s when their relationship changed. Do you think it was inevitable that their relationship would not stay the same after such a question? Why? Why not?
Arbeta vidare
Find out:
- How does the law view shoplifting? What differences are there considering the shoplifter’s age, the sum of the stolen goods, and what legal punishments you can face? Are differences in in Britain compared to Sweden?
- Amy says that her home income isn’t a lot and that her mother is on “universal credit” and that they have to go to the “food bank” a lot. What are those things? How does the welfare system work in Sweden in comparison to Britain?
Avsnitt 4 · 19 min
To break up although feelings remain
Begreppslista
apparently – uppenbarligen
aspiration – mål, dröm
extracurricular activities – fritidsaktiviteter
attractive – tilldragande, snygg
separate – gå skilda vägar, göra slut
long-distance relationship – långdistansförhållande
distract – avleda tankarna, distrahera
hook up – bli ihop med
coping with – hantera, klara av
hurt – såra
toxic – giftig
pretty recent – ganska nytt
Frågor
Questions to discuss
- Was there something you didn’t understand in the story, or thought was strange? Discuss and explain things to one another.
- Are long-distance relationships doomed to fail? Why? Why not?
- Simon’s girlfriend Tara says that she has a new boyfriend now. Can people fall out of love just because they haven’t met for a while? Can love change or even disappear as quickly as in a few months? Was it really true love then?
- Simon describes how he was immediately attracted to Tara when they met, and that they shared a special kind of energy. What are your opinions on love at first sight? Is it a real thing? Do you know anyone who has experienced that? Did the relationship last?
- Simon and Tara didn’t only fall in love, but they were also best friends How important do you think the friendship part is in a relationship? Do you need it at all? Why? Why not?
- Simon and Tara hung out quite a lot with each other’s families. If you have a girlfriend/boyfriend, do you spend time with their families too? Why? Why not?
- Why did Simon not quite realise that he and Tara had separated?
- What does Simon do to distract himself? Is it important to have things to distract yourself with from sadness and emptiness? Can it be too hard or scary to embrace those feelings, almost like opening Pandora’s box? What could happen if you don’t distract yourself?
- Simon hooks up with a few different girls after he and Tara broke up. Why do you think he did that? What did he say about that?
- Why didn’t Simon want to tell Tara about the other girls he is seeing? Why do you think Tara kept asking him if he was seeing others? Had she heard rumours? Did she want him to be the first one starting over? What do you think?
- Tara got hurt when she heard about the other girls. Do you think she had a right to get hurt, seeing that they weren’t a couple anymore? Do people still have some sort of claim over their ex?
- “It’s irritating to like someone you can’t have”. Do you agree with this sentiment? Are there people you believe you “can’t have” because they are out of your league or for some other reason? Is it possible to be with someone no matter what the distance or social status is?
- Do you think Simon and Tara will meet again? What will happen? Will they get back together, become friends or just fall out of contact?
Arbeta vidare
Find out
What does science say about love at first sight? Is it a real thing or only some romantic notion we talk about? Google it and discuss what you find out.
Avsnitt 5 · 20 min
Love can't save you from yourself
Begreppslista
mental health – psykiska hälsa
affection – kärlek, tillgivenhet
affecting– påverkar
transgender – transperson
anxiety – ångest
obsessed – besatt, fixerad vid
unhappy – olycklig
declaration of love – kärleksförklaring
issues – problem
reject – avvisa
road to improvement - vägen mot förbättring, förbättringsvägen
Frågor
Questions to discuss
- Was there something you didn’t understand in the story, or thought was strange? Discuss and explain things to one another.
- Nicole plays the guitar to handle her anxiety. We all have thoughts and feelings that are hard to handle sometimes. What do you do when there are too many thoughts or feelings buzzing around in your mind? Could you give a friends any useful tips?
- What advice would you give Nicole?
- Is it possible to spread your own unhappiness to others? In what way? Is it possible to also to the opposite, i.e. to spread happiness?
- Nicole says that she didn’t understand her own feelings and that she could get mean. Do you think lashing out is a common way to react when the emotions get too strong? Why? Why not?
- Nicole tells Rebecka about her feelings for her, and in doing so, she betrays Vivian’s confidence. How would you have reacted in Vivian’s situation? What would you have done?
- Did Vivian do the right thing when she said that Nicole destroys everything for everyone around her? Could she have said it in a different way, or did Nicole need to hear the “harsh truth”? How would you have reacted if someone said that to you?
- Is it possible to help another person to be happy, or is that something you can only do yourself? Does true happiness only come from within, or can outer stimuli (like someone smiling at you, or you buying that t-shirt you really wanted) also create that? What do you think?
- Rebecka claims that she couldn’t be friends with someone like Nicole. Was that right or wrong of her to say? Did it lead to something good? Could this have ended in a different way? How?
- One of Nicole’s problems is that she wants to be loved, be happy and have a perfect life, and then puts herself down when things are the opposite. This is something that is shared with many people today. Why do you think we strive to be so perfect, posting pictures of seemingly perfect lives on social media, instead of telling each other when things are tough?
Arbeta vidare
Find out more
- Mental health issues are a big problem among young people today, especially among young girls and women. What causes this? Is it possible to change it? In what ways can we help and support each other when we feel stressed out or experience anxiety? The links below might help you get started.
https://www.folkhalsoguiden.se/nyheter/psykisk-ohalsa-bland-unga-vaxer/
- Nicole is transgender. When you are transgender, it means that your gender identity is different from the gender you were thought to be at birth. Thus, it is not a question of sexual orientation. What does that mean, however, both practically and emotionally, for a person who is transgender? How old do you have to be in Sweden/Britain to go through a sex change (könskorrigering)? Are there any differences between Sweden and Britain in how transgender people are looked upon in society? Find out more!
Read more about transgender in the teachers' guide to Tack gud jag är homo.
Avsnitt 6 · 18 min
I never gave my consent to sex
Begreppslista
afterwards – efteråt
pavement – trottoar (BrE, AmE: sidewalk)
unpleasant – obehaglig
relate to – känna igen sig i
perspective – synvinkel
out of the blue – utan förvarning
gross out – äckla
protective – beskyddande
glimpses – glimtar
sexually assaulted – utsatt för sexuellt övergrepp
experienced – upplevt
report – anmäla
investigation – utredning
lack of evidence – brist på bevis
charged - anklagad
Frågor
Questions to discuss
- Was there something you didn’t understand in the story, or thought was strange? Discuss and explain things to one another.
- Nathalie confronts Chris in front of his friends outside his school. Do you think that was right, or could she have picked a better time or place? Why? Why not?
- Why do you think Nathalie stayed in the room alone with Chris? Was it stupid? Should she have gone with her friend? Why? Why not?
- At what point do you think Chris started to assault her? When did he overstep the line, in your point of view?
- How did Nathalie try to stop Chris? Why do you think he didn’t stop?
- Why was Nathalie scared to show her tears? Was it the right decision? Why? Why not?
- Nathalie says that afterwards she couldn’t quite comprehend what had just happened. Why do you think that is?
- Nathalie stays at the party afterwards to wait for her friend to come back. Do you think that was right, or should she have done something else? Why do you think she stayed?
- When Brandon says that Nathalie had been sexually assaulted, what was her reaction? Do you think it is common to react that way? Why? Why not?
- Only when she finds out that another girl had had a similar experience with Chris, does Nathalie decide to do something. Do you agree with her reasoning or not? Explain your thoughts.
- Chris didn’t deny anything, but he apologised for saying that her younger friend could join in. Why do you think he reacted like that? What could his reasons be? Do you think he even realised that he had assaulted her? How do you think he remembers the event?
- Nathalie wonders why she is the one to feel ashamed - and not him. Do you think that moment in time was critical for her deciding to go to the police? Why? Why not?
- Nathalie says that her life felt weird afterwards. How could she get help to get back to feeling normal again? Who can help her? What can she do?
Arbeta vidare
Find out
- What does the Swedish Consent Act involve?
- Are there any differences between Sweden and Britain when it comes to consent?
Upphovsrätten till innehållet i den här lärarhandledningen tillkommer UR, om inte något annat särskilt anges. Lärarhandledningen får fritt kopieras, distribueras digitalt och visas i undervisningssammanhang. När lärarhandledningen eller delar av innehållet används på olika sätt ska den ideella upphovsrätten iakttas. Det här betyder att du som lärare i din undervisning bland annat får kopiera upp så många kopior du behöver av hela eller delar av lärarhandledningen och dela ut till elever, tillhandahålla den digitalt till eleverna i en elevportal eller liknande, eller visa i en Powerpointpresentation. Viktigt att tänka på när du använder lärarhandledningen, på olika sätt, är att det alltid ska gå att se vem eller vilka som har upphovsrätten. Om lärarhandledningen kopieras upp i sin helhet så framgår det redan, men om det är så att du väljer att bara använda någon del behöver du skriva i anslutning till det du använder vem eller vilka det är (UR och/eller annat namn, som framgår i lärarhandledningen).