GETH: I'm Geth and I'm in big trouble. Everything was great. Now it's all exploded. There's blue slush all over the spare room. Mam's fuming. Not just about the mess in the bedroom - I spent all my pocket money. I bought this slush off Eli. He's the team captain. He says it's really healthy. It comes in a powder and you just add water to it. Everyone wants some.
POET: The pressure of fitting in
at times can be overwhelming.
There isn't a manual or special book
that teaches us magic rules.
That would be easy, right?
But that's not life.
GETH: Eli came up to me every day. He'd say, "I've got loads of stock, "but don't hang about. It's going fast." Tell you the truth, I don't really like it. So what I do is, I carry an empty bottle to pretend I drank it. But then every day, Eli's selling, and I buy. By today, I had ten bottles in the airing cupboard. The cupboard was warm. Boom!
POET: The pressure to fit in
got you buying off the captain.
What did you call it? Slush?
But you're keeping it hush-hush,
not telling anyone, because
the questions would be too much.
Am I right?
Don't tell me - you were
stashing it in the spare room,
thinking it was clever.
But Mum is tamping.
You should have known better.
MUM: Geth!
GETH: Mam's voice. Then I heard Dad. They are so angry. So I just came here to the park to think. And Eli's got more stock.
POET: All this just to be accepted
and fit in.
But why fit in when you were born
to stand out?
Maybe in a world so big, we're all looking for our tribe.
We're all looking to fit in.
The secret is,
it all starts with you.
You don't have to believe others,
because, guaranteed,
they don't have a clue too
Don't buy into the fake narrative.
You made the mistake,
and that can be amended in time.
And Mum and Dad will calm down
and all will be fine.
You're their son, after all,
with the power and potential
to grow so tall.
GETH: Thanks for the offer, Eli, but I don't really like it. I'm not going to buy any more.
Summary of the film
Geth loves football and wants to be a part of the school team more than anything in the world, and when the team captain offers him a drink which could help his performance, he says yes in a flash.
Everything is fine until the pots overheat and explode all over his parents’ spare room. Will Geth continue trying to ‘fit in’ or stop buying the drink?
Teacher notes
Ideas for the classroom:
Teachers could conduct a whole class activity asking pupils to move to the left hand side of the classroom if they ‘agree’ with the statement and to the right if they ‘disagree’, eg:
- Elysia’s friends ask her to write a mean note on Magi’s homework. Should Elysia do this?
- Caleb encourages Mali to hide Jayden’s glasses. Should Mali do this?
The pupils could then be asked to 1) explain how the characters would feel in these situations and 2) explain why they’ve moved to the side of their choice, and a wider discussion could then be held to explain what is right to do in each situation.
- Fill the bucket: A group activity that discusses ‘Do you fill or empty the bucket?’. The pupils could think of behaviours and actions that ‘fill the bucket’ in life, eg take their turn, share, being kind, respecting others and then to ‘empty the bucket’, eg shout out, mean words, interrupt and disrespecting people.
This could lead to a poster making activity to be displayed in the classroom in order to remind everyone of being moral.
Quiz – Classes could complete a short quiz after watching the film asking them to complete a series of questions about Geth’s situation.
- How does Geth feel at the start of the film whilst trying to ‘fit in’?
- What is the impact of Geth’s decision to buy the drink?
- How would this make his parents feel?
- How does Geth feel after deciding not to buy the drink again at the end of the film?
These conclusions could help the pupils to decide what would they do in Geth’s situation.
This could be a written activity either completed individually or as a group.
- A helping hand: Pupils could outline their hands with the title ‘When I feel uncomfortable, I can turn to…’ and they could list people’s names on each finger.
Another activity could be asking the pupils to think of answers for the following:
I’m happiest when…
I’m most comfortable when…
My mind is clear when I…
I can concentrate better when I…
I have energy when I…
I feel brave when I…
Language, literacy and communication ideas:
- Behaviour reflections - The purpose of this task would be to encourage pupils to realise that actions have consequences. The class could look at Geth’s situation and discuss how the fact that he didn’t tell his parents about the drinks that he was buying lead to the ‘explosion’.
Groups could discuss what happened? What was his parents’ response? How did Geth’s action affect his parents?
Pupils could then think of advice for Geth or how they would have done things differently, eg tell his parents, refuse to buy the drink that he didn’t even like, tell Eli that it was wrong to sell drinks in school.
“Why fit in when you were born to stand out” – pupils could create a poster based on this phrase from the poem outlining the importance of being true to yourself/making informed decisions/being confident/talking to others with words, phrases or symbols that help individuals ‘stand out’ in life.
Or, pupils could be asked to devise mini group videos or individual poems similar to the narrators in Geth’s story.
- Balloon of feelings – The class could discuss the message that the narrator gives, which is the “power and potential to grow so tall”. It’s evident that Geth finds it difficult to share his concerns and gives in to the pressure of buying a drink that he doesn’t like to ‘fit in’.
Teachers could use the symbol of a balloon to convey the build up of feelings and concerns and pupils could use the different layers to convey their own feelings, either in the form of symbols or words. Each pupil will have a balloon each at the end of the task, which they could then swap with a partner to share their concerns and to exchange advice, or they could base the task on Geth’s feelings if teachers don’t want to ask pupils to share their personal lives.
Learning outcomes and curriculum notes
- Learn more about being influenced and pressured by peers
- Learn about the pressure that’s on young people to be popular and ‘fitting in’
- Develop an understanding about making wise choices
Area of Learning and Experience – Health and Well-being
Our decision-making impacts on the quality of our lives and the lives of others.
Progression Step 3
I can make considered decisions, taking into account available information, including past experiences.
I can recognise that some decisions I make will have a long-term impact on my life and the lives of others.
I can understand that decisions can be made individually and collectively, and that they can be influenced by a range of factors.
I can identify and assess risks, and I can take steps to reduce them.
Area of Learning and Experience – Expressive Arts
Creating combines skills and knowledge, drawing on the senses, inspiration and imagination.
Progression Step 2
- I can create my own designs and work collaboratively with others to develop creative ideas.
Where next?
Llio’s story. video
Llio is a young carer for her father, not having much time for herself. Will Llio decide that she needs help?
Tegan’s story. video
Tegan shuts herself away from the real world, and finds comfort in playing computer games in her bedroom. Will she find the strength to step out of this world?
Trystan and Macs' story. video
Trystan and his brother Macs are being bullied in school, but don't tell anyone. Will they let the bullys get the better of them, or decided to talk to someone?
