Curated Images, Real Wellbeing

Overview

Students examine how social media images can influence body image, wellbeing and safety. They evaluate fictional examples of filters, conventional editing, face swaps and AI-generated content, then apply ethical decision-making, consent, privacy, reporting and bystander strategies. The lesson supports prior learning about online safety, respectful relationships and help-seeking.

Learning intentions

Students will:

• explain how edited and AI-generated images can affect body image, wellbeing and participation.
• distinguish between conventional editing, AI-generated images and deepfakes without assuming visual clues prove origin.
• evaluate consent, privacy, safety and ethical issues involving images of young people.
• identify appropriate reporting, bystander and support actions.

Success criteria

• I can describe at least two ways curated images may affect wellbeing.
• I can explain why visual clues alone cannot prove an image’s origin.
• I can use context, source and reverse-image checking as stronger verification strategies.
• I can recommend a safe, respectful response to a harmful or non-consensual image.

Key vocabulary

AI body-altering filter; conventional editing; face swap; deepfake; synthetic image; consent; privacy; image-based abuse; sexualised deepfake; bystander; report; source verification.

Curriculum links

• Enhancing wellbeing through healthy lifestyles and critical thinking about influences on health.
• Managing risk, privacy, consent and safety in digital environments.
• Evaluating the effectiveness and suitability of health information, products and support services.
• Designing and evaluating safe, healthy participation strategies and responding responsibly to risk.

These links support the Stage 5 outcomes concerning health information and services, lifelong safety and participation, respectful relationships, and informed bystander action.

Teacher preparation checklist

• Preview the supplied videos and confirm school network access; use teacher-controlled playback and pause before any unsuitable recommendation or advertisement.
• Prepare a Kahoot using fictional or clearly synthetic images only. Do not use students, classmates, influencers or identifiable real young people.
• Check the school’s student wellbeing, child protection, technology misuse and image-based abuse procedures.
• Arrange a private follow-up space and identify the school counsellor, year adviser, wellbeing staff member and approved reporting pathways.
• Place a content note on the board: “Today we discuss manipulated images, privacy and non-consensual sharing without viewing graphic material.”
• Remind students never to upload classmates’ or real young people’s images into AI tools.

Lesson structure (55 minutes)

1. 0–5 min · Safe entry and hook. Teacher explains the content note, normalises opting out of speaking, and displays a fictional before-and-after image concept from the hook and content-note slides; students silently consider: “What might this image make someone believe about themselves or others?”

2. 5–13 min · Media influence and wellbeing. Teacher plays selected, age-appropriate sections of AI Body Altering Filters - BTN High using the video and discussion slides, pausing to clarify that filters can alter body shape, skin, facial features and perceived “normality”; students record one possible wellbeing effect and one question about the information presented on the image, wellbeing and safety analysis sheet.

3. 13–22 min · Edited, synthetic and harmful images. Teacher plays selected sections of Dove Evolution, then explicitly teaches conventional editing, AI body-altering filters, face swaps and deepfakes involving young people. Explain that sexualised deepfakes and image-based abuse are harmful even when an image is fabricated, and that students should not view, save, forward or investigate harmful material themselves. Students classify teacher-provided fictional examples and justify each decision using consent, privacy and safety language.

4. 22–31 min · Verification and critical evaluation. Teacher models a safe check using a fictional image: visual clues may suggest manipulation but cannot prove an image’s origin; stronger checks include reverse-image searching, checking the original context, comparing reputable sources, examining the account and date, and seeking a trusted adult’s help. Students complete a source-checking scenario on the image, wellbeing and safety analysis sheet and identify which checks are reliable, unsafe or inconclusive.

5. 31–43 min · Consent, response and support scenarios. Teacher presents three fictional scenarios: a classmate’s face placed on a fabricated image; a private image shared without permission; and a sexualised deepfake of a young person. In groups, students use the CARE response: Cease sharing and do not download; Ask the person what support they want, without blaming; Report through the platform and school-approved pathway; Escalate to a trusted adult or emergency service if there is immediate danger. Students develop a safe bystander response and complete the evaluation questions on the image, wellbeing and safety analysis sheet.

6. 43–55 min · Kahoot: authenticity and action. Teacher launches the 12-minute Kahoot through the Kahoot instructions and plenary slides using fictional/synthetic examples only. Students decide whether each image is authentic, conventionally edited or AI-generated, then answer follow-up questions about evidence, consent, privacy, reporting and bystander action. Teacher repeatedly reinforces that visual clues cannot prove origin and that context, source and reverse-image checking are stronger verification strategies. Finish by restating the safest immediate action: do not share, save evidence only as directed by an adult, report and seek help.

Suggested Kahoot question stems

• “Which label is most appropriate based on the information provided: authentic, conventionally edited or AI-generated?”
• “Can visual appearance alone prove how this image was made?”
• “Which is the strongest next verification step?”
• “Which action best protects the person’s privacy?”
• “A friend sends a sexualised deepfake of a young person. What should you do first?”
• “Which response is supportive rather than blaming?”
• “Why can a fabricated image still cause real harm?”
• “Which source would be most trustworthy for checking a health claim about body image?”
• “What should a bystander avoid doing?”
• “Which action shows valid consent before creating or sharing an image?”

Resources

• Teacher-controlled video: AI Body Altering Filters - BTN High (supplied link; do not display or distribute links to students)
• Teacher-controlled video: Dove Evolution (supplied link; do not display or distribute links to students)
• the complete image literacy and safety slide deck
• the image, wellbeing and safety analysis sheet
• Kahoot teacher account and student devices
• Fictional or synthetic image set with no identifiable people
• School-approved reporting and wellbeing pathway information
• Whiteboard and markers

Assessment

• Listen for students distinguishing evidence from assumption during classification and source-checking tasks.
• Collect or scan the worksheet for accurate evaluation of wellbeing impacts, consent, verification strategies and safe responses.
• Use Kahoot responses to identify misconceptions, particularly the belief that visual clues prove an image’s origin or that sharing a deepfake is harmless because it is fabricated.

Safeguarding and referral guidance

• Do not ask students to disclose personal experiences or name people involved. Students may pass, observe or complete an alternative fictional scenario.
• If a student discloses harm, listen calmly, thank them, avoid promising secrecy, do not ask investigative questions, record their words accurately and follow school child protection and wellbeing procedures immediately.
• Do not request students send or show harmful images. Do not forward, download or upload suspected image-based abuse. Preserve information only in accordance with school policy and advice from the appropriate safeguarding professional.
• Refer students to the school counsellor, year adviser, wellbeing team or another trusted school adult. Use emergency services where there is immediate risk.

Differentiation

• Provide a visual classification key, vocabulary bank, sentence starters and mixed-ability grouping; allow written, verbal or private responses.
• Pre-teach terms and check understanding with examples for EAL/D learners; avoid idioms and use concise instructions.
• Offer a reduced-choice worksheet and teacher conferencing for students needing literacy, attention or processing support.
• Extend students by requiring an evaluation of which verification strategy is most effective in a given context and why, including limitations and ethical risks.