Body Image Media Literacy

Overview

In this sixth lesson of nine, students build on earlier work about wellbeing, emotions and decision-making by examining how media can shape body image and influence health-related choices. They will practise media literacy skills to challenge unhealthy or unrealistic messages and apply strategies for a positive, safer self-image online and offline.

Learning intentions

• Students will identify ways media and advertising can influence body image and feelings about appearance.
• Students will explain similarities and differences between the online world and the physical world, including curated images.
• Students will evaluate claims critically and recognise how misinformation or misleading editing can affect wellbeing.
• Students will propose realistic actions to protect their wellbeing and make healthier choices.

Success criteria

• I can give at least two examples of how media can create unrealistic expectations.
• I can describe how online images may be curated or edited to look different from real life.
• I can use a critical-thinking prompt to question a media message (who made it, why, and what is missing).
• I can write or talk through one strategy I can use to support a positive self-image.

Curriculum links

• Wellbeing online: impact of unhealthy or obsessive comparison with others online and setting unrealistic expectations for body image.
• Wellbeing online: how people curate a specific image of their life online and impacts of over-reliance on online relationships.
• Online safety and awareness: online content can distort the world and normalise/glamorise unhealthy behaviours.
• Health and wellbeing teaching approach: use accurate, straightforward language appropriate to students’ understanding.

Lesson structure (60 minutes)

1. 0–5 min · Emotional check-in & routine start. Teacher uses a 1–5 feelings scale (e.g., thumbs/colour card) and shares the lesson agenda on the board. Students choose a number, then do 30 seconds of quiet breathing and settle for learning.
2. 5–12 min · Retrieval starter (paired). Teacher displays 3 short prompts from prior lessons (e.g., “What helps when I feel anxious online?”, “What is a healthy relationship with tech?”). Students complete mini whiteboard answers in pairs, then teacher takes 2–3 quick responses.
3. 12–20 min · Vocabulary focus (Frayer Model). Teacher explicitly teaches Tier 2/Tier 3 words: curated, comparison, misinformation (and editing if needed), with examples and non-examples. Students build a simple Frayer box for one key term using sentence stems: “Curated means…”, “It can affect my feelings by…”.
4. 20–30 min · Guided discussion: Media and body image. Teacher shows 2 printed “media message” examples (one fashion/fitness, one lifestyle selfie style) with text prompts only (no explicit sexual content). Students discuss using stems: “I notice…”, “I think they want…”, “This could make someone feel…”, “What might be missing is…”.
5. 30–40 min · Teach: Online vs real world. Teacher models with a short, factual explanation: photos may be selected, filtered, posed, and edited; ads target attention and can normalise unrealistic standards. Students complete a quick table: “Online content might show” vs “Real-life might include” (e.g., variety, ordinary changes, imperfections).
6. 40–50 min · Media literacy challenge (small groups). Teacher gives each group a “Message Check” card with 4 questions:

• Who created it and who is it for?
• What does it claim or suggest?
• Is evidence shown, or is it only an image or opinion?
• What might be unrealistic or missing? Students apply the questions to their assigned media message and record one judgement and one wellbeing impact.

7. 50–57 min · Personal action planning (confidence-building). Teacher gives a choice of 2 strategies posters: “Unfollow/mute”, “Limit comparison time”, “Use a reality check”, “Talk to someone”, “Save healthy content”. Students choose one strategy and complete a sentence: “When I notice media making me compare, I will…”.
8. 57–60 min · Exit ticket & retrieval. Teacher collects an exit ticket with 3 questions (short answers):

• One way media can affect body image.
• One sign a photo could be curated/edited.
• One action to protect wellbeing. Students hand in; teacher sorts for misconceptions.

Resources

• Feelings scale cards (1–5) for check-in
• Board plan and sentence stems strip
• Printed “media message” examples (text + image placeholders or blurred/greyed images if used)
• Frayer Model templates (one per student or shared)
• “Message Check” group cards
• “Online vs real world” comparison table
• Strategy choice cards/posters
• Mini whiteboards, markers, exit tickets

Assessment

• Formative: teacher listens during paired retrieval and whole-class discussion, noting misconceptions about editing/curation.
• Formative: group “Message Check” judgements show whether students can evaluate message intent and realism.
• Summative (low stakes): exit ticket identifies understanding of media influence and ability to propose a wellbeing-protecting action.

Differentiation

• Provide sentence starters for oracy (e.g., “I notice…”, “It might make people…”, “A missing detail could be…”).
• Offer an adapted “Message Check” card with example completions for students needing scaffolded language.
• Use visual supports (two-column table, strategy icons) to reduce reading load.
• Extension for confident readers: ask students to add one example of a safer alternative source of information (e.g., credible health advice) and justify it briefly.

AQA Unit Award Scheme evidence opportunities (light-touch)

• Students can gather evidence for AQA UAS by completing: vocabulary Frayer Model, group “Message Check” reasoning, and personal action plan demonstrating practical wellbeing decision-making and reflective communication.