Body Image for Beginners

Body Image for Beginners explores how children think they look and how they think other people see them.

Initially, the boys and girls in Year Five at AbbeyGatesPrimary School expressed feelings of body dissatisfaction. This included perceiving themselves as looking too fat or too skinny, to not liking their hair, eyes or thighs, to believing that people were staring at certain ‘weaknesses’. Whilst it was easy for them to list the numerous negatives, the pupils found it much more difficult to express the positives.

Through a variety of learning experiences focusing on self-esteem, an environment was created that developed communication skills, challenged stereotypes and promoted an active lifestyle with healthy eating. The pressures from the ‘cult of celebrity’ creating an unrealistic body image, as well as from peers, family, and teachers was researched, analysed and debated.

By learning about body image and what influences their body image, the boys and girls were able to be more satisfied with their individuality, feel more accepted by their peers, and be happier, healthier children.

The lesson plans were adapted to meet the changing needs of the children in a Year 5 class. There were continually different routes to follow. These were the result of comments written on the Graffiti Wall or inside the Body Box, comments made during paired/group/whole class discussions, the use of a video diary, and children taking the initiative to express concerns or ask questions directly to me.

I used a multitude of resources to develop my lesson plans, but the most useful was the trial document of a programme called Absolutely Every Body - Promoting and developing healthy weight and healthy body image: A health promoting schools approach to managing childhood overweight and obesity. This was produced byChildren’s Health Development Foundation & Women’s and Children’s Hospital, Adelaide, Australia (2004).

This document can be downloaded from: activated.det.act.gov.au/hps/tl/documents/AbsolutelyEveryBodyResource.pdf

Other useful links included:

(Children’s Health Development Foundation)

(Eating Disorders Association)

(Dove)

(Media Awareness Network)

UNIT PLAN - BODY IMAGE

SUBJECT: PSHE / CLASS: / YEAR GROUP: 5/6 / Date:
LEARNING OBJECTIVES
Pupils should learn to……….. /
POSSIBLE TEACHING ACTIVITIES
/

RESOURCES

1a) talk and write about their opinions, and explain their views, on issues that affect themselves and society.
1b) recognise their worth as individuals by identifying positive things about themselves and their achievements.
2d) explore how the media present information.
3a) understand what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices.
3c) recognise that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know.
4e) understand that differences and similarities between people arise from a number of factors.
5c) consider social dilemmas that they come across in life. /
  • Create group definitions of the word ‘healthy’ and the term ‘body image’. Display in class.
  • Independent work.
  • Paired exercises.
  • Small group activities.
  • Class discussions, including circle time.
  • Question/concerns/issues from Graffiti Wall and Body Box.
  • Active continuum demonstrating pupil perceptions on the influences on their body image: the media, role models, school, friends and family.
  • Drama/Role play/Songs/Raps/Poems/Rhymes demonstrating the above influences.
  • Collage/mural/art work using pictures of people.
  • Listening game.
  • Compliments game.
  • Create a poster with a clear message to a specific audience.
  • Showing and comparing traits we inherit from our parents.
/ A variety of books, magazines, internet sites to collect images of people with different body shapes.
Interactive whiteboard
Graffiti Wall paper & Body Box
Large sheets of paper and marker pens for group work
Reflection diaries (with sheets for independent work)
Active continuum cards
CD Player

EVIDENCE OF LEARNING

Diagnostic:
Group definitions of ‘body image’ and ‘healthy’.
Formative:
Graffiti Wall Class continuum
Body Box Diary entries
Summative:
Independent work/diaries +
Activity that demonstrates pupils can talk and write about their opinions, and explain their views, on issues that affect themselves and society.

Darren Powell, 2006 –