About this Guide
This resource is designed to support practitioners deliver appropriate PSE in conjunction with their learners in light of the Scottish Government PSE Review (2019). You may with to look at the information about cocreation in the activity section, along with the associated benchmarks, to support your learners build on their existing knowledge and understanding of this topic. This suggested Body Image content will support practitioner work with their learners to develop the curriculum to suit their local context and meet the relevant age and stage of development for children and young people with regard to Relationships, Sexual Health & Parenthood.
Suggested Experiences & Outcomes
Mental & Emotional Wellbeing
- HWB 3-02a
I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them.
- HWB 3-03a
I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.
- HWB 3-04a
I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.
- HWB 3-05a
I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.
- HWB 3-07a
I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.
- HWB 3-08a
I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.
- HWB 3-10a
I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.
- HWB 3-15a
I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.
- HWB 3-16a
I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.
- HWB 3-17a
I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations.
Relationships, Sexual Health & Parenthood
- HWB 3-44b
I understand and can demonstrate the qualities and skills required to sustain different types of relationships.
- HWB 3-44c
I understand and can explain the importance of, and need for, commitment, trust and respect in loving and sexual relationships. I understand the different contexts of such relationships including marriage.
- HWB 3-45b
I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communication.
- HWB 3-46a
I reflect on how my attitudes, beliefs, values and morality can influence my decisions about friendships, relationships and sexual behaviour.
- HWB 3-51a
I can explain the importance and the enduring and complex responsibility of being a parent/carer, and the impact on life choices and options.
- HWB 3-51b
I can explain the support and care necessary to ensure a child is nurtured through the different stages of childhood.
- Explains why commitment, trust and respect are central to being cared for and caring for others.
- Demonstrates respect and understanding of the diversity of loving and sexual relationships, for example, LGBTI relationships, marriage, living together, co-parenting.
- Explains the impact an imbalance of power can have on relationships, including sexual relationships, for example, consent, coercion, responsibility for actions and decisions.
- Describes how positive and negative feelings about body image can affect health, self-worth and behaviour, for example, confidence, self-harm, eating disorders.
- Recognises the impact of puberty and developing sexuality.
- Identifies and explains influence/impact of media, including social media and pornography on self-esteem and decision making.
- Demonstrates the skills needed to challenge stereotypical images in the media, including social media, for example, confidence, judgement.
- Identifies and demonstrates the skills required to make positive choices in challenging situations, for example, assertiveness, empathy.
- Identifies negotiation skills required to have safe and enjoyable sex, for example, knowing when the time is right, mutual responsibility to prevent unintended pregnancy,
- use of contraceptives, confidence to refuse unwanted sexual contact.
- Knows how to access confidential information, guidance and help.
- Gives examples of laws in relation to sexual health, for example, age of consent, right to confidentiality, consent, coercion, grooming.
- Identifies how to take action in a situation involving abusive or inappropriate sexual behaviour, for example, ending unhealthy relationships, local support, police.
- Explains the short and long term impact of parenthood, for example, joy, commitment, financial implications, anxiety, physical demands.
- Explains the meaning and importance of nurture in a child’s development.
- Identifies local support available for parents and carers.
Suggested Learning Intentions
- to learn how to question images in media/social media relating to body image
- to develop understanding of media/social media and body image and the impact of this
- to investigate how body image can be manipulated and the affect this has on wellbeing
Suggested Success Criteria (I Can…)
- explain and discuss how images are adapted and altered
- discuss and demonstrate how to question/challenge images that I see
- identify my own uniqueness/strengths and attributes
Suggested Learning Experiences
These suggested activities/tasks are for group work within a classroom and target holistic/generic/universal needs of learners. You should select activities/tasks that are most relevant to the needs of your learners and school community. Please use your professional judgement as to how best to deliver these types of activities/tasks sensitively/appropriately with your learners and which other staff may also be able to provide support/differentiation to meet their needs.
What do we know?
What does body image mean? What is Self-esteem? Do learners think that body image can have an impact on mental health? How do they know sources are reliable/valid? The NHS Library Resources could be a starting point for some of these discussions (click on the link to view availability).
What do we need to know?
The National RSHP resource – Part 1 Influence of culture and Part 2 My real body/body confidence offers a range of tasks and activities to support discussion around body image and social media, selfies, image manipulations and how this affects young people. How can body image impact on thoughts/feelings? These Mental Health Foundation (Scotland) resources and publications may also be of interest Body Image: how we think and feel about our bodies and Mind over Mirror.
What’s happening here/locally? What could we do next?
What local/school issues do we have around body image? What can we do about it? Can we identify areas/topics in school/community where we can address this topic? How could you support someone with this topic?