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^{Not just flirting}

Key stage 2 - Year 5-6: Pick your Pics

*Ensure you read the guidance before teaching the lesson

Teacher slide

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Using this PowerPoint

The slides in this presentation are divided into two sections:

Teacher slides (purple) – provide key information regarding lesson preparation
Pupil slides (white) – provide a visual focus point for pupils during the lesson and delivery notes for teachers about the activities. Click ‘notes’ to view these.

Ensure that you select ‘Use Presenter View’ under the ‘Slide Show’ tab – this will allow you to preview the teaching notes on your monitor while the main presentation is displayed on a screen/smartboard.

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Teacher slide

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Challenge and Support

The lesson includes suggestions for challenge and support activities, to help you differentiate appropriately for your class.

Challenge activities deepen and extend the learning for those who need more challenge or who finish the activity quickly.

Support activities are adapted to be more accessible for those who need it.

Look for these icons on the pupil slides. See delivery notes for details of the activities.

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Challenge

Support

Teacher slide

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Context

This is the first of three lessons that accompany Revealing Reality’s research exploring the phenomenon of young people sharing nude images. This key stage 2 lesson for pupils in years 5 and 6, responds to the research findings that 34% of all girls answering the survey said they had been asked to send a nude image when they were 13 or younger. This statistic demonstrates a concern that behaviours are starting at a young age and there is a need for the topic to be covered in the primary phrase.

No lesson should be taught in isolation, but always as part of a planned, developmental PSHE education programme. These lessons would work �well as part of wider learning about online safety, or through learning about consent and healthy relationships, using the PSHE Association’s Consent lesson pack

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Teacher slide

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Developing subject knowledge

This lesson has been designed using research findings from Revealing Reality, which indicate the prevalence of sharing nude images among young people, as well as their experiences, motivations and feelings related to sending nudes. Although these research findings are from young people aged 14-22, they can help us understand the severity of the problem as primary aged children grow up. It is therefore essential to establish the building blocks now, as the research shows:

54% of respondents who identified as girls and 30% of respondents who identified as boys say they have been sent a nude (or nearly nude) image, or been asked to send one
of girls who had been asked to send a nude image, �34% of them had been asked before age 13
of boys who had been asked to send a nude image, �9% of them had been asked before age 13
33% of girls first sent an image aged 13 or younger
25% of boys first send an image aged 13 or younger

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Teacher slide

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To learn about what images are appropriate to share online, and those that should not be shared

Pupils will be able to:

recognise what images are appropriate to share
respond safely to requests for images of themselves
identify what to do if they take, share or see an image which may upset, hurt or embarrass someone
identify and ask for help or advice from sources of support

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Teacher slide

Learning outcomes:

Learning objective:

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Resources required

Box or envelope for anonymous questions

Duration

This has been designed to be taught as a �60-minute PSHE education lesson

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Teacher slide

Climate for learning

Make sure you have read the accompanying teacher guidance notes before teaching this lesson. These include guidance on establishing ground rules, the limits of confidentiality, communication and handling questions effectively. �

Further guidance

Members of the PSHE Association can access our website for further guidance �http://www.pshe-association.org.uk/

Teacher notes:

This lesson plan draws directly on Revealing Reality’s research which evidences the importance of shifting cultures and changing group expectations around what is and isn’t okay to ask for, expect, share or pressure others to share, in terms of images and information.

The topic of image sharing for this age group can be challenging, given the range of experiences of children in the class. Some children will not be using social media at all, and language should be used carefully to avoid excluding these children or implying social media use is normalised for this age group. However, the research also suggests some children will have already been exposed to inappropriate images by this age and may even have been asked for images of themselves. Therefore, avoid making any assumptions about the experiences of the children in your class (see baseline assessment for more guidance) and teach as if at least one individual may have personal experience of the topic being discussed.

'research' used rather than 'data' as I think this links better with the previous paragraph.

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Lesson summary

Activity	Description	Timing
Baseline assessment	Pupils respond to questions about a character’s online activities to demonstrate their understanding of image sharing.	5 mins
Introduction	Introduce learning objective and outcomes and revisit ground rules.	3 mins
To share or not to share	Responding to descriptions of images, pupils identify what information is important to know when deciding on image sharing.	15 mins
Flirty photo	Pupils consider responses to a specific image sharing scenario.	10 mins
Group rules	Pupils create a set of rules for image sharing that Sami and their friends could use.	10 mins
Advice	Pupils offer advice on how to respond to dilemmas involving image sharing and identify sources of support.	10 mins
Endpoint assessment	Pupils revisit their baseline assessment and add new learning based on the lesson.	5 mins
Signpost support	Remind pupils of where they can access advice and support in school and at home.	2 mins

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^{Pick your Pics�}

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Year 5-6

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Do Now: 5 quick questions

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1.	State some examples of period products
2.	What is consent?
3.	Who can you talk to if you’re worried or need help?
4.	What is ‘body language’?
5.	What is CPR?

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Do Now: 5 quick questions ANSWERS

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1.	State some examples of period products	Disposable period pads/towels Washable period pads/towels Tampons Period underwear/pants/swimwear Menstrual cup
2.	What is consent?	A person’s permission or agreement by choice to anything that involves them.
3.	Who can you talk to if you’re worried or need help?	Parent or carer Form tutor, head of house or favourite teacher Any trusted adult Childline

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Do Now: 5 quick questions ANSWERS

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4.	What is ‘body language’?	A type of non-verbal communication that can show how a person is feeling by their facial expressions, movements and posture
5.	What is CPR?	Cardio-pulmonary resuscitation. A way of getting oxygen to a person’s brain if they don’t have a pulse.

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GROUND RULES

Everyone has the right to be heard and respected.
We won’t share our own, or anyone else’s personal experiences.
We won’t put anyone on the spot, and we have a right to pass.
We won’t judge or make assumptions about anyone.
We will comment on what was said, not the person who said it.
We will use language that won’t offend or upset people.

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To learn about what images are appropriate to share online, and those that should not be shared

recognise what images are appropriate to share
respond safely to requests for images of ourselves
identify what to do if we take, share or see an image which may upset, hurt or embarrass someone
identify and ask for help from sources of support

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We will be able to:

Learning objective:

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What is our starting point?

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Sami likes to share photos with their friends.

What sort of photos do you think Sami might share?
How might they share them?
How might they feel about sharing and receiving photos?
What are the risks of sharing photos?
Are there any rules that the friends could have about the photos they share?

Baseline assessment (5 mins)

Ask pupils to imagine a child called Sami, who is around their age and who likes to share photos with their friends. Next, ask pupils to write down their responses to the questions.

This activity will give you an insight into pupils’ existing knowledge, understanding and attitudes to sharing images, and should be carried out before starting any teaching about the topic. This will avoid assumptions about pupils’ starting points being made and allows pupils to demonstrate what they know and how they are currently making sense of image sharing.

Knowing pupils’ starting points will also help you to pitch the lesson in an age-appropriate way. As noted above, some classes may be very aware of nude image sharing by Year 5 or 6, whereas others may not have encountered it. Their responses can therefore inform your choice of examples and key discussion points throughout the lesson, as well as giving insights into the vocabulary that pupils are familiar with.

Once finished, collect pupils’ work and keep to hand as these will be revisited at the end of the lesson.

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To share or not to share?

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Sami in their new pyjamas.

A group photo of Sami and their friends.

Sami doing a dance routine in their bedroom.

To share or not to share (15 mins)

Explain that Sami is considering sharing these images/videos:

Sami in their new pyjamas
A group photo of Sami and their friends
Sami doing a dance routine in their bedroom

Ask pupils ‘What does Sami need to know to help them decide whether to share or not?’.

Suggested responses might include: Who is it being sent to? Why does that person want the image? What will happen to it next? Has everyone in the image agreed to it being shared? Are there any risks in sharing the image?

Ask pupils to make an initial judgement about whether they think Sami should share each photo or not. There might be mixed views in the class, but some might indicate concerns around the image in their pyjamas or the dance routine in their bedroom.

In turn, show slides 14-18, each of which reveals more information about each image. Ask the class to vote on whether they think Sami should share the image or not, based on this new information. Ask pupils to reflect on how their responses might have changed as they found out more information relating to the images.

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Who is seeing the image? �Why do they want to see it?

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Sami in their new pyjamas

Granny wants to see the picture because she bought the pyjamas.

A group photo of Sami and their friends

Most of the friends want to see it and thinks it’s funny.

Sami doing a dance routine in their bedroom

The video is being live-streamed to a ‘fans’ page of people Sami doesn’t know, but they are all interested in dance.

To share or not to share (continued)

Ask the class to vote on whether they think Sami should share the image or not, based on this new information. Ask pupils to reflect on how their responses might have changed as they found out new information.

1. Granny wants to see the picture as she bought the PJs.

Pupils are likely to decide at this stage that it is fine to share this image with Granny, as this is a safe reason to want the image.

2. Most of the friends want to see it and think it’s funny.

Pupils may suggest that it’s fine to share as this is a safe group (e.g. within a closed friendship group) and a safe reason, as most friends think it’s funny.

3. The video is being live-streamed to a ‘fans’ page of people they don’t know.

This may lead to a mixed response at this stage – some pupils may be comfortable with this, while others might suggest that the dance shouldn’t be shared with people that Sami doesn’t know. Some may also worry about the location (e.g. in the bedroom, which is a private space) and that the video is live rather than pre-recorded (e.g. because Sami might make a mistake in the dance or something else might go wrong).

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How does the person feel? �Have they agreed to it being shared?

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Sami in their new pyjamas

Sami feels shy and doesn’t want anyone to see the photo.

A group photo of Sami and their friends

One friend in the picture thinks everyone will laugh at how they look.

Sami doing a dance routine in their bedroom

It felt like fun at first but now people are starting to ask weird questions and demand more videos which makes Sami feel upset.

To share or not to share (continued)

Ask the class to vote again on whether they think Sami should share the image or not, based on this new information – and to reflect again on how their responses might have changed as they found out more information.

Sami feels shy and doesn’t want anyone to see the photo.

It is likely many pupils will change their mind about sharing the image now - although at first it seemed fine to share with Granny, Sami is feeling shy, so if Sami doesn’t want the photo to be shared, that is the most important factor in making the decision. Some pupils might still suggest Sami should share, for example because they don’t want to upset Granny or feel they ‘owe’ Granny for the gift.

2. One friend in the picture thinks everyone will laugh at how they look.

It is likely many pupils will now change their mind about sharing the image - although most of the friends think it’s funny, one friend is not happy about how they look, so it shouldn’t be shared unless everyone agrees. Some pupils might suggest the friend could be cropped out of the image or a filter applied to make them feel better about the picture.

3. It was fun at first but now people are starting to ask weird questions and demand more videos

Pupils are likely to recognise the risk in this scenario. Sami doesn’t know the people who are viewing the live streams, but the questions they are asking might be making Sami feel uncomfortable and it is not right for them to be demanding videos. Although Sami might feel under pressure to share more, the safest decision would be to stop the live stream and talk to a trusted adult about their sharing choices.

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Are there any risks?

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Sami in their new pyjamas

Granny loves showing pictures of her grandchildren to all her friends.

A group photo of Sami and their friends

The friends share photos in a small messaging group and the photos are deleted after a short time.

Sami doing a dance routine in their bedroom

People watching the dance video can see Sami’s school uniform and lots of things in their bedroom.

To share or not to share (continued)

1. Granny loves showing pictures of her grandchildren to all her friends.

Pupils might identify that more people that Sami doesn’t know (Granny’s friends) will see the image – this is more reason not to share.

2. The friends share pictures in a small messaging group and the pictures are deleted after a short time.

Although the risk of sharing the image in the friend group is minimal, the person who does not want the image shared is likely to be upset and the friendship might be affected long term by ignoring their wishes. Someone might also screenshot the image and keep it for longer

3. People watching the dance video can see Sami’s school uniform and lots of other things in their bedroom.

Someone that Sami doesn’t know will find out what school they go to; people can see things that are personal to Sami.

Challenge: Which photo might be the most risky to share and why?

It is important to help children recognise the increased risk of sharing anything (information, photos, videos) with people they do not know off-line, even if they think they know them well online.

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Flirty photo

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What do you think the person means by a ‘flirty’ photo?

How might Sami feel about being asked to send the photo?

Flirty photo (10 mins) Animated slide

Tell pupils that someone that Sami has a crush on asks Sami to send a flirty picture of themselves. Explore this by asking pupils:

What do you think the person means by ‘flirty’ photo?

Suggested answers may include: where Sami looks good; a nude; a pose; a sexy one; in their underwear; showing their body.

How might Sami feel about being asked to send the photo?

Suggested answers may include: unsure, embarrassed, scared, normal, flattered, excited.

Next, have the class work in small groups to list reasons why Sami might send or not send the picture, drawing out specific considerations of the risks involved. Take feedback from the groups.

Suggested ‘might send’ answers: Sami likes chatting to this person; Sami wants to keep the person interested in them; sending the photo might make Sami feel good, Sami might feel they have to send it.

Suggested ‘not send’ answers: Sami is not sure what the person means by a ‘flirty’ photo; Sami knows that the image might get shared with other people; Sami might not want to take/show anyone a photo like that; Sami might know that sharing or having pictures of a child without clothes on is against the law; Sami might be worried about getting into trouble (e.g. at school or with their parents); Sami can't get the picture back after it’s been sent.

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How could Sami respond?

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Sami has decided not to send the photo.

How could Sami respond to the request?

Flirty photo (continued)

Explain that Sami decides not to send the photo and ask pupils to suggest some ways that Sami could deal with this request.

Suggested answers: Ignore it, delete the request, say no, tell an adult.

Explain that although Sami doesn’t want to send the photo, they might still like to keep chatting to this person, so Sami could also say something like, ‘how about we just chat instead?’, ‘I’d rather we hang out than send pictures. They could also say something funny like ‘In your dreams!’

N.B: While some pupils might suggest that Sami send the picture, unpick this with the class and discuss why, although this is an option, it may not be the safest or best response. Remind the class of the questions people can think about before sending a picture: Who wants it? What for? How do they feel about sending it? Are there any risks? As there are some quite big risks, it is safer for Sami not to send the picture and Sami is making a good decision not to.

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Group Rules

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What do you think their rules should be?

What is ok to share, and what isn’t?

We need some rules for sharing

We’re concerned about image sharing

Group rules (10 mins)

Explain that Sami’s friendship group have recently become concerned about image sharing, and what is okay and not okay to share. They have decided to come up with a set of rules about what they will share, and how they will share photos amongst themselves. They would like to hear suggestions from you. What do you think their rules should be?

Recording in their books, ask pupils to continue working in groups to create a list of rules for Sami and their friends to use when sharing images.

Take feedback, highlighting the common shared values the class have when it comes to image sharing. For example, when one group suggests a rule, ask “Did any other groups have the same / something similar? Okay, so we all agree that… / we all think a really important rule is…”

Rules that pupils might suggest include: Ask for permission before sending a picture; Never send a picture that might upset, scare or embarrass someone; Don't send a picture you wouldn't want someone else to see; Don’t put pressure on anyone to send a picture; Don’t share pictures with people we only know online; Make sure everyone in the picture is happy for the picture to be shared; If someone changes their mind about a photo they’ve shared, we will all agree to delete it; We will only keep photos for a short time and won’t save them to our own devices; It’s okay to tell an adult if something we’ve seen has worried us.

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Group Rules

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I’ve shared something that I wish I hadn’t and now I’m really worried about getting into trouble and it’s making me feel sick all the time. What can I do??

They’re getting angry with me for not sending the photo. Should I send it?

OMG, they sent me a snap of them in their underwear. Help!!

Advice (10 mins)

Working individually in their exercise books, ask pupils to choose one of the scenarios to offer help and advice about.

Next ask pupils to make suggestions as to useful sources of help and support in each situation. If they need prompting, remind them of adults who can help (e.g. teachers, parents, other trusted adults) or encourage them to think of any online services that might help (e.g. Childline or ThinkuKnow). This information is also given on slide 24

Discuss responses as a class, highlighting the most useful suggestions, as well as those that relate to the rules pupils created in the previous activity, and ensure that seeking help from a trusted adult is emphasised, even in cases where someone has sent something and are worried about getting into trouble. It is still important to tell an adult who can help resolve the situation – in lots of cases adults can help children to remove or delete photos that have been sent.

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