Media Messages and Me PSHE lesson plan
Media Messages and Me is a primary PSHE lesson for Years 3 and 4 that helps UK teachers introduce how media messages can influence thoughts, choices and feelings through a structured, ready-to-teach lesson. Pupils learn to look closely at messages they come across in media and online spaces, think about who created them and why, and practise questioning whether a message is trying to persuade, entertain or inform them.
Online Safety, AI & Digital Literacy
Snapshot
Media Messages and Me
The lesson gives teachers a structured way to introduce media literacy and help pupils question the messages they see online and in everyday media.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Thinking critically about how media messages influence us
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise that media messages, such as adverts or online posts, are created for a purpose
recognise examples of messages designed to persuade, entertain or inform
recognise that not everything seen online or in the media is accurate or true
Understand
understand that media messages can influence thoughts, feelings and choices
understand why it matters to think before believing or sharing information online
Practise
practise asking who created a message and why
practise telling the difference between fact, opinion and persuasion in a message
practise using respectful language when discussing media and online content
Who this lesson is for?
This lesson is designed for pupils in Years 3 and 4 who are beginning to explore media, online content and early digital literacy skills. It suits pupils who have some experience with screens, apps or online content at school or home and are ready to start questioning what they see rather than accepting it automatically.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
digital literacy and online safety teaching
introducing media awareness and critical thinking skills
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing media literacy Use when pupils are new to thinking critically about adverts, posts or online content.
Building a digital literacy sequence Use when planning a wider unit on online safety, technology or digital citizenship.
Reinforcing safe online habits Use when revisiting expectations around sharing, privacy and respectful online behaviour.
Exploring AI and new technology Use when introducing early ideas about how AI or automated tools can shape the messages pupils see.
Preparing for more independent online use Use when pupils are gaining more access to devices, apps or online spaces at home or school.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about media, influence and digital choices.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils encounter media messages every day, from adverts to social media posts to online videos, and learning to question these messages is a practical life skill rather than a response to a specific risk. Media literacy is not only about avoiding harm online. It is also about helping pupils build the habit of asking who created a message, why it was made and whether it reflects fact, opinion or persuasion. This lesson supports a thoughtful classroom culture where pupils feel confident to question, discuss and make informed choices about the media and online content they encounter, now and as they use technology more independently.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Critical thinking Pupils learn to question the purpose and accuracy of media messages.
Digital literacy Pupils build early skills for understanding online content and digital footprints.
Self awareness Pupils consider how media messages can influence their own thoughts and choices.
Communication skills Pupils practise discussing media and online content respectfully.
Informed decision making Pupils practise thinking before believing or sharing information.
Online safety awareness Pupils recognise the importance of privacy and safe online behaviour.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name specific people, apps or accounts and to use general examples instead
Frame discussion around messages and scenarios rather than personal online experiences
Prepare a few general examples of adverts, posts or online content pupils may recognise
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe
During delivery
Use simple, general examples such as adverts, social media posts or online videos
Give pupils time to discuss and question examples before moving to the next idea
Reinforce that questioning a message is a skill, not a criticism of anyone who shares it
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Keep the focus on general media examples rather than personal disclosures
Reinforce privacy and encourage pupils not to share personal details about their own online use
Identify a trusted adult pupils can speak to if something online makes them feel worried or unsafe
Adaptation options
Use partner talk or small groups for pupils who need more support building confidence
Extend discussion into AI generated content for pupils ready for a more advanced example
Slow the pace and revisit key vocabulary such as message and purpose for pupils newer to the topic
