Sexualisation in the Media PSHE lesson plan
A secondary PSHE lesson for Years 7 to 9 that helps UK teachers introduce sexualisation in the media through a structured, ready-to-teach lesson exploring gender, power and sexual imagery. Pupils learn to recognise how media can present unrealistic or unequal messages about gender and relationships, and practise applying ideas of consent, respect and safe online behaviour to what they see. The lesson keeps the discussion age-appropriate and consent-led, giving teachers a calm, structured way to introduce a topic pupils are already exposed to through social media and online content.
Sex & Relationships Education
Snapshot
Sexualisation in the Media
The lesson gives teachers a structured way to introduce sexualisation in the media using calm, age-appropriate discussion. Feedback: 4.4/5 from 47 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising gender, power and sexual imagery in media and responding with critical thinking and respect
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 examples of gender, power and sexual imagery in media and online content
recognise when media presents unrealistic or unequal messages about gender and relationships
recognise the difference between respectful and disrespectful representations of relationships
Understand
understand how media messages about gender and power can influence attitudes and expectations
understand why consent, respect and personal boundaries matter in relationships and online interactions
Practise
practise questioning media messages using critical thinking
practise language for discussing consent, respect and boundaries
practise safe, respectful choices when engaging with social media and online content
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 to 9 who are developing their understanding of media messages, relationships and online behaviour.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care or form time discussions
media literacy and critical thinking work
online safety and digital citizenship units
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 beginning to explore how media represents gender, relationships and power.
Building a relationships education unit Use alongside broader work on consent, respect and healthy relationships.
Supporting online safety learning Use when pupils are exploring social media use, digital boundaries and respectful online behaviour.
Revisiting respectful relationships Use to reinforce consent, boundaries and respect within a wider PSHE programme.
Running a wellbeing focus week Use when the school is focusing on relationships, media literacy or online safety.
Preparing pupils for increased social media use Use before or during periods when pupils are more exposed to social media and online content.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils are exposed to media and online content that can present gender, power and relationships in unrealistic or unequal ways, often without having the language to question it. This lesson supports pupils to think critically about what they see, rather than simply reacting to it. It helps pupils understand that consent, respect and boundaries apply both online and offline, and that healthy relationships are built on equality and respect. By building this understanding early, pupils are better placed to make informed, respectful choices about relationships and online behaviour as they grow older.
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 and evaluate messages about gender and power in media.
Media literacy Pupils recognise how sexual imagery and gender roles are represented in media and online content.
Respect for others Pupils consider how respectful and disrespectful relationships are portrayed.
Understanding of consent Pupils connect ideas of consent and boundaries to everyday relationships and online interactions.
Self awareness Pupils reflect on how media messages might influence their own attitudes and expectations.
Online safety awareness Pupils consider safe, respectful choices when engaging with social media and online content.
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 classmates or share personal stories, and to use general examples instead
Frame the discussion around media examples and scenarios, rather than personal disclosures
Make clear that the lesson is about building critical thinking and respectful language, not judging pupils' own choices or experiences
Identify trusted adults pupils can speak to at school if something feels unsafe or upsetting
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 general, age-appropriate examples of media and online content rather than graphic detail
Keep discussion focused on gender, power and respect rather than analysing specific images or content
Give pupils time to discuss ideas in pairs or small groups before whole-class discussion
Reinforce that pupils do not need to share personal experiences to take part
Supporting safe discussion
Use privacy and respectful discussion as the classroom norm, rather than promising confidentiality
Encourage pupils to use scenarios rather than personal disclosures
Remind pupils that support is available if they want to talk to someone after the lesson
Adaptation options
Use small group discussion for pupils who are less confident speaking in front of the class
Adjust examples to suit pupil maturity and cohort needs
Spend more time on consent and respect if pupils need additional support with these ideas
