Media Influences wellbeing lesson plan
A primary wellbeing lesson for Years 3 and 4 that helps Australian teachers introduce media influences through a structured, ready-to-teach lesson. Students learn to recognise how messages in advertising, television and online content can shape the way people think, feel and behave. Students practise looking at media messages with a questioning eye, noticing how content is designed to be persuasive and considering how everyday advertising and online content can influence choices.
Online Safety, AI & Digital Literacy
Snapshot
Media Influences
The lesson gives teachers a structured way to introduce media influence and critical thinking without needing extra preparation.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising how media messages can influence thoughts, feelings and behaviour
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise that media messages, such as advertising and online content, are designed to influence thoughts, feelings and behaviour
recognise examples of persuasion techniques used in media, such as exciting language or appealing images
recognise that not everything shown in the media reflects real life
Understand
understand why media creators try to influence audience choices and behaviour
understand that media messages can shape opinions, wants and everyday decisions
Practise
practise asking questions about media messages before accepting them as true
practise identifying examples of media influence in everyday school and home life
practise talking about media messages using respectful, thoughtful language
Who this lesson is for?
This lesson is designed for primary students in Years 3 and 4 who are beginning to explore how media and online content can shape everyday thinking and behaviour. It suits students who are ready to discuss general examples from advertising, television or online content in a structured, teacher-led way.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
digital literacy and media literacy learning
pastoral care, circle time or advisory sessions
classes introducing early critical thinking about online content
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student 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 students are beginning to learn about advertising, media messages and online content for the first time.
Building critical thinking skills Use when students need practice questioning what they see, hear and read in the media.
Supporting digital literacy learning Use alongside broader online safety or digital citizenship teaching to reinforce critical thinking about media.
Reinforcing classroom discussion norms Use when you want a calm, structured conversation about thoughtful and respectful media use.
Preparing students for more independent online use Use when students are starting to spend more time online and could benefit from early media awareness skills.
Creating a structured wellbeing or digital literacy lesson Use when you want a ready-to-teach lesson that introduces media influence without needing extra preparation.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students are exposed to media messages every day, through advertising, television, apps and online content. Building early skills to notice and question these messages helps students make more informed choices rather than simply accepting what they see. Media literacy is not only about avoiding unhelpful content. It is also about helping students understand how messages are designed to influence thinking, feeling and behaviour, and giving them language to think critically about what they encounter. This lesson supports a thoughtful classroom culture by helping students see that they can question, discuss and think carefully about media messages rather than accepting them without reflection.
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 Students practise questioning media messages rather than accepting them at face value.
Digital literacy Students build early understanding of how online content and advertising can influence behaviour.
Self awareness Students consider how media messages might influence their own thoughts and choices.
Communication skills Students practise discussing media influence using respectful, thoughtful language.
Decision making Students consider how media messages can shape everyday choices and decisions.
Media awareness Students recognise that media content is created with a purpose and may not reflect real life.
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 students not to name specific brands, shows or people in a way that singles anyone out
Frame the discussion around general examples rather than personal opinions about classmates' choices
Make clear that the lesson is about thinking critically, not judging what others watch, buy or share
Have a few simple, everyday examples of media messages ready to prompt discussion if needed
During delivery
Use general examples such as advertising, television or online content rather than specific brands or influencers
Give students time to discuss and share their thinking aloud
Reinforce that questioning media messages is a normal, useful skill, not a criticism of anyone's choices
Allow students to respond through discussion, drawing or written reflection depending on confidence and maturity
Supporting safe discussion
Keep examples general and avoid singling out specific media, brands or individuals
Remind students to use respectful language when discussing media choices and preferences
Redirect personal opinions about classmates' media habits back to the general discussion
Adaptation options
Use simpler examples for students who are less familiar with advertising or online content
Extend discussion into online behaviour or digital footprints for classes ready for more depth
Use partner or small group discussion for quieter students
