Media Messages and Me wellbeing lesson plan
A primary wellbeing lesson for Years 3 and 4 that helps Australian teachers introduce how media messages can influence thoughts, feelings and choices through a structured, ready-to-teach lesson. Students learn to recognise persuasive or misleading messages in media, understand why media creators choose certain images and words, and practise thinking critically about the media they see and use.
Online Safety, AI & Digital Literacy
Snapshot
Media Messages and Me
This lesson gives teachers a structured way to introduce media literacy and critical thinking about everyday media messages.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising how media messages influence thoughts and choices
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 advertisements and online posts, are created with a purpose
recognise persuasive words, images or sounds used to influence an audience
recognise the difference between factual information and opinion in media messages
Understand
understand that media messages can influence thoughts, feelings and choices
understand why media creators make certain choices to attract attention or persuade an audience
Practise
practise asking questions about media messages before accepting them as true
practise identifying examples of persuasive techniques in media students see and use
practise sharing their thinking about a media message in a respectful classroom discussion
Who this lesson is for?
This lesson is designed for Years 3 and 4 students who are beginning to explore how media messages can influence thinking and behaviour.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
digital literacy or media literacy units
pastoral care, circle time or advisory sessions
classroom discussions about online content and everyday media
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, online content or media influence for the first time.
Building classroom culture around critical thinking Use when reinforcing habits of questioning and thinking carefully about information students see and hear.
Supporting digital literacy units Use alongside broader online safety or digital citizenship teaching to strengthen critical thinking skills.
Practising safe and thoughtful online behaviour Use when students are learning to pause and think before accepting or sharing media messages.
Reinforcing respectful discussion skills Use when students need structured practice sharing opinions about media respectfully.
Preparing for increased media and device use Use when students are gaining more independent access to media and benefit from early critical thinking skills.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students encounter media messages every day, from advertisements to online content, and benefit from early skills to notice how these messages are designed to influence them. Media literacy is not only about avoiding harmful content. It is also about helping students build the habit of asking questions, thinking critically and recognising when a message is trying to persuade or influence them. This lesson supports confident, thoughtful media use by helping students understand that they can question what they see and make more informed choices about the media messages they accept, share or act on.
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 learn to question the purpose behind media messages rather than accepting them automatically.
Media awareness Students notice persuasive techniques used in advertisements and online content.
Communication skills Students practise sharing their thinking about media messages in respectful discussion.
Digital literacy Students build early skills for evaluating information they see online.
Decision making Students consider how media messages might influence their choices and opinions.
Confidence Students build confidence to question and discuss media rather than accept it passively.
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 to use general examples of media rather than naming specific people or targeting classmates
Frame the discussion around media messages generally, not personal opinions about individuals
Prepare a small number of simple, general media examples students may recognise, such as advertisements or online posts
Consider cohort familiarity with media and adjust examples accordingly
During delivery
Encourage students to explain their thinking rather than simply agreeing or disagreeing
Use open questions to prompt discussion about why a media message might be created a certain way
Allow students to respond through discussion, drawing or written reflection depending on confidence
Keep the tone curious and non-judgmental rather than warning students away from media
Supporting safe discussion
Encourage respectful discussion and remind students not to share other people's stories
Reinforce that there are no single right answers when discussing opinions about media
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
Adaptation options
Use simpler examples and more guided questions for students who are new to discussing media
Extend discussion with additional examples for students who are ready to analyse media messages in more depth
Pair or group students for discussion if independent reflection is challenging
