Sexualisation in the Media wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce sexualisation in the media through a structured, ready-to-teach lesson. The lesson looks at how gender, power and sexual imagery appear in media and everyday online content, and gives teachers a calm, consent-led way to open discussion. Students learn to recognise sexualised imagery and messaging, understand how it can shape ideas about gender and power, and practise respectful, safe ways to think critically about media, relationships and online content.
Sex & Relationships Education
Snapshot
Sexualisation in the Media
The lesson gives teachers a structured, consent-led way to introduce gender, power and sexual imagery in media without straying into graphic or sensational territory. 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 practising respectful, critical responses
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 examples of gender, power and sexual imagery in media and online content
recognise how media messages can shape assumptions about bodies, gender and relationships
recognise when media content raises questions about consent, respect or power
Understand
understand how sexualised imagery in media can influence ideas about gender and power
understand why critical thinking about media messages supports healthy relationships and self-respect
Practise
practise questioning and discussing media messages using respectful, age-appropriate language
practise identifying safe, respectful responses to sexualised content encountered online or in media
practise applying consent and respect when discussing relationships, gender and power
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are building critical thinking skills around media, gender, power and respectful relationships. It suits students who have some familiarity with consent and respectful relationships concepts and are ready to apply this thinking to media and online content.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
respectful relationships units
pastoral care or advisory sessions
media literacy or digital literacy programs
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 starting to explore how media shapes ideas about gender, power and relationships.
Building on respectful relationships learning Use when reinforcing consent, respect and boundaries within a wider relationships education sequence.
Exploring social media and online content Use when students need support recognising sexual imagery and messaging they encounter online.
Reinforcing critical thinking skills Use when strengthening students' ability to question and analyse media messages.
Supporting a Health or PDHPE unit Use when a broader unit on relationships, gender or media requires a focused, standalone lesson.
Preparing for wellbeing or respectful relationships weeks Use when planning proactive, whole-class discussion ahead of a wellbeing focus period.
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 and online content that often carries messages about gender, power and sexual imagery, whether through advertising, social media or entertainment. Giving students language to notice and question these messages supports critical thinking rather than leaving assumptions unexamined. This lesson matters because media literacy and respectful relationships are connected skills. When students can recognise how gender and power are portrayed in media, they are better placed to apply consent, respect and boundaries in their own relationships and online interactions. The lesson supports a proactive approach, helping students build confidence to think critically about media before it shapes assumptions, rather than only responding after a specific issue arises.
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 question and analyse how gender, power and sexual imagery are portrayed in media.
Media literacy Students build skills to recognise messaging in advertising, social media and entertainment.
Respect for consent Students connect media messages back to consent, respect and boundaries.
Gender awareness Students consider how media can shape assumptions about gender and power.
Digital literacy Students practise thinking critically about sexual imagery and content encountered online.
Help-seeking Students learn where to go if media or online content raises concerns or makes them feel unsafe.
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 classmates or share personal stories, and to use general examples instead
Frame discussion around media examples and scenarios rather than personal disclosures
Make clear the lesson focuses on critical thinking and respect, not graphic detail
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Keep examples age-appropriate and avoid detailed or graphic descriptions of sexual content
Anchor discussion in consent, respect and boundaries rather than judgement about specific media or people
Give students time to discuss and question examples rather than moving quickly through content
Reinforce that students can pass on questions they do not want to answer aloud
Supporting safe discussion
Use privacy focused language, such as using general examples rather than personal experiences
Identify trusted adults students can speak to if content they encounter online makes them feel uncomfortable or unsafe
Follow school child safety procedures if concerns arise during discussion
Adaptation options
Use whole-class discussion for confident groups and small group or written reflection for quieter students
Spend more time unpacking gender and power if students need more foundational discussion before moving to online content
Adjust the depth of media examples used based on cohort maturity and existing respectful relationships learning
