Critical Thinking and Media Literacy

Overview

This final lesson in the "Exploring Fortnite's Impact" unit develops Year 4 pupils' critical thinking and media literacy skills. It enables pupils to reflect on their learning about Fortnite and understand the importance of responsible digital citizenship. This lesson firmly links to the National Curriculum for England’s History programme of study by encouraging pupils to consider historical impact from a modern digital perspective and develop evaluative and discussion skills.

National Curriculum Links (History - Key Stage 2)

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
Note changes in an aspect of social history, using different sources of evidence to deduce how people’s lives could have been affected.
Use historical terms and concepts such as ‘culture,’ ‘civilisation,’ ‘democracy,’ ‘rights,’ and ‘responsibilities.’
Understand how our knowledge of the past is constructed from a range of sources.

Though this unit is contemporary and digital-focused, the focus on impacts, interpretation of sources (media), and digital citizenship support these aims.

Learning Objectives

By the end of the lesson pupils will be able to:

Reflect critically on how Fortnite influences young people’s digital and social lives.
Understand key concepts of digital citizenship including online safety, responsibility, and respect.
Analyse different media sources related to Fortnite and assess their reliability and intent.
Use historical enquiry skills to consider how digital culture shapes modern history.
Articulate their own informed opinion on Fortnite’s impact.

Success Criteria

I can explain how Fortnite affects the way people behave and learn online.
I can describe what it means to be a responsible digital citizen.
I can compare different sources about Fortnite and say which are trustworthy.
I can make connections between what I’ve learnt about Fortnite and how history is recorded.
I can take part in a respectful group discussion sharing my thoughts clearly.

Resources Needed

Printed or digital Fortnite-related articles/media clips (mixed perspectives)
Whiteboard/flipchart and markers
Digital tablet or computer for source review (optional)
"Digital Citizenship" worksheet (dyslexia-friendly with clear fonts, spacing)
Reflection journals or exercise books

Lesson Structure (90 minutes)

1. Starter Activity: Think-Pair-Share (15 mins)

Pupils individually write answers to the question: "What is one thing you have learnt about Fortnite and its impact on people?"
Share in pairs, then class discussion to collate key points on the board about Fortnite’s influence in social, educational and digital contexts.
Teacher prompts critical thinking with questions: "Do all people see Fortnite the same? Why or why not?"

Differentiation: Provide sentence starters for pupils who need support e.g. “Fortnite can…”, “Some people think…”
Extension: Challenge pupils to give examples of consequences (positive/negative) of playing Fortnite.

2. Main Activity 1: Media Source Analysis (30 mins)

Introduce pupils to 3 different media sources about Fortnite (e.g. promotional video, news report, parent blog).
In groups, pupils evaluate each source considering:
- Who created it and why?
- Is it fact, opinion, or advertisement?
- How reliable/trustworthy is it?
- What message is it trying to send?
Use a printable or digital analysis grid to scaffold their evaluations.

Differentiation: Groups mixed by ability; provide a simplified grid for some pupils with pictorial cues.
Extension: Pupils write a short paragraph explaining which source they trust most and why.

3. Main Activity 2: Digital Citizenship Role-Play (20 mins)

Pose a realistic scenario involving Fortnite and online behaviour (e.g. someone being unkind in game chat).
Pupils role-play responses demonstrating responsible and respectful digital citizenship.
Discuss how their actions represent ‘rights’ and ‘responsibilities’ online.

Differentiation: Provide scripts or role cards for pupils who prefer structured roles.
Extension: Pupils create their own scenario to role-play in small groups.

4. Reflection and Plenary: Linking History & Digital Culture (20 mins)

Discuss how future historians might use stories, videos, and social media posts to understand childhood today (drawing on lesson 5’s source work).
Pupils write a short reflective journal entry responding to:
- “How has learning about Fortnite helped you think about your digital life and being a good citizen online?”
- “Why is it important to think critically about the things we see and hear online?”
Share key reflections aloud if comfortable.

Dyslexia-friendly reading: Provide reflection prompts on coloured, textured paper with dyslexia-friendly font, and offer oral reflection support if preferred.
Extension: Pupils design a poster or digital infographic showing top tips for critical thinking when using digital games and media.

Assessment

Observation of participation during discussions, media analysis, and role-plays.
Review of completed analysis grids and reflection journals against success criteria.
Oral contributions assessed for use of historical/digital citizenship vocabulary and critical thinking.

Differentiation Summary

Learner Needs	Support Strategies	Extension Ideas
EAL / Lower Reading	Sentence starters, simplified media sources, paired work with confident peers	Write explanations or create mini-presentations
SEND / Dyslexia	Dyslexia-friendly worksheets, oral support, visual media	Extended research into digital impacts
Advanced Learners	Higher-order questioning, leadership in role-plays	Design a digital citizenship guide for younger pupils

Teacher Reflection Prompts

Were pupils able to link digital experiences to historical enquiry and critical evaluation?
Did role-play enhance understanding of digital citizenship in a practical way?
How successfully did pupils engage with multiple media sources?
What might be added or adapted to better support diverse learners next time?

By connecting historical thinking skills with contemporary digital media, this lesson meets the aims of the National Curriculum through an engaging, relevant context that prepares pupils to be thoughtful, responsible members of the digital world.