Investigative Journalism Intro

Overview

This 40-minute session introduces Year 7 students to investigative journalism, emphasising its role in society, ethical considerations, and core skills like research and interviewing. This lesson aligns with the 2014 National Curriculum for England in English – focusing on spoken language, reading comprehension, and writing composition. It sparks curiosity and sets a strong foundation for the unit's investigative journalism project.

---

National Curriculum Links

• Spoken Language (Years 7-8):

  • Participate in discussions, listening and responding appropriately to spoken language (NC PoS 2a, 2b)
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas (NC PoS 2c)

• Reading (Word Reading & Comprehension) (Years 7-8):

  • Retrieve, record and present information from non-fiction texts (NC PoS 4c)
  • Explore and evaluate how writers use language, including figurative language, vocabulary choice and sentence structure (NC PoS 4e)

• Writing Composition:

  • Plan, draft, edit and proofread, considering purpose and audience (NC PoS 5a-b)
  • Develop positive attitudes towards writing, recognising its value in communicating ideas (NC PoS 5c)

---

Learning Objectives

By the end of the lesson, students will:

1. Understand what investigative journalism is and its societal importance.
2. Identify different types of journalism and their purposes.
3. Recognise key ethical responsibilities investigative journalists must observe.
4. Begin to explore essential investigative skills: research, interviewing, storytelling.

---

Resources

• Whiteboard/interactive display
• Projector or large screen
• Printed or digital handouts: short summary on types of journalism and ethics
• Clip excerpts (2-3 minutes max) from age-appropriate investigative journalism reports or documentaries
• Paper/notebooks and pens for note-taking
• ‘Ethical Dilemmas’ scenario cards (prepared in advance)

---

Lesson Structure

1. Starter (5 minutes) — Hook & Activate Prior Knowledge

• Teacher asks: “What do you think a journalist does?” and records answers on the board.
• Show 2 quick contrasting examples: a news headline vs. an investigative journalism headline.
• Question to class: “How do these types of journalism differ? Which do you think is more important and why?”

Curriculum Focus: Spoken language discussion, activating existing schema.

---

2. Introduction to Investigative Journalism (10 minutes)

• Teacher explains: Investigative journalism is about uncovering the truth, finding out facts others want hidden.
• Show a brief video clip of an investigative report suitable for Year 7 level.
• Discuss the role investigative journalists play in society.
• Share examples: uncovering corruption, environmental issues, or social injustice.

Curriculum Focus: Listening to factual texts, retrieving key information (Reading PoS), building understanding.

---

3. Exploring Types of Journalism & Ethical Responsibilities (10 minutes)

• Distribute handouts summarising key types of journalism (news reporting, investigative, opinion, feature writing).
• Group reading activity: Students read aloud and explain in their own words the purpose of each type.
• Teacher-led discussion on ethical responsibilities in investigative journalism: accuracy, fairness, respect for privacy, avoiding harm.
• Introduce 'ethical dilemmas' with quick scenario cards — students suggest the best course of action as prospective journalists.

Curriculum Focus: Spoken language interaction, exploring texts non-fictionally, critical thinking.

---

4. Key Investigative Skills Overview (10 minutes)

• Interactive mini-lecture: Briefly explain the 4 prime skills: research (checking facts), interviewing (asking questions), critical thinking, storytelling (making information engaging).
• Quick paired activity:
  • Pair up and brainstorm what questions an investigative journalist might ask when researching a school topic (e.g., school lunch quality or local environment).
• Share some responses with the class, highlighting open and probing questions.

Curriculum Focus: Developing spoken communication skills; beginning to understand writing/presentation techniques.

---

5. Plenary & Reflection (5 minutes)

• Quick quiz-style recap: What is investigative journalism? Name two ethical responsibilities.
• Ask students to write one thing they found interesting and one question they still have, for teacher feedback next lesson.
• Preview next lesson: learning how to conduct interviews effectively.

Curriculum Focus: Consolidation of learning, personalised reflection, planning next steps.

---

Assessment

• Formative: Observation of participation in discussions, ethical dilemma responses, and questioning activity.
• Written exit ticket: One interesting fact + one question shows understanding and curiosity.
• Teacher notes for individual feedback and to inform next sessions.

---

Differentiation and Support

• Provide sentence starters on handouts for students who need language scaffolding during discussions.
• Use visual aids and simple language in video clips and handouts for accessibility.
• Challenge higher-achieving students with deeper ethical scenarios to debate.

---

Extension Ideas

• Encourage students to start a personal journalism journal for the unit to record interesting stories or questions they find around the school or community.
• For homework, students can find a news story and identify what type of journalism it is, supporting understanding of concepts.

---

This lesson plan effectively combines interactive, exploratory learning with key curriculum standards for Year 7 English, and introduces investigative journalism with age-appropriate challenge, engagement and ethical awareness.