Media Influence & Identity

Curriculum Area and Level

Subject: Religious Education
Key Stage: KS3 (Year 7)
Curriculum Link: Understanding how beliefs and values shape identity and influence society (National Curriculum for Religious Education in England).

Lesson Objectives

By the end of the lesson, students will:

• Understand how media influences personal values and identity.
• Analyse the role of celebrities and influencers in shaping beliefs and behaviour.
• Reflect on how their own values may be impacted by media representation.

Resources Needed

• A selection of social media posts, advertisements, and magazine covers (printed or digital).
• Whiteboard and markers.
• Sticky notes.
• YouTube clips (pre-approved, showing influencers discussing moral or ethical issues).

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Lesson Breakdown (56 Minutes)

1. Starter Activity: Definition & Discussion (10 mins)

Task:

• Write the words "Values", "Identity", and "Media" on the board.
• Students work in pairs for 3 minutes to come up with definitions.
• Whole-class discussion: Teacher clarifies definitions and guides conversation on how media might influence values and identity.
• Pose a question: “Which influencers/celebrities do you follow and why?” (Ensuring discussion remains respectful and inclusive).

2. Media Analysis: Spot the Influence (12 mins)

Task:

• Display a selection of adverts, Instagram posts, and magazine covers.
• Students in small groups analyse how language, images, and messages shape values and perceptions.
• Groups share insights: How do these examples tell us what is ‘good’ or ‘desirable’?
• Introduce a key term: "aspirational messaging"—how media presents certain lifestyles or beliefs as ideal.

3. The Power of Influencers: Ethical Dilemmas (15 mins)

Task:

• Show two short clips from influencers/celebrities discussing different values (e.g. self-improvement, materialism, activism).
• Divide the class into four groups—each given a different scenario (see below).
• Groups discuss: Should influencers be responsible for the values they promote?
• Each group presents their thoughts to the class.

Scenarios:

1. An influencer promotes unrealistic beauty standards through filtered images.
2. A celebrity encourages their followers to buy expensive branded products.
3. A well-known YouTuber raises money for charity but has a history of controversial opinions.
4. A TikTok star shares their religious beliefs—some find it inspiring, others feel pressured.

4. Personal Reflection: Media & Me (10 mins)

Task:

• Each student receives a sticky note and completes the following:
  • “One way media has shaped my values is…”
  • “One value I hold that media hasn’t influenced is…”
• Students place their notes on the board (anonymous).
• Teacher reads a few aloud to spark discussion on autonomy in value formation.

5. Plenary: Key Takeaways (5 mins)

Task:

• Class discussion:
  • Can media ever be truly neutral?
  • How can we become more conscious of how it shapes our identity?
• End with an exit question: “What is one thing you will now think about differently when using social media?”
• Students verbally share their responses before leaving.

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Assessment Opportunities

• Verbal participation in discussions.
• Group presentations on ethical dilemmas.
• Personal reflection on sticky notes.

Differentiation Strategies

• Mixed-ability pairing in discussions.
• Visual aids to support understanding.
• Alternative methods of response (spoken rather than written for students who may struggle with writing).

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Extension/Home Learning Suggestion

• Ask students to keep a ‘Media Diary’ for two days, noting examples of how media influences their thoughts or behaviour.
• They bring one example to discuss next lesson.

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Teacher’s Reflection (Post-Lesson Notes Area)

• Which aspects engaged students the most?
• Did discussions remain respectful and inclusive?
• What misconceptions needed addressing?

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This lesson makes Religious Education relevant to students' real-world experiences, challenging them to think critically about media’s ethical influence on values and identity.