Media Products Introduction

Overview

This is Lesson 1 of 30 in the unit "Media Exploration Journey" designed for Year 9 students (aged 13-14). The lesson aims to introduce students to the concept of media products, examining their significance in society, and exploring various media types and their different purposes. The lesson is tailored for a small class of 2 students, incorporating hands-on, sensory-friendly, and engaging activities suitable for students with ADHD, autism, and diverse learning needs.

National Curriculum Links

Key Stage 3 - English (Speaking and Listening / Reading and Writing)
- Understand the role of media in society and explore different media forms
- Statutory requirements: Evaluate different media texts and understand their intended audiences, purposes, and contexts.
Key Stage 3 - Citizenship
- Understand how media conveys information, influences opinions, and shapes cultural understanding.
Key Stage 3 - Computing (Digital Literacy)
- Recognise different digital media and their uses, including how media products are created and distributed.

Learning Objectives

By the end of the session, students will be able to:

Define "media product" and identify examples across different media types (print, digital, audio-visual).
Explain the purpose of various media products (inform, entertain, persuade, educate).
Analyse how media products are designed to influence or appeal to particular audiences.
Demonstrate awareness of media’s role and impact on society.

Resources Needed

Variety of media samples (magazine covers, social media posts, posters, TV adverts on tablets/laptops, newspapers, audio clips)
Whiteboard and markers
Colouring materials and large print images for tactile engagement
Mind-mapping worksheets with graphic organisers
Timer or visual time-tracking tools
Noise-cancelling headphones (optional)

Lesson Structure (60 minutes)

1. Starter Activity – What is Media? (10 minutes)

Use simple, clear language to prompt discussion: “What do you think media is? Can you name some examples?”
Show tangible examples: physical magazine, print adverts, newspaper headline, audio clip from a radio advert, a snippet of a social media post.
Students handle and explore materials (sensory engagement for ADHD/autism).
On whiteboard, collaboratively build a working definition of “media product” supported by students’ input.

Differentiation: Use visual icons and keyword cards for students with language processing difficulties.

2. Exploration – Types & Purposes of Media (15 minutes)

Introduce four main media purposes: Inform, Entertain, Persuade, Educate.
Present a carousel activity: place different media examples around the room (or table), students rotate every 3 minutes, classify the sample’s media type and purpose on a provided worksheet.
Encourage discussion: “How do you think this media product would make the audience feel or think?”

Support: Use colour-coded labels for media types and purposes to aid cognition.

3. Hands-On Task – Creating a Mini Media Product (20 minutes)

Students pick a purpose from the four main types (inform, entertain, persuade, educate).
Using templates and materials, they create a mini media product (a simple poster, a social media mock-up, or a headline with an image).
Encourage use of symbols, colours, and clear language reflecting the intended purpose and audience.
Provide sensory tools like textured paper or drawing materials to keep engagement high.

Behaviour support: Use short, clear instructions with visual timers and frequent positive reinforcement.

4. Reflection & Discussion (10 minutes)

Students share their created media product with the teacher, explaining its purpose and intended audience.
Discussion guided by prompts: “Why do you think this product is important? How could it influence someone?”
Teacher models reflective questioning techniques encouraging metacognition.

Sensory break option available here as needed.

5. Plenary – Recap and Quick Quiz (5 minutes)

Use a rapid-fire Q&A format — teacher asks questions like:
- “Name one type of media product.”
- “What is a purpose of media?”
- “Can you give an example of a media product that persuades?”
Use thumbs-up/thumbs-down or visual cues to check understanding quickly.

Assessment & Feedback

Formative assessment: Observations during carousel and creation activity, noting understanding and engagement.
Checklist: Can student define media product, identify purpose, and create a media item?
Feedback given verbally with positive reinforcement tailored to individual needs.
Adjust future lessons based on engagement and comprehension levels.

Inclusion and SEND Considerations

Small class size allows for significant 1:1 support and personalised pace.
Multi-sensory learning – handling materials, visual aids, colours, and sounds engage different senses.
Clear, explicit instructions delivered slowly and visually supported.
Sensory breaks and quiet corners available if overwhelmed.
Use of graphic organisers to structure thinking for those with executive function challenges.
Use of real-world examples to promote relevance and comprehension.

Extension Ideas (for home or further sessions)

Students collect and bring a media product from home to analyse its purpose and audience.
Introduce basic media terminology (e.g., target audience, bias, representation) progressively in upcoming lessons.

This engaging, inclusive lesson plan taps into the values of the National Curriculum by developing critical understanding of media’s role in society, focusing on active participation and sensory-friendly teaching practices for all learners.

Teaching Instructions