Surveying Media Habits

Overview

This 60-minute lesson (lesson 4 of 15 in the "Media Exploration Journey" unit) is designed for two Year 7 students, focusing on designing, distributing, and analysing a survey about media consumption habits. The lesson incorporates hands-on, interactive approaches tailored to support neurodiverse learners (ADHD, autism) by engaging multiple senses and personalised learning styles. It builds critical skills in research methods, data analysis, and English communication, aligned strongly with the National Curriculum for England.

National Curriculum Links

Key Stage 3: Years 7-9

English:
- Spoken Language - Understand and use questions and participate in discussions [NC KS3 English - Spoken Language]
- Writing - Plan, draft and organise writing for different purposes [NC KS3 English]
Mathematics:
- Statistics - Interpret and construct pie charts and bar charts; find averages and understand data representation [NC KS3 Mathematics - Statistics]
Computing:
- Data handling and analysis - Use surveys/databases to collect and analyse data [NC KS3 Computing]
PSHE (Personal, Social, Health and Economic education):
- Developing self-awareness and understanding others through appreciating diversity in media consumption [NC KS3 PSHE]

Learning Objectives

By the end of the lesson, students will:

Design a clear, concise survey to collect data on media consumption habits, using closed and open questions.
Distribute the survey effectively and ethically, understanding consent and anonymity principles.
Compile and analyse the gathered data using basic charts and averages.
Interpret trends and present findings in a simple, informative way.
Enhance communication and collaborative working skills.
Demonstrate awareness of media diversity and personalisation.

Resources

Pre-prepared template for survey design (print and digital)
Colourful sticky notes, markers, whiteboards, flip chart
Tablets/laptops with spreadsheet or survey software (e.g. Excel, Google Forms - offline if no internet)
Printed visual aids for data types and charts (pie chart, bar graph examples)
Timer or visual countdown clock (for time management support)
Sensory-friendly seating area with fidget tools

Lesson Breakdown

0-10 mins: Introduction and Recap

Warm-up: Use a quick “media favourites” icebreaker where each student says their favourite media type (TV, social media, gaming, etc.). Use sticky notes to list on the board for visual reference.
Recap lesson 3 where they explored different media types to link to survey focus.
Explain today’s challenge: design a survey to find out how and what their classmates use media for.
Discuss importance of asking good questions (no leading or confusing wording). Use an example question and have a quick chat on how it could be improved.

10-25 mins: Designing the Survey (Hands-on)

Students brainstorm 6-8 questions they want to ask about media habits.
Encourage a variety of question types—yes/no, multiple choice, rating scales, and open-ended questions (model examples).
Use colourful sticky notes to write each question and organise them on a flip chart in order.
Teacher supports phrasing for clarity, and ensures ethical considerations (anonymity, no personal data).
Students finalise their survey questions in digital or paper format.

25-35 mins: Simulated Survey Distribution

Role-play the survey distribution between the 2 students, practising polite explanations and how to get clear answers.
Use the school's role-play props or send surveys via an in-class “mock class” system (one student answers as peer, the other administers).
Discuss how to record answers systematically. Visual timers help maintain focus.

35-50 mins: Data Entry & Basic Analysis

Enter the simulated collected data into charts using tablets or paper charts.
Teacher models how to create a bar chart or pie chart showing results with clear labels and colours.
Calculate simple averages where applicable (e.g., average time spent on social media).
Students draw and label their own charts on whiteboards or digitally.

50-60 mins: Interpretation and Reflection

Students present their findings verbally using a simple structured format:
1. What question did they ask?
2. What were the main trends?
3. Which media type was most/least popular?
Encourage discussion about why different people have different habits (linked to personal interests, family rules, etc.).
Reflect briefly on how this data could help design better media resources or choices at school.

Differentiation and Inclusion Strategies

Use visual supports (charts, colour coding) for all steps to aid comprehension.
Incorporate movement breaks and flexible seating with fidget tools to maintain engagement.
Break tasks into small, manageable steps with checklists for task completion.
Provide question templates to scaffold survey writing.
Use role-play to manage social anxiety or communication difficulties.
Allow students to express their analysis verbally, in drawings, or via typed text, supporting individual preferences.

Assessment and Feedback

Formative assessment:

Observation of participation and collaboration during survey creation and role-play.
Review clarity and relevance of survey questions for purpose.
Evaluate accuracy and neatness of data representation.
Oral presentation assessed with simple rubric for clarity, understanding, and communication of trends.

Feedback:

Praise specific elements: question clarity, effective use of charts, thoughtful interpretation.
Constructive tips: how to improve questions, ways to better organise data, confidence in speaking.

Extension Ideas

Compare findings with national/statistical data on media usage for Year 7 students.
Experiment with digital survey tools and automated data charts.
Plan a media literacy campaign based on findings to promote balanced media use.

This comprehensive, multi-sensory lesson plan empowers Year 7 students to apply real-world skills in survey design and data literacy, fulfilling multiple areas of the National Curriculum and supporting neurodiverse learners in an engaging, supported environment.

Teaching Instructions