Social, Personal and Health Education (SPHE) · 5th Year · Media Education · Summer Term

Exploring Media Forms

Discover the wide variety of media that surrounds us, from television and websites to newspapers and video games.

TL;DR:Kick off this topic by asking pupils to think about the very first thing they saw or heard this morning that wasn't a person in their house. This opens a discussion about the ever-present nature of media in our lives.

• NCCA Curriculum Specifications
• SPHE Curriculum: Myself and the wider world - Media education

About This Topic

This topic, 'Exploring Media Forms', is a cornerstone of the Media Education component within the SPHE curriculum for Fifth Class, specifically aligning with the 'Myself and the Wider World' strand. In today's society, pupils are constantly immersed in a rich and complex media landscape. This unit aims to move them from being passive consumers to active, critical thinkers by developing their media literacy skills. The lessons will equip pupils to identify the various forms of media they interact with daily, from traditional print and broadcast to digital and interactive platforms.

The focus is not just on identification, but on beginning to analyse and question the messages presented. By comparing how a single story is told across different platforms, like television news versus a newspaper article, pupils start to understand concepts like perspective, audience, and purpose. This foundational knowledge is crucial for developing resilience to misinformation, understanding commercial influences, and becoming responsible digital citizens, all of which are key objectives of the Irish primary curriculum.

Key Questions

1. Identify five different types of media you encounter in a typical day.
2. Compare the way a news story is presented on television versus in a newspaper.
3. Explain the purpose of a headline in an article.

Learning Objectives

• Identify a range of media forms in their daily lives.
• Describe the key features of different media, such as newspapers, television, and websites.
• Compare and contrast how information is presented in at least two different media formats.
• Explain the purpose of key media elements like headlines and advertisements.
• Begin to question the messages and purpose behind different media content.

Key Vocabulary

Media	The different ways we communicate information to a large number of people, like television, newspapers, and the internet.
Headline	The title of an article in a newspaper or on a website, designed to grab your attention.
Audience	The group of people that a piece of media is made for.
Source	Where information comes from, for example, a person being interviewed or an official report.
Advertisement	A notice or video, in public, that is designed to persuade people to buy a product or service.

Watch Out for These Misconceptions

Common Misconception

If it's in a newspaper or on the news, it must be completely true.

What to Teach Instead

News reports are created by people and can have different perspectives or unintentional mistakes. It's important to look at who created the news and think about why they presented the story in a certain way.

Common Misconception

Media just means television and the internet.

What to Teach Instead

Media is any tool we use to communicate with lots of people. This includes books, comics, radio, video games, and even posters on the street.

Common Misconception

Advertisements are just there to give you information about a product.

What to Teach Instead

While adverts do give information, their main purpose is to persuade you to buy or want something. They use special techniques to make products seem more appealing than they might actually be.

Active Learning Ideas

Gallery Walk

My Media Diary

Pupils keep a log for 24 hours, noting every time they interact with a form of media. They can use a simple chart to record the type of media, the time, and what it was about, which they then share and discuss in class.

45 min·Individual

Gallery Walk

Headline Challenge

Give small groups the same short news story but without a headline. Each group must write three different headlines for the story: one neutral, one sensational, and one misleading, then present them to the class.

30 min·Small Groups

Gallery Walk

Analyse an Advert

As a whole class, watch a television advert for a popular toy or food product. Guide a discussion using prompts like 'Who is this for?', 'What does it want you to do?', and 'What techniques does it use to get your attention?'.

25 min·Whole Class

Real-World Connections

• Understanding how news reports on television can influence opinions on local or national events.
• Recognising persuasive techniques in adverts for toys, games, and food aimed at young people.
• Learning to identify 'clickbait' headlines on websites and social media.
• Choosing a film or a book based on reviews, which are another form of media.
• Discussing family rules for using different types of media, like screen time for video games or tablets.

Assessment Ideas

Discussion Prompt

Use a 'Think-Pair-Share' activity where pupils discuss the similarities and differences between a printed newspaper and its online version.

Peer Assessment

Pupils create a simple poster or a digital slide comparing two types of media they use regularly, explaining the purpose and audience of each.

Exit Ticket

Pupils complete an 'exit ticket' where they list three types of media they learned about and one question they still have.

Frequently Asked Questions

Why do different news channels report the same story differently?

Different news organisations might focus on different parts of a story they think are most important for their audience. Sometimes, they also have different opinions or 'biases' that can influence how they tell the story.

Is playing a video game a form of using media?

Yes, absolutely. Video games communicate stories, ideas, and information, just like a book or a film. They are a very popular and interactive form of media.

How can I tell if something I see online is fake news?

That's a brilliant question and it can be tricky. A good start is to check who wrote it, see if other trusted news sources are reporting the same thing, and look for clues like spelling mistakes or overly dramatic headlines.