Media Literacy in the classroom: a teacher’s perspective

I first started working in schools in 2007 and qualified as a teacher in 2011. The children from my very first Reception class are now at university, navigating a world that looks completely different from the one they started school in. Back then, smartphones weren’t part of everyday life, social media didn’t dominate conversations, and the idea of AI-generated content simply didn’t exist. Today, the children we teach are growing up surrounded by media from the moment they wake up, which is why media literacy has become such a vital part of classroom life. Children don’t experience media as a separate subject. It’s part of their everyday lives. It is in playground conversations, family chats, videos they’ve overheard, images they’ve scrolled past and headlines they half remember. That’s why supporting media literacy in school feels less like delivering a single lesson and more like helping children make sense of the world around them. Later in this blog, I’ll also share where teachers can connect and support one another as media literacy, oracy and citizenship continue to grow in importance. Why media literacy matters in primary schools Primary-aged children are naturally curious. They ask thoughtful questions and notice details adults sometimes miss. At the same time, they’re still developing the skills needed to judge reliability, spot bias, or recognise when something is designed to provoke a reaction rather than inform. In the classroom, this often sounds like: “I saw a video that said this is going to happen.” “My brother said that picture isn’t real.” “Why are people being so mean in the comments?” “Is this true or is it just what someone thinks?” Media literacy gives children permission to pause. To question. To think before accepting or sharing information. It also reassures them that feeling unsure about what they see online is normal, and that trusted adults are there to help. Using the news as a safe starting point One of the most effective ways I’ve found to build media literacy is by exploring the news together, in an age-appropriate and supportive way. When news stories are introduced carefully, they become powerful teaching tools. Children begin to understand that news is created by people, that stories are framed in particular ways, and that images and headlines are chosen for impact. They also start to notice that different sources may present the same event differently. Picture News supports this brilliantly by slowing the process down. We focus on a single image or story and give children time to think, talk and ask questions. Instead of rushing to answers, we explore how the story is being told and how it makes us feel. Developing questioning, not suspicion Media literacy in primary schools isn’t about teaching children to distrust everything they see. It’s about teaching them to ask sensible, age-appropriate questions. In my classroom, we regularly return to prompts such as: Who made this? What is it trying to tell us? Why might it have been shared? How does it make us feel? Over time, children start to use these questions independently, which is often when you see their confidence grow. Facts, opinions and everything in between Distinguishing between fact and opinion is a key part of media literacy and one that children need repeated opportunities to practise. In lessons, we explore how facts and opinions can be mixed together, particularly in persuasive or emotive content. Children qu ickly notice that opinions can sound very convincing, especially when supported by strong language or powerful images. What’s important here is helping children understand that having an opinion isn’t wrong. The skill lies in recognising when something is a viewpoint rather than a proven fact, and understanding that different people may see the same situation in different ways. Talking openly about AI and misinformation AI-generated content has added another layer of complexity. Many children find it fascinating; others find it confusing. In school, I’ve found it helpful to talk about AI openly and calmly. We explore what AI can do, what it can’t do, and why people might use it to create images or videos that aren’t real. Looking closely at details, context and whether something seems realistic helps children build confidence. Just as importantly, children learn that it’s always okay to ask a trusted adult if they’re unsure. Creating a classroom culture that supports media literacy Media literacy thrives in classrooms where children feel safe to speak up. That means valuing questions, even when there aren’t simple answers, acknowledging when news stories are confusing or upsetting, and linking discussions back to school values such as respect and kindness. Children learn as much from how we respond to news as from what we teach explicitly. When we show curiosity, care and critical thinking, children learn to do the same. Join our Media Literacy Support for Teachers Facebook group ! Teaching media literacy can sometimes feel like you’re figuring things out as you go, especially as the digital world continues to change so quickly. With National Curriculum changes underway for 2028, many teachers are thinking more carefully about how media literacy, oracy and citizenship fit together in meaningful ways. That’s why spaces like the Media Literacy Support for Teachers Facebook group are so valuable. It’s a community created specifically for teachers who want to bring child-friendly news and media literacy into the classroom, while also developing children’s oracy and citizenship skills. Having a space to share ideas, ask questions, and explore how resources such as Picture News can support this work reminds us that we’re not doing this alone. The group also offers resources that can be used in the classroom. Media literacy isn’t about having all the answers; it’s about learning together and keeping children at the centre of what we do. Preparing children for now and for the future Media literacy isn’t just about keeping children safe online. It’s about preparing them to engage thoughtfully with the world. To question information respectfully and to understand that media can influence opinions and emotions. In a fast-moving digital world, these skills are essential. By starting early, we help children develop habits of thinking that will support them well beyond the classroom, now and in the future.