Courseversity

Lesson

Target audiences

Primary EducationGrade 6English & Language ArtsCV-PRI-G06-ELA-U11-L0245–60 min

You will learn

  • Identify audience.
  • Link audience to choices.
  • Analyse language and images.
  • Adapt a message.

Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.

Student lesson

The lesson in 60 seconds

  1. Who is it for?
  2. What clues show this?
  3. How does the audience affect choices?
  4. Adapt.

Words to know

target audience
the group a message is designed for
demographic
a group defined by age, gender, location or interest
platform
where a message is shared, such as TV or social media
tone
the attitude or feeling of the language

1. Discover: Two adverts for a bicycle

Ad A (a children’s magazine): bright colours, a cartoon fox, “Zoom into fun!” Ad B (a business newspaper): a sleek photo, “Arrive early. Arrive refreshed.”

Ad A’s target audience is young children (a demographic by age) and its tone is playful. Ad B targets working adults, with a calm, practical tone. The platform (magazine or newspaper) matches each audience.

Think: Which clues show each audience?

2. Understand: Who is it for?

Idea 1: Audience

Creators design a message for a target audience, often a demographic.

Idea 2: Choices

Language, tone, images and platform are chosen to suit the audience.

Idea 3: Clues

Look at images, vocabulary and where the message appears.

Remember: Messages are designed for target audiences; language, tone, images and platform are chosen to suit them.

3. Worked examples

Example 1 (I show you): Audience A

Who is Ad A for?

  1. Children.

Answer: young children

Example 2 (We do it together): Clue

Which clue?

  1. Cartoon fox.

Answer: the cartoon fox and bright colours

Example 3 (You try): Platform

Which platform for B?

Show the steps and answer
  1. Business newspaper.

Answer: a business newspaper

Did you know?

Adverts for the same product can look completely different for different audiences.

Why this matters

Knowing the audience helps you understand why media looks the way it does.

4. Explore: Audience match

Match audience to text.

  1. Collect two adverts.
  2. Name each audience.
  3. List clues.
  4. Rewrite one for a new audience.
Think about it: what did you notice?

You can identify audience.

5. Practise

Say it in a sentence

Use these starters when you talk about the lesson. Say them out loud.

  • The target audience is ___.
  • The clues are ___.
  • The tone is ___.
  • The platform suits them because ___.

Guided practice

Question 1. The group a message is designed for is the ___ audience.

target

Question 2. A group defined by age or interest is a ___.

demographic

Question 3. Where a message is shared is the ___.

platform

Independent practice

Level 1: Start

  1. The group a message is designed for is the ___ audience.
  2. A group defined by age or interest is a ___.
  3. Where a message is shared is the ___.
  4. The attitude of the language is the ___.
  5. Ad A uses a cartoon ___.

Level 2: Grow

  1. What is Ad A’s slogan?
  2. What tone does Ad B use?
  3. Who is Ad B for?

Level 3: Stretch

  1. Do audiences affect design?
  2. Is the platform chosen for the audience?
  3. Is tone the same for all?

Answers are in the answer key below. Try first, then check.

6. Apply: English in everyday life

Rewrite a short advert for a different target audience.

Show a sample answer

a rewritten advert

Another one. Pick an advert with a family member and decide who it is meant for.

Show a sample answer

a completed task

7. Common mistakes

Mistake: Rushing without checking.
Fix: Slow down and check your work.
Another mistake: Skipping the worked example.
Fix: Study the example first, then try.

8. Lesson summary and revision card

I can…

  • I can identify audience.
  • I can link audience to choices.
  • I can analyse language and images.
  • I can adapt a message.

9. Check and master

Answer all 14 questions. You will see feedback after each one.

1. A target audience is the ___ a message is for.

2. A demographic is defined by age, gender or ___.

3. A platform is where a message is ___.

4. Tone is the ___ of the language.

5. Ad A targets ___.

6. Ad B targets ___.

7. Zoom into fun! has a ___ tone.

8. A sleek photo suits ___.

9. A cartoon fox suggests ___.

10. A business newspaper suits ___.

11. What should match the audience?

12. Why know the audience?

Challenge 1. Which suits young children?

Challenge 2. Which suits business readers?

Your result appears here after you answer every question.

10. Key takeaways

  • Who is it for?
  • What clues show this?
  • How does the audience affect choices?
  • Adapt.

11. Next lesson

Next lesson: Persuasive techniques. Keep going with the next idea in this course.

Exam practice

These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.

  1. Define target audience. [1 mark]
  2. Name three things chosen to suit an audience. [3 marks]
  3. Who is Ad A for and how can you tell? [2 marks]
  4. What is a demographic? [1 mark]
  5. Explain how to identify an audience. [3 marks]

Total: 10 marks.

Marking guide and model answers
  1. the group a message is designed for [1]
  2. language [1]; images [1]; platform or tone [1]
  3. young children [1]; cartoon fox and playful slogan [1]
  4. a group defined by age, gender, location or interest [1]
  5. look at images and language [1]; check the tone and platform [1]; decide who the message suits [1]

Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.

Printable worksheet

  1. The group a message is designed for is the ___ audience.
  2. A group defined by age or interest is a ___.
  3. Where a message is shared is the ___.
  4. The attitude of the language is the ___.
  5. Ad A uses a cartoon ___.
  6. What is Ad A’s slogan?
  7. What tone does Ad B use?
  8. Who is Ad B for?
  9. Do audiences affect design?
  10. Is the platform chosen for the audience?

Homework

Pick an advert with a family member and decide who it is meant for.

Answer key and marking scheme

Question Expected response Marks
1. The group a message is designed for is the ___ audience. target 1
2. A group defined by age or interest is a ___. demographic 1
3. Where a message is shared is the ___. platform 1
4. The attitude of the language is the ___. tone 1
5. Ad A uses a cartoon ___. fox 1
6. What is Ad A’s slogan? Zoom into fun 1
7. What tone does Ad B use? calm and practical 1
8. Who is Ad B for? working adults 1
9. Do audiences affect design? yes 1
10. Is the platform chosen for the audience? yes 1
Total 10

Independent practice answers. Level 1: 1 target; 2 demographic; 3 platform; 4 tone; 5 fox. Level 2: 1 Zoom into fun; 2 calm and practical; 3 working adults. Level 3: 1 yes; 2 yes; 3 no.

Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.

Mastery and remediation

Objective Bronze (Developing) Silver (Proficient) Gold (Advanced)
O1 Identify audience Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O2 Link audience to choices Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O3 Analyse language and images Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O4 Adapt a message Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation

Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.

If a learner struggles

  1. Find the misconception: Rushing without checking. Slow down and check your work.
  2. Explain another way: use real objects, pictures or actions first, then words.
  3. Show a simpler example: Re-read the examples slowly and use the sentence frames.
  4. Guided practice: work through one example together and let the learner try the next one.
  5. Reassess: use the quiz again or the worksheet.
  6. Move on when the learner shows Silver-level evidence independently.

For parents and guardians

In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.

  • Listen while your child explains the idea.
  • Ask for one new example.
  • Praise effort and careful work.
  • Ask “how do you know?” after each answer, and listen.
  • Praise effort, not only right answers. Mistakes are how we learn.
  • Ten to fifteen minutes a day is better than one long session.

Teacher package

1–5. Objectives, prerequisites, materials, preparation, duration

Lesson objectives. Learners will: identify audience; link audience to choices; analyse language and images; adapt a message.

Prerequisite knowledge. Media messages.

Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.

Preparation. Write the key words and examples on the board or on cards before the lesson.

Suggested duration. 45–60 minutes. It can be split into two shorter sessions.

6–9. Teaching procedure, explanation notes, guided and independent activities

Introduction (5 min). Introduce the idea with the opening example.

Explanation (10 min). Teach the key words.

Guided activity (10 min). Practise together.

Independent activity (10 min). Check understanding with the quiz.

Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.

Key questions. What is the key idea? Can I give my own example?

Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.

10–12. Differentiation, formative assessment, common misconceptions

Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.

Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.

Misconceptions. Rushing without checking. Slow down and check your work.

13–15. Assessment questions, answer keys, marking scheme

Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.

16–19. Remediation, enrichment, homework, teacher reflection

Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.

Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.

Sources and standards

This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.

Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 6 » Writing; Grade 6 » Reading: Informational Text; Grade 6 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.

Research used to shape this lesson. Common Core SL.6.2 and RI.6.6 (interpret information presented in diverse media; determine an author’s point of view); Cambridge Primary English Stage 6 (audience and media). These sources informed the lesson.

Scroll to Top