You will learn
- Define news, journalism, source, press freedom.
- Describe how a story is made.
- Distinguish types of media content.
- Apply questions to a story.
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
- News informs and connects communities.
- Journalists check sources.
- Different kinds of content have different purposes.
- Press freedom supports public knowledge.
Words to know
the work of gathering, checking and presenting news
a person or document that provides information
the title of a news story
the freedom of the media to report without unfair control
1. Discover: The story behind the headline
Mr Cole displays a made-up headline: “New bridge opens in Pine Valley”. “How did this reach us?” he asks. A reporter saw the opening, spoke to the engineer and two villagers, checked the date with the council, wrote the story and an editor reviewed it. “A news report tells what happened. A feature tells the story behind it. An editorial gives an opinion. An advertisement tries to sell something. We ask: who says so, how do they know, and what might be missing?”
Think: Why does it help to know whether a piece is a report, an opinion or an advert?
2. Understand: News and information
Idea 1: What news does
News informs people about events and issues, explains what they mean, helps hold power to account and connects communities. Journalism is the work of gathering, checking and presenting news. Reporters, photographers, editors and presenters work together.
Idea 2: How a story is made
Steps: an event or issue is noticed; a reporter gathers information from sources such as eyewitnesses, documents and experts; facts are checked; the story is written and edited; a headline is added; it is published. Responsible journalists correct mistakes. Press freedom lets media report without unfair control and is protected by many constitutions.
Idea 3: Kinds of content
A news report gives facts; a feature gives background and human stories; an editorial or opinion piece gives a view; an advertisement aims to sell. Ask: who made it, what is its purpose, what sources does it use, and what might be missing?
3. Worked examples
Example 1 (I show you): Define
Journalism.
- Think.
- Say.
- Check.
Answer: Gathering, checking, presenting news.
Example 2 (We do it together): Define
Source.
- Think.
- Say.
- Check.
Answer: Where information comes from.
Example 3 (You try): Name
A kind of media content.
Show the steps and answer
- Think.
- Say.
- Check.
Answer: An editorial.
Did you know?
World Press Freedom Day is marked each year on 3 May.
Why this matters
Knowing how news is made helps us judge what we read, hear and watch.
4. Explore: Newsroom for a day
Read a made-up news story about a school sports day. Mark the sources, label facts and opinions, and rewrite the headline in a fair way. Then label four short texts as report, feature, editorial or advert.
- Read.
- Mark.
- Rewrite.
- Label.
Think about it: what did you notice?
What did you notice? Sources and purpose shape the message.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- News is ___.
- Journalism is ___.
- A source is ___.
- Press freedom is ___.
Guided practice
Question 1. What is news?
Information about events.
Question 2. What is journalism?
Gathering and checking news.
Question 3. What is a source?
Where information comes from.
Independent practice
Level 1: Start
- What is news?
- What is journalism?
- What is a source?
- What is press freedom?
- What is a headline?
Level 2: Grow
- Why check sources?
- Why corrections?
- Why different types?
Level 3: Stretch
- Read the story.
- Mark sources.
- Label texts.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Explain two steps in how a news story is made.
Show a sample answer
Gather from sources; edit.
Another one. Ask an adult how they decide which news to trust, in general terms.
Show a sample answer
Share.
7. Common mistakes
Fix: Some are opinions or adverts.
Fix: It is a short summary.
8. Lesson summary and revision card
- I can define news, journalism, source, press freedom.
- I can describe how a story is made.
- I can distinguish types of media content.
- I can apply questions to a story.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- News informs and connects communities.
- Journalists check sources.
- Different kinds of content have different purposes.
- Press freedom supports public knowledge.
11. Next lesson
Next lesson: Facts, opinions, and interpretations. 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.
- Define journalism and source. [2 marks]
- List four steps of making a news story. [3 marks]
- Explain the difference between a report and an editorial. [3 marks]
- Explain why press freedom matters. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Journalism [1]; source [1]
- Four [3]
- Report [1]; editorial [1]; example [1]
- Reason [1]; example [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
- What is news?
- What is journalism?
- What is a source?
- What is press freedom?
- What is a headline?
- Why check sources?
- Why corrections?
- Why different types?
- Read the story.
- Mark sources.
Homework
Draw a newsroom chart.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is news? | Information about events. | 1 |
| 2. What is journalism? | Gathering and checking news. | 1 |
| 3. What is a source? | Where information comes from. | 1 |
| 4. What is press freedom? | Media free from unfair control. | 1 |
| 5. What is a headline? | Story title. | 1 |
| 6. Why check sources? | Accuracy. | 1 |
| 7. Why corrections? | Honesty. | 1 |
| 8. Why different types? | Different purposes. | 1 |
| 9. Read the story. | Read. | 1 |
| 10. Mark sources. | Mark. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Information about events.; 2 Gathering and checking news.; 3 Where information comes from.; 4 Media free from unfair control.; 5 Story title.. Level 2: 1 Accuracy.; 2 Honesty.; 3 Different purposes.. Level 3: 1 Read.; 2 Mark.; 3 Label..
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 Define news, journalism, source, press freedom | 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 Describe how a story is made | 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 Distinguish types of media content | 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 Apply questions to a story | 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
- Find the misconception: “Every media text is news.” Some are opinions or adverts.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make a news chart.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child studies how news is made using a made-up story. Please talk about trustworthy sources. You do not need to be an expert to help.
- Talk about news.
- Ask about sources.
- Stay calm.
- 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: define news, journalism, source, press freedom; describe how a story is made; distinguish types of media content; apply questions to a story.
Prerequisite knowledge. Grade 6 ideas: advanced enquiry, source evaluation, bias and citing sources from Unit 1.
Materials. Story pack, label cards. 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. Prepare story packs.
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). Tell the story behind the headline story.
Explanation (10 min). Teach news and information.
Guided activity (10 min). Newsroom for a day.
Independent activity (10 min). Discuss.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. How is news made and how do we read it wisely?
Teacher explanation notes. Start with a picture, story, map or local example. Then talk about what was seen, then draw and write. Always ask “how do you know?” and invite more than one view. Treat every family, culture and community with respect, and never ask learners to share private information.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures, maps, real objects and short sentences, and let learners work with a partner. Let learners point, show, act or draw instead of writing. Extension. Ask learners to find a new example from their own community and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Every media text is news.” Some are opinions or adverts.
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. Make a news chart. Enrichment. Find one new example near your home or school, draw or write about it and explain it to someone. 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: NCSS standards and C3 Framework, Cambridge Primary Humanities and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Social Studies curriculum, Grade 6 Unit 11, topic 3; NCSS C3 Framework, gathering and evaluating sources, communicating conclusions; Cambridge Lower Secondary Humanities, enquiry and evidence; IB Primary Years Programme, how we express ourselves and how the world works. These sources informed the lesson.