Deepfakes and AI PSHE lesson plan
A secondary PSHE lesson for Years 7 to 9 that helps UK teachers introduce deepfakes and AI generated media through a structured, ready-to-teach lesson. Pupils learn to recognise signs of fake or manipulated media, understand how AI can be used to create convincing but false content, and practise questioning what they see online before sharing or believing it. The lesson gives teachers a calm, structured way to build pupils' critical thinking skills around digital content, without needing specialist AI knowledge or extra preparation.
Online Safety, AI & Digital Literacy
Snapshot
Deepfakes and AI
This lesson gives teachers a structured way to introduce deepfakes and AI generated media using age-appropriate discussion and practical examples pupils may recognise. Feedback: 4.6/5 from 57 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Spotting fake or manipulated media and understanding its implications
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise common signs that an image, video or piece of audio may be fake or manipulated
identify examples of AI generated or altered media in everyday online content
recognise that not everything seen online, including realistic looking media, is accurate
Understand
understand how AI tools can be used to create convincing but false content
understand why fake media can have an impact on individuals, communities or public information
Practise
practise asking questions about the source and accuracy of online content before sharing it
practise language for discussing concerns about fake or misleading media
practise using safe online habits when encountering content that seems unusual or untrustworthy
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 to 9 who are building their understanding of AI, digital media and online content. It suits pupils who already have some experience using social media or online platforms and are ready to think more critically about what they see.
It is suitable for:
secondary PSHE lessons
relationships education
digital literacy or online safety units
pastoral care, form time or tutor group discussions
whole class introductions to AI and misinformation
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing AI and digital literacy Use when pupils are new to learning about deepfakes, AI generated content or fake media.
Building on existing online safety learning Use when pupils already understand basic online safety and are ready to think more critically about digital content.
Responding to misinformation in the news or online Use when pupils are exposed to viral or widely shared content and need tools to question its accuracy.
Reinforcing respectful online behaviour Use when revisiting expectations about sharing, commenting on or reposting content responsibly.
Preparing for increased independence online Use when pupils are moving into secondary school stages with greater access to social media and online platforms.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about AI, digital content and online judgement.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils increasingly encounter AI generated and manipulated media in their everyday online lives, often without an easy way to tell it apart from genuine content. Building critical thinking skills early helps pupils question what they see rather than accept it automatically. This lesson is not only about identifying risk. It also helps pupils build confidence in navigating a digital world where AI tools are becoming more common, encouraging thoughtful, questioning habits rather than fear of technology. By practising these skills in a low-pressure classroom setting, pupils build language and habits they can carry into their wider use of social media, news and online content.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Critical thinking Pupils question the accuracy and source of media before accepting or sharing it.
Digital literacy Pupils build understanding of how AI can be used to create or alter content.
Media awareness Pupils recognise signs that content may be fake or manipulated.
Respectful online behaviour Pupils consider the impact of sharing unverified or misleading content.
Help-seeking Pupils learn when to raise concerns about content with a trusted adult.
Digital confidence Pupils build habits for navigating online platforms thoughtfully rather than anxiously.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name classmates or share personal stories about other people's images or content
Frame the discussion around general examples rather than specific individuals
Make clear that the lesson is about building judgement skills, not blaming pupils for being fooled by fake content
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe
During delivery
Use general examples of manipulated images, videos or audio rather than specific current events
Give pupils time to discuss what signs might suggest content has been altered
Reinforce that being fooled by fake media is common and not a sign of carelessness
Allow pupils to respond through discussion, written reflection or small group talk depending on confidence
Supporting safe discussion
Keep examples general rather than based on real people known to pupils
Reinforce that raising concerns about content is a responsible choice
Follow school safeguarding procedures if concerns arise about specific content or experiences
Adaptation options
Use small group discussion for pupils who are less confident speaking to the whole class
Extend discussion for pupils with stronger prior knowledge of AI or digital media
Spend more time on trusted adults and reporting pathways if pupils need support identifying who to speak to
