Fake News & Misinformation PSHE lesson plan
A secondary PSHE lesson for Years 10 to 13 that helps UK teachers introduce misinformation, fake news and critical digital thinking through a structured, ready-to-teach lesson. Pupils learn to recognise signs of misinformation, understand how false or misleading information can spread online, and practise ways to check sources and respond safely and respectfully.
Online Safety, AI & Digital Literacy
Snapshot
Fake News & Misinformation
This lesson gives teachers a structured way to introduce misinformation and support pupils to think critically about what they see online. Feedback: 4.0/5 from 72 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising misinformation and responding with critical digital thinking
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 of misinformation, such as unclear sources or exaggerated claims
recognise how misinformation can connect to stereotypes or unfair assumptions about groups
recognise when online content may need further checking before it is shared or believed
Understand
understand why misinformation can spread quickly through social media and online sharing
understand how misinformation can influence opinions, fairness and respectful communication
understand the connection between misinformation and wider law and society issues, such as accountability for what is shared online
Practise
practise simple ways to check the accuracy of information, such as considering the source
practise using respectful language when discussing misinformation or differing views
practise deciding when and how to seek support or verification before sharing content
Who this lesson is for?
This lesson is designed for secondary pupils in Years 10 to 13 who are building critical thinking skills for everyday online life. It suits pupils who are already using social media, messaging platforms or online content regularly and are ready to discuss how information can be misleading or biased.
It is suitable for:
secondary PSHE lessons
digital literacy or media studies teaching
relationships education covering respectful online communication
pastoral care or form time discussions
citizenship or law and society focused sessions
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 critical digital thinking Use when pupils need a starting point for questioning and checking online information.
Building digital literacy skills Use when reinforcing how to evaluate sources and spot misleading content.
Exploring bias and stereotypes online Use when pupils are learning how misinformation can reinforce unfair assumptions about groups.
Supporting respectful online communication Use when pupils need practice discussing differing views calmly and respectfully.
Reinforcing law and society learning Use when connecting online behaviour to wider questions of accountability and responsibility.
Preparing for increased independence online Use when pupils are taking on more responsibility for what they share and believe online.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils encounter a wide range of information online every day, and not all of it is accurate or fair. Learning to question what they see, rather than accepting or sharing it automatically, is a practical skill for school, study and everyday life. This lesson supports pupils to build confidence in checking sources, recognising bias and thinking critically before forming opinions or sharing content. It also connects misinformation to fairness and respect, helping pupils understand how false claims can unfairly affect how groups or individuals are seen. Rather than treating online information as something to fear, the lesson encourages pupils to approach it with curiosity and healthy scepticism, building habits they can carry into further study, work and community life.
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 learn to question sources and check information before accepting it.
Digital literacy Pupils build practical skills for evaluating online content.
Respectful communication Pupils practise discussing differing views without conflict.
Awareness of bias Pupils consider how misinformation can reinforce stereotypes or unfair assumptions.
Responsible online behaviour Pupils reflect on their role in sharing or verifying content before others see it.
Help seeking Pupils learn when to check with a trusted source or adult if unsure.
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 online experiences
Frame discussion around general examples and scenarios, not real individuals or specific accounts
Prepare a small number of general misinformation examples relevant to pupils' age group
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
Encourage pupils to explain their reasoning when evaluating information, rather than only stating an opinion
Keep discussion focused on checking information, not debating personal beliefs
Allow pupils to raise questions about content they have seen without requiring them to identify sources personally
Reinforce that differing views can be discussed respectfully without personal criticism
Supporting safe discussion
Keep language neutral when discussing groups, culture or identity to avoid singling out any pupil's background
Use general examples rather than asking pupils to speak on behalf of a group or community
Encourage pupils to pass on questions they are unsure how to answer to a trusted adult
Adaptation options
Use paired discussion for pupils who need more confidence before whole class sharing
Extend discussion into law and society themes for pupils ready to explore accountability further
Simplify checking strategies for pupils newer to critical digital thinking
