The Questions Around Deepfakes PSHE lesson plan
A secondary PSHE lesson for Years 10 to 13 that helps UK teachers introduce deepfakes through the lens of ethics, detection and personal responsibility in a structured, ready-to-teach lesson. Pupils learn to think critically about how deepfakes are created and shared, consider the ethical questions they raise, and practise language for discussing digital responsibility and respectful online behaviour.
Online Safety, AI & Digital Literacy
Snapshot
The Questions Around Deepfakes
The lesson gives teachers a structured way to introduce deepfakes as a topic of critical thinking, ethics and online responsibility. Feedback: 4.1/5 average rating from 157 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring the ethics, detection and personal responsibility around deepfakes
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 digital content may be manipulated or artificially generated
recognise the ethical questions deepfakes raise around consent and misrepresentation
recognise how deepfakes can affect trust in online information
Understand
understand why critical thinking matters when engaging with online content
understand that personal responsibility applies to sharing, reacting to and creating digital content
Practise
practise questioning the source and authenticity of content before sharing it
practise language for discussing deepfakes and misinformation respectfully
practise applying digital responsibility to everyday online situations
Who this lesson is for?
This lesson is designed for secondary pupils in Years 10 to 13 who have some existing experience with social media and online content and are ready to engage with more developed discussions about digital ethics.
It is suitable for:
secondary PSHE lessons
digital literacy or online safety teaching
relationships education
pastoral care or form time discussions
citizenship or personal development 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 AI and digital literacy topics Use when pupils are new to discussing deepfakes and need a starting point for thinking critically about AI generated content.
Building on existing online safety learning Use when reinforcing earlier online safety learning with a more developed discussion of misinformation and digital ethics.
Supporting critical thinking about online content Use when pupils need practice questioning the authenticity and source of content they encounter online.
Reinforcing personal responsibility online Use when pupils need to consider the impact of their own choices when creating, sharing or reacting to digital content.
Preparing pupils for greater independent online use Use when pupils are moving into more independent study or online environments and need stronger digital judgement.
Creating a structured PSHE discussion on emerging technology Use when you want a calm, teacher-led discussion about AI, misinformation and respectful online communication.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Deepfakes are becoming a more visible part of online content, and pupils benefit from having language and confidence to think critically about what they see and share. Understanding how manipulated media works, and why it raises ethical questions, supports pupils to engage with digital content more thoughtfully rather than reactively. This lesson is not only about identifying risk. It also helps pupils understand the personal responsibility involved in creating, sharing and reacting to online content, and encourages respectful, informed digital citizenship. By giving pupils a structured space to discuss these questions, the lesson supports wider PSHE and digital literacy goals around misinformation, online behaviour and respectful communication.
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 authenticity and source of content before accepting or sharing it.
Digital responsibility Pupils consider the impact of their own choices when engaging with digital content.
Ethical reasoning Pupils explore the ethical questions deepfakes raise around consent and misrepresentation.
Media literacy Pupils build skills for recognising signs that content may be manipulated.
Respectful communication Pupils practise discussing digital ethics and misinformation respectfully with peers.
Help-seeking Pupils understand when to raise concerns about harmful or concerning content with a trusted adult.
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 content they have seen
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear the lesson is about building critical thinking skills, not testing pupils on technology
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 media rather than specific current events unless already familiar to your school context
Encourage pupils to explain their reasoning when discussing whether content might be authentic
Keep the tone balanced, avoiding messaging that suggests all online content or AI is harmful
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Reinforce that raising concerns about harmful or misleading content is a responsible choice
Remind pupils that privacy and respectful communication apply to online discussions
Follow school safeguarding procedures if concerns arise during discussion
Adaptation options
Extend discussion for older pupils by exploring more developed ethical scenarios around consent and misrepresentation
Simplify detection discussion for pupils with less prior knowledge of AI generated content
Use small group discussion for pupils who may be less confident contributing to whole class conversation
