Deepfakes and AI wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce deepfakes and AI-generated media through a structured, ready-to-teach lesson. Students learn to recognise signs of fake or manipulated media, understand how deepfakes and AI-generated content can be used to mislead, and practise questioning what they see online before reacting or sharing it.
Online Safety, AI & Digital Literacy
Snapshot
Deepfakes and AI
This lesson gives teachers a structured way to introduce deepfakes and AI-generated media using clear, age-appropriate discussion. Feedback: 4.6/5 from 57 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Spotting fake media and understanding its implications
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise common signs that media may be fake, edited or AI-generated
identify examples of manipulated content they may encounter on social media or online
recognise when content seems designed to mislead or deceive
Understand
understand why deepfakes and fake media are created and shared
understand how fake or manipulated content can affect trust, privacy and how people are represented online
Practise
practise questioning the accuracy of media before accepting or sharing it
practise simple strategies for checking sources and verifying information
practise speaking up safely or seeking support if fake or harmful content involves them or someone they know
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are building digital literacy skills and starting to navigate more complex content on social media and the wider internet.
It is suitable for:
secondary wellbeing or Health lessons
PDHPE or digital literacy teaching
pastoral care or advisory sessions
respectful relationships or online behaviour units
classes introducing critical thinking about AI and online media
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student 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 students need a starting point for understanding deepfakes, AI-generated content and fake media.
Building critical thinking skills Use when reinforcing how to question, verify and evaluate online content.
Supporting social media and internet use discussions Use when connecting online safety learning to platforms and content students use every day.
Reinforcing respectful online behaviour Use when building on existing digital citizenship or online safety learning.
Preparing for increased online independence Use as students take on more responsibility for managing their own online presence.
Creating a structured digital literacy discussion Use when you want a calm, teacher-led discussion about spotting fake media and its implications.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students increasingly come across AI-generated content, edited images and manipulated video in everyday online spaces, so having language and strategies for spotting fake media is a practical skill rather than a specialist one. The lesson supports students to slow down and think critically about what they see, rather than reacting to or sharing content without checking it first. Building this habit early can support more confident, informed decision-making online. Rather than framing technology as something to fear, the lesson helps students understand how fake media works and what they can do about it, supporting more thoughtful, respectful use of social media and the internet.
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 Students learn to question and verify content before accepting it as accurate.
Digital literacy Students build understanding of how AI-generated and manipulated media is created and shared.
Online safety awareness Students recognise fake or misleading content they may encounter on social media.
Help-seeking Students learn when and how to seek support if fake or harmful content involves them or someone they know.
Respectful online communication Students consider how sharing unverified content can affect other people.
Privacy awareness Students consider how AI-generated content can affect how people are represented online.
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 students not to name classmates or share personal examples involving other people
Frame discussion around general examples and scenarios rather than specific individuals
Make clear the lesson is about building critical thinking skills, not alarming students about technology
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Use general examples of edited images, video or audio rather than singling out specific people or platforms
Give students time to discuss and question examples before drawing conclusions
Reinforce that most online content is not designed to deceive, while still building healthy scepticism
Encourage students to consider how fake media can affect people's privacy and reputation
Supporting safe discussion
Use privacy and respectful discussion norms rather than promising confidentiality
Encourage students to use general examples rather than personal disclosures
Remind students they can speak to a trusted adult if fake or harmful content involves them or someone they know
Adaptation options
Use partner or small group discussion for classes less confident discussing digital topics
Extend discussion for classes ready to explore the wider implications of AI-generated content
Adjust examples to reflect platforms and content types relevant to your student cohort
