The Questions Around Deepfakes wellbeing lesson plan
The Questions Around Deepfakes is a secondary lesson for Years 10 to 13 that helps Australian teachers introduce deepfakes through a structured, ready-to-teach lesson focused on ethics, detection and personal responsibility. Students learn to question what they see online, recognise signs that content may be manipulated, and think through the personal and ethical responsibility involved in creating, sharing or responding to deepfake content.
Online Safety, AI & Digital Literacy
Snapshot
The Questions Around Deepfakes
The lesson gives teachers a structured way to introduce deepfakes and support students to think critically about what they see online. 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
Ethics, detection and personal responsibility around deepfakes
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 online content may be manipulated or fabricated
identify examples of deepfakes they may encounter on social media or the internet
recognise that deepfakes can raise ethical questions around consent and trust
Understand
understand why deepfakes can be difficult to detect and verify
understand the personal responsibility involved in creating, sharing or reacting to manipulated content
Practise
practise questioning the accuracy and origin of content before sharing it
practise applying simple detection strategies to online content
practise discussing ethical questions around deepfakes using respectful, considered language
Who this lesson is for?
This lesson is designed for senior secondary students who are building critical thinking skills around online content, artificial intelligence and digital responsibility.
It is suitable for:
senior secondary wellbeing lessons
digital literacy or media studies teaching
pastoral care or advisory sessions
respectful online communication units
broader online safety and AI literacy programs
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 are starting to explore artificial intelligence, misinformation or manipulated media.
Building classroom culture around online judgement Use when reinforcing habits of questioning and verifying online content before sharing it.
Supporting critical thinking about social media content Use when students need structured practice recognising manipulated images, video or audio online.
Reinforcing respectful online communication Use when revisiting expectations around sharing, commenting on or responding to online content.
Preparing students for increased digital independence Use as students take on greater personal responsibility for their online behaviour and choices.
Creating a structured digital literacy discussion Use when you want a calm, teacher led discussion about ethics, detection and responsibility in a digital context.
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 part of a wider set of questions students are already navigating about what they see, share and trust online. Understanding how manipulated content is created and why it matters gives students practical tools rather than reasons to be fearful of technology. Building this understanding early helps students develop habits of questioning, verifying and thinking through consequences before they act online. It also supports students to consider their own responsibility, not just as viewers of content but as people who may create, share or respond to it. This lesson supports a school culture where students feel confident thinking critically about digital content, rather than reacting with alarm or accepting everything they see at face value.
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 practise questioning the accuracy and origin of online content.
Digital ethics Students consider the responsibility involved in creating or sharing manipulated content.
Personal responsibility Students reflect on how their own choices online can affect others.
Detection skills Students learn practical strategies for identifying manipulated content.
Respectful communication Students practise discussing sensitive digital topics using considered, respectful language.
Help-seeking Students learn when and how to raise concerns about online 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 students not to name classmates or share personal stories about specific online content
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear the lesson focuses on building judgement and responsibility, not blaming individuals
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 manipulated online content rather than specific current events unless supplied by your school
Give students time to discuss detection strategies and ethical questions in pairs or small groups
Reinforce that questioning content is a normal and useful digital skill, not a sign of distrust
Allow students to respond through discussion or written reflection depending on confidence and maturity
Supporting safe discussion
Keep the discussion focused on scenarios rather than personal experiences
Encourage respectful language when discussing ethical questions around deepfakes
Remind students they can seek support from a trusted adult if they encounter concerning content online
Adaptation options
Use small group discussion for confident classes and written reflection for quieter groups
Spend more time on detection strategies if students are less familiar with manipulated media
Extend ethical discussion for classes ready to explore personal responsibility in more depth
