Everything below comes from the lesson itself: what to do before, what happens in each phase, the words to say, and what goes home after. Run the whole thing from this one page.
By the end: “I can run three checks before I believe or share something.”
These are your word rather than ours. We cannot see them happen, so they do not tick themselves.
Counted on this screen only, in this browser. It names no child and it is never sent anywhere, so a different laptop shows nothing and a shared classroom machine shows the last teacher’s.
No screen today? The full lesson runs from the printed pack: retrieval card, three checks bookmark, six item worksheet, exit card. Beats are described in the teacher script if no screen is available.
Misinformation, deepfakes and AI content
Settle everyone with this slide up. Today you all become detectives. By the end of the hour you will be able to do something most adults cannot do: catch a fake before it catches you.
DiGi opens the lesson
Let it play. It is eight seconds and it does the job the first minute of a lesson usually costs you: the room settles, and the guide tells them what it is before anybody asks.
I can run three checks before I believe or share something.
Opening the case: real or made?
Play the beat once, full volume. Orbit sets the case up in twelve seconds. Do not talk over it.
Two million people shared this. Bloop has never been to the moon. So why did it travel?
The class has had this on the wall since the clip, so do not present it as a reveal. Go straight at it: two million people shared this, and Bloop has never been to the moon, so why did it travel? Hold them on the answer, because almost nobody who shared it was fooled. They shared it because it was FUN. Write that word on the board, it is the engine for the whole hour. Then check one arriving early: look at the handle. It says official. Anyone can type the word official.
Play together
Half time. Two breaths with the whole room, in as Orbit grows and out as Orbit shrinks. Then thirty seconds in pairs on one thing that surprised them, and they write it on their sheet. Nothing is marked and nobody reads theirs out. Then straight into the practise.
Same day, two posts. Watch what reactions are worth.
The diagram of how a fake travels, now run as a race. Run it once and let the outrage post win by miles. Ask why: not because it is true, because reactions are the fuel. Then press calm the reactions and run it again, and watch the race tighten. Land the line the whole lesson has been building to: your pause is not nothing, it is the brake, and you are no longer most people.
Exit check. Your neighbour shares a voice message that sounds exactly like a celebrity confessing to something. What do you now know that most people do not?
First of two exit checks. This mirrors evidence item three, so a wrong answer here tells you exactly who to mark as working towards on the register.
True or false: if a picture was made by AI, it is always a lie.
The nuance question, and the one Ofsted style deep dives love: it proves pupils are thinking, not reciting. If someone argues the true side well, celebrate the arguing and then land the distinction: the lie is the pretending, not the making.
Who made it. What do other places say. How is it trying to make me FEEL? Three checks, under a minute, case closed.
Whole class says it together, twice, louder the second time. This is the sentence you want repeated at dinner tables tonight.
Your mission: check before you share
Orbit sets the mission. After the beat, every pupil writes their commitment on the exit card: one thing in their own feed this week they will run the checks on before sharing.
What to remember
Asking questions. Today fills that page and builds AI and chatbots, one of the four things the passport records. When the KS3 pages are finished the child earns Orbit’s stamp, which is the stage ending, not this lesson ending. The passport moment near the end of the deck is where the class fills the page in.
The passport line on the note: “This lesson has a place on your teenager's passport page, the readiness record home and school build on the road to sixteen. The class met it today; it goes on the page when your teenager does its own short check at home, in their app. Each stage is stamped when it is ready, not at a birthday. Ask them to run the three checks with you on the next surprising thing either of you sees.”
Read the mission out loud, then the why. Ask: hands up if you think YOU could spot a fake video. Keep a rough count. Come back to that count at the end of the lesson.
Tell your partner about something you saw online that turned out not to be true.
Sixty seconds. Something you saw that turned out to be false. Then tell your partner how you found out. That second bit is the one I am really asking about.
Detective words for today
Say each word, class repeats it back. The difference between the first two is the whole word: MIS is a mistake, DIS is dishonest. Both spread the same way, and the same three checks catch both.
Warm up from last lesson. A friend offers you a workaround to get past an age check. What matters most before you decide anything?
Retrieval from last lesson, thirty seconds of thinking time before anyone answers. Cold call two pupils for their reasoning, not just their letter.
Real or made? Vote now, hands up. Then be honest: how would you actually know?
Straight in, they do not need a warm up, they have just had one. Run the vote and count the hands both ways, fast. Then the reveal: it does not matter which way the class voted, because nobody in this room can tell by looking. Not you, not me. Let that sit for a second. That discomfort is the lesson starting.
Content can be manufactured
Key move here: kill the panic. This is not everything online is fake, and it is not you cannot trust anything. It is simply that looking is no longer a test. We need a better test, and it is coming on the next video. Say this, as written: There is a third shape to know: a conspiracy theory, a story that explains something big by saying a group is hiding the truth. They spread because they feel like being let in on a secret, and because they are built so that any evidence against them counts as proof of the cover up. That last part is the tell. A claim that cannot be proved wrong by anything is not strong, it is unfalsifiable. And it is not only the content that can be manufactured. Accounts can be too, run by someone who is nobody they claim to be, or by no person at all. And people go further online than they would in a room, because the screen hides the face that would normally stop them. The conspiracy lines are new and they are the ones to slow down for. Land the tell rather than any example: a claim built so that counter evidence becomes more proof is the shape to recognise. Deliberately no worked example here, because naming a live theory in a classroom hands it an audience. If a pupil offers one, take the shape and not the topic: does anything count as evidence against it?
The number
Let the number land before you speak. Then: this is not because people are stupid. It is because the fakes got good. Eyes stopped being enough, which is exactly why we are learning checks instead of squinting harder.
A video shows a famous footballer saying something shocking. It looks completely real. What is the honest position before you check?
This is the footballer post from evidence item one. Ten seconds of thinking time, then whole class, hands or devices for one, two or three. Watch for the it is probably fake option, wherever the player puts it: assuming everything is fake feels streetwise, but it is the same shortcut as believing everything, just facing the other way. Name that if it comes up, and land the line from the teacher tip: the checks end in believe verdicts too.
The three checks
The core teaching beat. Orbit gives the three checks in ten seconds. Play it twice: once to hear it, once with the class saying the checks along with her.
The three checks
Walk the diagram as it builds. Get the class chanting the three questions back: who made it, what do other places say, how does it want me to feel. Then point at the three verdicts: every check ends in one of these, and pause is a perfectly good verdict when you are not sure.
Which of the three checks would YOU be most likely to skip, and why?
Sixty seconds, partner talk, start the timer on screen. You are listening for honesty, not right answers. Take two or three answers after the chime and admit your own weak check too, it gives the room permission to be honest.
Which check fails first? Thirty seconds with your partner, then verdicts with reasons.
Pair talk, thirty seconds. The answer you are fishing for: check one fails instantly, scientists confirm with no scientist named and no link is a claim with nobody behind it. Bonus if anyone spots the share so every parent sees it line, that is check three firing too. Fakes usually fail more than one check at once.
A post makes you furious the second you see it. Which check does that feeling trigger?
Whole class on devices or hands for one, two or three. The subtle point to land in feedback: the feeling is not proof of anything, it is a trigger to check. Furious and true both exist.
A post says scientists confirm a shocking finding. No name, no link, no source. Which check fails first?
This is evidence item two formalised. If the pair talk went well this should be near unanimous. If it was not, go back to the diagram slide, the back button works.
A voice that sounds exactly right, sent by a friend you trust. Does that change which checks we run?
The trap here is the trusted friend. Jay is not lying, Jay is fooled, that is misinformation from your keywords. The checks do not care who delivered the claim or what format it arrived in. A voice is now just another thing a computer can make.
DiGi Junior half time check in
The star pause. Eight seconds, everyone breathes, then straight into the spread engine.
How a fake travels
Walk the loop as it builds, then ask the class where the weakest link is. Answer: step one, the only step the fake cannot control is whether YOU notice the feeling and check instead of share. The last line on screen is the identity shift of the lesson: you are no longer most people.
Who benefits when a fake spreads? Follow the attention, then follow the money.
Groups of three or four, ninety seconds on the timer. This is the stretch thinking from the one pager brought into the room: fakes are not accidents, they are products with owners. Collect one answer per group.
Detective practice, on paper
Hand out the worksheet or booklets. Fifteen minutes, bookmark strips on tables for anyone who needs the checks in front of them. Support group works items one to three together with you. Stretch question for early finishers: who benefits when item four spreads? Circulate and collect one great reason to read out.
Return to the hands up count from the start of the lesson: who thought they could spot a fake by looking? Ask it again now and let the room notice what changed. Then the recap, read by pupils, one point each.
I check before I share, because I cannot tell by looking.
Everybody, out loud, together. I check before I share, because I cannot tell by looking. Once more, and mean the second half, because that is the bit that took a whole hour to earn.
Where this lesson sits on your passport
The widening out. They have spent an hour on one skill, and this puts it on the road to sixteen. Worth saying out loud afterwards that the three checks they learned today are one of the stamps.
Your mission, the next time a post hits you hard
The handover. Say nothing over it. When the last line lands, ask them to look at you and say the mission once more in your own words. Then the passport page, and DiGi closes the case after it.
Play together
Thirty seconds, not a lecture. The passport is the record of getting ready for full access at sixteen, kept at home in the parents app, and every lesson here fills part of a page. Tap Fill the page, or let one of the class tap it. Point at the area today built and the count moving. Say: when the page is full, the big check earns Orbit's stamp, and nobody can fail it. The parent note carries the home code that puts today in their own passport. The count on the wall is this screen's memory of your classes, not anyone's record.
DiGi closes the case
Let DiGi land the ending, the bubbles appear on their own. Exit quizzes go out as this plays, named copies from the print room. Collect them in, they are your evidence for the register.