Deepfakes and AI-Generated Content

ComputingArtificial IntelligenceAges 9–11

Deepfakes, AI-generated images and text; how to spot them and why they matter; the importance of checking sources; not everything online is real

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Teaching Table

Set out your lesson

Pause before sharing and explain what would make a startling claim more trustworthy.

Activity

Inferred, not a taxonomy edge: learner can access the supplied prompt with agreed support and can explain or mark a response. If earlier skills are unfamiliar, use the prerequisite topic for teaching; an authored prerequisite is not proof this learner is ready.

Sequence

Keep the two adult-only cards off the learner screen. Have a pencil and scrap paper if useful; oral pointing/typing/AAC can replace handwriting unless spelling or composition is the target. No printing, cutting, account or purchase is required.
Open Show first, read the explanation together, and pause to check the central idea. Then do Guided Try together.
For Try, close earlier models and the adult keys unless the task explicitly supplies a reference. Record any hints, read-aloud help or model reopening; do not call supported work independent.
Use only the active learner card. Keep the private key closed until an attempt is recorded. Stop or take a break on request; practical claims stay not observed unless actually done.

No Printer

Use on screen; read aloud or recreate a tactile model only with declared support. No printer or purchased kit.

Privacy

Never display adult keys or dictation spellings with a learner task; no family financial, identity or conflict disclosure.

Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.

Teaching limits and safe use

These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.

Source-check planning, not successful forensic detection or a live internet investigation.
These bounded examples do not establish independent performance in other situations. Record the support used.

Never display adult keys or dictation spellings with a learner task; no family financial, identity or conflict disclosure.

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Pause before sharing and explain what would make a startling claim more trustworthy.

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Learning resources

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Check understanding

Explain what a deepfake is and give an example of AI-generated content
Describe at least two clues that might reveal an image or text was AI-generated
Explain why it matters that AI can create realistic fake content

“If your child saw an amazing photo online, would they think to question whether it might have been created by AI rather than captured by a camera?”

Curriculum record

Type: Conceptual
Subject: Computing
Domain: Artificial Intelligence
Age range: Ages 9–11