Is This Information True?
Begin to think like a detective and ask questions to decide if the information you find online is true and can be trusted.
TL;DR:Turn your pupils into digital detectives with this crucial topic on evaluating online information.
About This Topic
This topic introduces Year 3 pupils to the foundational principles of digital literacy, a key component of the Computing Programme of Study for Key Stage 2 in England. It directly addresses the curriculum aim that pupils should be taught to 'use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content'. By framing the learning as a detective investigation, pupils are encouraged to develop a critical mindset towards online information. They will move beyond simply consuming content to actively questioning its origin, purpose, and credibility.
The lessons within this topic build upon early online safety messages from Key Stage 1, transitioning from rules about personal information to the more nuanced skill of critical evaluation. Pupils will learn to identify simple clues, such as spelling errors, lack of an author, or an overwhelming number of advertisements, that can indicate a source may not be reliable. This topic lays the groundwork for more sophisticated analysis in later years and is crucial for developing responsible, informed digital citizens who can navigate the complexities of the online world safely and effectively.
Key Questions
- Identify one clue that a website might not be trustworthy.
- Explain why it is important to check information from more than one website.
- Compare information found on a school website with information found on a personal blog.
Learning Objectives
- Identify simple features of a website that suggest it is, or is not, trustworthy.
- Explain in their own words why it is important to check more than one source of information.
- Compare the likely reliability of different types of websites, such as a school site versus a personal blog.
- Begin to ask critical questions about online content, such as 'Who made this?' and 'Why?'.
- Recognise the difference between a fact and an opinion found online.
Key Vocabulary
| Source | Where information comes from, for example a website, a book, or a person. |
| Trustworthy | Able to be relied on as honest or truthful. |
| Verify | To check that something is true or accurate. |
| Fact | Something that is known to be true and can be proven. |
| Opinion | What someone thinks or believes about something; it cannot be proven right or wrong. |
Watch Out for These Misconceptions
Common MisconceptionIf it is on the internet, it must be true.
What to Teach Instead
Anyone can create a website or post information online, so not everything is accurate. It is important to check who made the information and why.
Common MisconceptionA website that looks professional with nice pictures must be trustworthy.
What to Teach Instead
While a good design can be a positive sign, it does not guarantee the information is true. We must look for other clues like an author, a date, and contact information.
Common MisconceptionWikipedia is always wrong and should never be used.
What to Teach Instead
Wikipedia can be a good starting point to get general ideas, but because anyone can edit it, you should always check the information on other, more reliable websites.
Active Learning Ideas
See all activities→Think-Pair-Share
Website Detectives
Provide pupils with two pre-selected websites about the same topic, one trustworthy (e.g., a museum) and one deliberately fake. In pairs, pupils use a simple checklist to find 'clues' that reveal which site is unreliable, such as spelling mistakes, no author, or sensational claims.
Think-Pair-Share
Fact-Checking Challenge
Present the class with a simple, questionable 'fact' (e.g., 'All spiders have eight eyes'). Pupils use two or three child-safe search engines or pre-approved websites to verify the information and report back on their findings.
Think-Pair-Share
Trustworthy or Not?
Give groups a set of cards, each with a different type of online source (e.g., BBC Newsround, a personal blog, Wikipedia, a school website). The groups must sort the cards on a spectrum from 'most trustworthy' to 'least trustworthy' and be ready to explain their reasoning to the class.
Real-World Connections
- Checking homework facts using reliable sources like museum websites or online encyclopaedias.
- Deciding whether a news story shared on a family chat group is real before believing it.
- Understanding that an online advert for a toy might not be giving a balanced view.
- Learning to spot scam emails or messages that claim you have won a prize.
- Choosing a reliable website for weather information to decide what to wear for the day.
Assessment Ideas
Observe pupils during paired or group activities, listening to their discussions and reasoning for classifying websites as trustworthy or not. Use a simple checklist to note their understanding.
Pupils complete a short task where they are shown screenshots of two different websites and must circle the untrustworthy features on one, and explain why the other is more reliable.
Provide pupils with a 'Digital Detective Checklist' they can use to evaluate a website. They can tick off features they have checked, such as 'I looked for the author' or 'I checked for spelling mistakes'.
Frequently Asked Questions
What does 'trustworthy' mean?
Why would someone put fake information on the internet?
What if I am still not sure if a website is true?
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