Free classroom activities
teachers can use straight away.

No. Open the link and play. No account is needed, and students’ answers and scores aren’t sent to us.

One of the games (Swipe to Survive) keeps a best score in the browser on the device.

Yes. They work on a phone or in any browser at home.

Share an activity link with parents and carers: playing a round together is an easy way to start a conversation, and there is no account to set up.

Yes. Each activity explains its own answers, and the questions below give a learning objective and three discussion prompts for each one, so a form tutor or cover teacher can run one without preparation. There are no free-text inputs about other people and no messaging.

What the activities cannot do is tell you who played or how they did: they produce no record.

Four ways that work. As a starter: play a round or two on the board with the whole class to find out what students already know, then teach into the gaps. As a plenary: students play alone at the end of the lesson to show what stuck. As homework: students play it with someone at home and explain what gave each fake away. As the main activity: after a run, students pick one of the discussion prompts below, answer it in writing or in a group, and bring it to a class discussion.

Each activity opens with a quick lesson that takes two or three minutes to read. Play then takes two to four minutes, the time shown on each game’s start screen, so allow up to ten minutes the first time through. “Play again” skips the lesson, so a repeat run is just the play time. Leave the rest of the slot for talking.

The learning objective is that “it looks real” is no longer proof, so a face, voice or video is judged by where it came from, not by how it looks.

Ten rounds, two faces each: students tap the fake, and every round explains the giveaway or admits there may not be one.

Play one round on the board and have the class vote before the reveal, then let students play alone. The gap between how sure they felt and how they scored is the lesson.

Three prompts for the debrief: “Which round fooled you, and what made it convincing?”, “If you can’t tell by looking, what could you check instead?” and “What would you do before sharing a picture you weren’t sure about?”

The learning objective is that a story is not checked until you have found it yourself, on a news site you already know, so never share on a hunch.

It is set where students actually meet news: Ofcom’s News Report 2026 found 78% of 12- to 15-year-olds got news through social media and video platforms in the past month.

Twelve rounds in three types, drawn fresh so replays differ: headlines, where the clue is a news site the student has never heard of, never how strange the story sounds; chats and clips, where the call is whether someone is the source or repeating something; and profiles, judged on visible evidence rather than a tick or a name.

A headline round comes up within the first three: play that one on the board and take a class vote before the reveal.

Three prompts for the debrief: “Which true story did you think was the fake, and what would have told you otherwise?”, “Who was the last person you heard news from in your feed, and where did they get it?” and “What on a profile is actual evidence, and what is decoration?”

The learning objective is that the words in a link are a costume and the address underneath is what counts, so read the real site name right to left, then go to the site yourself anyway.

Nine rounds, two messages with the same wording: students reveal where each link really goes and pick the real one, with the trick explained every time. It suits pairs on one device, one reading the address aloud and the other deciding.

Three prompts for the debrief: “Which trick caught you out most, and why does it work?”, “Why is a real-looking address still not proof that a message is safe?” and “What is the one thing you would do instead of tapping the link?”

The learning objective is that what a message asks for, and how hard it pushes, matter more than how official it looks, so check independently rather than acting on it.

Choose the mode at the end of the quick lesson that opens the game. The timed run (“Got it — start surviving”) shows how pressure changes decisions: it moves fast, a miss pauses the game to explain what gave it away, and a run ends after three misses.

The untimed mode (“Take your time”) explains every card, right or wrong, and suits careful reading, discussion and students who need more processing time. “Finish and review” ends either mode whenever you need it and shows the run’s review.

Three prompts for the debrief: “What made you suspicious?”, “How would you check without using the message?” and “What would you do next if you had already tapped?”

The learning objective is that a permission, and its scope, should match what the app actually does: if the app doesn’t need it to work, it doesn’t get it.

Ten rounds of mock permission pop-ups, drawn from a larger pool so replays differ, with location and photo rounds offering a choice of scope. Denying everything is not the answer, and the result screen says so.

Have students play alone, then compare their round-by-round breakdowns in pairs.

Three prompts for the debrief: “Which app surprised you by asking for more than it needed?”, “When is ‘Always’ a fair ask for location, and when isn’t it?” and “Which permission on your own phone would you check tonight?”

The activities touch named content in the Online safety and awareness and Wellbeing online strands of RSHE.

Spot the Fake: recognising deepfakes and AI-generated content, and that what looks real online may not be.

Second Source: being a discerning consumer of information, the prevalence of misinformation and disinformation, and how to judge whether an account is genuine.

Would You Click? and Swipe to Survive: spotting scams and fake messages, and the techniques used to pressure, manipulate and mislead.

Permission Panic: being cautious about sharing personal information, using privacy and location settings, and the difference between public and private online spaces.

They also build the media-literacy and critical-thinking skills that support Citizenship and personal development work at key stages 3 and 4, and reflect the underpinning knowledge in the DfE’s Teaching online safety in schools guidance.

No. They touch that content; they do not cover it. Each one is a short taster that keeps no record of who played or how they did, so there is nothing to file.

Sequenced lessons on the technology side of Online safety and awareness and Wellbeing online, mapped to Computing too, with a lesson plan on every lesson and progress in the dashboard, are what Cloak for Schools is for.

They are login-free tasters in the same voice as the platform.

Platform lessons are sequenced across key stages 3 and 4, come with a lesson plan and feed the teacher dashboard. The activities preview the approach. They do not replace the platform’s coverage.