I agree @Elizabeth that there is potential to support but I think it also comes from higher up. If it's not a curriculum priority across the board then it's down to individual teachers to decide if it's valuable or not to spend time on. As a school librarian I have been saying for 14 years this should be a priority but it's not because there are many competing priorities and this one never makes it to the top of the pile as it doesn't come from higher in the system. I have worked with individual teachers or even departments over the years but if it's a message not repeated in other classes/departments pupils forget about it.

The idea that fact checkers stop and google rather than look on the website - it's an easy thing to do, saves time and I reckon will be a lot more popular than CRAAP checking a website with the pupils.

https://www.allaboutexplorers.com/ is one written by teachers filled with errors and some fabrications. They have teaching materials as well which might be useful plus it's web address doesn't give the game away. I found it really hard to find stuff that didn't look unattractive/dated. It might be that fake news stories are the way ahead rather than spoof websites.

I'd have suggested the basics - CRAAP plus making them aware of the problem using fake websites to highlight. Though I also liked the ID task of real or paid for news articles from a website - I reckon that would be a good basic lesson to add in. So many 'reliable' sources have a butt load of clickbait at the bottom or mixed in, I feel this would be a really useful first skill to develop.

I think trying to teach skills as part of curriculum work so they are applying the skills to a problem they have to do. I also think holding students accountable for their research sources would make a difference. I find a lot of students don't care that much about the sources as they don't view it as a valued part of the work. They know that teachers don't care what source they use as long as they write something down (and even then they aren't consistently expected to do so). If teachers demanded source lists and treated them as part of the marking I think it would change that attitude.