Voyage to Aotearoa New Zealand | Iconic Games Year 5

Illustrated Year 4 Word Workshop for exploring words and language.

ENGLISH

Voyage Word Builder: Consonant-le

01 · Workshop

Let’s investigate the words for Voyage to Aotearoa New Zealand. Look for what changes, then explain what you notice.

WHAT AM I LEARNING?

I can use subject-specific vocabulary accurately.

YOUR MISSION

A bearing is best described as…

TEACH · LEARN THE IDEA

Technical vocabulary is useful when it makes an explanation more exact. Define unfamiliar terms through context and use them consistently.

STEP 1Read or tap each word.
STEP 2Look closely at the word part the mission is teaching.
STEP 3Sort, build or compare the words.
STEP 4Explain the pattern in your own words.

PRACTISE · Try the words

Tap words to collect and compare them.

What pattern did you notice?Tell what changes in the word and what the change does.

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

CHECK THE CORE IDEA

A bearing is best described as…

APPLY ITUse two subject-specific words from this week accurately in one or two complete sentences. USE ITDefine one of those technical words in your own words without simply repeating it. TRANSFER ITChoose a different example connected to this week. Explain how the same word skill helps you understand, spell or communicate the idea more precisely.

Complete this final Year 5 application when you are ready.

MATHS

Reading the Ocean: How Voyagers Found Their Way

02 · Library

Read the Voyage to Aotearoa New Zealand information first. Talk the idea through, then answer one small question at a time.

WHAT AM I LEARNING?

I can combine ideas from several details or sources into a new conclusion.

YOUR MISSION

What is the main idea?

TEACH · LEARN THE IDEA

Synthesising is more than copying. Select the most relevant ideas, connect them and state the overall meaning in your own words.

STEP 1Read once to understand what it is mostly about.
STEP 2Read the question again and find the part that helps.
STEP 3Say your answer aloud using because, then check it against the text.
STEP 4Record a useful clue from the source.
STEP 5Explain what that clue tells you.

TEACH · Read this first

Pacific navigators used multiple clues, including stars, ocean swells, winds, birds and cloud patterns. No single clue always gave the full answer. Skilled navigators combined observations over time and adjusted their route as conditions changed.

CHECK THE TEXT · Find a clue

A clue from the text is called evidence.

Clue I found in the textWhat I think the clue tells me

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

READ FOR EVIDENCE

Pacific navigators used multiple clues, including stars, ocean swells, winds, birds and cloud patterns. No single clue always gave the full answer. Skilled navigators combined observations over time and adjusted their route as conditions changed.

Fluency check: read the source aloud once at a natural pace, pausing where the punctuation tells you to.

CHECK THE CORE IDEA

What is the main idea?

EVIDENCECombine two different details from the source into one new conclusion in your own words. THINK DEEPERExplain how each detail contributes to that conclusion instead of simply copying the source. SYNTHESISEState the most important idea in your own words, then use a second detail from the source to strengthen your explanation.

Complete this final Year 5 application when you are ready.

Illustrated Year 4 Creative Studio for planning and creating work.

ENGLISH

Plan the Voyage: Write Clear Navigation Instructions

03 · Creative Studio

YOUR WRITING JOB: Write directions for a short voyage route using at least two bearings or turn angles and two observable landmarks or natural clues.

WHAT AM I LEARNING?

I can write a procedure that another person could follow independently.

YOUR MISSION

Write directions for a short voyage route using at least two bearings or turn angles and two observable landmarks or natural clues.

TEACH · LEARN THE IDEA

A clear procedure names the goal, materials or conditions, then gives ordered, specific steps. Test it by asking whether someone could follow it without extra help.

STEP 1Introduce what you are writing about.
STEP 2Give your first important idea.
STEP 3Add another useful detail, reason or example.
STEP 4Finish so the reader understands your message.

NEED TO GET YOUR IDEAS READY?

Choose any way that helps. These are optional — you can always do the whole mission on screen.

ON SCREEN — use the planning boxes below.PEN & PAPER — if you want to, draw or jot your ideas first.SAY IT OUT LOUD — explain your idea to yourself before writing.TALK IT THROUGH — if someone is available, you can talk with a friend, sibling, whānau member or adult.

PRACTISE · Plan it one step at a time

STEP 1Who will read this, and why?STEP 2My opening / first ideaSTEP 3Important detail or reasonSTEP 4How I will finish

CREATE · PUT IT TOGETHERPut it togetherUse the ideas from your plan, paper, or what you said out loud. You can change them as you write.

SELF-CHECK · Check your work

I stayed on the mission topic.I wrote enough complete ideas for this task.I included the facts, reasons, steps or details the mission asked for.I used my own words.I read it back and it makes sense.

This checklist helps you check your work. You do not have to tick every box to submit — the mission check looks at the work you created.

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YOU TRY

Write directions for a short voyage route using at least two bearings or turn angles and two observable landmarks or natural clues.

Minimum guide: 100 words. Quality matters: make the reasoning, evidence or design decision clear.

□ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved

Complete this final Year 5 application when you are ready.

MATHS

Ocean Navigation: Grid References, Directions & Turns

04 · Maths Lab

Work through one maths question at a time. Your answers will be checked before the next mission unlocks.

WHAT AM I LEARNING?

I can reason with angles, coordinates, symmetry and transformations.

YOUR MISSION

1) A right angle 2) A half-turn

TEACH · LEARN THE IDEA

Geometry uses precise language. Describe location with coordinates, turns with angle measures and transformations by what changes or stays the same.

STEP 1Read the question and decide what you need to find.
STEP 2Notice the important numbers and units.
STEP 3Choose a strategy and work it out.
STEP 4Type the answer, then check that it makes sense.

PRACTISE & SOLVE · One question at a time

Read → choose a strategy → work it out → check your answer. Correct answers stay correct if another question needs another go.

QUESTION 1A right angleQUESTION 2A half-turn

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

CORE YEAR 5 QUESTIONS

QUESTION 1A right angleQUESTION 2A half-turn CHALLENGE 1What type of angle is 135°?CHALLENGE 2Lines that meet at 90° are called…CHALLENGE 3Lines that stay the same distance apart and never meet are called…CHALLENGE 4A net made from six equal squares can fold into which 3D shape?

SHOW THE REASONINGChoose one problem above. Explain how you solved it or how you checked that your answer was reasonable.

Complete this final Year 5 application when you are ready.

MATHS

Wayfinding Challenge: Plot a Voyage

05 · Mission Deck

This is your real-world Voyage to Aotearoa New Zealand challenge. Work out what the problem asks you to find or make.

WHAT AM I LEARNING?

I can design, test and improve an idea against criteria.

YOUR MISSION

Explain how you would test a planned route and what evidence would make you change it.

TEACH · LEARN THE IDEA

Design is iterative. Create a first solution, test it against clear criteria, identify a weakness and make an improvement.

STEP 1Read the whole challenge once.
STEP 2Find the numbers, facts or rules you need.
STEP 3Choose a useful strategy.
STEP 4Show your solution clearly enough that someone else could follow it.

CREATE · What do I need to solve?

Explain how you would test a planned route and what evidence would make you change it.

Choose a way to show your thinking. There can be more than one good strategy.

Ways to think away from the screen

PEN & PAPER — show your working there if it helps.

SAY IT OUT LOUD — explain what you need to find.

TALK IT THROUGH — if someone is available, you can discuss your strategy.

My solution

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YOU TRY

Explain how you would test a planned route and what evidence would make you change it.

Minimum guide: 70 words. Quality matters: make the reasoning, evidence or design decision clear.

□ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved

Complete this final Year 5 application when you are ready.

Fleet Finder

06 · Arcade

GAME BREAK

Play the challenge and follow the instructions inside the game. Complete at least one challenge successfully to finish this Game Break.

ICONIC ARCADE · TERM 2 · WEEK 3

Fleet Finder

Single-player · touch friendly · progress saves on this device

Choose a challenge to begin.

YEAR 5 DEEP DIVE · REQUIRED Finish the game, then prove the learning in the final rounds.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YEAR 5 GAME CHECK

Finish the game first, then use the learning from this week to clear these three final rounds.

Right angle?

Best navigation claim?

Half-turn?

Complete this final Year 5 application when you are ready.

Week 3 Check In

07 · Clubhouse

This part is about your own learning. There are no right or wrong feelings.

WHAT AM I LEARNING?

Reflect on independence, challenge level and the next useful Year 5 practice step.

YOUR MISSION

How did combining clues make the navigation decision stronger?

TEACH · LEARN THE IDEA

Choose what feels true for you, then write one thing you understand better now.

STEP 1Choose how the week felt.
STEP 2Write one thing you understand better now.

How did this week feel?

There are no right or wrong answers. Choose what feels true for you.

One thing I understand better now is…