CCTV FOOTAGEWatch the hallway camera
Watch for observable details. The footage can show where someone was, but it cannot automatically prove what they did.
TERM 3 · WEEK 4
Case Files: Build Your Case
Investigate the clues. Test the evidence. Build your case.
0 / 7 missions complete
ENGLISH
Link the Clues
01 · Evidence DeskLet’s investigate the words for Case Files: Build Your Case. Look for what changes, then explain what you notice.
WHAT AM I LEARNING?
I can choose precise words and explain how shades of meaning change a message.
YOUR MISSION
Which phrase clearly marks an inference rather than a fact?
TEACH · LEARN THE IDEA
Writers choose words for precision. Near-synonyms are not always interchangeable: each can suggest a different strength, attitude or level of certainty.
- 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.
EVIDENCE DESK · WORD WORK
CASE 04Witness Word Lab
WATCH + LISTEN
Hear the witness. Study the CCTV.
These two sources help you learn the investigation words in context. Watch what the camera actually shows, then listen carefully to the witness account.
WITNESS INTERVIEWListen to the security guard
READ THE WITNESS STATEMENT
INVESTIGATOR (Katie): I’m going to ask you a few questions as part of our investigation. Can you tell me what you saw?
SECURITY GUARD: Yeah. I was doing my usual evening check when I noticed something unusual. Someone came out through the side doors at around eight o’clock.
INVESTIGATOR (Katie): What did they look like?
SECURITY GUARD: They were wearing a hoodie, blue jeans and dark shoes. I thought it might have been a man, but I’m uncertain because I couldn’t see their face clearly.
INVESTIGATOR (Katie): What did you observe after they left the building?
SECURITY GUARD: I watched their movement across the car park. They walked toward the gate and didn’t stop or speak to anyone.
INVESTIGATOR (Katie): Were they carrying anything?
SECURITY GUARD: Not that I could see. I was watching carefully, but they were only in view for a few seconds.
INVESTIGATOR (Katie): Did you recognise them?
SECURITY GUARD: No. I didn’t recognise them at all.
INVESTIGATOR (Katie): Okay. I’ll record your observation and compare it with the other evidence. Thanks for helping with the investigation.
WORD CLUEListen for how investigation words change form and meaning: observe → observation, certain → uncertain, careful → carefully and move → movement.
TEACH · WORDS FROM THE WITNESS STATEMENT
Listen to the recording, then notice how the speakers use these exact words. Some words change form when their job in the sentence changes.
WE DO ONE · HEAR THE WORD CHANGE
Katie asks what the guard observed. At the end she says she will record his observation. The verb tells us the action; the noun names what was noticed.
YOU TRY · Words you heard in the recording
Katie asks, “What did you observe?” and later says, “I’ll record your observation.” Which word pair shows an action changing into the thing that was noticed?
Use the witness statement to choose the meaning or word relationship that fits.The guard says, “I’m uncertain because I couldn’t see their face clearly.” What does uncertain mean here?
Use the witness statement to choose the meaning or word relationship that fits.The guard says, “I was watching carefully.” Which explanation is correct?
Use the witness statement to choose the meaning or word relationship that fits.Katie asks what the guard observed, and he says, “I watched their movement across the car park.” Which pair belongs together?
Use the witness statement to choose the meaning or word relationship that fits.The guard says, “I didn’t recognise them at all.” What does recognise mean?
Use the witness statement to choose the meaning or word relationship that fits.Katie says she will “compare it with the other evidence.” What does compare mean?
Use the witness statement to choose the meaning or word relationship that fits.Katie says she will compare the observation with the other evidence. What is evidence?
Use the witness statement to choose the meaning or word relationship that fits.Katie says the questions are “part of our investigation.” Which explanation is correct?
Use the witness statement to choose the meaning or word relationship that fits. 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
Which phrase clearly marks an inference rather than a fact?
ENGLISH
Open the Case File
02 · Case ArchiveRead the Case Files: Build Your Case information first. Talk the idea through, then answer one small question at a time.
WHAT AM I LEARNING?
I can infer, justify ideas and select the strongest evidence.
YOUR MISSION
Which conclusion is supported?
TEACH · LEARN THE IDEA
Inference combines what the text says with what you already know. Strong answers point to specific evidence and explain how it supports the inference.
- 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.
CASE ARCHIVE · READ & TALK
EVIDENCEOpen the case file
TEACH · FOUR QUESTIONS GOOD INVESTIGATORS ASK
1. What is the claim? 2. What is the reason? 3. Which details are evidence? 4. What does the evidence not prove yet?
WE DO ONE
“A hooded figure was near the sports office” is evidence about where that person was. It is not evidence that they stole the medal, because the camera cannot see inside the display area or what they were carrying.
CASE EVIDENCETHE CASE OF THE MISSING MEDAL
Review the four exhibits, then use the timeline to decide what the evidence supports — and what it does not prove.
PUT THE EVIDENCE IN ORDER
- 21 September · 3:17 p.m. · EXHIBIT 3Katie’s timestamped selfie shows the Sportsmanship Medal still inside the display case.
- Around 8:00 p.m. · EXHIBIT 2The security guard says they saw a hooded person leave through the side doors. This is a witness account, so it must be compared with the other evidence.
- 8:12 p.m. · EXHIBIT 4The CCTV still shows a hooded person near the Sports Office. It does not identify the person or show them carrying the medal.
- 22 September · 9:12 a.m. · EXHIBIT 1The detective crew confirms the medal display is empty and there is no obvious damage to the case.
Statement A: “The hooded figure must have stolen the medal because they were nearby.”
Statement B: “The evidence shows the medal was removed, but we need more information before we decide why or by whom.”
YOU TRY · Test each conclusion
Which statement is a claim that goes further than the evidence?
Use only what the case file actually tells you.Which detail is checkable evidence from the case file?
Use only what the case file actually tells you.Which conclusion is best supported right now?
Use only what the case file actually tells you.What can the hallway camera NOT prove?
Use only what the case file actually tells you. 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.
The trophy cabinet was locked at 2:50 pm. A photo taken at 3:05 pm shows the medal still inside. At 3:20 pm the medal was reported missing. Three people were in the hall during that time, but the evidence does not show who opened the cabinet.
Fluency check: read the source aloud once at a natural pace, pausing where the punctuation tells you to.CHECK THE CORE IDEA
Which conclusion is supported?
ENGLISH
Build Your Case
03 · Advocate DeskYOUR WRITING JOB: Write a claim about what should be investigated next. Use two pieces of evidence, explain your reasoning and address one alternative possibility.
WHAT AM I LEARNING?
I can build an argument using a claim, evidence, reasoning and a response to another viewpoint.
YOUR MISSION
Write a claim about what should be investigated next. Use two pieces of evidence, explain your reasoning and address one alternative possibility.
TEACH · LEARN THE IDEA
An argument is stronger when it explains why the evidence supports the claim and considers a reasonable counter-view.
- 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.
ADVOCATE DESK · MAKE & WRITE
ARGUEBuild your case
TEACH · TWO SHORT PARAGRAPHS
A persuasive case is easier to follow when each paragraph has a job. You are persuading the investigation team about the next step — you are not accusing anyone.
Say which next step should come first, tell why, and use a detail from the case file.
Add another reason. Use an if…then sentence, then finish with a careful conclusion.
WE DO ONE
“Investigators should check the sports-office access record first because CCTV shows a hooded figure nearby at 8:12 p.m. If a staff visit is recorded, then investigators will know who to ask for more information.”
YOU TRY · Write your recommendation
Choose one next step: check the sports-office access record, interview the sports coach, or review another camera angle. Write two short paragraphs with two reasons, evidence from the case file, one if…then sentence and a careful conclusion.
✓ clear next step✓ two reasons✓ case evidence✓ if … then✓ two paragraphs
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 a claim about what should be investigated next. Use two pieces of evidence, explain your reasoning and address one alternative possibility.
Minimum guide: 110 words. Quality matters: make the reasoning, evidence or design decision clear. □ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved
MATHS
Equation Court
04 · Equation CourtWork through one maths question at a time. Your answers will be checked before the next mission unlocks.
WHAT AM I LEARNING?
I can find unknown values and explain equality in number sentences.
YOUR MISSION
1) □ + 3,480 = 9,000 2) 7 × □ = 196
TEACH · LEARN THE IDEA
The equals sign means both sides have the same value. Use inverse operations and known facts to find an unknown.
- 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.
EQUATION COURT · MATHS MISSION
TRUE?Prove it with numbers
TEACH · BOTH SIDES NEED TO MATCH
An equals sign means the same value as. In Equation Court, calculate both sides before you decide whether a statement is true. For a missing number, use the opposite operation to uncover it.
WE DO ONE
12 + 8 = 4 × 5. Left side: 20. Right side: 20. Both sides match, so the equation is true. For □ + 9 = 15, do 15 − 9, so □ = 6.
36 + 14 = 25 + 25
Work out both sides before you decide.
Decision waiting.8 × 6 = 50 − 2
Do both calculations. Are the totals equal?
Decision waiting.□ + 37 = 92
Use the opposite operation: 92 − 37.
Decision waiting.7 × □ = 56
Ask: 56 ÷ 7 = ?
Decision waiting. 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
MATHS
Evidence Hearing: Best Value
05 · Hearing RoomThis is your real-world Case Files: Build Your Case challenge. Work out what the problem asks you to find or make.
WHAT AM I LEARNING?
I can compare options using more than one criterion and justify a decision.
YOUR MISSION
Choose the strongest next investigative step from two possible options. Compare relevance, reliability and what new evidence each could provide.
TEACH · LEARN THE IDEA
Real decisions often involve trade-offs. Compare the same criteria for each option, then explain which matters most for the purpose.
- 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.
EVIDENCE HEARING · MINI MISSION
DECIDEWhich option is better value?
TEACH · MAKE THE COMPARISON FAIR
Two totals can be hard to compare when they cover different numbers of groups. Find the cost per group: total cost ÷ number of groups.
WE DO ONE
$24 for 4 groups → 24 ÷ 4 = $6 per group. Now every option can be compared using the same unit.
$48 for 6 groups
48 ÷ 6 = ?
$54 for 9 groups
54 ÷ 9 = ?
YOUR FINDING
If cost per group is the only factor, which option is better value?
Calculate both costs before you decide. 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
Choose the strongest next investigative step from two possible options. Compare relevance, reliability and what new evidence each could provide.
Minimum guide: 80 words. Quality matters: make the reasoning, evidence or design decision clear. □ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved
ENGLISH
Case Board: Who’s Left?
06 · Investigation BoardGAME BREAK
Use the three CCTV clues to rule out people who do not match. Identify the person in the footage, then decide what the evidence really proves. Finding a match is not the same as proving a theft.
FINAL INVESTIGATION · GAME BREAK
SOLVE Case Board: Who’s Left?
YOUR MISSION
Use each clue to rule out people who do not match the CCTV evidence. Finding the person in the footage is not the same as proving a theft.
CLUE 1 OF 3
The person seen on CCTV is an adult.
Tap every child to rule them out.
0 of 8 people ruled out for this clue. MATCH FOUND
The CCTV clues match the coach.
You have identified the person in the footage. But good investigators do not turn identification into an accusation.
Does this prove the coach stole the medal?
FINAL EVIDENCE UNLOCKED EXHIBIT F · ENGRAVING ORDER
SCHOOL SPORTS DEPARTMENT
ENGRAVING ORDER
- Item
- Sportsmanship Medal
- Task
- Engrave winner name
- Needed by
- Friday Prizegiving
- Collected by
- Sports Department
What really happened?
✓
CASE SOLVED
The coach was the person in the CCTV, but the medal was not stolen. New evidence changed the explanation.
FINAL CASE REVEAL THE CASE OF THE MISSING MEDAL
Watch the final reveal. The case is complete when the video finishes.
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.
How did Week 4 feel?
07 · ClubhouseThis 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 considering another possibility make your argument 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.