Time Machine: Break the Code

ENGLISH

Debug the Word

01 · Word Decoder

The Time Machine is misreading command words. Learn how a prefix changes a base word, then use that meaning to repair real instructions.

WHAT AM I LEARNING?

I can use meaningful word parts to work out unfamiliar words.

YOUR MISSION

In ‘reconfigure’, re- most nearly means…

TEACH · LEARN THE IDEA

Prefixes, suffixes and base words carry meaning. Break a longer word into parts, say what each part contributes, then confirm the meaning using the sentence around it.

STEP 1Read the base word first and say what it means.
STEP 2Add re- or mis- and predict how the meaning will change.
STEP 3Build the target word and check the feedback.
STEP 4Use the meaning in a new Time Machine instruction instead of only recognising the word.

TIMELINE STATUS · SYSTEM 01 WORD CIRCUIT 0 / 5 SYSTEMS ONLINE

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WORD DECODER · ENGLISH

Repair the Prefix Circuits

0 / 6

LEARN THE CODE

A prefix is a word part added to the front of a base word. The prefix changes the meaning, while the base word carries the main idea.

RE-again UN-reverse / not DIS-not / apart

WE DO ONE TOGETHERre + pack → repackPack is the base word. re- tells us to pack again.

Build a word that means write something again.

1 · CHOOSE A PREFIX

2 · CHOOSE A BASE WORD

?+?→?

Choose one prefix and one base word, then connect them.

YOUR REPAIRED WORDSWords you have connected

0 / 6

1Waiting…2Waiting…3Waiting…4Waiting…5Waiting…6Waiting…

Each correct prefix + base word stays here as you build it.

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

In ‘reconfigure’, re- most nearly means…

APPLY ITBuild or choose another word that uses a meaningful prefix or suffix. Break it into parts and explain what each part contributes. USE ITUse that word in a complete sentence that makes its meaning clear from context. 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.

ENGLISH · TECHNOLOGY

The Broken Time Log

02 · Chrono Log

The Time Machine stopped during start-up. Read the fault log, find the bug, repair the order, then prove how you knew.

WHAT AM I LEARNING?

I can read instructions, timetables and constraints accurately.

YOUR MISSION

Which event should be checked first?

TEACH · LEARN THE IDEA

Functional texts often hide important details in headings, times, quantities and conditions. Read all constraints before deciding what to do.

STEP 1Read the full fault log before moving anything.
STEP 2Find the line that shows what failed.
STEP 3Compare the recorded order with the safe start-up rule.
STEP 4Repair the sequence and test it.
STEP 5Choose the exact log evidence that proves why your repair works.

TIMELINE STATUS · SYSTEM 02 START-UP LOG 0 / 5 SYSTEMS ONLINE

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CHRONO LOG · ENGLISH + TECHNOLOGY

Repair the Broken Start-Up Log

FAULT FOUND

THE STORY

The Time Machine tried to launch — but it stopped. Something happened in the wrong order. Read what happened, work out the bug, then rebuild the start-up sequence and test your repair.

1

STEP 1 · READ WHAT HAPPENED

Find the error in the fault log

Read from top to bottom. The machine tells you exactly where it failed.

09:14Destination year 1886 accepted.

09:15Safety door sealed.

09:16START pressed.

ERRORNo destination code loaded.

09:17Destination code entered.

09:18READY light turned green.

The red ERROR line is the clue. What happened just before it?

2

STEP 2 · SPOT THE BUG

What went wrong?

Choose the explanation that matches the fault log.

Use the ERROR line and the times around it.

3

STEP 3 · REPAIR THE ORDER

Move the start-up steps into a safe order

The cards begin in the same broken order as the fault log. Move them until everything that must happen before START is above it.

1 CHECK DESTINATION YEAR

2 CLOSE SAFETY DOOR

3 PRESS START

4 ENTER DESTINATION CODE

5 WAIT FOR GREEN READY LIGHT

First spot the bug above. Then repair the order and test it.

4

STEP 4 · PROVE IT

How did you know what needed fixing?

Choose the evidence from the fault log that proves why START had to move.

Choose the line that directly explains the failure.

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

09:14 — power core stable. 09:17 — navigation code updated. 09:18 — portal test begins. 09:19 — timeline fault detected. 09:22 — system rolls back to the previous navigation code. Engineers must identify which change happened immediately before the fault.

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

CHECK THE CORE IDEA

Which event should be checked first?

EVIDENCEFind one condition, limit, time, quantity, or sequence detail that could easily be missed. THINK DEEPERExplain what could go wrong if a reader ignored that detail. 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.

ENGLISH · TECHNOLOGY

Program the Time Machine

03 · Command Deck

Program the Time Machine in two stages: build and test a working algorithm, then explain the final algorithm independently in your own words.

WHAT AM I LEARNING?

I can write a precise technical description or set of rules.

YOUR MISSION

Write a precise five-step recovery algorithm. Include a test step and a condition for what to do if the fault remains.

TEACH · LEARN THE IDEA

Technical writing prioritises clarity, consistency and exact terms. Define parts, explain functions and remove wording that could be interpreted in more than one way.

STEP 1Practise a short conditional sequence with the scanner.
STEP 2Choose a destination and build a 6–8 step program.
STEP 3Run the program and use the debugger if an unsafe step appears.
STEP 4After the built program works, write a fresh 6–8 step algorithm in your own words.
STEP 5Check that your writing has a logical order, precise verbs and at least one if/then condition.

TIMELINE STATUS · SYSTEM 03 COMMAND DECK 0 / 5 SYSTEMS ONLINE

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COMMAND DECK · ENGLISH + TECHNOLOGY

Program the Time Machine

GUIDED PRACTICE

WE DO ONE TOGETHER · CONDITIONAL INSTRUCTIONS

A scanner flashes red when its cable is loose. A complete conditional instruction needs both the condition and the action.

MODELIF the scanner light is red, THEN reconnect the cable.IF tells us when. THEN tells us what action to take.

GUIDED PRACTICE · WHICH INSTRUCTION CAN THE MACHINE FOLLOW?

Choose the instruction that gives both a condition and an action.

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 precise five-step recovery algorithm. Include a test step and a condition for what to do if the fault remains.

Minimum guide: 120 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

Time-Code Maths

04 · Code Chamber

Four different maths ideas control the Time Machine. Learn one strategy, solve one lock, then move to the next.

WHAT AM I LEARNING?

I can find unknown values and explain equality in number sentences.

YOUR MISSION

1) 5 × □ + 7 = 42 2) Sequence 12,19,26,33 next

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 1CHRONO CLOCK — count forward from the start time in useful jumps.
STEP 2PULSE PATTERN — compare neighbouring terms and state the amount added each time.
STEP 3GRID NAVIGATION — read the column letter and row number, then track each move exactly.
STEP 4TURN COMPASS — face the starting direction first, then make one quarter-turn in the named direction.

TIMELINE STATUS · SYSTEM 04 TIME CODES 0 / 5 SYSTEMS ONLINE

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CODE CHAMBER · MATHS

Unlock Four Time Codes

0 / 4 LOCKS

LEARN ONE STRATEGY AT A TIME

The four locks use different Year 4 maths ideas. Each lock shows a different worked example first. The example is not the answer to your lock.

ELAPSED TIME MODEL8:40 + 35 min → +20 = 9:00, then +15 = 9:15.Useful jumps make crossing an hour easier.

01

CHRONO CLOCKLeave 9:35 · travel 45 minutes

09:35

Count forward 45 minutes. Use the 8:40 example as a strategy, not as an answer.

02

PULSE PATTERNFind what comes next

WE DO ONE3, 6, 9, 12 → the rule is +3, so the next term is 15.Check more than one pair before deciding on the rule.

481216?

Compare 4→8, 8→12 and 12→16. What same change happens each time?

03

GRID NAVIGATIONStart B4 · move north 2 squares

WE DO ONED5 → north 1 square = D4.The column letter stays D. Moving north makes the row number smaller.

A1B1C1D1E1A2B2C2D2E2A3B3C3D3E3A4B4C4D4E4A5B5C5D5E5 ◆

Follow the instruction exactly: two north moves from B4. Extra moves mean reset and debug the route.

04

TURN COMPASSFace east · quarter-turn anticlockwise

WE DO ONEFace south. One quarter-turn clockwise points west.A quarter-turn is exactly one 90° turn.

NESW➤

Start facing east, then make exactly one quarter-turn anticlockwise.

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 15 × □ + 7 = 42QUESTION 2Sequence 12,19,26,33 next CHALLENGE 1□ + 4,785 = 12,000CHALLENGE 29 × □ = 315CHALLENGE 318,500 − □ = 7,925CHALLENGE 4□ ÷ 8 = 36

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.

TECHNOLOGY · MATHS

Debug the Timeline

05 · Robot Bay

This is a real debugging job. Run the broken robot program before changing it so you can observe where the failure actually happens.

WHAT AM I LEARNING?

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

YOUR MISSION

Explain how you would isolate the fault, test one change at a time and decide whether to keep or reverse a fix.

TEACH · LEARN THE IDEA

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

STEP 1Run the loaded broken program without changing it.
STEP 2Watch the robot execute each command and note the first place it fails.
STEP 3Work backwards to the command that caused the robot to miss its goal.
STEP 4Clear and rebuild the program with one logical repair.
STEP 5Run the repaired program and keep debugging until the robot collects the key and opens the portal.

TIMELINE STATUS · SYSTEM 05 ROBOT BAY 0 / 5 SYSTEMS ONLINE

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ROBOT BAY · TECHNOLOGY + MATHS

Debug the Timeline

BROKEN PROGRAM LOADED

WE DO ONE TOGETHER · HOW DEBUGGING WORKS

A practice rover should reach a star, but it stops at a wall. We do not guess a new program first. We run it, observe the first failure, look backwards for the instruction that caused it, change one thing, then run again.

DEBUGGING CYCLERUN → OBSERVE → FIND THE FIRST FAILURE → CHANGE → RUN AGAINYour real robot already has a broken program loaded. Run it before editing anything.

1 · RUN THE BROKEN PROGRAMWatch where the robot actually goes. After the first failed run, the editing controls will unlock.

Broken program loading…

Run the loaded program first. The debugger will stop at the first command that cannot be completed.

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 isolate the fault, test one change at a time and decide whether to keep or reverse a fix.

Minimum guide: 90 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

Time Code Hunt

06 · Temporal Vault

TEMPORAL VAULT BRIEFING

Recover four Time Codes by navigating the grid, solving elapsed time, turning the beacon and completing the pulse pattern. Each recovered code powers the Temporal Vault. Unlock it when all four are online.

GAME BREAK · TEMPORAL VAULT

Time Code Hunt

Recover three coordinate fragments and the final pulse code. Then unlock the Temporal Vault.

0 / 4 CODES

A1B1C1D1E1A2B2C2D2E2A3B3C3D3E3A4B4C4D4E4A5B5C5D5E5 ◆

CODE 1 · NAVIGATION

Find the first fragment

Your marker begins at B4. Move north two squares. The fragment is hidden at the coordinate you reach.

Navigate from B4. Watch the row number as you move north.

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.

5 × □ + 7 = 42?

12,19,26,33 next?

Best debugging approach?

Complete this final Year 5 application when you are ready.

Week 2 Check In

07 · Clubhouse

Think back over how you used sequence, evidence and debugging this week.

WHAT AM I LEARNING?

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

YOUR MISSION

What did you learn from testing one change at a time?

TEACH · LEARN THE IDEA

Reflection helps you notice which strategies you can now use independently and which ones need another try.

STEP 1Choose how independently you worked.
STEP 2Name one sequence, maths or debugging strategy you can explain 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…

Debug the Word

Repair the Prefix Circuits

CHECK THE CORE IDEA

The Broken Time Log

Repair the Broken Start-Up Log

Find the error in the fault log

What went wrong?

Move the start-up steps into a safe order

How did you know what needed fixing?

CHECK THE CORE IDEA

Program the Time Machine

Program the Time Machine

YOU TRY

Time-Code Maths

Unlock Four Time Codes

CORE YEAR 5 QUESTIONS

Debug the Timeline

Debug the Timeline

YOU TRY

Time Code Hunt

Time Code Hunt

Find the first fragment

Synchronise the chrono dial

Rotate the time beacon

Complete the vault pulse

The Temporal Vault is ready

TIME CODE RESTORED

YEAR 5 GAME CHECK

Week 2 Check In

How did this week feel?

Your Year 5 progress