unpredictable → un- + predict + -able = not able to be predicted.
YEAR 6 · TERM 1 · WEEK 1
School Fair Operations
Run a school fair like an operations team: analyse evidence, use percentages and budgets, persuade an audience, and improve a plan when conditions change.YOUR WEEKLY JOURNEY
Seven missions. Deeper thinking.
In Year 6, tell us why, test your ideas and make them better.Precision Language Lab
I can use roots, prefixes and suffixes to infer meaning and explain how words are built.
Need more help?
Inspect the root or base, then each prefix and suffix. Predict a meaning and test it against the sentence.
Break reconsideration into re- + consider + -ation and explain each part.
YOU TRY
In the briefing, what does contingency most nearly mean?
Choose an answer, then use the transfer task to prove you understand it.
Choose one of these words — redistribute, unavoidable, contingency, supervision — and break it into meaningful parts where possible. Explain the meaning in context, then use the word accurately in a new school-fair sentence. Finish by explaining why your chosen word is more precise than a simpler alternative.
- explains word meaning
- uses context
- creates an accurate new sentence
- comments on precision
Complete both parts before finishing this mission.
Fair Briefing: Evidence Under Pressure
I can combine ideas from different parts of a text into a new conclusion.
Rising demand plus fixed supply may increase pressure on price.
Need more help?
Select relevant details, connect them and state a conclusion that goes beyond repetition.
Combine one numerical and one descriptive detail.
The Year 6 leadership group has been asked to help redesign the school fair after last year’s event attracted far more visitors than expected. The fair raised useful money for the school, but organisers also recorded several problems. Between 11:30 a.m. and 12:30 p.m., the food area became crowded, the water station developed a long queue, and some families left the main field earlier than planned. A volunteer survey completed after the event said that the busiest hour was difficult to manage because too many jobs depended on the same small group of adults.
This year, the organising team wants the fair to be both successful and easier to move around. The event will run from 10:00 a.m. until 2:00 p.m. The school expects about 720 visitors across the day, although organisers know that attendance will not be spread evenly. Based on last year’s entry data, about 40% of visitors are likely to arrive between 11:00 a.m. and 12:30 p.m. The team therefore plans to split food stalls between two zones and place a water station beside each zone. They also want clearer signs at the main gate so visitors can see activities before deciding where to go.
The fair has a $1,200 operating budget before fundraising income is counted. Safety equipment and site hire will cost $360. Printing signs and maps is expected to cost $144. The school has been offered reusable water containers for $240, but a local business has offered a 25% discount if the order is confirmed this week. Organisers are also considering hiring an extra shade shelter for $180 because the forecast for similar spring days can change quickly. Any money left in the operating budget can be held as a contingency fund for unexpected costs.
Volunteer planning is another challenge. Thirty adults have offered to help, but six can only work before midday and five can only work after midday. The organisers want at least eight adults available for food and water areas during the busiest period, four adults supervising games, three at entry and information, and two available as floating helpers who can respond wherever queues build. Some volunteers will need breaks, so the schedule cannot assume that every person is working continuously.
The leadership group also reviewed feedback from families. Most respondents liked the range of activities and the friendly atmosphere. However, several people said they did not know where quieter activities were located. A smaller number complained about prices, while others said they would have stayed longer if there had been more seating and shade. The survey was optional, so the organisers know it represents the people who chose to respond rather than every visitor.
The group now has to recommend a plan. Some members argue that the extra shade shelter should be booked immediately because comfort could affect how long families stay. Others think the contingency fund is more important because weather forecasts and visitor numbers are uncertain. The principal has asked the group not to choose by instinct alone. Their recommendation must use the available evidence, acknowledge at least one uncertainty, and explain how the plan could be adjusted if conditions change.
YOU TRY · CHECK THE EVIDENCE
Which conclusion is best supported by the evidence about last year’s busiest period?
Use evidence from the source.
Why should the group be cautious when using the family survey?
Use evidence from the source.
Which two details together most strongly support adding a second water station?
Use evidence from the source.
Answer all questions and support your ideas with evidence.
Write the Principal Recommendation
I can persuade a specific audience using evidence, reasoning and deliberate language.
Add a second water station because peak demand is high; the evidence links the proposed change to a specific access problem.
Need more help?
State a clear position, organise reasons, support them with evidence, explain why it matters and respond fairly to a concern.
Draft a claim, evidence and reasoning sentence for a decision you want an audience to approve.
PLAN FIRST
YOU TRY · DRAFT
Write a persuasive recommendation to the principal proposing the three most important changes for this year’s school fair. Use at least two pieces of evidence from the briefing, explain why each change matters, respond fairly to one possible concern, and finish with a clear action request.
Reread your draft. Strengthen one paragraph by improving the evidence-to-reasoning link, replace at least one vague word with a more precise choice, and check that your final sentence tells the principal exactly what action you want.
Your plan, full draft and revision are all part of the mission.
Fair Budget Control
I can use fractions, decimals and percentages in multi-step budget problems.
25% of $480 is $120, so a 25% discount gives a new cost of $360.
Need more help?
Identify the whole, calculate the percentage part, track the remaining amount and explain the decision the result supports.
Find 15% of $600 by combining 10% and 5%, then state what remains.
WE DO · CHECKPOINT
A $600 supply allowance sets aside 15% for replacements. How much is set aside?
Use the guided strategy above.YOU TRY · CONNECTED PROBLEMS
All calculations and the reasoning explanation are required.
Operations Decision Room
I can compare options against multiple criteria and justify a decision.
The cheapest route may fail safety or time criteria.
Need more help?
Use the same criteria for each option and explain trade-offs.
Compare two criteria and state which matters most.
PROBLEM
The principal will approve only one of two final plans. Decide which plan is more defensible, then test your choice against a changed condition.
- Plan A: book the $180 shade shelter now; contingency after known costs = $336.
- Plan B: do not book the shade shelter yet; contingency after known costs = $516.
- Last year some families said they would have stayed longer with more seating and shade.
- The family survey was optional and does not represent every visitor.
- Visitor numbers and weather conditions are uncertain.
- A late shade booking may not be available on the day.
- The operating budget cannot exceed $1,200.
- Your recommendation must use at least three pieces of evidence.
- You must identify one trade-off and one uncertainty.
- After deciding, test the plan against this change: the forecast becomes 27°C with little cloud two days before the fair.
Your first answer is not the end: Year 6 thinking includes testing and improving it.
Peak Hour Control
I can retrieve and apply this week’s learning accurately under pressure.
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Accuracy first. Explain the idea to yourself before choosing.
Week 1 Check In
I can reflect on the strategy behind my work and identify a useful next step.
Which Year 6 strategy helped you most this week: breaking down precise vocabulary, combining evidence, explaining mathematical reasoning, or testing a decision when conditions changed? Use one specific example from your work and name one strategy you still need to practise.
Choose a reflection level and support it with a specific example.