IGICONIC GAMESSENIOR // FUTURE LEARNING
TERM 1 · WEEK 6Safe · Unsure · Not OK
YEAR 7EXPLORE · QUESTION · CREATE
MEDIA CITY · MISSION 06
SAFETY COMMAND

YEAR 7 · TERM 1 · WEEK 6

Safe · Unsure · Not OK

Learn the language to keep yourself safe.

A fictional group chat has started to feel uncomfortable. Some messages are ordinary, some are unclear, and some are trying to push past a boundary. Your job is to classify the behaviour, choose a safe response and identify when to get help.
ENTER MISSION →
MISSION DECKMEDIA CITY / WEEK 06SELECT A MODULE
01BRIEFMission 02LEARNIntel 03INVESTIGATEEvidence 04ENGLISHEvidence case 05DECIDEMake the call 06DATANumbers 07PROJECTBuild 08CHECK-INReflect ★GAMEReward
ACTIVE OBJECTIVEA fictional group chat has started to feel uncomfortable. Some messages are ordinary, some are unclear, and some are trying to push past a boundary. Your job is to classify the behaviour, choose a safe response and identify when to get help.
WORLDMEDIA CITY
SEQUENCE01 / 08
REWARDGAME BREAK

BEFORE YOU START

Get set for this mission.

You can complete the essential lesson on this page. You do not need to print anything.

YOU NEED
  • Required: a device with this page open.
  • Optional: headphones for video or read-aloud.
  • Optional: pen + paper for rough working if that helps you think.
HOW TO DO IT
  1. Read or listen to the Briefing + Learn.
  2. Do the interactive mission.
  3. Use the reading and maths/data evidence.
  4. Make your decision and add the Project HQ step.
  5. Play the weekly game if you want, then complete Check-in.
WORK YOUR WAY

Short bursts are fine. Use Learning Tools for easier reading, read-aloud, less on screen, stronger contrast, no-rush and quieter-screen options.

If a question feels hard, go back to the worked teaching, use the hint/feedback, and try one step at a time.

MISSION BRIEFING

A fictional group chat has started to feel uncomfortable. Some messages are ordinary, some are unclear, and some are trying to push past a boundary. Your job is to classify the behaviour, choose a safe response and identify when to get help.

✓Recognise the difference between care, uncertainty and controlling behaviour.
✓Use boundary, consent, pressure, privacy and trusted-adult vocabulary accurately.
✓Calculate percentages from anonymous fictional survey data.
✓Choose safe actions such as pause, leave, block, report and tell a trusted adult.
INTERACTIVE LEARN MODE

No passive video this week.

This mission is deliberately built around its simulator, investigation, decision room or prototype instead of an external video.

LEARN

BOUNDARY → CHOICE → SAFE ACTION

A boundary is a limit that helps protect safety, privacy or comfort. Consent must be freely given and can be changed or withdrawn. Pressure, secrecy, threats, repeated boundary-testing or attempts to isolate someone are warning signs. You do not have to prove that something is wrong before asking a trusted adult for help.

LEARNING BUILD

Learn the tools.

This section makes the thinking visible before the main mission. The guided check gives immediate feedback; the independent attempt is your own reasoning.

01 · REFRESH · QUICK PREREQUISITE CHECK

Refresh: a boundary is a limit around safety, privacy or comfort; consent must be freely given and can be changed.

A friend asks once, hears “no”, accepts it and moves on. This best shows…

Choose an answer to reactivate the idea you need for this week.

02 · TEACH · CORE IDEA

A boundary is a limit that helps protect safety, privacy or comfort. Consent must be freely given and can be changed or withdrawn. Pressure, secrecy, threats, repeated boundary-testing or attempts to isolate someone are warning signs. You do not have to prove that something is wrong before asking a trusted adult for help.

03 · TEACH · WHAT TO NOTICE

Recognise the difference between care, uncertainty and controlling behaviour.Use boundary, consent, pressure, privacy and trusted-adult vocabulary accurately.

04 · TEACH · CONNECT THE SKILLS

Calculate percentages from anonymous fictional survey data.Choose safe actions such as pause, leave, block, report and tell a trusted adult.

05 · WORKED EXAMPLE

Worked example: “If you trusted me, you would do it” after someone has already said no adds guilt and repeated pressure. A safe response can be to stop the conversation, leave or block the contact, and tell a trusted adult. The learner does not need to prove harm before asking for help.

06 · WE DO · GUIDED PRACTICE

Which response is safest when a fictional message keeps pushing past a stated boundary?

Choose the strongest answer. You will get an explanation straight away.

07 · YOU TRY · INDEPENDENT PRACTICE

YOU TRY: For one fictional pressure scenario, classify it CARE / UNSURE / CONTROL and write a safe next-step plan using at least three key terms from the lesson.

Write at least 15 words. This is about the learning, not personal information.

MISCONCEPTION

MISCONCEPTION: “I need proof that something bad happened before I can ask for help.” Feeling unsafe, confused or pressured is enough reason to speak to a trusted adult.

HELP

HELP: Ask three questions — Was the boundary respected? Is there pressure or secrecy? What action increases safety and support?

STRETCH · OPTIONAL

STRETCH (optional): Write two very similar scenarios where one is ordinary care and the other becomes controlling. Identify the exact behaviour that changes the classification.

SAFE · UNSURE · NOT OK

What is the behaviour doing?

Classify each fictional situation as CARE, UNSURE or CONTROL. Then choose at least two safe actions for the situations that cross a boundary.

SCENARIO 1

BOUNDARY RESPECTED

A learner says they do not want a photo shared. Their friend says “all good” and deletes the draft.

SCENARIO 2

GUILT PRESSURE

Someone keeps asking after hearing no and says, “If you trusted me, you would do it.”

SCENARIO 3

UNCLEAR MESSAGE

A new contact asks a personal question once, then changes topic when the learner does not answer.

SCENARIO 4

SECRECY + ANGER

Someone says the chat must be hidden from every trusted adult and gets angry when advice is mentioned.

SAFE RESPONSE TOOLKIT

Choose at least two actions you could use in a fictional unsafe or confusing chat.

You do not need to be certain something is wrong before asking someone you trust for help.

Classify all four scenarios and choose at least two safe actions.

OPEN THE SAFETY EVIDENCE
SOURCE 1

Clear boundary

A fictional learner says they do not want their photo shared. A friend accepts the answer and deletes the draft post.
SOURCE 2

Repeated pressure

A person keeps asking after being told no and says, “If you trusted me, you would do it.”
SOURCE 3

Secrecy request

A person says a conversation must be hidden from every trusted adult and becomes angry when the learner wants advice.
SOURCE 4

Ordinary kindness

A friend checks in, offers help and accepts the learner’s choices without asking for secrecy or something in return.

INVESTIGATE + ENGLISH · EVIDENCE CASE

Care is not the same as control

Kindness, attention, gifts and friendship are not automatically warning signs. The important question is how someone responds to boundaries and choice. In a healthy interaction, people can say no, change their mind and ask others for advice. Pressure can look like repeated requests, guilt, threats, secrecy or making someone feel responsible for another person’s reaction. If a message or situation feels unsafe or confusing, a young person can pause, leave the conversation, block or report an account and tell a trusted adult. They do not need to be certain something is wrong before asking for help.

MAKE THE CALL

Classify the fictional chat behaviour as CARE, UNSURE or CONTROL, then choose a safe next action and explain why. Remember: asking for help does not require proof that something bad has happened.

BUILD YOUR CASE CONCLUSION1. Make the call. 2. Use at least two relevant pieces of evidence. 3. Explain one limitation or uncertainty. 4. Finish with what can responsibly be concluded.Strong structure: My judgement is… The strongest evidence is… However, we still do not know… Therefore…

CASE CONCLUSION: Write 120–170 words explaining how a fictional learner could respond to one pressure scenario. Use at least three of these terms accurately: boundary, consent, pressure, privacy, trusted adult, block, report. Do not describe a personal experience.

0/120 words minimum for this writing mission.

CLAIMEVIDENCELIMITATIONCONCLUSION

MATHS + DATA LAB

Check the numbers.

HOW TO SUCCEEDRead the situation first. Estimate what a sensible answer should look like, choose an efficient calculation, then use the feedback to check your reasoning.For data questions, explain what the number shows — and what it does not prove.

In a fictional anonymous survey, 18 of 24 learners said they would ask a trusted adult for help if an online message felt unsafe. What percentage is that?

MISSION 05 · MATHS + DATA LAB

DATA TRAINING

STATISTICS + PROBABILITY · YEAR 7 CORE
6 PROBLEMS
QUICK METHODSTATISTICS + PROBABILITY

Identify what the statistic or probability represents before calculating.

GUIDED · Q01–Q03Use the quick method, then check the explanation.
Q01

Mean of 4, 6, 8, 10?

Q02

Median of 3, 5, 7, 12, 20?

Q03

A fair coin: probability of heads?

INDEPENDENT · Q04

A bag has 3 red and 7 blue counters. P(red)?

INDEPENDENT · Q05

Range of 6, 9, 11, 15?

INDEPENDENT · Q06

Which sample is most likely to represent the whole school?

OPTIONAL CHALLENGE · OPEN RESPONSE

Invent five data values with a median of 8 and explain how you know.

0 words · optional
0 / 6 completeComplete every problem to finish the data lab.

KEEP YOUR SKILLS SHARP

YOUR WEEKLY TRAINING

Four short sessions to spread across your week. Each has six problems and a reasoning mission. Allow about 10–15 minutes per session, and take longer when you need it.

Use paper for working. Enter numbers only; units are shown beside each answer. These are fictional practice scenarios.

0 / 24 correct
SESSION 1 · NUMBER CHECK0 / 6

LEARN THE METHOD

Use brackets first, then powers, multiplication/division, and addition/subtraction. For fractions, use a common denominator.

WORKED EXAMPLE

18 + 4 × 3 = 18 + 12 = 30. But (18 + 4) × 3 = 66.

  1. Use a hint

    Multiply first: 6 × 3 = 18; add 29 to get 47.

  2. Use a hint

    Brackets first: 35 × 3 = 105.

  3. Check the method after trying

    6² = 36; subtract 3.

  4. Check the method after trying

    One quarter is 26; multiply by 3.

  5. Check the method after trying

    1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.

  6. Check the method after trying

    (177 − 3) ÷ 6 = 29.

Compare your reasoning after trying

Multiplication is done before addition unless brackets change the order. For example, 2 + 3 × 4 = 14, but (2 + 3) × 4 = 20.

Your example may differ. Check your calculations and whether you explained why.

SESSION 2 · PERCENTAGE DETECTIVE0 / 6

LEARN THE METHOD

Percent means out of 100. Find a percentage of the whole by dividing by 100 and multiplying. For percentage increase, divide the increase by the original.

WORKED EXAMPLE

A count rises from 80 to 100: increase = 20; 20 ÷ 80 × 100 = 25%. The final count is 125% of the original.

  1. Use a hint

    25% = 1/4; 108 ÷ 4 = 27.

  2. Use a hint

    10% is 108; 5% is 54; add them.

  3. %

    Check the method after trying

    108 ÷ 540 × 100 = 20%.

  4. %

    Check the method after trying

    Increase 108 ÷ original 432 × 100 = 25%.

  5. dollars

    Check the method after trying

    Discount = $54; subtract from $216.

  6. people

    Check the method after trying

    Group counts: 108 + 216 = 324.

Compare your reasoning after trying

Starting at 100 gives 120, then 20% of 120 is 24. The final count is 96 because the second percentage uses a different whole.

Your example may differ. Check your calculations and whether you explained why.

SESSION 3 · CHANCE LAB0 / 6

LEARN THE METHOD

For equally likely outcomes, probability = favourable outcomes ÷ total outcomes. A probability of 0 is impossible and 1 is certain. Expected counts are predictions, not guarantees.

WORKED EXAMPLE

With 3 red and 7 blue counters, P(red) = 3/10 = 0.3. Over 50 draws with replacement, expect about 15 red, but actual results can vary.

  1. Use a hint

    8 out of 32 = 1/4 = 0.25.

  2. Use a hint

    3/4 = 0.75.

  3. Check the method after trying

    8/16 = 1/2 = 0.5.

  4. Check the method after trying

    Expected count = 224 × 1/2. This is not guaranteed.

  5. Check the method after trying

    Probability = 1/4; expected count = 112 ÷ 4.

  6. Check the method after trying

    There are no yellow counters, so this outcome is impossible.

Compare your reasoning after trying

No. Each independent flip still has probability 1/2 of heads. Earlier results do not force the next outcome.

Your example may differ. Check your calculations and whether you explained why.

SESSION 4 · RULE DECODER0 / 6

LEARN THE METHOD

A letter stands for a number. Substitute its value; multiplication comes before addition. To solve, undo operations in reverse order on both sides.

WORKED EXAMPLE

3x + 5 = 26. Subtract 5 on both sides: 3x = 21. Divide by 3: x = 7. Check: 3 × 7 + 5 = 26.

  1. Use a hint

    Subtract 3 from both sides.

  2. Use a hint

    Divide both sides by 3.

  3. Check the method after trying

    Substitute: 2 × 32 + 3 = 67.

  4. Check the method after trying

    Add 3 each time.

  5. Check the method after trying

    Subtract 3, then divide by 2.

  6. Check the method after trying

    Exactly 32 is not greater than 32, so use the otherwise rule.

Compare your reasoning after trying

For example, 2x + 3 = 13 and 3x − 2 = 13 both have x = 5. Substitution checks each solution.

Your example may differ. Check your calculations and whether you explained why.

Answers and reasoning save on this device when browser storage is available.

PROJECT HQ · PROJECT FILE 06

TEST — check whether the project is safe, accurate and useful.

Start something real. Build an idea, test it, improve it, and share it. Make your move.

The Reality Project runs across all nine weeks.

PROJECT HQ · PROJECT FILE 06

TEST

Make your move.

PROJECT JOURNEYWEEK 6 / 9TEST

Start something real. Build an idea, test it, improve it, and share it.

Test safety, accuracy and usefulness before polishing.

THIS WEEKTEST

Complete only this project step today. Your saved work carries forward, so you do not need to finish the whole project at once.

A STRONG STEPSpecific · useful · achievable

Use evidence from this week's mission, name a real audience or purpose, and make the idea small enough to test and improve.

BEFORE YOU SAVE, CHECK:✓ I answered every field clearly✓ I used evidence or reasoning from this week✓ My next step is realistic

Complete each field with enough detail to carry this work into the next week. This step saves on this device as you type.

IDEA→RESEARCH→PLAN→BUILD→TEST→IMPROVE→PRESENT

Project sharing will be optional. A future upload system must keep private submission separate from public-showcase/marketing permission.

CHECK-IN

What changed in your thinking?

YOUR WEEKLY GAME · TERM 1 / WEEK 6

Tower Platformer

Jump between platforms, collect stars and reach the portal.

PLAY TOWER PLATFORMER
Phone + keyboard controls · Best score saved on this device

YEAR 7 · SENIOR HOMEWORK CLUB

Your journey

0 of 36 weeks complete.
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