What happened, how do we know, and what remains contested?
THE EXHIBITION · CURATOR CALL: The doors open today. You have a mixed source collection, limited wall space and an audience that needs to understand both your interpretation and its limits. Curate what earns a place on the wall — then defend why.
ACTIVE OBJECTIVETHE EXHIBITION · CURATOR CALL: The doors open today. You have a mixed source collection, limited wall space and an audience that needs to understand both your interpretation and its limits. Curate what earns a place on the wall — then defend why.
WORLDWHENUA & POWER
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
Read or listen to the Briefing + Learn.
Do the interactive mission.
Use the reading and maths/data evidence.
Make your decision and add the Project HQ step.
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
THE EXHIBITION · CURATOR CALL: The doors open today. You have a mixed source collection, limited wall space and an audience that needs to understand both your interpretation and its limits. Curate what earns a place on the wall — then defend why.
✓Select relevant evidence for a historical/geographic interpretation instead of displaying every source.
✓Write concise exhibit labels that distinguish observation, inference, perspective and uncertainty.
✓Choose an appropriate timeline, percentage or scale representation and explain what it adds.
✓Present a supported interpretation while acknowledging a competing perspective or unresolved question.
◈
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
CURATE → ATTRIBUTE → LIMIT → PRESENT
A strong exhibition does not hide complexity behind decoration. Use CURATE → ATTRIBUTE → CONNECT → LIMIT → PRESENT. CURATE the sources that answer the question. ATTRIBUTE who created each source and what kind of evidence it provides. CONNECT evidence to a claim without stretching beyond it. LIMIT the claim by naming uncertainty, missing voices or disagreement. PRESENT the interpretation so an audience can follow the evidence trail. A polished display can still be misleading if its labels overclaim what the sources prove.
A strong exhibition does not hide complexity behind decoration. Use CURATE → ATTRIBUTE → CONNECT → LIMIT → PRESENT. CURATE the sources that answer the question. ATTRIBUTE who created each source and what kind of evidence it provides. CONNECT evidence to a claim without stretching beyond it. LIMIT the claim by naming uncertainty, missing voices or disagreement. PRESENT the interpretation so an audience can follow the evidence trail. A polished display can still be misleading if its labels overclaim what the sources prove.
LEARNING BUILD
Refresh → Teach → Worked example → We do → You try
Build the idea before you enter the specialist lab. The point is to understand the reasoning, not just get through the buttons.
PREREQUISITE REFRESH
Reasoning lens:SOURCE → CONTEXT → CHANGE / POWER / PLACE → LIMIT → CONCLUSION
Bring these prerequisite tools back online.
English / communication:Historical/geographic interpretation, source attribution, concise exhibit writing and oral explanation.
Maths / data:Select and apply scale, percentage, timeline and layout reasoning for a final display.
Topic knowledge:Synthesis of Term 2 history, civics, economy, geography, evidence and place.
This week’s first target:Select relevant evidence for a historical/geographic interpretation instead of displaying every source.
Quick evidence refresh: which source is a defensible starting point?
Choose a source that can directly support part of the investigation. More than one source may be useful, but start with evidence that does not outrun its support.
TEACH 1 · CORE MODEL
A strong exhibition does not hide complexity behind decoration. Use CURATE → ATTRIBUTE → CONNECT → LIMIT → PRESENT. CURATE the sources that answer the question. ATTRIBUTE who created each source and what kind of evidence it provides. CONNECT evidence to a claim without stretching beyond it. LIMIT the claim by naming uncertainty, missing voices or disagreement. PRESENT the interpretation so an audience can follow the evidence trail. A polished display can still be misleading if its labels overclaim what the sources prove.
TEACH 2 · WHAT TO NOTICE
Select relevant evidence for a historical/geographic interpretation instead of displaying every source.Write concise exhibit labels that distinguish observation, inference, perspective and uncertainty.
TEACH 3 · CONNECT + TRANSFER
Choose an appropriate timeline, percentage or scale representation and explain what it adds. Present a supported interpretation while acknowledging a competing perspective or unresolved question.
WORKED EXAMPLE · EVIDENCE
MAP
A fictional 1935 town map shows housing, a rail line, river access and a small industrial zone. It records spatial arrangement at one point in time, not why every feature was built.
Reasoning: Start with exactly what the source establishes. Connect it to the relevant concept, then stop before the claim becomes broader than the evidence. Now compare it with ORAL HISTORY: A fictional resident remembers the rail yards as a major meeting and employment place. The account is valuable lived perspective but is one person’s memory.
Why caution still matters:This item is useful context, but context is not the same as direct proof. Combine it with stronger evidence before making a broad conclusion.
WORKED EXAMPLE · MATHS / DATA ROUTE
Your exhibition wall has 12 equal display panels. You allocate 3 to maps/data, 5 to source evidence and 4 to interpretation/reflection. What percentage of the panels are used for source evidence?
This week’s maths/data focus:Select and apply scale, percentage, timeline and layout reasoning for a final display.
Identify the dates, quantities, denominator or map scale first. Calculate carefully, then return the number to its historical or geographic context. A correct number does not explain the whole story by itself.
Worked solution:Five of the 12 panels hold source evidence. 5 ÷ 12 × 100 = 41.666…%, which rounds to 41.7%.Answer check:41.7%. Now return the result to the question and state what it means in context.
WE DO · GUIDED PRACTICE
Which source needs the most caution before it is used to support a broad conclusion?
Choose a source that mainly supplies context rather than direct proof of the whole conclusion.
YOU TRY · INDEPENDENT PRACTICE
For The Exhibition, explain one core idea in your own words. Use one named source or observation from this page, then add one sentence saying what that evidence does NOT prove.
Write at least 18 words. Name the evidence or data you are using and keep the claim inside what it can support.
MISCONCEPTION CHECK
ORAL HISTORY:A fictional resident remembers the rail yards as a major meeting and employment place. The account is valuable lived perspective but is one person’s memory.
This item is useful context, but context is not the same as direct proof. Combine it with stronger evidence before making a broad conclusion.
HELP
Try: “The source shows ___. In this context, that matters because ___. It does not prove ___. My conclusion is ___.”
STRETCH · OPTIONAL
Add a second source, data point or test. Explain whether it strengthens, weakens or qualifies your first conclusion.
THE EXHIBITION · CURATOR STUDIO
What earns a place on the wall?
Select exactly four exhibit items, choose the best display form for one pattern and repair an overclaim before the doors open.
LIMITED WALL SPACE · CHOOSE EXACTLY 4
Choose four items that help an audience inspect your evidence trail. You may include a limitation or missing-voice item.
DISPLAY DECISION
You want to show how three documented changes happened across 1935, 1968 and 1974. Which display is most useful?
LABEL AUDIT
Your draft says: “Everyone wanted the 1968 plan.” What should happen?
CURATOR RESPONSIBILITY
The collection has little evidence from a group affected by the change. What should the exhibition do?
Curate exactly four items, then solve the display, label-audit and missing-voice checks.
OPEN THE SOURCE NOTES
SOURCE 1
MAP
A fictional 1935 town map shows housing, a rail line, river access and a small industrial zone. It records spatial arrangement at one point in time, not why every feature was built.
SOURCE 2
ORAL HISTORY
A fictional resident remembers the rail yards as a major meeting and employment place. The account is valuable lived perspective but is one person’s memory.
SOURCE 3
COUNCIL RECORD
A fictional 1968 planning record proposes moving heavy vehicle access away from the town centre and gives traffic and safety reasons.
SOURCE 4
NEWSPAPER EDITORIAL
A fictional editorial calls the plan “the only sensible future”. It reveals an argued viewpoint, not a neutral description of community opinion.
SOURCE 5
MISSING VOICE
The collection contains little evidence from young people or workers displaced by later changes. That gap limits how complete the exhibition can be.
INVESTIGATE + ENGLISH · EVIDENCE CASE
The wall tells a story because the curator makes choices
An exhibition is an argument made through selection, sequence and explanation. A map can show where things were located. An oral-history account can show how one person experienced a place. A planning document can record an official proposal and its stated reasons. An editorial can reveal a public argument while still using persuasive language. None of those sources automatically speaks for everyone. The curator therefore has to decide which evidence is relevant, how to label it accurately, which voices are missing and where uncertainty should remain visible. Good curation makes the evidence trail easier to inspect rather than hiding the choices behind a polished display.
MAKE THE CALL
Curate exactly four items from the fictional source collection. For each, explain what it contributes. Then identify one source you leave out, why it is less useful for your central question, and one gap you must disclose to the audience.
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 a 180–240 word curator statement for your Power & Place exhibition. State your central interpretation, refer to at least three source types, explain one source limitation or missing voice, acknowledge one competing interpretation, and finish with one question the exhibition cannot fully answer.
0/180 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.
Your exhibition wall has 12 equal display panels. You allocate 3 to maps/data, 5 to source evidence and 4 to interpretation/reflection. What percentage of the panels are used for source evidence?
Estimate first, then choose the answer.
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?
Total 28 ÷ 4 values = 7.
Q02
Median of 3, 5, 7, 12, 20?
The middle value in order is 7.
Q03
A fair coin: probability of heads?
There are two equally likely outcomes, so heads has probability 1/2.
INDEPENDENT · Q04
A bag has 3 red and 7 blue counters. P(red)?
There are 10 counters total and 3 are red: 3/10.
INDEPENDENT · Q05
Range of 6, 9, 11, 15?
Range = maximum − minimum = 15 − 6 = 9.
INDEPENDENT · Q06
Which sample is most likely to represent the whole school?
A random sample across year levels reduces obvious selection bias.
OPTIONAL CHALLENGE · OPEN RESPONSE
Invent five data values with a median of 8 and explain how you know.
0 words · optional
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 correctSESSION 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.
Use a hint
Multiply first: 6 × 3 = 18; add 77 to get 95.
Use a hint
Brackets first: 83 × 3 = 249.
Check the method after trying
6² = 36; subtract 3.
Check the method after trying
One quarter is 74; multiply by 3.
Check the method after trying
1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.
Check the method after trying
(465 − 3) ÷ 6 = 77.
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 · TIME PLANNER0 / 6
LEARN THE METHOD
Elapsed time is end minus start. Convert hours to minutes using 60 minutes per hour. Cross an hour boundary in steps. Dates in these practice questions are fictional planning data.
WORKED EXAMPLE
From 09:45 to 11:10: 15 minutes to 10:00, 60 to 11:00, then 10 more = 85 minutes.
years
Use a hint
End year minus start year = 60; do not count both endpoint years as elapsed years.
minutes
Use a hint
7 × 60 + 25 = 445.
minutes
Check the method after trying
Start is 40 minutes after 09:00; add 78.
minutes
Check the method after trying
300 − 5 − 7 = 288.
minutes
Check the method after trying
Task total 249, plus 10 break minutes.
minutes
Check the method after trying
900 − 300 − 78 − 7 = 515.
Compare your reasoning after trying
One possible plan: 20 + 25 + 25 minutes of work, a 10-minute break and a 10-minute buffer = 90. Use the buffer or reduce a task if work overruns.
Your example may differ. Check your calculations and whether you explained why.
SESSION 3 · BUILD + MEASURE0 / 6
LEARN THE METHOD
Rectangle area = length × width; perimeter = 2 × (length + width). Triangle area = base × perpendicular height ÷ 2. Cuboid volume = length × width × height.
WORKED EXAMPLE
For an 8 m × 3 m rectangle: area = 24 m² and perimeter = 22 m. A 6 m × 4 m rectangle has the same area but perimeter 20 m.
m²
Use a hint
Length × width = 79 × 8.
m
Use a hint
2 × (79 + 8) = 174.
cm²
Check the method after trying
Base × height ÷ 2 = 158 × 8 ÷ 2.
cm³
Check the method after trying
Multiply the three dimensions.
°
Check the method after trying
180 − 48 − 65 = 67.
m²
Check the method after trying
Whole area 632 minus uncovered area 4.
Compare your reasoning after trying
For example 12 × 2 and 6 × 4 both have area 24 square units. Their perimeters are 28 and 20 units. Area and perimeter measure different things.
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.
Use a hint
Subtract 3 from both sides.
Use a hint
Divide both sides by 3.
Check the method after trying
Substitute: 2 × 80 + 3 = 163.
Check the method after trying
Add 3 each time.
Check the method after trying
Subtract 3, then divide by 2.
Check the method after trying
Exactly 80 is not greater than 80, 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 · TERM 2
PROJECT HQ · PROJECT FILE 09
PRESENT & REFLECT.
Start something real. Build an idea, test it, improve it, and share it. Make your move.
PRESENT your finished Our Place · Our Story exhibition. Make the evidence trail visible, explain one limitation or missing voice, and show how your interpretation changed as you investigated.
PROJECT HQ · PROJECT FILE 09
PRESENT + REFLECT
Make your move.
PROJECT JOURNEYWEEK 9 / 9PRESENT + REFLECT
Start something real. Build an idea, test it, improve it, and share it.
Save the evidence statement you will take into The Exhibition.
THIS WEEKPRESENT + REFLECT
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?
18ICONIC GAMES
YOUR WEEKLY GAME · TERM 2 / WEEK 9
Basketball Hoops
Drag from the ball to aim. Release to shoot before the buzzer.
01BRIEF
02LEARN
03INVESTIGATE
05DECIDE
07PROJECT
08CHECK-IN