How do you make good decisions when conditions change?
LOST · SEARCH GRID ACTIVE: A fictional field team has missed its checkpoint. You have a map, last-known position, terrain data, forecast update, daylight limit and group-capability notes. The mission is not to be brave — it is to keep updating the plan when the system changes.
ACTIVE OBJECTIVELOST · SEARCH GRID ACTIVE: A fictional field team has missed its checkpoint. You have a map, last-known position, terrain data, forecast update, daylight limit and group-capability notes. The mission is not to be brave — it is to keep updating the plan when the system changes.
WORLDSYSTEMS LAB
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.
SCIENCE SAFETY: The science investigations in this Senior mission are designed as virtual/screen-based activities unless the page clearly says otherwise. Do not improvise mains electricity, heating or chemical experiments at home.
PROJECT NOTE: Your project can stay digital. Physical making is optional unless you choose that format.
MISSION BRIEFING
LOST · SEARCH GRID ACTIVE: A fictional field team has missed its checkpoint. You have a map, last-known position, terrain data, forecast update, daylight limit and group-capability notes. The mission is not to be brave — it is to keep updating the plan when the system changes.
✓Use grid coordinates, map scale and route information to establish position and compare fictional travel options.
✓Explain how terrain, weather, water, daylight and group capability interact as one changing navigation system.
✓Recalculate a route decision when new information changes the risk or available time.
✓Communicate uncertainty and risk clearly without pretending a map or forecast guarantees safety.
◈
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
POSITION → CONDITIONS → TIME → DECISION → RECHECK
Navigation is a SYSTEM: POSITION + MAP + TERRAIN + CONDITIONS + TIME + CAPABILITY → DECISION → RECHECK. A map gives a model of place, not the whole situation. Grid coordinates help locate position; scale converts map distance into real distance; terrain changes travel difficulty; weather can alter visibility, water levels and exposure; daylight limits available time; and group capability affects what a realistic route looks like. Good decisions are updated when evidence changes. A route that was reasonable at 11:00 may not still be reasonable at 15:00. This is a fictional learning simulation, not real-world trip or rescue advice.
Navigation is a SYSTEM: POSITION + MAP + TERRAIN + CONDITIONS + TIME + CAPABILITY → DECISION → RECHECK. A map gives a model of place, not the whole situation. Grid coordinates help locate position; scale converts map distance into real distance; terrain changes travel difficulty; weather can alter visibility, water levels and exposure; daylight limits available time; and group capability affects what a realistic route looks like. Good decisions are updated when evidence changes. A route that was reasonable at 11:00 may not still be reasonable at 15:00. This is a fictional learning simulation, not real-world trip or rescue advice.
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.
English / communication:Instruction, justification and precise risk communication.
Maths / data:Map scale, coordinates, distance, travel time, estimation and changing constraints.
Topic knowledge:Navigation, position, terrain, weather systems, daylight, group capability and decision-making under uncertainty.
This week’s first target:Use grid coordinates, map scale and route information to establish position and compare fictional travel options.
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
Navigation is a SYSTEM: POSITION + MAP + TERRAIN + CONDITIONS + TIME + CAPABILITY → DECISION → RECHECK. A map gives a model of place, not the whole situation. Grid coordinates help locate position; scale converts map distance into real distance; terrain changes travel difficulty; weather can alter visibility, water levels and exposure; daylight limits available time; and group capability affects what a realistic route looks like. Good decisions are updated when evidence changes. A route that was reasonable at 11:00 may not still be reasonable at 15:00. This is a fictional learning simulation, not real-world trip or rescue advice.
TEACH 2 · WHAT TO NOTICE
Use grid coordinates, map scale and route information to establish position and compare fictional travel options.Explain how terrain, weather, water, daylight and group capability interact as one changing navigation system.
TEACH 3 · CONNECT + TRANSFER
Recalculate a route decision when new information changes the risk or available time. Communicate uncertainty and risk clearly without pretending a map or forecast guarantees safety.
WORKED EXAMPLE · EVIDENCE
LAST-KNOWN POSITION
The fictional team checked in at grid D3 at 13:10 before moving toward the northern track junction.
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 MODEL LIMIT: The map, forecast and travel-time estimates simplify reality and cannot guarantee track, water or weather conditions at every point.
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
A fictional route is 7.2 km long. At an estimated average travel rate of 3.6 km/h, how long would the route take before adding any safety margin or delays?
This week’s maths/data focus:Map scale, coordinates, distance, travel time, estimation and changing constraints.
Name the variable or relationship, keep the units visible, calculate or compare, then interpret the result as evidence about the system. A result can support an explanation without proving every possible cause.
Worked solution:Time = distance ÷ rate. 7.2 km ÷ 3.6 km/h = 2 hours before adding any safety margin or delays.Answer check:2 hours. 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 Lost, 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
MODEL LIMIT:The map, forecast and travel-time estimates simplify reality and cannot guarantee track, water or weather conditions at every point.
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 system part/variable ___ changes ___. The evidence is ___. This suggests ___. One limit is ___.”
STRETCH · OPTIONAL
Add a second source, data point or test. Explain whether it strengthens, weakens or qualifies your first conclusion.
LOST · SEARCH GRID CONTROL⌖
LOST
Fix the position. Read the system. Change the plan when the evidence changes.
This is a fictional navigation simulation, not real-world rescue guidance. Use position, scale, terrain, conditions, time and uncertainty together.
SEARCH GRID · LAST-KNOWN POSITION
The field team’s verified check-in was D3 at 13:10. Mark the position before making a route decision.
MAP SCALE
One grid square represents 1 km. D3 to F3 is two grid squares. What map distance does that represent?
ROUTE CONTROL
RIDGE A4.8 km
Shorter. Exposed high ground.
LOW TRACK B5.4 km
Longer. Lower-gradient marked route.
STREAM C4.6 km
Shorter. Requires a stream crossing.
SYSTEM CHANGE
Visibility on exposed high ground is worsening. Stream flow is increasing. Usable daylight remaining: 2 h 20 min. The fictional group’s revised planning rate is 3.6 km/h.
After the update, which plan best uses the supplied evidence?
TIME MARGIN
At 3.6 km/h, the 5.4 km lower route takes 1.5 hours. With 2 h 20 min of usable daylight, what nominal margin remains before adding delays?
RISK COMMUNICATION
Which message is strongest?
Fix D3, solve the scale check, load the condition update, choose the revised route, calculate the time margin and pass the risk-message audit.
OPEN THE WEEK 7 EVIDENCE FILES
SOURCE 1
LAST-KNOWN POSITION
The fictional team checked in at grid D3 at 13:10 before moving toward the northern track junction.
SOURCE 2
MAP + SCALE
The simplified map uses 1 grid square = 1 km. Route A is shorter but crosses steep terrain; Route B is longer but stays on lower-gradient track.
SOURCE 3
WEATHER UPDATE
A fictional front is expected to reduce visibility on exposed high ground and increase stream flow later in the afternoon.
SOURCE 4
DAYLIGHT
The scenario gives 2 hours 20 minutes of usable daylight at the moment the route must be reconsidered.
SOURCE 5
MODEL LIMIT
The map, forecast and travel-time estimates simplify reality and cannot guarantee track, water or weather conditions at every point.
INVESTIGATE + ENGLISH · EVIDENCE CASE
A route is a decision that has to survive new information
The search map begins with a last-known position rather than a perfect live location. The map can show distance, terrain and possible routes, while the forecast gives information about conditions likely to change. Neither source is enough alone. A shorter route may cross terrain that becomes unsuitable as visibility or water levels change. A longer route may take more time but provide a more defensible margin. Daylight and group capability also matter. Strong navigation reasoning therefore keeps returning to the same question: has anything changed enough that the plan should change too? The best answer is not always to continue. Sometimes the evidence supports slowing down, changing route, stopping at a safer point or requesting additional support.
MAKE THE CALL
The original plan used an exposed high route. New information shows worsening visibility and only 2 hours 20 minutes of usable daylight. Choose whether to continue, switch to the lower route, stop at the nearest safe checkpoint or request support, then justify the decision using position, distance, terrain, conditions, time and uncertainty.
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 190–250 words as the fictional search-team navigation brief. State the current position, compare two route options using distance/terrain/conditions, calculate or cite one time or scale result, explain how the weather/daylight update changes the plan, and include one uncertainty or model limitation.
0/190 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.
A fictional route is 7.2 km long. At an estimated average travel rate of 3.6 km/h, how long would the route take before adding any safety margin or delays?
Estimate first, then choose the answer.
MISSION 05 · MATHS + DATA LAB
DATA TRAINING
NUMBER · YEAR 7 CORE
6 PROBLEMS
QUICK METHODNUMBER
Estimate first, choose an efficient operation, then check whether the answer is reasonable.
GUIDED · Q01–Q03Use the quick method, then check the explanation.
Q01
33 × 7 = ?
Multiply 33 by 7: 231.
Q02
231 ÷ 7 = ?
231 divided into 7 equal groups gives 33.
Q03
40 − 7 = ?
Subtracting 7 reverses the addition, leaving 33.
INDEPENDENT · Q04
Which is greatest?
40 is the greatest of these values.
INDEPENDENT · Q05
Estimate 33 × 7 to the nearest ten.
33 × 7 = 231, which rounds to 230.
INDEPENDENT · Q06
A total of 231 is shared equally among 7 groups. Each group gets…
231 ÷ 7 = 33.
OPTIONAL CHALLENGE · OPEN RESPONSE
Choose one answer above and prove it using a different strategy.
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: 4 × 3 = 12; add 105 to get 117.
Use a hint
Brackets first: 109 × 3 = 327.
Check the method after trying
4² = 16; subtract 3.
Check the method after trying
One quarter is 102; 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
(423 − 3) ÷ 4 = 105.
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 · SCALE EXPLORER0 / 6
LEARN THE METHOD
A 1:n scale means 1 unit on a drawing represents n of the same units in reality. Convert units after scaling. 100 cm = 1 m and 1,000 m = 1 km.
WORKED EXAMPLE
On a 1:500 plan, 4 cm represents 4 × 500 = 2,000 cm = 20 m. A 30 m real distance would be 6 cm on the plan.
metres
Use a hint
106 × 100 cm ÷ 100 = 106 m.
metres
Use a hint
5 × 500 ÷ 100 = 25 m.
cm
Check the method after trying
212 × 100 ÷ 200 = 106 cm.
km
Check the method after trying
7 × 2 = 14 km.
Check the method after trying
200 ÷ 4 = 50.
km
Check the method after trying
Add the two travelled sections: 106 + 5.
Compare your reasoning after trying
The drawn length halves: 20 m is 4 cm at 1:500 but 2 cm at 1:1,000. Each map centimetre now represents twice as much.
Your example may differ. Check your calculations and whether you explained why.
SESSION 3 · 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
6 × 60 + 25 = 385.
minutes
Check the method after trying
Start is 40 minutes after 09:00; add 107.
minutes
Check the method after trying
416 − 5 − 6 = 405.
minutes
Check the method after trying
Task total 336, plus 10 break minutes.
minutes
Check the method after trying
1248 − 416 − 107 − 6 = 719.
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 4 · 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.
Use a hint
7 out of 28 = 1/4 = 0.25.
Use a hint
3/4 = 0.75.
Check the method after trying
7/14 = 1/2 = 0.5.
Check the method after trying
Expected count = 840 × 1/2. This is not guaranteed.
Check the method after trying
Probability = 1/4; expected count = 420 ÷ 4.
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.
Answers and reasoning save on this device when browser storage is available.
PROJECT HQ · TERM 3
PROJECT HQ · PROJECT FILE 07
STRESS TEST — change conditions.
Start something real. Build an idea, test it, improve it, and share it. Make your move.
STRESS TEST your Resilient Systems Challenge by changing one important condition. Trace the direct effect, one secondary effect and what would make the system more resilient before the final build.
01BRIEF
02LEARN
03INVESTIGATE
05DECIDE
07PROJECT
08CHECK-IN