IGICONIC GAMESSENIOR // FUTURE LEARNING
TERM 4 · WEEK 2Design for Humans
YEAR 7EXPLORE · QUESTION · CREATE
FUTURE STUDIO · MISSION 02
HUMAN DESIGN LAB

YEAR 7 · TERM 4 · WEEK 2

Design for Humans

Who was forgotten by this design?

ACCESS LAB: A fictional community information station technically “works”, but the text is tiny, the controls are high, the screen is crowded and information is available in only one format. Your job is to find who the design leaves out — then improve it.
ENTER MISSION →
MISSION DECKFUTURE STUDIO / WEEK 02SELECT A MODULE
01BRIEFMission 02LEARNIntel 03INVESTIGATEEvidence 04ENGLISHEvidence case 05DECIDEMake the call 06DATANumbers 07PROJECTBuild 08CHECK-INReflect ★GAMEReward
ACTIVE OBJECTIVEACCESS LAB: A fictional community information station technically “works”, but the text is tiny, the controls are high, the screen is crowded and information is available in only one format. Your job is to find who the design leaves out — then improve it.
WORLDFUTURE STUDIO
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.
  • Only if you choose a physical build: simple low-cost craft/reuse materials. A digital sketch or model is always okay instead.
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.

PROJECT NOTE: Your project can stay digital. Physical making is optional unless you choose that format.

MISSION BRIEFING

ACCESS LAB: A fictional community information station technically “works”, but the text is tiny, the controls are high, the screen is crowded and information is available in only one format. Your job is to find who the design leaves out — then improve it.

✓Distinguish a user need from a designer assumption.
✓Identify accessibility barriers involving vision, reach, reading load or mode of access.
✓Use dimensions, scale and area to check whether a redesign fits the available space.
✓Explain a trade-off between function, aesthetics, sustainability, cost or accessibility.
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

PERSON → NEED → BARRIER → TEST

Human-centred design starts with PEOPLE → NEED → BARRIER → CRITERIA → REDESIGN → TEST. Accessibility is not a decorative extra added at the end. A design may function for one person while creating unnecessary barriers for another. Strong redesigns make the success criterion visible: readable at a stated distance, reachable within a stated height range, understandable with less reading, or available through more than one mode.

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:PURPOSE → PERSON / NEED → EVIDENCE → MAKE / CHOOSE → TEST → IMPROVE

Bring these prerequisite tools back online.

English / communication:Interview questions, summaries and user-needs statements.

Maths / data:Dimensions, measurement, scale and area.

Topic knowledge:Human-centred design, accessibility, function, aesthetics and sustainability.

This week’s first target:Distinguish a user need from a designer assumption.

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

Human-centred design starts with PEOPLE → NEED → BARRIER → CRITERIA → REDESIGN → TEST. Accessibility is not a decorative extra added at the end. A design may function for one person while creating unnecessary barriers for another. Strong redesigns make the success criterion visible: readable at a stated distance, reachable within a stated height range, understandable with less reading, or available through more than one mode.

TEACH 2 · WHAT TO NOTICE

Distinguish a user need from a designer assumption.Identify accessibility barriers involving vision, reach, reading load or mode of access.

TEACH 3 · CONNECT + TRANSFER

Use dimensions, scale and area to check whether a redesign fits the available space. Explain a trade-off between function, aesthetics, sustainability, cost or accessibility.

WORKED EXAMPLE · EVIDENCE

LOW CONTRAST

The fictional display uses pale grey text on a pale background, making key information harder to distinguish.

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 AESTHETICS ONLY: A redesign proposal changes colours but does not address the identified access barrier.

Why caution still matters:This item is weak evidence for a broad conclusion: its claim or implication reaches beyond what the available support can establish.

WORKED EXAMPLE · MATHS / DATA ROUTE

A rectangular information panel is 80 cm wide and 45 cm high. What is its area?

This week’s maths/data focus:Dimensions, measurement, scale and area.

Define the baseline, cost, time, proportion or criterion first. Calculate on the same basis, then test the result against the user need, constraint or success criterion.

WE DO · GUIDED PRACTICE

Which source needs the most caution before it is used to support a broad conclusion?

Choose any source whose claim outruns its support.

YOU TRY · INDEPENDENT PRACTICE

For Design for Humans, 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

AESTHETICS ONLY:A redesign proposal changes colours but does not address the identified access barrier.

This item is weak evidence for a broad conclusion: its claim or implication reaches beyond what the available support can establish.

HELP

Try: “The person/purpose is ___. Evidence says ___. I chose ___. The test/criterion is ___. I would improve ___.”

STRETCH · OPTIONAL

Add a second source, data point or test. Explain whether it strengthens, weakens or qualifies your first conclusion.

FUTURE STUDIO · WEEK 2

DESIGN FOR HUMANS · ACCESS LAB

◎

Design for the person who was missed.

Audit an intentionally poor community information station, identify barriers, then rebuild it around a specific user need.

COMMUNITY INFO STATION · CURRENT VERSION
EVENT INFOtiny pale text · crowded controls · high touch target · no audio option

1 · WHO ARE YOU DESIGNING WITH IN MIND?

2 · IDENTIFY TWO BARRIERS

3 · CHOOSE A REDESIGN MOVE

LAB IN PROGRESS

INVESTIGATE + ENGLISH · EVIDENCE CASE

If people cannot use it, the design problem is not finished

A fictional community information station has a large screen but still creates barriers. Its text is small and low-contrast. The controls are mounted high. Instructions are written as a dense paragraph, and there is no audio or simplified alternative. None of those problems means every user will struggle in the same way, but each creates avoidable friction. Human-centred design makes the intended users, constraints and test criteria explicit before choosing a solution.

MAKE THE CALL

Which barrier should be fixed first if only one change can be made immediately? Defend the priority using user impact and evidence, then state what you would test next.

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 150–210 words documenting your redesign. Name the fictional user need, identify two barriers, describe two design changes, give one measurable success criterion and explain one trade-off.

0/150 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 rectangular information panel is 80 cm wide and 45 cm high. What is its area?

MISSION 05 · MATHS + DATA LAB

DATA TRAINING

MEASUREMENT + GEOMETRY · YEAR 7 CORE
6 PROBLEMS
QUICK METHODMEASUREMENT + GEOMETRY

Write the correct formula or conversion before substituting values.

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

Rectangle 8 m × 5 m. Area?

Q02

Rectangle 8 m × 5 m. Perimeter?

Q03

A straight angle measures…

INDEPENDENT · Q04

2.5 m equals…

INDEPENDENT · Q05

A triangle has angles 50° and 60°. Third angle?

INDEPENDENT · Q06

A cube has side length 3 cm. Volume?

OPTIONAL CHALLENGE · OPEN RESPONSE

Design a rectangle with area 36 m². Find its perimeter, then find a different rectangle with the same area.

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: 8 × 3 = 24; add 121 to get 145.

  2. Use a hint

    Brackets first: 129 × 3 = 387.

  3. Check the method after trying

    8² = 64; subtract 3.

  4. Check the method after trying

    One quarter is 118; 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

    (971 − 3) ÷ 8 = 121.

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 · 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.

  1. m²

    Use a hint

    Length × width = 122 × 3.

  2. m

    Use a hint

    2 × (122 + 3) = 250.

  3. cm²

    Check the method after trying

    Base × height ÷ 2 = 244 × 3 ÷ 2.

  4. cm³

    Check the method after trying

    Multiply the three dimensions.

  5. °

    Check the method after trying

    180 − 43 − 64 = 73.

  6. m²

    Check the method after trying

    Whole area 366 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 3 · 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.

  1. metres

    Use a hint

    123 × 100 cm ÷ 100 = 123 m.

  2. metres

    Use a hint

    4 × 500 ÷ 100 = 20 m.

  3. cm

    Check the method after trying

    246 × 100 ÷ 200 = 123 cm.

  4. km

    Check the method after trying

    6 × 2 = 12 km.

  5. Check the method after trying

    250 ÷ 5 = 50.

  6. km

    Check the method after trying

    Add the two travelled sections: 123 + 4.

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 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.

  1. Use a hint

    5 out of 20 = 1/4 = 0.25.

  2. Use a hint

    3/4 = 0.75.

  3. Check the method after trying

    5/10 = 1/2 = 0.5.

  4. Check the method after trying

    Expected count = 968 × 1/2. This is not guaranteed.

  5. Check the method after trying

    Probability = 1/4; expected count = 484 ÷ 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.

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

PROJECT HQ · PROJECT FILE 02

DEFINE — identify user and need.

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

The Reality Project runs across all nine weeks.

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

WEEK 2 · DEFINE · Define the person, need and success criterion your idea must serve.

This saves into your Term 4 Start Something project record as you type.

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 4 / WEEK 2

Pool / Billiards

Drag backwards from the cue ball. Pocket the six object balls in twelve shots.

PLAY POOL / BILLIARDS
Phone + keyboard controls · Best score saved on this device

YEAR 7 · SENIOR HOMEWORK CLUB

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