IGICONIC GAMESSENIOR // FUTURE LEARNING
TERM 4 · WEEK 6Prototype
YEAR 7EXPLORE · QUESTION · CREATE
FUTURE STUDIO · MISSION 06
MAKER WORKSHOP

YEAR 7 · TERM 4 · WEEK 6

Prototype

Why should the first version be rough?

TEST BENCH: Version 1 is supposed to teach you something. A fictional desk organiser meets two criteria but fails the shake test. Keep the success criteria fixed, change the weak part and run the same test again.
ENTER MISSION →
MISSION DECKFUTURE STUDIO / WEEK 06SELECT A MODULE
01BRIEFMission 02LEARNIntel 03INVESTIGATEEvidence 04ENGLISHEvidence case 05DECIDEMake the call 06DATANumbers 07PROJECTBuild 08CHECK-INReflect ★GAMEReward
ACTIVE OBJECTIVETEST BENCH: Version 1 is supposed to teach you something. A fictional desk organiser meets two criteria but fails the shake test. Keep the success criteria fixed, change the weak part and run the same test again.
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

TEST BENCH: Version 1 is supposed to teach you something. A fictional desk organiser meets two criteria but fails the shake test. Keep the success criteria fixed, change the weak part and run the same test again.

✓Distinguish a prototype from a polished final product.
✓Write measurable criteria and constraints before testing.
✓Use measurement and area to check a design constraint.
✓Make one evidence-led revision and retest under the same condition.
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

CRITERIA → BUILD → TEST → REVISE → RETEST

Prototype with CRITERIA → BUILD → TEST → FAILURE EVIDENCE → REVISION → RETEST. A failed test is useful if it reveals what to improve. Do not move the goalposts after testing. Change the design, not the definition of success, unless new evidence shows the original criterion itself was inappropriate.

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:Procedural writing, annotation and revision notes.

Maths / data:Measurement, area, geometry and test data.

Topic knowledge:Prototype, iteration, criteria, constraints, fair testing and revision.

This week’s first target:Distinguish a prototype from a polished final product.

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

Prototype with CRITERIA → BUILD → TEST → FAILURE EVIDENCE → REVISION → RETEST. A failed test is useful if it reveals what to improve. Do not move the goalposts after testing. Change the design, not the definition of success, unless new evidence shows the original criterion itself was inappropriate.

TEACH 2 · WHAT TO NOTICE

Distinguish a prototype from a polished final product.Write measurable criteria and constraints before testing.

TEACH 3 · CONNECT + TRANSFER

Use measurement and area to check a design constraint. Make one evidence-led revision and retest under the same condition.

WORKED EXAMPLE · EVIDENCE

CRITERION

The fictional organiser must hold six items, fit inside a 30 cm × 20 cm footprint and survive the same 10-second shake test.

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 LOOKS STRONGER: A visual impression without a repeat test does not show whether the failure was fixed.

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 prototype footprint is 30 cm by 20 cm. What area does it use?

This week’s maths/data focus:Measurement, area, geometry and test data.

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 Prototype, 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

LOOKS STRONGER:A visual impression without a repeat test does not show whether the failure was fixed.

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 6

PROTOTYPE · TEST BENCH

⬡

Rough is useful when it teaches you something.

Build a first version, test it against criteria, find the failure and make one evidence-led revision.

FICTIONAL DESK ORGANISERCriteria: hold 6 items · footprint ≤ 600 cm² · survive a 10-second shake test

VERSION 1 FAILS THE SHAKE TEST. WHAT NEXT?

MEASUREMENT CHECK

WHAT COUNTS AS EVIDENCE?

LAB IN PROGRESS

INVESTIGATE + ENGLISH · EVIDENCE CASE

The point of version one is information

A prototype is a question made physical or digital. The first version does not need to look finished; it needs to expose assumptions. If a test fails, record what happened, change the feature linked to the failure and repeat the test. Comparing version one and version two under the same criterion gives stronger evidence than changing several things at once and guessing which change helped.

MAKE THE CALL

Would you keep, revise or abandon the current prototype direction? Use the test evidence and one constraint to justify the next iteration.

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 160–220 words as a prototype log: state the criteria, describe the failure, identify the likely weak point, describe one revision and explain how the retest will show whether it worked.

0/160 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 prototype footprint is 30 cm by 20 cm. What area does it use?

MISSION 05 · MATHS + DATA LAB

DATA TRAINING

RATIO + RATE · YEAR 7 CORE
6 PROBLEMS
QUICK METHODRATIO + RATE

Find one part or one unit first, then scale up.

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

A 2:3 ratio has 10 in the first part. What is the second part?

Q02

180 km in 3 hours is what average speed?

Q03

4 notebooks cost $12. Cost per notebook?

INDEPENDENT · Q04

Scale 1:100 means 2 cm represents…

INDEPENDENT · Q05

A recipe for 4 uses 300 g. For 8 people?

INDEPENDENT · Q06

Which is the better unit rate?

OPTIONAL CHALLENGE · OPEN RESPONSE

Invent a ratio or unit-rate problem from everyday life and solve it.

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 137 to get 155.

  2. Use a hint

    Brackets first: 143 × 3 = 429.

  3. Check the method after trying

    6² = 36; subtract 3.

  4. Check the method after trying

    One quarter is 134; 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

    (825 − 3) ÷ 6 = 137.

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 = 138 × 7.

  2. m

    Use a hint

    2 × (138 + 7) = 290.

  3. cm²

    Check the method after trying

    Base × height ÷ 2 = 276 × 7 ÷ 2.

  4. cm³

    Check the method after trying

    Multiply the three dimensions.

  5. °

    Check the method after trying

    180 − 47 − 64 = 69.

  6. m²

    Check the method after trying

    Whole area 966 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 · DATA INVESTIGATOR0 / 6

LEARN THE METHOD

Mean = total ÷ count. Median is the middle ordered value (average the middle pair if needed). Mode is most frequent. Range = maximum − minimum.

WORKED EXAMPLE

For 2, 4, 4, 6, 9: mean = 25 ÷ 5 = 5; median = 4; mode = 4; range = 9 − 2 = 7.

  1. Use a hint

    Total 568 ÷ 4 = 142.

  2. Use a hint

    Ordered: 139, 141, 142, 143, 148; take the middle.

  3. Check the method after trying

    147 − 137 = 10.

  4. Check the method after trying

    140 occurs three times.

  5. Check the method after trying

    Average the middle two: (141 + 145) ÷ 2 = 143.

  6. Check the method after trying

    Old total = 556; new total = 715; divide by 5.

Compare your reasoning after trying

A large outlier raises the total and mean. A larger sample can still be biased if it only includes one kind of respondent; selection matters as well as size.

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

    3 out of 12 = 1/4 = 0.25.

  2. Use a hint

    3/4 = 0.75.

  3. Check the method after trying

    3/6 = 1/2 = 0.5.

  4. Check the method after trying

    Expected count = 1096 × 1/2. This is not guaranteed.

  5. Check the method after trying

    Probability = 1/4; expected count = 548 ÷ 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 06

BUILD + TEST.

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 6 · BUILD + TEST · Build a rough version, record the failure evidence and revise one weak point.

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 6

Stacker

Drop each moving block onto the tower. Reach twenty-five floors.

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

YEAR 7 · SENIOR HOMEWORK CLUB

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