IGICONIC GAMESSENIOR // FUTURE LEARNING
TERM 1 · WEEK 6Consent, Pressure & Power
YEAR 8IMAGINE · PLAN · BUILD · ACT
MEDIA CITY · MISSION 06
DECISION SPACE

YEAR 8 · TERM 1 · WEEK 6

Consent, Pressure & Power

How do you recognise when choice is being taken away?

A fictional online friendship is changing. What began as friendly contact now includes secrecy, repeated pressure and requests that cross privacy boundaries. Your job is to analyse the pattern, identify where choice is being reduced and choose the safest response.
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 online friendship is changing. What began as friendly contact now includes secrecy, repeated pressure and requests that cross privacy boundaries. Your job is to analyse the pattern, identify where choice is being reduced and choose the safest response.
WORLDMEDIA CITY
SEQUENCE01 / 08
REWARDGAME BREAK
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READY?

Watch. Check the clues. Have a go.

Everything you need is on this page.

Start mission →
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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 facts from the reading and maths parts.
  4. Make your choice and save your project step.
  5. Play the weekly game. Finish 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 you get stuck, look at the example and try again.

MISSION BRIEFING

A fictional online friendship is changing. What began as friendly contact now includes secrecy, repeated pressure and requests that cross privacy boundaries. Your job is to analyse the pattern, identify where choice is being reduced and choose the safest response.

✓Distinguish persuasion, pressure, coercion and consent.
✓Identify how secrecy, isolation, guilt or power imbalance can reduce genuine choice.
✓Interpret percentage data while checking the limits of the sample.
✓Choose safe responses to requests for private or intimate images and other boundary violations.
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

CONSENT → PRESSURE → POWER

Consent is an ongoing, freely made choice. It is not valid when someone is being threatened, repeatedly pressured, manipulated or made to fear consequences for saying no. Grooming is a pattern of building trust or access and then using secrecy, isolation, pressure or boundary-testing toward exploitation; ordinary kindness by itself is not grooming. If a request for a private or intimate image feels wrong, a safe response is to stop, not send anything, leave or block the contact, save/report relevant information where appropriate and tell a trusted adult.

LEARNING BUILD

Learn. Try. Check.

Look at the example. Try it yourself. Need help? Open a hint.

01 · REFRESH · QUICK PREREQUISITE CHECK

Refresh: consent is an ongoing, freely made choice. Pressure and power imbalances can reduce how free that choice really is.

Which feature most strongly suggests a pattern rather than one isolated friendly act?

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

Show more teaching
02 · TEACH · CORE IDEA

Consent is an ongoing, freely made choice. It is not valid when someone is being threatened, repeatedly pressured, manipulated or made to fear consequences for saying no. Grooming is a pattern of building trust or access and then using secrecy, isolation, pressure or boundary-testing toward exploitation; ordinary kindness by itself is not grooming. If a request for a private or intimate image feels wrong, a safe response is to stop, not send anything, leave or block the contact, save/report relevant information where appropriate and tell a trusted adult.

03 · TEACH · WHAT TO NOTICE

Distinguish persuasion, pressure, coercion and consent.Identify how secrecy, isolation, guilt or power imbalance can reduce genuine choice.

04 · TEACH · CONNECT THE SKILLS

Interpret percentage data while checking the limits of the sample.Choose safe responses to requests for private or intimate images and other boundary violations.

05 · WORKED EXAMPLE

Worked example: compliments alone are not evidence of grooming. If the behaviour escalates into secrecy, isolation and repeated requests after boundaries are stated, the pattern changes. A power imbalance can make refusal feel costly even without an explicit threat.

06 · WE DO · GUIDED PRACTICE

52 of 80 fictional survey respondents identify a trusted adult. What percentage is that?

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

07 · YOU TRY · INDEPENDENT PRACTICE

YOU TRY: Analyse a fictional pattern by distinguishing consent, pressure and coercion. Identify two warning signs, one limitation of judging from a single act, and the safest next step.

Write at least 25 words. This is about the learning, not personal information.

MISCONCEPTION

MISCONCEPTION: “One friendly message proves grooming.” Harmful patterns require context; ordinary kindness should not be labelled as wrongdoing without evidence.

HELP

HELP: Separate ACT → PATTERN → POWER → CHOICE → SAFE RESPONSE. Keep the scenario fictional and focus on observable behaviour.

STRETCH · OPTIONAL

STRETCH (optional): Explain how popularity, age, status or access could alter meaningful choice even when no direct threat is spoken.

CONSENT · PRESSURE · POWER

Is choice still genuinely free?

Classify each fictional situation as CHOICE, PRESSURE or CONTROL. Then build a safe response plan for the situations where meaningful choice is being reduced.

SCENARIO 1

CHOICE RESPECTED

A person asks once, accepts no immediately and does not punish or embarrass the other person.

SCENARIO 2

STATUS PRESSURE

A popular older student says refusing will mean being excluded from the group.

SCENARIO 3

ESCALATING PATTERN

Compliments turn into secrecy, isolation and repeated private requests over several weeks.

SCENARIO 4

PRIVATE IMAGE REQUEST

A contact asks for a private or intimate image and insists it must stay secret.

SAFE RESPONSE PLAN

Choose at least three actions that protect choice and bring in support.

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 three safe actions.

OPEN THE SAFETY EVIDENCE
SOURCE 1

Choice respected

A fictional friend asks once, accepts “no” immediately and does not punish, guilt or embarrass the other person.
SOURCE 2

Escalating pattern

Over several weeks, a person moves from compliments to secrecy, isolation and repeated requests after boundaries are stated.
SOURCE 3

Power imbalance

A person uses popularity, age, status or access to make refusal feel risky or costly.
SOURCE 4

Single friendly act

One kind message or gift alone does not establish a harmful pattern without additional behaviour or context.

INVESTIGATE + ENGLISH · EVIDENCE CASE

Look at the pattern, not one isolated moment

A single friendly message does not tell you whether a relationship is safe or unsafe. Patterns matter. Repeated boundary-testing, secrecy, isolation, guilt, threats or requests that become more personal over time can reduce genuine choice. A power imbalance can make it harder to refuse even when no direct threat is spoken. Requests for private or intimate images should never rely on pressure or secrecy. A young person can stop responding, keep evidence if it is safe to do so, block or report the account and tell a trusted adult. They do not need to investigate the person themselves.

MAKE THE CALL

Decide whether each fictional behaviour protects choice, creates pressure or removes meaningful choice. Then recommend the safest next step, including when blocking, reporting or trusted-adult support is appropriate.

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 180–250 words analysing the fictional pattern. Explain the difference between consent and coercion, identify at least two warning signs, include one counterpoint about why a single friendly act is not enough to prove harmful intent, and recommend a safe response. Keep the task fictional and non-personal.

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.

A fictional safety survey has 80 responses, and 52 learners say they know at least one trusted adult they could contact. What percentage is that?

MISSION 05 · MATHS + DATA LAB

DATA TRAINING

STATISTICS + PROBABILITY · YEAR 8 EXTENSION
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

Two groups report different means. Name two things you would check before deciding the groups are genuinely different.

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

PROJECT HQ · PROJECT FILE 06

TEST — run a safety/accuracy check.

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

Use strong clues and explain your decisions in your Reality Project.

PROJECT HQ · PROJECT FILE 06

TEST

PROJECT JOURNEYWEEK 6 / 9

Test safety, accuracy and usefulness before polishing.

Need help with this step?
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

Write in each box. Your answers save 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?

YEAR 8 · REMIX · TERM 1 / WEEK 6

BLOCK SHIFT: MASTER

Build clean lines under pressure and recover from awkward pieces.

UPGRADED DIFFICULTYBEST SCORE SAVED
PLAY BLOCK SHIFT: MASTER
A remastered ICONIC GAMES favourite · phone + keyboard controls.

YEAR 8 · SENIOR HOMEWORK CLUB

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