IGICONIC GAMESSENIOR // FUTURE LEARNING
TERM 2 · WEEK 8People on the Move
YEAR 8IMAGINE · PLAN · BUILD · ACT
WHENUA & POWER · MISSION 08
MIGRATION JOURNEY

YEAR 8 · TERM 2 · WEEK 8

People on the Move

How does migration reshape both origin and destination?

PEOPLE ON THE MOVE · POPULATION DESK: A fictional region is changing. Some people arrive, some leave, and the reasons are not all the same. Your job is to connect stories to data without turning one person’s experience into a claim about everyone.
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MISSION DECKWHENUA & POWER / WEEK 08SELECT A MODULE
01BRIEFMission 02LEARNIntel 03INVESTIGATEEvidence 04ENGLISHEvidence case 05DECIDEMake the call 06DATANumbers 07PROJECTBuild 08CHECK-INReflect ★GAMEReward
ACTIVE OBJECTIVEPEOPLE ON THE MOVE · POPULATION DESK: A fictional region is changing. Some people arrive, some leave, and the reasons are not all the same. Your job is to connect stories to data without turning one person’s experience into a claim about everyone.
WORLDWHENUA & POWER
SEQUENCE01 / 08
REWARDGAME BREAK
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READY?

Watch. Check the clues. Have a go.

Everything you need is on this page.

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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

PEOPLE ON THE MOVE · POPULATION DESK: A fictional region is changing. Some people arrive, some leave, and the reasons are not all the same. Your job is to connect stories to data without turning one person’s experience into a claim about everyone.

✓Explain migration as movement that can be internal or international and can have multiple interacting reasons.
✓Interpret population-change data using proportions and rates rather than raw numbers alone.
✓Compare how migration can affect both origin and destination places without assuming one uniform effect.
✓Synthesize personal accounts with population data while identifying what each source can and cannot establish.
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

PATHWAY → FACTORS → SCALE → IMPACTS

Migration changes people and places, but simple stories such as “everyone moves for one reason” are usually too weak. Use PATHWAY → FACTORS → SCALE → IMPACTS → LIMITS. A personal account can explain one person or whānau’s experience in depth. Population data can show broader patterns but may not explain every motive. Reasons can include work, study, family connection, housing, safety, lifestyle or environmental conditions, and several factors can interact. Effects on origin and destination places may include changes in age structure, labour supply, services, housing demand, cultural connections and remittances or family support. This lesson uses fictional people and data; learners do not need to disclose their own migration histories.

LEARNING BUILD

Learn it. See it. Try it.

Look at the example. Check another point of view. Then try the task.

Step 1: Choose a starting clue
WHAT YOU ALREADY KNOW

Reasoning lens:SOURCE → PROVENANCE → MECHANISM / POWER → COUNTER-EVIDENCE → LIMIT → JUDGEMENT

What do you already know?

English / communication:Synthesis across personal accounts, geographic data and competing explanations.

Maths / data:Population change, proportions, rates, graph interpretation and distance.

Topic knowledge:Internal and international migration, push/pull factors, population distribution, place and limits of generalisation.

This week’s first target:Explain migration as movement that can be internal or international and can have multiple interacting reasons.

Which clue is a good place to start?

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.

Need more help? See the teaching
TEACH 1 · CORE MODEL

Migration changes people and places, but simple stories such as “everyone moves for one reason” are usually too weak. Use PATHWAY → FACTORS → SCALE → IMPACTS → LIMITS. A personal account can explain one person or whānau’s experience in depth. Population data can show broader patterns but may not explain every motive. Reasons can include work, study, family connection, housing, safety, lifestyle or environmental conditions, and several factors can interact. Effects on origin and destination places may include changes in age structure, labour supply, services, housing demand, cultural connections and remittances or family support. This lesson uses fictional people and data; learners do not need to disclose their own migration histories.

TEACH 2 · WHAT TO NOTICE

Explain migration as movement that can be internal or international and can have multiple interacting reasons.Interpret population-change data using proportions and rates rather than raw numbers alone.

TEACH 3 · CONNECT + TRANSFER

Compare how migration can affect both origin and destination places without assuming one uniform effect. Synthesize personal accounts with population data while identifying what each source can and cannot establish.

WORKED EXAMPLE · EVIDENCE

POPULATION DATA

In the fictional district, the 18–29 age group falls from 4,000 to 3,400 while the total population changes only slightly. This supports an age-structure pattern, not a claim about every individual motive.

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 PERSONAL ACCOUNT A: A fictional 19-year-old moves from a small town to a city for study and part-time work, while remaining closely connected to whānau at home.

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 district’s 18–29 population falls from 4,000 to 3,400. What is the percentage decrease?

This week’s maths/data focus:Population change, proportions, rates, graph interpretation and distance.

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.

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 People on the Move, explain one core idea, connect it to one named source or observation and one quantitative/data point from this page, then state an alternative explanation, trade-off or limitation that a strong judgement must consider.

Write at least 30 words. Name the evidence or data you are using and keep the claim inside what it can support.

MISCONCEPTION CHECK

PERSONAL ACCOUNT A:A fictional 19-year-old moves from a small town to a city for study and part-time work, while remaining closely connected to whānau at home.

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: “Source/provenance ___ supports ___. A competing interpretation is ___. The strongest limitation is ___. Therefore my judgement is ___.”

STRETCH · OPTIONAL

Build the strongest reasonable counter-argument or alternative explanation. Name one additional piece of evidence that could distinguish between the two positions.

PEOPLE ON THE MOVE · POPULATION DESK

Stories and data answer different questions. Use both without over-generalising.

Classify the evidence by scale, test a multi-factor explanation and reject claims that stretch one story or one graph too far.

SOURCE SCALE

What can each source directly support?

PERSONAL ACCOUNT A

A fictional 19-year-old moves for study and part-time work but stays closely connected to whānau at home.

PERSONAL ACCOUNT B

A fictional family describes both family connection and employment as reasons for moving internationally.

DISTRICT AGE DATA

The fictional 18–29 population falls from 4,000 to 3,400 while total population changes only slightly.

DESTINATION DATA

A fictional receiving area gains 1,200 residents while rental supply rises by 500 dwellings.

WHY PEOPLE MOVE · FICTIONAL CASE

A family joins relatives in another city after one adult receives a job offer and their current rental ends.

Which explanation best fits the evidence?

POPULATION CHANGE

The 18–29 population falls from 4,000 to 3,400. What is the percentage decrease?

GENERALISATION TEST

What can we responsibly conclude?

Classify all four sources by scale, then solve the multi-factor, percentage and generalisation checks.

OPEN THE SOURCE NOTES
SOURCE 1

PERSONAL ACCOUNT A

A fictional 19-year-old moves from a small town to a city for study and part-time work, while remaining closely connected to whānau at home.
SOURCE 2

PERSONAL ACCOUNT B

A fictional family moves between countries to join relatives and access a job opportunity. The account shows mixed motives rather than one single cause.
SOURCE 3

POPULATION DATA

In the fictional district, the 18–29 age group falls from 4,000 to 3,400 while the total population changes only slightly. This supports an age-structure pattern, not a claim about every individual motive.
SOURCE 4

DESTINATION DATA

A fictional receiving area gains 1,200 residents in five years while rental supply rises by only 500 dwellings. The figures show different rates of change but do not prove migration alone caused every housing outcome.
SOURCE 5

GENERALISATION WARNING

One migration story cannot establish why a whole population moves, and a population graph cannot describe every individual experience.

INVESTIGATE + ENGLISH · EVIDENCE CASE

Stories explain experience; data shows patterns

A fictional population desk is tracking movement between places. One young adult leaves a smaller town for tertiary study but continues to return home and contribute to whānau life. Another family moves internationally for both family connection and employment. At the same time, district data shows a decrease in one age group even though the overall population is nearly stable. In a receiving area, population growth is faster than growth in the rental housing supply. These sources tell different kinds of stories. Personal accounts can reveal motives and lived experience. Population data can show scale and pattern. Strong geographic reasoning uses both without pretending either source can answer every question alone.

MAKE THE CALL

Build the strongest explanation for the fictional population change. Decide which evidence supports a broad pattern, which only illustrates an individual experience, and what extra evidence you would seek before claiming why the whole population changed.

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 230–310 words explaining how migration can reshape both an origin and a destination place. Use one personal account and two pieces of population data, explain at least two interacting migration factors, identify one possible impact in each place, and include two cautions against over-generalising.

0/230 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 district’s 18–29 population falls from 4,000 to 3,400. What is the percentage decrease?

MISSION 05 · MATHS + DATA LAB

DATA TRAINING

MEASUREMENT + GEOMETRY · YEAR 8 EXTENSION
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

A design keeps the same area but changes shape. Explain what can happen to its perimeter and give an example.

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

PROJECT HQ · PROJECT FILE 08

IMPROVE — test accuracy, balance and clarity.

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

Your Power & Place case study begins now. Choose a question about rights, institutions, reform or place that can be tested against varied evidence and competing perspectives.

PROJECT HQ · PROJECT FILE 08

IMPROVE

PROJECT JOURNEYWEEK 8 / 9

Challenge the draft before the final exhibition/summit.

Need help with this step?
THIS WEEKIMPROVE

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 2 / WEEK 8

SKY STACK: MASTER

Keep the tower centred as the usable platform gets smaller.

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

YEAR 8 · SENIOR HOMEWORK CLUB

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