HELIOLEARN · GRADE 1 · A4 PORTRAIT

Learner practice guide

Six experiences · Discover · suggested one experience per week

Read aloud together; point, draw or say your answer.

Print on A4 portrait with normal margins. Download the PDF for a ready-to-print copy, or use the browser’s Print or Save as PDF. The learner guide separates each worked lesson from its project-writing page. Answers are in the separate teacher guide.

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Read or watch the example, try three questions, make the project and reflect. Roughly half the session is for creating and explaining. Take breaks and adapt reading support.

All examples are fictional. Use approved tools and adult support where indicated. Project checkboxes are self-review, not automatic assessment or certification.

Name or classroom nickname: ____________________ Date: __________

GRADE 1 · EXPERIENCE 1 · DIGITAL CONFIDENCE

Point, choose and save

Use a pointer or touch to choose an item, then save work. · About 25 minutes

A single click or tap chooses an item. Saving keeps work for later. Ask before opening an unfamiliar app.

Make a picture of a sun in an approved drawing app. Choose Save, use sun as the name, and ask an adult to help find it again.

Follow the steps

Choose: Point to the drawing tool with an adult.
Make: Draw a sun and add one colour.
Save: Choose Save and give the picture a useful name.
Find: Open the saved picture and check it.

Try these exercises

Which action keeps work for later?
A. Point at the screen | B. Close your eyes | C. Save
Answer: ______________________________________________
What can you show after trying?
A. Copy an unrelated answer | B. Choose the intended tool and explain or demonstrate it | C. Say it is finished without checking
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Find | B. Save | C. Make | D. Choose
Answer: ______________________________________________

Create, explain and reflect

Draw one favourite shape. Save and reopen it with an adult. If no device is available, draw a four-picture saving routine.

My notes or drawing (use another sheet if needed):

___________________________________________________________

___________________________________________________________

□ Choose the intended tool
□ Save with adult support
□ Recognise the reopened work

What did I learn or change? ___________________________________

Next challenge: Try the routine with a different picture.

GRADE 1 · EXPERIENCE 2 · CREATE AND COMMUNICATE

Tell a three-picture story

Sequence a beginning, middle and ending. · About 25 minutes

A story is easier to follow when events have an order. Pictures can help you explain.

First a seed is planted, next it is watered, then a small plant grows.

Follow the steps

Begin: Draw a seed in soil.
Continue: Draw someone watering it.
Finish: Draw a small plant.
Tell: Point to each picture and tell the story.

Try these exercises

Which comes first in the example?
A. Watering the planted seed | B. Small plant | C. Planting the seed
Answer: ______________________________________________
What can you show after trying?
A. Show three events and explain or demonstrate it | B. Say it is finished without checking | C. Copy an unrelated answer
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Tell | B. Finish | C. Continue | D. Begin
Answer: ______________________________________________

Create, explain and reflect

Draw a three-picture story about a familiar activity. Tell it to a partner.

My notes or drawing (use another sheet if needed):

___________________________________________________________

___________________________________________________________

□ Show three events
□ Put them in a sensible order
□ Listen when a partner responds

What did I learn or change? ___________________________________

Next challenge: Tell the same story using words or gestures.

GRADE 1 · EXPERIENCE 3 · DATA AND DECISIONS

Count and compare

Count objects once and compare two groups. · About 25 minutes

Touch or mark each item once so none is missed or counted twice.

There are 3 red counters and 2 blue counters. There are 5 altogether; red has one more.

Follow the steps

Look: Name the two groups: Red: 3, Blue: 2.
Count: Touch each picture once. Each picture stands for one item or vote.
Join: Count both groups together: 3 + 2 = 5.
Compare: The first group has one more. Show the extra picture.

Try these exercises

How many counters are there altogether?
A. 5 | B. 7 | C. 4
Answer: ______________________________________________
What can you show after trying?
A. Say it is finished without checking | B. Copy an unrelated answer | C. Count each picture once and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Compare | B. Join | C. Count | D. Look
Answer: ______________________________________________

Create, explain and reflect

Draw two groups of counters. Count each once and explain which group has more.

My notes or drawing (use another sheet if needed):

___________________________________________________________

___________________________________________________________

□ Count each picture once
□ Show the total of both groups
□ Point to the group with one more

What did I learn or change? ___________________________________

Next challenge: Use a different small set of classroom objects.

GRADE 1 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Follow an arrow path

Follow an ordered sequence on a grid. · About 25 minutes

A sequence gives instructions in order. Each arrow moves one square.

Start at (0,0). Right, Right, Down ends at (2,1). Columns grow right; rows grow down.

Follow the steps

Start: Place a counter at (0,0).
Right: Move to (1,0).
Right again: Move to (2,0).
Down: Move to (2,1).

Try these exercises

Which final square does the path reach?
A. (1,2) | B. (0,0) | C. (2,1)
Answer: ______________________________________________
What can you show after trying?
A. Copy an unrelated answer | B. State the starting square and explain or demonstrate it | C. Say it is finished without checking
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Down | B. Right again | C. Right | D. Start
Answer: ______________________________________________

Create, explain and reflect

Draw a path using three arrows and ask a partner to follow it.

My notes or drawing (use another sheet if needed):

___________________________________________________________

___________________________________________________________

□ State the starting square
□ Follow one square per arrow
□ Compare endpoint with the plan

What did I learn or change? ___________________________________

Next challenge: Find a different path to the same endpoint.

GRADE 1 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Stop and ask a trusted adult

Recognise when to pause and ask for help. · About 25 minutes

You can stop using a screen if something feels worrying or confusing. A trusted adult can help.

A pretend pop-up asks you to type your home address to win a toy. You stop and show an adult.

Follow the steps

Notice: The pretend message asks for an address.
Pause: Do not type or press the prize button.
Ask: Tell a trusted adult what you saw.
Choose: Let the adult help decide a safe next step.

Try these exercises

What is the safest response to the pretend pop-up?
A. Guess someone else’s address | B. Type your address | C. Stop and ask a trusted adult
Answer: ______________________________________________
What can you show after trying?
A. Notice private information and explain or demonstrate it | B. Say it is finished without checking | C. Copy an unrelated answer
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Choose | B. Ask | C. Pause | D. Notice
Answer: ______________________________________________

Create, explain and reflect

Draw a Stop and Ask reminder card. Practise saying a sentence that asks for help.

My notes or drawing (use another sheet if needed):

___________________________________________________________

___________________________________________________________

□ Notice private information
□ Pause before acting
□ Name a way to ask for help

What did I learn or change? ___________________________________

Next challenge: Use the same routine with a confusing message.

GRADE 1 · EXPERIENCE 6 · DESIGN AND LIFE SKILLS

Build a paper pencil home

Notice a small problem and try a simple solution. · About 25 minutes

Design starts with noticing a need. Try, observe and change one thing.

A pencil rolls on a desk. Fold paper into a small tray, place the pencil gently and observe.

Follow the steps

Notice: A pencil rolls out of reach.
Plan: Draw a small paper tray.
Try: Fold paper with adult help and test it.
Improve: Change one fold if the pencil still rolls.

Try these exercises

What should you do after trying the tray?
A. Observe what happened | B. Pretend it always works | C. Throw away every idea
Answer: ______________________________________________
What can you show after trying?
A. Say it is finished without checking | B. Copy an unrelated answer | C. Describe the problem and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Improve | B. Try | C. Plan | D. Notice
Answer: ______________________________________________

Create, explain and reflect

Make or draw a paper pencil tray. Tell an adult what happened and one change you would try.

My notes or drawing (use another sheet if needed):

___________________________________________________________

___________________________________________________________

□ Describe the problem
□ Try a safe paper idea
□ Say what happened

What did I learn or change? ___________________________________

Next challenge: Use the same process to organise two crayons.

Keep the learning going

Choose one work sample, explain an improvement, and name the next skill to practise.

These original activities use an editorial grade progression. They are not formally endorsed or aligned to a particular examination board.