HELIOLEARN · GRADE 1 · A4 PORTRAIT

Teacher and answer 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.

Download A4 PDFLearner guide →Back to pathway

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.

Review levels

With support: completes with prompts. Independently: meets the criteria and explains a choice. Transfer: applies the skill in a new setting with evidence.

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

Answers and reasons

C. Save
Saving stores the work; simply seeing it does not.
B. Choose the intended tool and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Choose → Make → Save → Find
The example follows: Choose → Make → Save → Find. Explain what each step does.

Project evidence to review

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

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

Teaching guidance

Ask the child to show the saved work, not just repeat the word Save.

Model one step, invite the learner to try the next, then ask for an explanation. Accept a spoken or drawn answer when it demonstrates the skill.

Transfer prompt

Try the routine with a different picture.

Review: with support / independently / applied to a new task
Evidence and next teaching step: ____________________________________

GRADE 1 · EXPERIENCE 2 · CREATE AND COMMUNICATE

Tell a three-picture story

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

Answers and reasons

C. Planting the seed
The seed must be planted before the later steps.
A. Show three events and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Begin → Continue → Finish → Tell
The example follows: Begin → Continue → Finish → Tell. Explain what each step does.

Project evidence to review

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

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

Teaching guidance

Let the learner dictate or point; do not grade handwriting.

Model one step, invite the learner to try the next, then ask for an explanation. Accept a spoken or drawn answer when it demonstrates the skill.

Transfer prompt

Tell the same story using words or gestures.

Review: with support / independently / applied to a new task
Evidence and next teaching step: ____________________________________

GRADE 1 · EXPERIENCE 3 · DATA AND DECISIONS

Count and compare

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

Answers and reasons

A. 5
Use the given numbers: the answer is 5. Explain your counting or calculation.
C. Count each picture once and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Look → Count → Join → Compare
The example follows: Look → Count → Join → Compare. Explain what each step does.

Project evidence to review

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

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

Teaching guidance

Ask the learner to show intermediate work. Use fictional data; no real pupil records are needed.

Model one step, invite the learner to try the next, then ask for an explanation. Accept a spoken or drawn answer when it demonstrates the skill.

Transfer prompt

Use a different small set of classroom objects.

Review: with support / independently / applied to a new task
Evidence and next teaching step: ____________________________________

GRADE 1 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Follow an arrow path

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

Answers and reasons

C. (2,1)
Two right moves change the column to 2; one down move changes the row to 1.
B. State the starting square and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Start → Right → Right again → Down
The example follows: Start → Right → Right again → Down. Explain what each step does.

Project evidence to review

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

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

Teaching guidance

Trace before testing. These are learning models and pseudocode, not instructions to run arbitrary downloaded code.

Model one step, invite the learner to try the next, then ask for an explanation. Accept a spoken or drawn answer when it demonstrates the skill.

Transfer prompt

Find a different path to the same endpoint.

Review: with support / independently / applied to a new task
Evidence and next teaching step: ____________________________________

GRADE 1 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Stop and ask a trusted adult

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

Answers and reasons

C. Stop and ask a trusted adult
An address is private information; ask for help before sharing.
A. Notice private information and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Notice → Pause → Ask → Choose
The example follows: Notice → Pause → Ask → Choose. Explain what each step does.

Project evidence to review

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

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

Teaching guidance

Do not ask for the child’s actual address or passwords.

Model one step, invite the learner to try the next, then ask for an explanation. Accept a spoken or drawn answer when it demonstrates the skill.

Transfer prompt

Use the same routine with a confusing message.

Review: with support / independently / applied to a new task
Evidence and next teaching step: ____________________________________

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

Answers and reasons

A. Observe what happened
Observation helps you decide what to change.
C. Describe the problem and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Notice → Plan → Try → Improve
The example follows: Notice → Plan → Try → Improve. Explain what each step does.

Project evidence to review

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

Describe the problem
Try a safe paper idea
Say what happened

Teaching guidance

Use paper and blunt pencils; an adult handles any cutting.

Model one step, invite the learner to try the next, then ask for an explanation. Accept a spoken or drawn answer when it demonstrates the skill.

Transfer prompt

Use the same process to organise two crayons.

Review: with support / independently / applied to a new task
Evidence and next teaching step: ____________________________________

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.