HELIOLEARN · GRADE 10 · A4 PORTRAIT

Learner practice guide

Six experiences · Evaluate · suggested one experience per week

Justify trade-offs and document a reproducible method.

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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Course map

Automate a safe repeated workflow
Communicate uncertainty honestly
Interpret a comparison without claiming causation
Compare search strategies
Evaluate errors across groups
Run a pilot and decide what changes

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 10 · EXPERIENCE 1 · DIGITAL CONFIDENCE

Automate a safe repeated workflow

Plan a bounded automation with a preview and recovery path. · About 50 minutes

Automation repeats instructions. A reliable workflow validates inputs, previews changes, limits its scope and records results.

A plan to rename ten fictional image files first lists old and proposed names. It stops on duplicate names and keeps a mapping for reversal.

Follow the steps

Scope: Choose a small copied practice folder.
Preview: List proposed changes before applying them.
Validate: Check duplicates and unexpected file types.
Recover: Keep an original-to-new mapping and test a small batch.

Try these exercises

A preview finds two identical target names. What next?
A. Stop and resolve the collision | B. Delete both originals | C. Continue anyway
Answer: ______________________________________________
Which evidence would best show this skill?
A. Copy an unrelated answer | B. Bound the scope 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. Recover | B. Validate | C. Preview | D. Scope
Answer: ______________________________________________

Create, explain and reflect

Write pseudocode and a preview table for renaming six fictional files. Do not run it on real school folders.

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

___________________________________________________________

___________________________________________________________

□ Bound the scope
□ Detect name collisions
□ Explain recovery

What did I learn or change? ___________________________________

Next challenge: Add a test for an empty folder.

GRADE 10 · EXPERIENCE 2 · CREATE AND COMMUNICATE

Communicate uncertainty honestly

Distinguish a measured result, estimate and unsupported guess. · About 50 minutes

Readers need to know how confident a claim should be. Use ranges or caveats only when they follow from a stated method.

A task took 18, 20 and 22 minutes in three trials. A plan can allow about 20 minutes while noting that three trials may not capture all conditions.

Follow the steps

Measure: List the three observed times.
Summarise: Describe the typical result without hiding the range.
Qualify: State the small number of trials and conditions.
Recommend: Offer a practical next step with those limits.

Try these exercises

Which statement is most defensible?
A. It takes no time | B. It always takes exactly 20 minutes | C. These three trials took 18-22 minutes
Answer: ______________________________________________
Which evidence would best show this skill?
A. Separate observations from estimate 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. Recommend | B. Qualify | C. Summarise | D. Measure
Answer: ______________________________________________

Create, explain and reflect

Write a brief planning note using the three times. Label the estimate and supporting observations.

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

___________________________________________________________

___________________________________________________________

□ Separate observations from estimate
□ Keep uncertainty visible
□ Make an actionable recommendation

What did I learn or change? ___________________________________

Next challenge: Rewrite the note for a younger reader.

GRADE 10 · EXPERIENCE 3 · DATA AND DECISIONS

Interpret a comparison without claiming causation

Describe an observed difference and possible confounding factors. · About 50 minutes

A difference between groups does not by itself prove a cause. Other conditions may differ.

In a fictional study, a group with reminders completes 18 of 20 tasks, while another completes 14 of 20. The difference is 20 percentage points; the groups may differ in other ways.

Follow the steps

Read: Read the labels and values: Reminder: 18, Comparison: 14.
Represent: Compare the bars on a scale that starts at zero.
Calculate: Work through the calculation in the example; result: 20.
Interpret: Explain what the result means and what it does not establish.

Try these exercises

What is the percentage-point difference between 90% and 70%?
A. 20 | B. 22 | C. 19
Answer: ______________________________________________
Which evidence would best show this skill?
A. Say it is finished without checking | B. Copy an unrelated answer | C. Use the supplied values accurately and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Interpret | B. Calculate | C. Represent | D. Read
Answer: ______________________________________________

Create, explain and reflect

Report both completion rates and two alternative explanations. Propose a fairer comparison.

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

___________________________________________________________

___________________________________________________________

□ Use the supplied values accurately
□ Show a calculation or count with its meaning
□ State a fair comparison or limitation

What did I learn or change? ___________________________________

Next challenge: Distinguish a 20 percentage-point difference from a relative percentage increase.

GRADE 10 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Compare search strategies

Explain when binary search is applicable. · About 50 minutes

Linear search checks items one by one. Binary search repeatedly narrows a sorted search space. It requires the ordering assumption.

Find 14 in sorted [2,4,6,8,10,12,14,16]. Using lower middle: check 8, then 12, then 14.

Follow the steps

Set: Sorted list has eight values; target is 14.
Middle: Check 8; target is larger.
Narrow: Check 12 in the remaining upper range.
Find: Check 14; the target is found.

Try these exercises

What assumption does this binary search need?
A. All values are equal | B. No target value | C. Sorted input
Answer: ______________________________________________
Which evidence would best show this skill?
A. Copy an unrelated answer | B. State the sorted-input requirement 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. Narrow | C. Middle | D. Set
Answer: ______________________________________________

Create, explain and reflect

Trace linear and binary search for 14. Count comparisons and state the midpoint rule.

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

___________________________________________________________

___________________________________________________________

□ State the sorted-input requirement
□ Trace the same target fairly
□ Count comparisons consistently

What did I learn or change? ___________________________________

Next challenge: Test a missing target and a one-item list.

GRADE 10 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Evaluate errors across groups

Look beyond an overall accuracy figure. · About 50 minutes

An overall result may hide different error rates in different groups. Evaluation needs context, adequate data and attention to consequences.

In a fictional classifier test, Group A has 1 error in 10 cases and Group B has 4 in 10. Equal sample sizes do not make the error rates equal.

Follow the steps

Count: Record A: 1/10 errors and B: 4/10.
Calculate: A error rate is 10%; B is 40%.
Compare: The difference is 30 percentage points.
Investigate: Ask why and seek more evidence before deployment.

Try these exercises

What is Group B’s error rate?
A. 10% | B. 4% | C. 40%
Answer: ______________________________________________
Which evidence would best show this skill?
A. Calculate rates correctly 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. Investigate | B. Compare | C. Calculate | D. Count
Answer: ______________________________________________

Create, explain and reflect

Write an evaluation note for the fictional results. Include group rates, sample-size limits and a question to investigate.

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

___________________________________________________________

___________________________________________________________

□ Calculate rates correctly
□ Compare relevant error types
□ Avoid calling a tiny test conclusive

What did I learn or change? ___________________________________

Next challenge: Explain how false positives and false negatives could have different effects.

GRADE 10 · EXPERIENCE 6 · DESIGN AND LIFE SKILLS

Run a pilot and decide what changes

Use a small trial to learn before expanding. · About 50 minutes

A pilot tests a limited version of an idea. Decide what to measure, record unintended effects and choose whether to revise, stop or expand cautiously.

A fictional book-swap pilot tries one class for one week. It records participation and misplaced books, then reviews both.

Follow the steps

Bound: Limit the pilot to one group and period.
Measure: Define participation and misplaced-book measures.
Observe: Record intended and unintended results.
Decide: Revise, stop or expand based on evidence.

Try these exercises

Why measure misplaced books as well as participation?
A. To notice an unintended problem | B. To make the report longer | C. To guarantee success
Answer: ______________________________________________
Which evidence would best show this skill?
A. Say it is finished without checking | B. Copy an unrelated answer | C. Set a bounded scope and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Decide | B. Observe | C. Measure | D. Bound
Answer: ______________________________________________

Create, explain and reflect

Plan a fictional book-swap pilot with two measures, a stop condition and a review date.

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

___________________________________________________________

___________________________________________________________

□ Set a bounded scope
□ Include unintended effects
□ Connect the next decision to evidence

What did I learn or change? ___________________________________

Next challenge: Propose a change if participation rises but misplaced books also increase.

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.