HELIOLEARN · GRADE 11 · A4 PORTRAIT

Learner practice guide

Six experiences · Apply · suggested one experience per week

Work from a brief, test your choices and communicate limits.

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 11 · EXPERIENCE 1 · DIGITAL CONFIDENCE

Prepare a project handover

Make a project understandable to its next maintainer. · About 55 minutes

A handover combines files, setup instructions, checks, known limits and ownership. It should allow another person to continue without guessing.

A fictional club website handover lists the source folder, preview steps, accessibility checks and a broken link still needing repair.

Follow the steps

Package: Identify the source and final outputs.
Explain: Write setup and repeatable verification steps.
Disclose: List known limitations and unfinished tasks.
Trial: Ask a reviewer to follow the handover.

Try these exercises

Which handover statement is most useful?
A. Ask someone else | B. Everything is perfect | C. One link is broken; location and next step are listed
Answer: ______________________________________________
Which evidence would best show this skill?
A. Identify essential files 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. Trial | B. Disclose | C. Explain | D. Package
Answer: ______________________________________________

Create, explain and reflect

Prepare a handover for a school project with a setup checklist and a clearly labelled known-issues section.

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

___________________________________________________________

___________________________________________________________

□ Identify essential files
□ Provide repeatable checks
□ Disclose unresolved work

What did I learn or change? ___________________________________

Next challenge: Revise the guide after a reviewer tries it.

GRADE 11 · EXPERIENCE 2 · CREATE AND COMMUNICATE

Pitch an idea with evidence

Present a proposal that connects need, plan, evidence and trade-offs. · About 55 minutes

A pitch helps an audience decide what to do next. A convincing story still needs evidence and realistic limits.

A fictional book-swap proposal describes the need, a small pilot, an inventory plan and a check before expansion.

Follow the steps

Need: Define who the proposal serves.
Plan: Show the smallest useful pilot.
Evidence: Explain what supports the idea and what is unknown.
Ask: Request a specific next decision or feedback.

Try these exercises

What is a useful final request?
A. Approve everything forever | B. Review a small pilot with stated success criteria | C. Ignore all risks
Answer: ______________________________________________
Which evidence would best show this skill?
A. Say it is finished without checking | B. Copy an unrelated answer | C. Define audience and need and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Ask | B. Evidence | C. Plan | D. Need
Answer: ______________________________________________

Create, explain and reflect

Prepare a two-minute pitch for a small school project. Include one cost or time trade-off and one question for reviewers.

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

___________________________________________________________

___________________________________________________________

□ Define audience and need
□ Support claims without exaggeration
□ Ask for a clear next step

What did I learn or change? ___________________________________

Next challenge: Revise the pitch after two contrasting comments.

GRADE 11 · EXPERIENCE 3 · DATA AND DECISIONS

Check a weighted decision

Calculate a weighted score and examine the chosen weights. · About 55 minutes

Weights encode priorities; they are not objective truth. Use the same 1–5 scale: higher is better for both access and affordability. Test how a changed weight affects the choice.

Option A scores 4 for access and 2 for affordability; weights are 60% and 40%. Weighted score = 4 × 0.6 + 2 × 0.4 = 3.2.

Follow the steps

Read: Read the labels and values: Access: 4, Affordability: 2.
Represent: Compare the bars on a scale that starts at zero.
Calculate: Work through the calculation in the example; result: 3.2.
Interpret: Explain what the result means and what it does not establish.

Try these exercises

What is the weighted score for the given example?
A. 5.2 | B. 2.2 | C. 3.2
Answer: ______________________________________________
Which evidence would best show this skill?
A. Copy an unrelated answer | B. Use the supplied values accurately 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. Interpret | B. Calculate | C. Represent | D. Read
Answer: ______________________________________________

Create, explain and reflect

Compare A (4,2) and B (3,4) at weights 60/40. Repeat with 80/20 and explain why the preferred option can change.

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: State whose priorities the weights represent.

GRADE 11 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Design a small test suite

Select tests that exercise different behaviors. · About 55 minutes

A useful test suite includes normal, boundary and invalid cases with expected outputs. Passing a few tests does not prove the absence of bugs.

For a count validator accepting whole numbers 0-20, test 7 (valid), 0 and 20 (boundaries), and 21 or 2.5 (invalid).

Follow the steps

Specify: Write the whole-number 0-20 rule.
Normal: 7 should be accepted.
Boundary: 0 and 20 should be accepted.
Invalid: 21 and 2.5 should be rejected.

Try these exercises

Which set covers both boundaries?
A. 21 and 22 | B. 7 and 8 | C. 0 and 20
Answer: ______________________________________________
Which evidence would best show this skill?
A. Derive tests from the specification 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. Invalid | B. Boundary | C. Normal | D. Specify
Answer: ______________________________________________

Create, explain and reflect

Create a test table for the validator with expected and observed outputs, marking unrun tests clearly.

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

___________________________________________________________

___________________________________________________________

□ Derive tests from the specification
□ Include valid and invalid cases
□ Distinguish planned tests from executed tests

What did I learn or change? ___________________________________

Next challenge: Add a test for missing input.

GRADE 11 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Plan human review for an AI workflow

Assign responsibility for checks and escalation. · About 55 minutes

A human reviewer needs time, relevant information and authority to reject an output. A nominal approval button is not enough oversight.

A fictional club assistant drafts notices. A person checks dates, facts, tone and privacy before any notice is shared.

Follow the steps

Scope: Limit the assistant to draft suggestions.
Check: Assign factual, privacy and audience checks.
Escalate: Stop uncertain or harmful outputs for a suitable adult.
Record: Note the decision and needed correction.

Try these exercises

What makes human review meaningful?
A. Automatic approval | B. Enough information and authority to reject output | C. Only a decorative signature
Answer: ______________________________________________
Which evidence would best show this skill?
A. Say it is finished without checking | B. Copy an unrelated answer | C. State the system limit and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Record | B. Escalate | C. Check | D. Scope
Answer: ______________________________________________

Create, explain and reflect

Design a review checklist and escalation flow for the fictional drafting assistant. Use no live messages.

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

___________________________________________________________

___________________________________________________________

□ State the system limit
□ Give reviewers meaningful checks
□ Define a stop or escalation condition

What did I learn or change? ___________________________________

Next challenge: Identify a task that should remain outside the proposed automation.

GRADE 11 · EXPERIENCE 6 · DESIGN AND LIFE SKILLS

Coordinate a team with clear handoffs

Define roles, dependencies and acceptance checks. · About 55 minutes

A handoff should say what is ready, who receives it and how they check it. Responsibility needs a named role and a clear scope.

A fictional exhibition team hands a poster to the reviewer with source notes and a checklist before printing.

Follow the steps

Assign: Define creator, reviewer and organiser roles.
Depend: Show what each role needs from the previous one.
Check: Write acceptance criteria for each handoff.
Resolve: Agree how blockers and disagreements are raised.

Try these exercises

What makes a handoff actionable?
A. Providing the work, receiver and acceptance checks | B. Changing roles without telling anyone | C. Just saying done
Answer: ______________________________________________
Which evidence would best show this skill?
A. Copy an unrelated answer | B. Assign clear responsibilities 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. Resolve | B. Check | C. Depend | D. Assign
Answer: ______________________________________________

Create, explain and reflect

Draw a team workflow with three roles, handoff criteria and a respectful escalation route.

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

___________________________________________________________

___________________________________________________________

□ Assign clear responsibilities
□ Check handoff readiness
□ Plan for a blocked task

What did I learn or change? ___________________________________

Next challenge: Test the workflow using a missing-source-note scenario.

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.