HELIOLEARN · GRADE 11 · A4 PORTRAIT

Teacher and answer 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.

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 11 · EXPERIENCE 1 · DIGITAL CONFIDENCE

Prepare a project handover

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

Answers and reasons

C. One link is broken; location and next step are listed
Specific limitations help the next person act.
A. Identify essential files and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Package → Explain → Disclose → Trial
The example follows: Package → Explain → Disclose → Trial. Explain what each step does.

Project evidence to review

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

Identify essential files
Provide repeatable checks
Disclose unresolved work

Teaching guidance

Do not include credentials, private datasets or access tokens.

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

Revise the guide after a reviewer tries it.

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

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

Answers and reasons

B. Review a small pilot with stated success criteria
A bounded next step makes the proposal reviewable.
C. Define audience and need and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Need → Plan → Evidence → Ask
The example follows: Need → Plan → Evidence → Ask. Explain what each step does.

Project evidence to review

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

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

Teaching guidance

Use pretend budgets; do not seek money or publish personal information.

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

Revise the pitch after two contrasting comments.

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

GRADE 11 · EXPERIENCE 3 · DATA AND DECISIONS

Check a weighted decision

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

Answers and reasons

C. 3.2
Use the given numbers: the answer is 3.2. Explain your counting or calculation.
B. Use the supplied values accurately and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Read → Represent → Calculate → Interpret
The example follows: Read → Represent → Calculate → Interpret. Explain what each step does.

Project evidence to review

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

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

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

State whose priorities the weights represent.

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

GRADE 11 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Design a small test suite

Select tests that exercise different behaviors. · About 55 minutes

Answers and reasons

C. 0 and 20
Zero and twenty are the exact valid limits.
A. Derive tests from the specification and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Specify → Normal → Boundary → Invalid
The example follows: Specify → Normal → Boundary → Invalid. Explain what each step does.

Project evidence to review

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

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

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

Add a test for missing input.

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

GRADE 11 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Plan human review for an AI workflow

Assign responsibility for checks and escalation. · About 55 minutes

Answers and reasons

B. Enough information and authority to reject output
The reviewer must be able to understand and change the decision.
C. State the system limit and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Scope → Check → Escalate → Record
The example follows: Scope → Check → Escalate → Record. Explain what each step does.

Project evidence to review

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

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

Teaching guidance

Do not automate consequential judgments about real learners.

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

Identify a task that should remain outside the proposed automation.

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

GRADE 11 · EXPERIENCE 6 · DESIGN AND LIFE SKILLS

Coordinate a team with clear handoffs

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

Answers and reasons

A. Providing the work, receiver and acceptance checks
The receiver needs enough information to verify readiness.
B. Assign clear responsibilities and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Assign → Depend → Check → Resolve
The example follows: Assign → Depend → Check → Resolve. Explain what each step does.

Project evidence to review

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

Assign clear responsibilities
Check handoff readiness
Plan for a blocked task

Teaching guidance

Use roles or fictional names instead of personal contact details.

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

Test the workflow using a missing-source-note scenario.

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.