HELIOLEARN · GRADE 12 · A4 PORTRAIT

Learner practice guide

Six experiences · Transfer · suggested one experience per week

Produce a reviewable portfolio with evidence and next steps.

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 12 · EXPERIENCE 1 · DIGITAL CONFIDENCE

Build an evidence-led portfolio

Present a project with traceable evidence and realistic claims. · About 60 minutes

A portfolio should explain your role, method, evidence, limitations and next steps. A polished result alone does not show how reliably it works.

A survey dashboard entry includes the question, anonymised sample, calculation method, test record and the limit that one class is not a whole population.

Follow the steps

Select: Choose a project and state your actual role.
Trace: Link claims to work samples and checks.
Qualify: Explain limits and unfinished validation.
Reflect: Name a transferable skill and a next learning goal.

Try these exercises

Which claim is supported by one successful test?
A. The system can never fail | B. It passed this stated test under these conditions | C. It works for everyone
Answer: ______________________________________________
Which evidence would best show this skill?
A. Say it is finished without checking | B. Copy an unrelated answer | C. State your contribution honestly and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Reflect | B. Qualify | C. Trace | D. Select
Answer: ______________________________________________

Create, explain and reflect

Create a portfolio case study using fictional or permission-cleared work. Ask someone to trace one claim to evidence.

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

___________________________________________________________

___________________________________________________________

□ State your contribution honestly
□ Support claims with evidence
□ Name limits and a next step

What did I learn or change? ___________________________________

Next challenge: Apply your evidence format to a different subject.

GRADE 12 · EXPERIENCE 2 · CREATE AND COMMUNICATE

Defend and revise a recommendation

Respond to scrutiny and revise a recommendation transparently. · About 60 minutes

A professional explanation makes assumptions visible, addresses counter-evidence and records why a recommendation changes.

A club recommends a digital sign-up form, then revises it after finding some users lack device access. A paper route is added with the same privacy rules.

Follow the steps

Recommend: State the choice and decision criteria.
Challenge: Invite a specific counter-example.
Revise: Change the plan where evidence warrants it.
Document: Explain what changed and what still needs testing.

Try these exercises

When evidence reveals an access barrier, what is appropriate?
A. Revise the plan and explain why | B. Blame the affected users | C. Hide it
Answer: ______________________________________________
Which evidence would best show this skill?
A. Copy an unrelated answer | B. Compare credible alternatives 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. Document | B. Revise | C. Challenge | D. Recommend
Answer: ______________________________________________

Create, explain and reflect

Write a one-page decision memo comparing two ways to organise an event. Ask a reviewer to challenge one assumption.

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

___________________________________________________________

___________________________________________________________

□ Compare credible alternatives
□ Respond to evidence respectfully
□ Record the reason for a revision

What did I learn or change? ___________________________________

Next challenge: Adapt the memo to another community problem.

GRADE 12 · EXPERIENCE 3 · DATA AND DECISIONS

Audit a headline metric

Trace a rate to its definition and raw counts. · About 60 minutes

A metric depends on its denominator, time window and exclusions. Report enough context to let another person reproduce it.

A fictional pilot finishes 42 of 50 eligible tasks. Completion = 84%. If ten excluded tasks matter to the question, explain why they were excluded rather than silently changing the denominator.

Follow the steps

Read: Read the labels and values: Completed: 42, Other: 8.
Represent: Compare the bars on a scale that starts at zero.
Calculate: Work through the calculation in the example; result: 84.
Interpret: Explain what the result means and what it does not establish.

Try these exercises

What is 42 out of 50 as a percentage?
A. 83 | B. 84 | C. 86
Answer: ______________________________________________
Which evidence would best show this skill?
A. Use the supplied values accurately 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. Interpret | B. Calculate | C. Represent | D. Read
Answer: ______________________________________________

Create, explain and reflect

Write a metric note with definition, counts, exclusions, calculation and limitation. Explain what a reviewer needs to reproduce it.

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: Propose a second metric that catches a weakness of the first.

GRADE 12 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Review an algorithm with an invariant

Use a maintained property to explain a loop. · About 60 minutes

A loop invariant is a property that remains true at a defined point in every iteration. State initialisation, maintenance and what termination implies.

For summing [2,4,6], after k items total equals the sum of the first k items. At k=0 total=0; at k=1 total=2; k=2 total=6; k=3 total=12.

Follow the steps

Initialise: At k=0, total=0: no items have been processed.
Maintain 1: After item 2, k=1 and total=2.
Maintain 2: After item 4, k=2 and total=6.
Terminate: After item 6, k=3 and total=12.

Try these exercises

What does the invariant describe after k items?
A. The sum of the first k items | B. Always the final total | C. The largest item only
Answer: ______________________________________________
Which evidence would best show this skill?
A. Say it is finished without checking | B. Copy an unrelated answer | C. State the property precisely and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Terminate | B. Maintain 2 | C. Maintain 1 | D. Initialise
Answer: ______________________________________________

Create, explain and reflect

Explain initialisation, maintenance and termination for the example. Add assumptions about numeric inputs.

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

___________________________________________________________

___________________________________________________________

□ State the property precisely
□ Explain why each update preserves it
□ Connect termination to the desired result

What did I learn or change? ___________________________________

Next challenge: Adapt the reasoning to counting matching items.

GRADE 12 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Evaluate whether AI is appropriate

Compare a tool against a simpler alternative and its risks. · About 60 minutes

A tool should serve a justified purpose. Consider accuracy, access, privacy, cost, oversight and the option not to use AI.

For sorting ten fictional club items, a transparent rule table may be easier to verify than a predictive model. Evaluate both against the same goal.

Follow the steps

Define: State the actual decision and success criteria.
Compare: Compare a rule table, manual work and an AI approach.
Evaluate: Consider evidence, affected users, errors and oversight.
Decide: Recommend a bounded approach and review trigger.

Try these exercises

When might a simple rule table be preferable?
A. Never | B. Only if all data is public | C. When it meets the need more transparently
Answer: ______________________________________________
Which evidence would best show this skill?
A. Copy an unrelated answer | B. Compare a non-AI alternative 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. Decide | B. Evaluate | C. Compare | D. Define
Answer: ______________________________________________

Create, explain and reflect

Write a short AI-use decision record with alternatives, evaluation evidence, limits and a reasoned recommendation.

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

___________________________________________________________

___________________________________________________________

□ Compare a non-AI alternative
□ Consider affected people and error consequences
□ Set a review or stop condition

What did I learn or change? ___________________________________

Next challenge: Describe evidence that would make you revise the recommendation.

GRADE 12 · EXPERIENCE 6 · DESIGN AND LIFE SKILLS

Deliver a capstone with a learning plan

Connect a problem, method, evidence and future learning. · About 60 minutes

A capstone brings skills together. Responsible delivery includes what works, what is untested, who benefits and what you would learn next.

A fictional library-finding prototype includes a problem brief, accessible design, test record, privacy choices, limitations and a handover guide.

Follow the steps

Frame: Define the need and affected users.
Build: Combine communication, data and a practical prototype.
Evaluate: Trace claims to tests and discuss limitations.
Transfer: Write a handover and a next learning plan.

Try these exercises

What belongs in a responsible capstone?
A. Claims of guaranteed success | B. Only the attractive final image | C. Method, evidence, limitations and next steps
Answer: ______________________________________________
Which evidence would best show this skill?
A. Connect choices to the problem 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. Transfer | B. Evaluate | C. Build | D. Frame
Answer: ______________________________________________

Create, explain and reflect

Choose a small fictional school problem. Produce a brief, prototype, test record, review memo and reflection; label untested parts.

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

___________________________________________________________

___________________________________________________________

□ Connect choices to the problem
□ Support claims with reviewable evidence
□ Plan a realistic next skill to develop

What did I learn or change? ___________________________________

Next challenge: Apply one learned method to a new problem.

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.