HELIOLEARN · GRADE 2 · A4 PORTRAIT

Learner practice guide

Six experiences · Discover · suggested one experience per week

Read aloud together; use pictures and short sentences.

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 2 · EXPERIENCE 1 · DIGITAL CONFIDENCE

Give your work a home

Name a file and find its folder. · About 25 minutes

A file holds one piece of work. A folder helps group files. A useful name tells you what is inside.

A drawing named kite belongs in My pictures. A name like new2 gives fewer clues.

Follow the steps

Notice: Look at two drawings: a kite and a tree.
Name: Choose kite and tree as useful names.
Place: Save both in the approved My pictures folder.
Find: Use the name to open the correct drawing.

Try these exercises

Which name helps you find a kite drawing?
A. nothing | B. new2 | C. kite
Answer: ______________________________________________
What can you show after trying?
A. Use two different useful names 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. Find | B. Place | C. Name | D. Notice
Answer: ______________________________________________

Create, explain and reflect

Make two drawings or paper file cards. Give them names and organise them in a pictures folder.

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

___________________________________________________________

___________________________________________________________

□ Use two different useful names
□ Choose the right folder
□ Find the requested item

What did I learn or change? ___________________________________

Next challenge: Name a story so you can find it tomorrow.

GRADE 2 · EXPERIENCE 2 · CREATE AND COMMUNICATE

Give clear friendly instructions

Explain a small task in an understandable order. · About 25 minutes

A helpful instruction says what to do. Kind words and listening help a partner ask for clarification.

Please put the blue pencil in the tray is clearer than Put it there.

Follow the steps

Choose: Choose a safe classroom task.
Say: Name the object and the action.
Listen: Let a partner try or ask a question.
Improve: Replace an unclear word with a specific one.

Try these exercises

Which instruction is clearer?
A. Put it there | B. Put the blue pencil in the tray | C. Do that
Answer: ______________________________________________
What can you show after trying?
A. Say it is finished without checking | B. Copy an unrelated answer | C. Name objects clearly and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Improve | B. Listen | C. Say | D. Choose
Answer: ______________________________________________

Create, explain and reflect

Give three instructions for arranging pencils. Swap roles and improve one instruction.

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

___________________________________________________________

___________________________________________________________

□ Name objects clearly
□ Use an ordered sequence
□ Respond kindly to questions

What did I learn or change? ___________________________________

Next challenge: Explain a different classroom routine.

GRADE 2 · EXPERIENCE 3 · DATA AND DECISIONS

Make a picture chart

Use one picture to represent one response. · About 25 minutes

A chart key tells you what a symbol represents. Keep the same rule across categories.

A fictional fruit vote has Apple 4 and Banana 3. With one picture per vote, draw four apples and three bananas.

Follow the steps

Look: Name the two groups: Apple: 4, Banana: 3.
Count: Touch each picture once. Each picture stands for one item or vote.
Join: Count both groups together: 4 + 3 = 7.
Compare: The first group has one more. Show the extra picture.

Try these exercises

How many votes were recorded?
A. 9 | B. 6 | C. 7
Answer: ______________________________________________
What can you show after trying?
A. Copy an unrelated answer | B. Count each picture once 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. Compare | B. Join | C. Count | D. Look
Answer: ______________________________________________

Create, explain and reflect

Draw the fruit chart with the key one picture = one vote. Describe the difference.

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

___________________________________________________________

___________________________________________________________

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

What did I learn or change? ___________________________________

Next challenge: Change the key to two votes per picture only after discussing partial symbols.

GRADE 2 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Spot and fix an instruction bug

Compare the intended destination with the actual path. · About 25 minutes

A bug is an error in instructions. Trace what happens before changing one step.

The goal is (2,1). Right, Down, Down ends at (1,2). Replace the last Down with Right.

Follow the steps

Start: Place a counter at (0,0).
Right: Move to (1,0).
Down: Move to (1,1).
Fix: Use Right to reach (2,1), rather than another Down.

Try these exercises

Which last move fixes the example?
A. Down | B. Up | C. Right
Answer: ______________________________________________
What can you show after trying?
A. Identify the wrong endpoint 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. Fix | B. Down | C. Right | D. Start
Answer: ______________________________________________

Create, explain and reflect

Trace the wrong and corrected paths on paper. Explain the one change.

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

___________________________________________________________

___________________________________________________________

□ Identify the wrong endpoint
□ Change the relevant instruction
□ Retest from the start

What did I learn or change? ___________________________________

Next challenge: Create a one-step bug for a partner to find.

GRADE 2 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Be kind and ask permission

Respect people when sharing words or pictures. · About 25 minutes

A person may not want their picture shared. Kind communication includes asking permission and accepting no.

A classmate says no to sharing their drawing. Respect the choice and choose your own drawing.

Follow the steps

Ask: Ask whether the drawing may be shared.
Listen: Hear the answer without pressure.
Respect: If the answer is no, do not share it.
Choose: Use your own work or an approved alternative.

Try these exercises

A friend says no to sharing their drawing. What next?
A. Share it anyway | B. Respect no | C. Ask others to pressure them
Answer: ______________________________________________
What can you show after trying?
A. Say it is finished without checking | B. Copy an unrelated answer | C. Ask clearly and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Choose | B. Respect | C. Listen | D. Ask
Answer: ______________________________________________

Create, explain and reflect

Role-play asking to use a fictional friend’s drawing. Practise accepting both yes and no.

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

___________________________________________________________

___________________________________________________________

□ Ask clearly
□ Respect the response
□ Choose an appropriate alternative

What did I learn or change? ___________________________________

Next challenge: Explain why permission for one use may not cover every use.

GRADE 2 · EXPERIENCE 6 · DESIGN AND LIFE SKILLS

Plan and share a small job

Divide a task and take turns responsibly. · About 25 minutes

A shared goal is easier when people know their jobs. Taking turns gives everyone practice.

Two learners sort six paper shapes. One sorts by shape while the other checks; then they swap roles.

Follow the steps

Agree: Name the shared goal.
Divide: Choose a sorter and a checker.
Swap: Change roles after one round.
Reflect: Say how you helped each other.

Try these exercises

Why swap roles?
A. So nobody finishes | B. To hide mistakes | C. So both practise different jobs
Answer: ______________________________________________
What can you show after trying?
A. Copy an unrelated answer | B. Agree on the rule 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. Reflect | B. Swap | C. Divide | D. Agree
Answer: ______________________________________________

Create, explain and reflect

Sort paper shapes with a partner. Record the roles and one kind way you handled a mistake.

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

___________________________________________________________

___________________________________________________________

□ Agree on the rule
□ Share responsibility
□ Use respectful words

What did I learn or change? ___________________________________

Next challenge: Try sorting by a different feature.

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.