HELIOLEARN · GRADE 2 · A4 PORTRAIT

Teacher and answer 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.

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 2 · EXPERIENCE 1 · DIGITAL CONFIDENCE

Give your work a home

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

Answers and reasons

C. kite
Kite describes the picture.
A. Use two different useful names and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Notice → Name → Place → Find
The example follows: Notice → Name → Place → Find. Explain what each step does.

Project evidence to review

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

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

Teaching guidance

Allow paper folders, then revisit saving on a device.

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

Name a story so you can find it tomorrow.

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

GRADE 2 · EXPERIENCE 2 · CREATE AND COMMUNICATE

Give clear friendly instructions

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

Answers and reasons

B. Put the blue pencil in the tray
It names the object and location.
C. Name objects clearly and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Choose → Say → Listen → Improve
The example follows: Choose → Say → Listen → Improve. Explain what each step does.

Project evidence to review

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

Name objects clearly
Use an ordered sequence
Respond kindly to questions

Teaching guidance

Use no sharp or heavy objects; accept oral instructions.

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

Explain a different classroom routine.

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

GRADE 2 · EXPERIENCE 3 · DATA AND DECISIONS

Make a picture chart

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

Answers and reasons

C. 7
Use the given numbers: the answer is 7. Explain your counting or calculation.
B. Count each picture once and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Look → Count → Join → Compare
The example follows: Look → Count → Join → Compare. Explain what each step does.

Project evidence to review

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

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

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

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

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

GRADE 2 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Spot and fix an instruction bug

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

Answers and reasons

C. Right
From (1,1), Right reaches (2,1).
A. Identify the wrong endpoint and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Start → Right → Down → Fix
The example follows: Start → Right → Down → Fix. Explain what each step does.

Project evidence to review

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

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

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

Create a one-step bug for a partner to find.

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

GRADE 2 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Be kind and ask permission

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

Answers and reasons

B. Respect no
Permission should be freely given and respected.
C. Ask clearly and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Ask → Listen → Respect → Choose
The example follows: Ask → Listen → Respect → Choose. Explain what each step does.

Project evidence to review

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

Ask clearly
Respect the response
Choose an appropriate alternative

Teaching guidance

Use invented examples and no actual photographs.

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

Explain why permission for one use may not cover every use.

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

GRADE 2 · EXPERIENCE 6 · DESIGN AND LIFE SKILLS

Plan and share a small job

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

Answers and reasons

C. So both practise different jobs
Different roles give each person a chance to learn.
B. Agree on the rule and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Agree → Divide → Swap → Reflect
The example follows: Agree → Divide → Swap → Reflect. Explain what each step does.

Project evidence to review

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

Agree on the rule
Share responsibility
Use respectful words

Teaching guidance

Model a helpful hint instead of doing all the work for the learner.

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

Try sorting by a different feature.

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.