HELIOLEARN · GRADE 3 · A4 PORTRAIT

Teacher and answer guide

Six experiences · Build · suggested one experience per week

Try with a partner, then repeat one step independently.

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 3 · EXPERIENCE 1 · DIGITAL CONFIDENCE

Save, reopen and back up

Distinguish saving, moving and copying a file. · About 35 minutes

Answers and reasons

B. Copy
Copy creates another file; moving and renaming do not.
C. Use a descriptive name and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Name → Save → Check → Copy
The example follows: Name → Save → Check → Copy. Explain what each step does.

Project evidence to review

Write three plant observations. Show your saved file and explain where the backup is kept. Paper alternative: draw both locations.

Use a descriptive name
Reopen the intended version
Explain why a copy is different from a move

Teaching guidance

Do not ask children to change backup settings or handle account credentials.

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

Recover a practice copy with adult support.

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

GRADE 3 · EXPERIENCE 2 · CREATE AND COMMUNICATE

Write for a new pupil

Choose relevant details for a particular reader. · About 35 minutes

Answers and reasons

C. Useful information for the newcomer
The reader needs information that helps them participate.
B. Identify the reader and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Audience → Select → Draft → Review
The example follows: Audience → Select → Draft → Review. Explain what each step does.

Project evidence to review

Write or dictate a welcome note for a fictional classroom. Revise one sentence after feedback.

Identify the reader
Include relevant information
Make one useful revision

Teaching guidance

Review the purpose before spelling 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

Turn the note into a simple poster.

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

GRADE 3 · EXPERIENCE 3 · DATA AND DECISIONS

Tally then make a bar chart

Turn a small frequency table into equal-scale bars. · About 35 minutes

Answers and reasons

B. 12
Use the given numbers: the answer is 12. Explain your counting or calculation.
A. 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

Draw a labelled chart of the club tally and write two comparisons.

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

Invent a different table with the same total.

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

GRADE 3 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Use a repeat block

Replace repeated actions with a counted loop. · About 35 minutes

Answers and reasons

B. 3
The repeat count is three.
C. Choose the repeated action and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Start → Repeat 1 → Repeat 2 → Repeat 3
The example follows: Start → Repeat 1 → Repeat 2 → Repeat 3. Explain what each step does.

Project evidence to review

Write one path in full and with a repeat. Show that both reach the same endpoint.

Choose the repeated action
Use the correct repeat count
Compare both paths

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 one Down after the repeated moves.

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

GRADE 3 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Separate fact and preference

Identify a checkable claim and a personal opinion. · About 35 minutes

Answers and reasons

A. This is the best story
Best story is a judgement that readers may disagree about.
B. Distinguish claims and opinions and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Read → Check → Compare → Explain
The example follows: Read → Check → Compare → Explain. Explain what each step does.

Project evidence to review

Write two checkable claims and two opinions about a fictional classroom. Name evidence for one claim.

Distinguish claims and opinions
Name relevant evidence
Allow different preferences

Teaching guidance

Do not teach that every factual claim is automatically true.

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

Find a checkable claim that could turn out to be false.

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

GRADE 3 · EXPERIENCE 6 · DESIGN AND LIFE SKILLS

Compare two paper bridges

Run a small fair comparison and record results. · About 35 minutes

Answers and reasons

B. Paper size and gap
Consistent paper size and gap help isolate the fold design.
A. Keep relevant conditions the same and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Prepare → Compare → Test → Record
The example follows: Prepare → Compare → Test → Record. Explain what each step does.

Project evidence to review

Draw two bridge designs and a results table. Test with an adult or make a clearly labelled test plan.

Keep relevant conditions the same
Use light materials safely
Report actual evidence

Teaching guidance

Use only paper and light counters; keep hands clear of falling counters.

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

Repeat a trial and look for variation.

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.