HELIOLEARN · GRADE 4 · A4 PORTRAIT

Teacher and answer guide

Six experiences · Build · suggested one experience per week

Check your result and explain a choice in your own words.

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.

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 4 · EXPERIENCE 1 · DIGITAL CONFIDENCE

Build a tidy learning portfolio

Organise a draft, improved version and contents note. · About 40 minutes

Answers and reasons

A. A draft, revision and explanation
The comparison and explanation show how the work changed.
B. Identify each version and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Collect → Name → Arrange → Demonstrate
The example follows: Collect → Name → Arrange → Demonstrate. Explain what each step does.

Project evidence to review

Create a three-item portfolio: draft, improvement and contents note. Use fictional examples only.

Identify each version
Make the contents note useful
Explain an improvement

Teaching guidance

Ask the learner to demonstrate finding a file without guessing.

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

Help someone locate a file using your contents note.

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

GRADE 4 · EXPERIENCE 2 · CREATE AND COMMUNICATE

Make a three-slide explanation

Connect a question, evidence and conclusion. · About 40 minutes

Answers and reasons

B. The actual counts
Evidence should directly support the conclusion.
A. Use one main message per slide and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Question → Evidence → Conclusion → Rehearse
The example follows: Question → Evidence → Conclusion → Rehearse. Explain what each step does.

Project evidence to review

Plan three slides about the fictional activity survey. Invite one specific suggestion from a listener.

Use one main message per slide
Match conclusion to counts
Improve after specific feedback

Teaching guidance

Keep the data fictional and the focus on clear reasoning.

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

Use a poster to convey the same message.

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

GRADE 4 · EXPERIENCE 3 · DATA AND DECISIONS

Check a survey and report its limits

Use counts to make a bounded conclusion. · About 40 minutes

Answers and reasons

A. 16
Use the given numbers: the answer is 16. Explain your counting or calculation.
C. 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

Create a chart and report the highest count, the total and one limitation.

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

Explain what to report if two categories tie.

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

GRADE 4 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Trace a conditional choice

Choose an action from the current condition. · About 40 minutes

Answers and reasons

A. Down
The right-clear condition is false, so the else branch moves Down.
B. State the condition and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Start → Approach → Check → Else
The example follows: Start → Approach → Check → Else. Explain what each step does.

Project evidence to review

Draw the two branches and trace one clear-square case and one blocked case.

State the condition
Trace one branch per case
Test both outcomes

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

Describe what happens if Down is also blocked.

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

GRADE 4 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Check a confident AI answer

Verify a generated claim using your own reasoning. · About 40 minutes

Answers and reasons

C. 24
6 + 6 + 6 + 6 = 24.
A. Identify the error and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Read → Calculate → Compare → Correct
The example follows: Read → Calculate → Compare → Correct. Explain what each step does.

Project evidence to review

Make a four-step AI checking card using the pretend example. No live AI account is needed.

Identify the error
Show independent evidence
Keep personal details out of prompts

Teaching guidance

Use the fictional response; do not require a child account.

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 another statement you could verify without an AI tool.

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

GRADE 4 · EXPERIENCE 6 · DESIGN AND LIFE SKILLS

Plan within a pretend budget

Choose materials and check a simple cost limit. · About 40 minutes

Answers and reasons

A. 15
50 - 35 = 15.
C. Calculate cost correctly and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Set → Choose → Calculate → Review
The example follows: Set → Choose → Calculate → Review. Explain what each step does.

Project evidence to review

Plan a paper model with a 50-unit pretend budget, task order and test criterion. No purchase is needed.

Calculate cost correctly
Stay within the stated limit
Choose a testable success criterion

Teaching guidance

Review suitability as well as cheapness.

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 plan for a 40-unit budget.

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.