HELIOLEARN · GRADE 5 · A4 PORTRAIT

Learner practice guide

Six experiences · Connect · suggested one experience per week

Use evidence, organise your work and ask for targeted help.

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 5 · EXPERIENCE 1 · DIGITAL CONFIDENCE

Version a shared project

Use meaningful version names and a clear latest-version record. · About 40 minutes

A version is a recorded state of a file. Avoid editing the only copy of important work. Agree who edits and how changes are named.

survey-v1 has the raw table; survey-v2 fixes a duplicate after checking the source. A change note records why.

Follow the steps

Preserve: Keep the original practice file.
Revise: Create a new version for the correction.
Record: Write what changed and why.
Check: Ask a partner to identify the latest checked version.

Try these exercises

What belongs in a change log?
A. Your password | B. Only the font colour | C. What changed and why
Answer: ______________________________________________
Which evidence would best show this skill?
A. Keep the original identifiable 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. Check | B. Record | C. Revise | D. Preserve
Answer: ______________________________________________

Create, explain and reflect

Make two versions of a short report and a change log. Agree a handover rule with a partner.

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

___________________________________________________________

___________________________________________________________

□ Keep the original identifiable
□ Record a specific change
□ Make the latest checked version clear

What did I learn or change? ___________________________________

Next challenge: Apply the naming rule to a presentation.

GRADE 5 · EXPERIENCE 2 · CREATE AND COMMUNICATE

Write a useful request

Make a clear request with context and a next step. · About 40 minutes

A request should help the reader understand what is needed, why and by when. A respectful tone supports cooperation.

A pretend club message asks for the meeting room on Friday, explains the activity and asks the teacher to confirm availability.

Follow the steps

Purpose: State what you are requesting.
Context: Explain why it is needed.
Action: Specify the response or next step.
Check: Read for tone, missing details and privacy.

Try these exercises

Which ending gives a clear next step?
A. Whatever | B. Please confirm whether the room is available | C. You know what I mean
Answer: ______________________________________________
Which evidence would best show this skill?
A. Say it is finished without checking | B. Copy an unrelated answer | C. State a specific request and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Check | B. Action | C. Context | D. Purpose
Answer: ______________________________________________

Create, explain and reflect

Draft a fictional email requesting a classroom resource. Review it on paper; do not send it.

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

___________________________________________________________

___________________________________________________________

□ State a specific request
□ Include needed context
□ Use a respectful clear closing

What did I learn or change? ___________________________________

Next challenge: Shorten the message without losing key information.

GRADE 5 · EXPERIENCE 3 · DATA AND DECISIONS

Find and interpret a mean

Divide a total by the number of observations. · About 40 minutes

The arithmetic mean balances a set of numbers. Use the same unit for every value. A mean need not equal an observed value.

Four reading sessions lasted 10, 20, 15 and 15 minutes. Total 60; mean 60 / 4 = 15 minutes.

Follow the steps

Read: Read the labels and values: A: 10, B: 20, C: 15, D: 15.
Represent: Compare the bars on a scale that starts at zero.
Calculate: Work through the calculation in the example; result: 15.
Interpret: Explain what the result means and what it does not establish.

Try these exercises

What is the mean time in minutes?
A. 17 | B. 14 | C. 15
Answer: ______________________________________________
Which evidence would best show this skill?
A. Copy an unrelated answer | B. Use the supplied values accurately 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. Interpret | B. Calculate | C. Represent | D. Read
Answer: ______________________________________________

Create, explain and reflect

Show the total and mean, with units. Explain why the mean does not say that every session lasted the same time.

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: Create a different four-value set with mean 15.

GRADE 5 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Track a changing variable

Update a value in an ordered sequence. · About 40 minutes

A variable holds a value that can change. Each new calculation uses the current value.

Set score = 2. Add 3, then double, then subtract 1: 2 → 5 → 10 → 9.

Follow the steps

Set: score = 2.
Add: score = score + 3, so score is 5.
Double: score = score × 2, so score is 10.
Subtract: score = score - 1, so score is 9.

Try these exercises

What is the final score?
A. 5 | B. 10 | C. 9
Answer: ______________________________________________
Which evidence would best show this skill?
A. Use the current value each time 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. Subtract | B. Double | C. Add | D. Set
Answer: ______________________________________________

Create, explain and reflect

Make a variable trace table for the example. Change the starting value and repeat.

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

___________________________________________________________

___________________________________________________________

□ Use the current value each time
□ Record intermediate states
□ Explain the changed result

What did I learn or change? ___________________________________

Next challenge: Reverse two instructions and compare outcomes.

GRADE 5 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Check source, date and relevance

Choose evidence that actually answers the question. · About 40 minutes

A source can be reliable for one question and irrelevant for another. Check who made it, its date and what it describes.

This year’s official school event notice is relevant to Friday’s event. Last year’s poster from another school is not direct evidence.

Follow the steps

Question: What time is this Friday’s event?
Source: Inspect the current official notice.
Compare: Notice the old poster is a different event.
Conclude: Use the relevant notice and state its context.

Try these exercises

Which best supports this Friday’s school event time?
A. Last year’s other-school poster | B. The current official notice for this event | C. An unrelated picture
Answer: ______________________________________________
Which evidence would best show this skill?
A. Say it is finished without checking | B. Copy an unrelated answer | C. Check author or issuing body and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Conclude | B. Compare | C. Source | D. Question
Answer: ______________________________________________

Create, explain and reflect

Compare two invented notices with different dates and schools. Explain which answers the question.

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

___________________________________________________________

___________________________________________________________

□ Check author or issuing body
□ Check date and context
□ Explain relevance

What did I learn or change? ___________________________________

Next challenge: Explain why copying an old claim onto a new page does not verify it.

GRADE 5 · EXPERIENCE 6 · DESIGN AND LIFE SKILLS

Interview for a design need

Ask open questions without leading the answer. · About 40 minutes

A useful interview explores needs before proposing a solution. Listen and summarise without collecting private details.

Instead of You want a blue shelf, right?, ask What makes classroom books difficult to find?

Follow the steps

Ask: Use an open question about a classroom task.
Listen: Record the issue without names or blame.
Summarise: Check that you understood the need.
Define: Write a problem statement before proposing an idea.

Try these exercises

Which question is less leading?
A. What makes books difficult to find? | B. My idea is best, yes? | C. You want my shelf, right?
Answer: ______________________________________________
Which evidence would best show this skill?
A. Copy an unrelated answer | B. Avoid leading questions 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. Define | B. Summarise | C. Listen | D. Ask
Answer: ______________________________________________

Create, explain and reflect

Role-play a two-question interview about finding books. Turn the answers into a testable design goal.

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

___________________________________________________________

___________________________________________________________

□ Avoid leading questions
□ Separate need from proposed solution
□ Check understanding respectfully

What did I learn or change? ___________________________________

Next challenge: Ask a follow-up that seeks an example.

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.