HELIOLEARN · GRADE 6 · A4 PORTRAIT

Learner practice guide

Six experiences · Connect · suggested one experience per week

Check assumptions and compare more than one approach.

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 6 · EXPERIENCE 1 · DIGITAL CONFIDENCE

Choose a format for the job

Distinguish editable source files from sharing formats. · About 45 minutes

A file format affects what a program can store and edit. Exporting creates a different representation. Changing an extension alone does not convert contents.

Keep an editable report and export a PDF for reading. Check the PDF because the layout may change during export.

Follow the steps

Purpose: Decide whether the reader must edit or only view.
Keep: Retain the editable source file.
Export: Use the app export command for a reading copy.
Inspect: Open the exported file and check headings and pages.

Try these exercises

Does renaming a .txt file to .pdf create a PDF?
A. Yes | B. No | C. Only with a short name
Answer: ______________________________________________
Which evidence would best show this skill?
A. Say it is finished without checking | B. Copy an unrelated answer | C. Match format to purpose and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Inspect | B. Export | C. Keep | D. Purpose
Answer: ______________________________________________

Create, explain and reflect

Create a one-page guide, retain its editable source and export a reading copy. Compare both.

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

___________________________________________________________

___________________________________________________________

□ Match format to purpose
□ Keep the editable source
□ Inspect the exported result

What did I learn or change? ___________________________________

Next challenge: Compare how a table looks in both versions.

GRADE 6 · EXPERIENCE 2 · CREATE AND COMMUNICATE

Design an accessible explanation

Use headings, readable contrast and meaningful image descriptions. · About 45 minutes

Different readers access information in different ways. Structure and text alternatives help more people understand the same message.

A chart description says Reading 7, Drawing 5, Games 4; Reading is highest, instead of only saying colourful chart.

Follow the steps

Structure: Put related ideas under useful headings.
Contrast: Choose readable text against the background.
Describe: Explain the information carried by an image.
Test: Ask someone to understand the message without the image.

Try these exercises

Which chart description is more informative?
A. Reading 7, Drawing 5, Games 4 | B. Picture here | C. Nice green chart
Answer: ______________________________________________
Which evidence would best show this skill?
A. Copy an unrelated answer | B. Use meaningful headings 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. Test | B. Describe | C. Contrast | D. Structure
Answer: ______________________________________________

Create, explain and reflect

Create a one-page fictional event guide with headings and a description for one important image.

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

___________________________________________________________

___________________________________________________________

□ Use meaningful headings
□ Avoid colour-only instructions
□ Describe the image purpose

What did I learn or change? ___________________________________

Next challenge: Explain the guide aloud without pointing.

GRADE 6 · EXPERIENCE 3 · DATA AND DECISIONS

Compare mean and range

Use a typical value and spread together. · About 45 minutes

The range is maximum minus minimum. Two groups can have the same mean but different spread.

Times 8, 10, 12 have mean 10 and range 4. Times 5, 10, 15 also have mean 10, but range 10.

Follow the steps

Read: Read the labels and values: A: 8, B: 10, C: 12.
Represent: Compare the bars on a scale that starts at zero.
Calculate: Work through the calculation in the example; result: 4.
Interpret: Explain what the result means and what it does not establish.

Try these exercises

What is the range of 8, 10 and 12?
A. 3 | B. 4 | C. 6
Answer: ______________________________________________
Which evidence would best show this skill?
A. Use the supplied values accurately 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. Interpret | B. Calculate | C. Represent | D. Read
Answer: ______________________________________________

Create, explain and reflect

Compare the two given sets using mean and range. Explain what the shared mean hides.

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: Find two more sets with the same mean and different ranges.

GRADE 6 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Validate before calculating

Check whether an input fits the rule. · About 45 minutes

Validation checks a stated rule. For a whole-number count from 0 to 20, negative values, fractions and values over 20 should be rejected.

Input 12 is numeric, whole and within 0-20. It is accepted. Input 2.5 fails the whole-number test.

Follow the steps

Receive: Example input is 12.
Type: Check that the value is numeric.
Rule: Check whole number and 0 ≤ value ≤ 20.
Result: Accept 12; reject 2.5 for this count.

Try these exercises

Which input fails the whole-number count rule?
A. 12 | B. 0 | C. 2.5
Answer: ______________________________________________
Which evidence would best show this skill?
A. Say it is finished without checking | B. Copy an unrelated answer | C. State the complete rule and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Result | B. Rule | C. Type | D. Receive
Answer: ______________________________________________

Create, explain and reflect

Draw a validation flowchart and test -1, 0, 12, 20 and 21. Include a fractional case.

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

___________________________________________________________

___________________________________________________________

□ State the complete rule
□ Test boundary and invalid cases
□ Explain rejection feedback

What did I learn or change? ___________________________________

Next challenge: Explain why numeric text may need careful conversion.

GRADE 6 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Recognise manipulation in a message

Identify urgency and unusual information requests. · About 45 minutes

Messages can pressure people into acting quickly. Pause, verify using an independently known route and ask an adult when needed.

A fictional message says Act now: send your password to keep your account. Do not follow its link; verify with a teacher through the usual channel.

Follow the steps

Notice: The message creates urgency.
Inspect: It asks for a password.
Verify: Use the normal trusted route, not the message link.
Report: Ask a trusted adult to help report or handle it.

Try these exercises

What is a sound verification route?
A. A previously known official route | B. Replying with a password | C. The suspicious message link
Answer: ______________________________________________
Which evidence would best show this skill?
A. Copy an unrelated answer | B. Identify pressure or private requests 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. Report | B. Verify | C. Inspect | D. Notice
Answer: ______________________________________________

Create, explain and reflect

Annotate a fictional suspicious message and write a safe response plan. Do not visit a real suspicious link.

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

___________________________________________________________

___________________________________________________________

□ Identify pressure or private requests
□ Choose an independent verification route
□ Seek suitable support

What did I learn or change? ___________________________________

Next challenge: Explain why an official-looking logo is not enough proof.

GRADE 6 · EXPERIENCE 6 · DESIGN AND LIFE SKILLS

Estimate and schedule a project

Break a task into parts and identify dependencies. · About 45 minutes

A dependency means one task needs another to finish first. Add realistic time for checking and revision.

For a poster: research 10 minutes, draft 15, review 5, revise 10. Sequential total = 40 minutes.

Follow the steps

Break down: List research, draft, review and revision.
Order: Review needs a draft to exist.
Estimate: Add 10 + 15 + 5 + 10 = 40 minutes.
Adjust: Reserve time to respond to review feedback.

Try these exercises

What must exist before a draft can be reviewed?
A. The final certificate | B. The draft | C. Only a title idea
Answer: ______________________________________________
Which evidence would best show this skill?
A. Include checking 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. Adjust | B. Estimate | C. Order | D. Break down
Answer: ______________________________________________

Create, explain and reflect

Create a four-task schedule for a small class project. State one dependency and a plan if a step takes longer.

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

___________________________________________________________

___________________________________________________________

□ Include checking time
□ Order dependent tasks correctly
□ Explain one estimate

What did I learn or change? ___________________________________

Next challenge: Separate tasks that could be done in parallel.

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.