HELIOLEARN · GRADE 7 · A4 PORTRAIT

Learner practice guide

Six experiences · Investigate · suggested one experience per week

Record your method so another learner can repeat it.

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 7 · EXPERIENCE 1 · DIGITAL CONFIDENCE

Manage roles in shared work

Plan viewer, commenter and editor roles for a project. · About 45 minutes

People need only the access required for their task. A public link may reach more people than intended. Review sharing with a teacher.

For a class draft, two authors edit, a reviewer comments, and a reader views. The example is a permissions plan, not a request to change live access.

Follow the steps

List: Identify authors, reviewers and readers.
Match: Assign the least access each task needs.
Review: Check whether the proposed audience is appropriate.
Close: Plan when access should be reviewed again.

Try these exercises

A reviewer only needs to suggest changes. Which role fits?
A. Commenter | B. Public owner | C. Editor of every file
Answer: ______________________________________________
Which evidence would best show this skill?
A. Copy an unrelated answer | B. Match role to task 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. Close | B. Review | C. Match | D. List
Answer: ______________________________________________

Create, explain and reflect

Draw a permissions matrix for a fictional team document. Explain one risk of giving everyone editing rights.

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

___________________________________________________________

___________________________________________________________

□ Match role to task
□ Avoid unnecessary public access
□ Include a review point

What did I learn or change? ___________________________________

Next challenge: Apply your matrix to a group presentation.

GRADE 7 · EXPERIENCE 2 · CREATE AND COMMUNICATE

Summarise and credit sources

Separate your wording from borrowed information. · About 45 minutes

A summary keeps the main idea in your own words. Credit identifies where information came from. Copying with a few word changes is not a thoughtful summary.

Source card: The fictional club collected 24 books in four boxes. Summary: The club collection totalled 24 books; credit the supplied club record.

Follow the steps

Read: Identify the source main point.
Restate: Look away and explain it in your own words.
Credit: Name the source and relevant date or context.
Compare: Check that your summary preserves the meaning.

Try these exercises

What makes a summary useful?
A. Adding unsupported facts | B. Changing a few words only | C. Preserving the main idea with appropriate credit
Answer: ______________________________________________
Which evidence would best show this skill?
A. Keep the source meaning 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. Compare | B. Credit | C. Restate | D. Read
Answer: ______________________________________________

Create, explain and reflect

Summarise the supplied fictional club record and add a source note. Explain which details you omitted.

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

___________________________________________________________

___________________________________________________________

□ Keep the source meaning
□ Use your own wording
□ Provide a traceable source note

What did I learn or change? ___________________________________

Next challenge: Compare two summaries for a change in meaning.

GRADE 7 · EXPERIENCE 3 · DATA AND DECISIONS

Use the median thoughtfully

Find the middle value after sorting the data. · About 45 minutes

For an odd number of observations, the median is the middle sorted value. A large outlier can affect the mean more than the median.

Sorted times 3, 4, 5, 6, 22 have median 5. Their mean is 8. The large value matters when describing the typical session.

Follow the steps

Read: Read the labels and values: A: 3, B: 4, C: 5, D: 6, E: 22.
Represent: Compare the bars on a scale that starts at zero.
Calculate: Work through the calculation in the example; result: 5.
Interpret: Explain what the result means and what it does not establish.

Try these exercises

What is the median of 3, 4, 5, 6, 22?
A. 5 | B. 7 | C. 4
Answer: ______________________________________________
Which evidence would best show this skill?
A. Say it is finished without checking | B. Copy an unrelated answer | C. Use the supplied values accurately and explain or demonstrate it
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

Calculate mean and median, then explain which you would report for a stated purpose. Keep the outlier visible.

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: Explain why deleting an unusual result needs evidence, not convenience.

GRADE 7 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Trace a function

Separate input, transformation and returned output. · About 45 minutes

A function can name a reusable transformation. A returned value is the result passed back to the caller.

Let doublePlusOne(x) return 2x + 1. With input 4, double to 8, add 1 and return 9.

Follow the steps

Input: Call doublePlusOne with x = 4.
Double: Calculate 2 × 4 = 8.
Add: Calculate 8 + 1 = 9.
Return: Return 9 to the caller.

Try these exercises

What does doublePlusOne(4) return?
A. 9 | B. 5 | C. 8
Answer: ______________________________________________
Which evidence would best show this skill?
A. Copy an unrelated answer | B. Identify input and output 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. Return | B. Add | C. Double | D. Input
Answer: ______________________________________________

Create, explain and reflect

Write pseudocode and test the function with 0, 4 and 7. Show expected results first.

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

___________________________________________________________

___________________________________________________________

□ Identify input and output
□ Calculate expected results
□ Compare predictions with the trace

What did I learn or change? ___________________________________

Next challenge: Describe an inverse transformation for a valid output.

GRADE 7 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Compare independent evidence

Distinguish corroboration from repetition. · About 45 minutes

Two pages may repeat the same original claim. Independent evidence uses a separate observation or reliable basis.

Three fictional posts quote one unverified notice. A separate official timetable provides stronger direct evidence for the event time.

Follow the steps

Trace: Find where the claim first came from.
Compare: Notice that three posts copy the same notice.
Seek: Check a separate relevant official record.
Qualify: Say what is confirmed and what remains uncertain.

Try these exercises

Three pages copy one unverified claim. How many independent sources is that?
A. Always enough proof | B. Three by definition | C. No independent confirmation is added
Answer: ______________________________________________
Which evidence would best show this skill?
A. Trace shared origins 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. Qualify | B. Seek | C. Compare | D. Trace
Answer: ______________________________________________

Create, explain and reflect

Draw a source tree for three copied posts and one independent record. Explain which adds evidence.

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

___________________________________________________________

___________________________________________________________

□ Trace shared origins
□ Identify relevant independent evidence
□ Avoid counting copies as confirmation

What did I learn or change? ___________________________________

Next challenge: Explain what you would do if suitable sources conflict.

GRADE 7 · EXPERIENCE 6 · DESIGN AND LIFE SKILLS

Define success before testing

Use observable criteria to evaluate a prototype. · About 45 minutes

A criterion describes what a successful result would do. Define it before testing to avoid moving the goal after seeing results.

A paper sign should stand for one minute, show text from two metres and use one sheet. Test those stated criteria.

Follow the steps

Specify: Write observable success criteria.
Build: Make a paper prototype within the limits.
Test: Use the agreed method for each criterion.
Compare: Record which criteria passed and what needs change.

Try these exercises

When should success criteria be set?
A. Only after seeing results | B. Before testing | C. Never
Answer: ______________________________________________
Which evidence would best show this skill?
A. Say it is finished without checking | B. Copy an unrelated answer | C. Use measurable criteria and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Compare | B. Test | C. Build | D. Specify
Answer: ______________________________________________

Create, explain and reflect

Design a paper desk sign and a test checklist. Mark unperformed tests clearly.

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

___________________________________________________________

___________________________________________________________

□ Use measurable criteria
□ Keep tests consistent
□ Record failures and improvements

What did I learn or change? ___________________________________

Next challenge: Explain a trade-off between stability and material use.

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.