HELIOLEARN · GRADE 9 · A4 PORTRAIT

Learner practice guide

Six experiences · Evaluate · suggested one experience per week

Compare alternatives using explicit evidence and criteria.

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 9 · EXPERIENCE 1 · DIGITAL CONFIDENCE

Create a reproducible workspace

Organise inputs, outputs and a method another person can follow. · About 50 minutes

Reproducible work records what was used and how it was transformed. Preserve original inputs and identify generated outputs.

A reading survey workspace has raw/, working/, outputs/ and a README explaining the anonymised example data and calculations.

Follow the steps

Separate: Keep original inputs separate from working files.
Document: Write the method and tool version used.
Generate: Save outputs with clear names.
Repeat: Ask a partner to follow the README on a copy.

Try these exercises

Which file best helps another person repeat the work?
A. An unexplained screenshot | B. A README with inputs and steps | C. An empty folder
Answer: ______________________________________________
Which evidence would best show this skill?
A. Say it is finished without checking | B. Copy an unrelated answer | C. Preserve original inputs and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Repeat | B. Generate | C. Document | D. Separate
Answer: ______________________________________________

Create, explain and reflect

Build a fictional data-project folder plan and README. Have a partner identify inputs, outputs and repeatable steps.

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

___________________________________________________________

___________________________________________________________

□ Preserve original inputs
□ Explain dependencies and steps
□ Record the repeat attempt

What did I learn or change? ___________________________________

Next challenge: Add a known limitation to your README.

GRADE 9 · EXPERIENCE 2 · CREATE AND COMMUNICATE

Build an evidence-based argument

Connect a claim, evidence, reasoning and limitation. · About 50 minutes

Evidence does not explain itself. Reasoning shows how evidence supports a claim; a limitation states what remains uncertain.

A fictional library trial records 18 returns on time out of 20. This supports a claim about that trial, not proof that reminders work for every class.

Follow the steps

Claim: Write a narrow claim about the trial.
Evidence: Include 18 of 20 and the context.
Reason: Explain why the count is relevant.
Limit: State what this trial cannot establish.

Try these exercises

What is missing from We had 18 timely returns, so reminders always work?
A. Limits and possible alternative explanations | B. A longer slogan | C. A brighter title
Answer: ______________________________________________
Which evidence would best show this skill?
A. Copy an unrelated answer | B. Make a bounded claim 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. Limit | B. Reason | C. Evidence | D. Claim
Answer: ______________________________________________

Create, explain and reflect

Write a short recommendation from the fictional trial. Include an alternative explanation.

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

___________________________________________________________

___________________________________________________________

□ Make a bounded claim
□ Connect reasoning to evidence
□ Name a limitation

What did I learn or change? ___________________________________

Next challenge: Suggest a comparison that would strengthen the argument.

GRADE 9 · EXPERIENCE 3 · DATA AND DECISIONS

Compare changes using the starting value

Distinguish absolute change from percentage change. · About 50 minutes

Percentage change uses the starting value as the denominator. The same absolute increase can have different percentage meanings.

A fictional count rises from 40 to 50. The increase is 10; percentage increase = 10 / 40 × 100 = 25%.

Follow the steps

Read: Read the labels and values: Before: 40, After: 50.
Represent: Compare the bars on a scale that starts at zero.
Calculate: Work through the calculation in the example; result: 25.
Interpret: Explain what the result means and what it does not establish.

Try these exercises

What is the percentage increase from 40 to 50?
A. 24 | B. 25 | C. 27
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

Show absolute and percentage change for 40 to 50 and for 80 to 90. Explain the difference.

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: Describe why a percentage increase from a zero starting value is undefined with this formula.

GRADE 9 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Test boundaries in a decision

Choose tests on both sides of a threshold. · About 50 minutes

Boundary tests check values close to where behavior changes. They help expose mistakes such as using > instead of ≥.

A fictional score rule accepts whole numbers from 0 to 10 and passes scores ≥ 6. Test 5, 6 and 7 after validating the range.

Follow the steps

Rule: The pass threshold is score ≥ 6.
Below: Score 5 fails.
Boundary: Score 6 passes.
Above: Score 7 passes.

Try these exercises

Which score is the boundary that must pass?
A. 5 | B. 6 | C. -1
Answer: ______________________________________________
Which evidence would best show this skill?
A. Say it is finished without checking | B. Copy an unrelated answer | C. State validation and decision separately and explain or demonstrate it
Answer: ______________________________________________
Put the worked-example steps in order.
Write the letters in order: A. Above | B. Boundary | C. Below | D. Rule
Answer: ______________________________________________

Create, explain and reflect

Write expected outputs for -1, 0, 5, 6, 7, 10 and 11. Separate invalid from valid-but-failing input.

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

___________________________________________________________

___________________________________________________________

□ State validation and decision separately
□ Test exact boundaries
□ Compare actual and expected behavior

What did I learn or change? ___________________________________

Next challenge: Find a test that distinguishes > from ≥.

GRADE 9 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Distinguish AI help from evidence

Check generated claims against suitable sources. · About 50 minutes

AI may help generate ideas, but its output is not proof. Citations, quotations and calculations need independent checking.

A fictional AI response invents a book title as evidence. A catalogue check cannot find it. Mark the citation unverified; do not use it as a source.

Follow the steps

Claim: Identify the specific generated claim.
Trace: Try to locate the stated source in an approved reference.
Verify: Check that the source exists and supports the claim.
Disclose: Explain tool use and unresolved uncertainty honestly.

Try these exercises

A cited source cannot be located. What should you do?
A. Mark it unverified and seek suitable evidence | B. Assume it exists | C. Invent a quotation
Answer: ______________________________________________
Which evidence would best show this skill?
A. Copy an unrelated answer | B. Separate suggestion from evidence 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. Disclose | B. Verify | C. Trace | D. Claim
Answer: ______________________________________________

Create, explain and reflect

Audit a fictional AI answer containing one calculation and one invented citation. Document each check.

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

___________________________________________________________

___________________________________________________________

□ Separate suggestion from evidence
□ Verify the source and its relevance
□ Disclose unverified claims

What did I learn or change? ___________________________________

Next challenge: Describe a task where AI brainstorming could help without being treated as evidence.

GRADE 9 · EXPERIENCE 6 · DESIGN AND LIFE SKILLS

Budget for a small pilot

Separate fixed and per-item costs in a model. · About 50 minutes

A simple cost model states assumptions. Fixed costs stay the same within the stated range; per-item costs depend on quantity.

Fictional setup cost 30 units plus 4 units per kit. Five kits cost 30 + 4 × 5 = 50 units.

Follow the steps

Define: State setup = 30 and per-kit = 4.
Model: Cost = 30 + 4 × number of kits.
Calculate: At five kits the model gives 50.
Challenge: List a cost or condition the model may omit.

Try these exercises

What is the modelled cost for five kits?
A. 150 | B. 20 | C. 50
Answer: ______________________________________________
Which evidence would best show this skill?
A. Separate fixed and variable parts 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. Challenge | B. Calculate | C. Model | D. Define
Answer: ______________________________________________

Create, explain and reflect

Compare costs for 5 and 10 kits using pretend prices. State two assumptions and a pilot limit.

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

___________________________________________________________

___________________________________________________________

□ Separate fixed and variable parts
□ Calculate from the same model
□ Disclose omitted factors

What did I learn or change? ___________________________________

Next challenge: Explain why average cost per kit can change with quantity.

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.