HELIOLEARN · GRADE 9 · A4 PORTRAIT

Teacher and answer 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.

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 9 · EXPERIENCE 1 · DIGITAL CONFIDENCE

Create a reproducible workspace

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

Answers and reasons

B. A README with inputs and steps
A method note links the source files to the result.
C. Preserve original inputs and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Separate → Document → Generate → Repeat
The example follows: Separate → Document → Generate → Repeat. Explain what each step does.

Project evidence to review

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

Preserve original inputs
Explain dependencies and steps
Record the repeat attempt

Teaching guidance

A repeatability claim needs an actual repeat attempt or an explicit untested label.

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

Add a known limitation to your README.

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

GRADE 9 · EXPERIENCE 2 · CREATE AND COMMUNICATE

Build an evidence-based argument

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

Answers and reasons

A. Limits and possible alternative explanations
One trial cannot establish an always claim.
B. Make a bounded claim and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Claim → Evidence → Reason → Limit
The example follows: Claim → Evidence → Reason → Limit. Explain what each step does.

Project evidence to review

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

Make a bounded claim
Connect reasoning to evidence
Name a limitation

Teaching guidance

Assess the logic rather than agreement with the recommendation.

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

Suggest a comparison that would strengthen the argument.

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

GRADE 9 · EXPERIENCE 3 · DATA AND DECISIONS

Compare changes using the starting value

Distinguish absolute change from percentage change. · About 50 minutes

Answers and reasons

B. 25
Use the given numbers: the answer is 25. Explain your counting or calculation.
A. 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

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

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

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

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

GRADE 9 · EXPERIENCE 4 · COMPUTATIONAL THINKING

Test boundaries in a decision

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

Answers and reasons

B. 6
The rule includes 6 because it uses greater than or equal to.
C. State validation and decision separately and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Rule → Below → Boundary → Above
The example follows: Rule → Below → Boundary → Above. Explain what each step does.

Project evidence to review

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

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

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

Find a test that distinguishes > from ≥.

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

GRADE 9 · EXPERIENCE 5 · RESPONSIBLE TECHNOLOGY

Distinguish AI help from evidence

Check generated claims against suitable sources. · About 50 minutes

Answers and reasons

A. Mark it unverified and seek suitable evidence
A plausible-looking citation is not verification.
B. Separate suggestion from evidence and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Claim → Trace → Verify → Disclose
The example follows: Claim → Trace → Verify → Disclose. Explain what each step does.

Project evidence to review

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

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

Teaching guidance

Use supplied fictional responses, avoiding new accounts or personal prompts.

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 a task where AI brainstorming could help without being treated as evidence.

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

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

Answers and reasons

C. 50
30 + 4 × 5 = 50.
A. Separate fixed and variable parts and explain or demonstrate it
Show the actual work or action described by the lesson criterion. An adult or partner can review it.
Define → Model → Calculate → Challenge
The example follows: Define → Model → Calculate → Challenge. Explain what each step does.

Project evidence to review

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

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

Teaching guidance

Use pretend currency; no spending or real financial advice is involved.

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 why average cost per kit can change with quantity.

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.