2027 PP1 CRE curriculum designs should help you plan, practise or review a clear learning goal. This page combines guidance for using curriculum designs, an illustrative subject example, a follow-up task and general KCSERevision resource links. Adapt the activity to the current curriculum and the learning already taught in class.
PP1 CRE: KCSERevision resources
PP1 CRE: further practice
Discuss a teacher-selected Christian teaching in relation to a learner who finds a lost classroom item. Describe possible actions, explain the value involved and support a reasoned choice using the teaching studied. Distinguish the practical scenario from the wording or historical context of the religious source. Keep the activity playful and brief. Let the child respond by talking, pointing, moving or making before expecting a written response.
Planning check — PP1 CRE curriculum designs: Use the official curriculum design as the reference for outcomes. Compare a commercial teaching resource against it; the presence of a grade label is not proof that every outcome is covered.
PP1 CRE: turn an outcome into evidence of learning
A curriculum design sets out intended learning. Begin with the current official design used by the school, identify the relevant strand and outcome, and read the associated scope before selecting supplementary materials. An outcome is a destination for learning; the title of a commercial resource is not proof that the destination has been reached.
- Locate the outcome. Copy the relevant outcome accurately into the planning record and note its source. Identify the action the learner should demonstrate, such as explain, compare, calculate, create or evaluate.
- Decide what evidence would count. Use the example on this page to distinguish doing an activity from demonstrating understanding. A completed page may show participation; a justified response can reveal the intended reasoning.
- Match activity and evidence. Choose a task whose demand fits the outcome, available time and learners. Avoid assigning a long task that mainly measures copying when the outcome concerns explanation.
- Review the match. After the activity, compare actual responses with the intended evidence. Record a gap that needs teaching and check whether the task itself gave learners a fair opportunity to demonstrate the outcome.
For a coverage check, use columns for outcome, planned activity, evidence collected and next action. Leave an outcome unconfirmed when the evidence is missing. This makes the record useful for planning instead of presenting a ticked list as proof of mastery.
Worked teaching example: compassion expressed through an action
Illustrative activity: An original classroom situation describes a new learner sitting alone without knowing where to find the next lesson. Other learners notice but are preparing to leave.
Task
Suggest a helpful response and explain how it expresses compassion and respect. Relate the response to a relevant Christian teaching already studied in class.
Worked reasoning or expected evidence
A practical response could include greeting the learner, asking what help is wanted and showing the appropriate classroom. The explanation should connect the action to the studied teaching using accurate reference material. It should not invent a scriptural quotation or assume that the person wants every form of help.
A common difficulty to check
Naming a value without explaining an action gives little evidence of application. Describe what would be done, why it helps and how the other person’s dignity is respected.
Extend or adapt the task
Compare an immediate helpful action with a longer-term arrangement that supports inclusion. Use approved class references for the religious explanation.
PP1: make the first response concrete and playful
Use familiar objects, clear pictures, talk and movement before expecting a written answer. Give one instruction at a time and model a short response. Allow the child to point, name, sort or act to show meaning. If the example contains a written passage, an adult can read or retell a suitable short part. Observe what the child does independently and stop before the task becomes tiring. A hesitant spoken response can reflect unfamiliar vocabulary rather than absence of understanding. Record one specific observation to help choose the next activity.
Coverage evidence for this example
Choose a relevant outcome from the current design. Explain which part of the response above would demonstrate it, what evidence would be insufficient, and what another task should check. The activity is an illustration; the official design determines the scope.
Using the resource directory
These links open general collections. Choose the correct level, subject and topic on the destination page. Use each resource’s stated year and curriculum; 2027 is the preparation target for this page.
Join KCSERevision
Join KCSERevision to view the available membership plans and access options. Check the collection you need and the current membership details before joining.
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