2027 PP1 Creative Activities 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 Creative Activities: KCSERevision resources
PP1 Creative Activities: further practice
Make a repeating pattern using large safe objects or marks on paper. Ask the learner to continue it and explain what comes next by pointing, speaking or showing. Change one part and invite the learner to notice the difference. Keep the activity playful and avoid turning an uncertain response into a timed test. Keep the activity playful and brief. Let the child respond by talking, pointing, moving or making before expecting a written response.
Planning check — PP1 Creative Activities 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 Creative Activities: 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: making and explaining a visual pattern
Illustrative activity: Provide large paper shapes in two colours. An adult models a repeating arrangement of circle, square, circle, square and leaves space for the next shapes.
Task
Ask the learner to continue the arrangement and then create a different repeating pattern. Invite pointing, naming or a short explanation.
Worked reasoning or expected evidence
Continuing with a circle followed by a square preserves the modelled unit. A new pattern may repeat a different unit if the learner can maintain it consistently. The main evidence is recognition and deliberate use of repetition, not the neatness of cutting or the cost of materials.
A common difficulty to check
Randomly placing alternating colours may look patterned without following the intended shape unit. Ask the learner to point to the repeated group.
Extend or adapt the task
Use claps or movements to represent the same arrangement. Keep pieces large and suitable for the child; adult preparation can remove unnecessary cutting demands.
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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