2027 PP1 Language Activities records of work should help you plan, practise or review a clear learning goal. This page combines guidance for using records of work, 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 Language Activities: KCSERevision resources
PP1 Language Activities: further practice
Tell a short familiar story using pictures. Invite the child to name a character, describe an action and retell one event in their own words. Keep the activity playful and brief. Let the child respond by talking, pointing, moving or making before expecting a written response.
Planning check — PP1 Language Activities records of work: Complete the record after teaching. Record the outcome reached, the evidence observed and any lesson that needs to be revisited rather than copying a future plan into a completed-work column.
PP1 Language Activities: record what was taught and what learners showed
A record of work documents completed teaching, while a scheme describes intended teaching. Keep those functions distinct. After a lesson, record the actual activity, relevant outcome, evidence obtained and any work that remains. A dated entry should help another teacher understand where the class can reasonably continue.
- Describe the completed activity. Name the specific task or example used and the part completed. Do not write that the whole unit was covered when the class attempted only an introduction.
- Record evidence. Summarise what learners demonstrated: a correct method, a supported explanation, an accurate performance or a persistent misconception. Use evidence from the task rather than an unsupported statement that everyone understood.
- Note the adjustment. State any change from the planned sequence and the reason. A delay caused by a prerequisite gap calls for a different response from a delay caused by timetable interruption.
- Set a useful next step. Identify a short action that follows from the evidence, such as revisiting a representation, checking one skill independently or extending an idea to a changed situation.
A practical entry can use date, class, focus, work completed, evidence and next action. Avoid including unnecessary personal information in a shared record. Keep individual assessment details in the appropriate school system rather than exposing them in a public resource page.
Worked teaching example: listening, sequencing and describing
Illustrative activity: An adult shows three pictures: a child washing hands, eating fruit and putting the peel in a bin. Tell a short story about the pictures, then mix their order.
Task
Ask the learner to arrange the pictures, name an action and explain what happens before eating. Accept pointing or acting before requiring a complete spoken response.
Worked reasoning or expected evidence
Washing hands comes before eating in this story; disposing of the peel follows eating. A successful response connects a picture to the stated action and uses the sequence consistently. The activity checks listening and meaning rather than handwriting speed.
A common difficulty to check
A child may know the action but lack the word. Model the word in a short sentence and invite another attempt rather than treating the hesitation as a failure to understand.
Extend or adapt the task
Change one picture and invite the child to tell a new ending. Record an example of the language used independently.
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.
An evidence-based record entry
After using the task, record the date, the part attempted, the support provided and the response observed. Add a precise next action. The model answer is not a record of what your learners did; replace it with actual classroom evidence.
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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