2027 PP1 Mathematics 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 Mathematics: KCSERevision resources
PP1 Mathematics: further practice
Place three large safe objects beside two more. Invite the child to count, move and describe them without writing a calculation. Rearrange the same objects and notice whether the child recognises that the total has stayed the same. Use fewer objects if needed and let the child lead a second turn. Keep the activity playful and brief. Let the child respond by talking, pointing, moving or making before expecting a written response.
Planning check — PP1 Mathematics 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 Mathematics: 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: counting a group after a small change
Illustrative activity: An adult places 2 large counters on a mat and then adds 1 more. The child sees the change and is invited to find the new total.
Task
Count the objects, say or show how many there are now, and explain what changed. Ask the child to move each object once while counting.
Worked reasoning or expected evidence
The group now contains 3 counters. Counting each object once connects the number words with the quantity. A child who can recite the sequence may still need help matching one word to one object. Use a gesture or rearrange the objects to check that the total represents the same group.
A common difficulty to check
Counting one object twice or skipping an object changes the result. Spread the objects out and let the child move them into a counted group, rather than simply repeating the number words louder.
Extend or adapt the task
Rearrange the same counters without adding any and ask whether the total changes. Use large age-appropriate objects and adult supervision.
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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