2027 PP2 Creative 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.
PP2 Creative Activities: KCSERevision resources
PP2 Creative Activities: further practice
Tell a familiar short story and invite the learner to represent one event through a drawing, movement or model. Ask what their choices show rather than guessing the intended meaning. Offer an opportunity to add a detail after discussion. The explanation and participation matter as much as a neat finished product. Keep the activity playful and brief. Let the child respond by talking, pointing, moving or making before expecting a written response.
Planning check — PP2 Creative 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.
PP2 Creative 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: representing an idea through marks and shapes
Illustrative activity: A child chooses a familiar place and uses large shapes or drawn marks to show something noticed there.
Task
Ask what the picture represents and invite the child to describe one choice. Offer materials without prescribing a single finished image.
Worked reasoning or expected evidence
A meaningful explanation connects a mark or shape with the child’s intended idea. The work need not resemble an adult drawing to communicate something. Observe deliberate choices and the child’s own account rather than assessing only neatness.
A common difficulty to check
Correcting every mark can replace the child’s decision with the adult’s. Ask about the intention before offering a model.
Extend or adapt the task
Invite the child to add one detail and explain its role. Display the work with the child’s description if appropriate.
PP2: move from a model to a small independent choice
Begin with a familiar example and invite the child to make a related choice without copying every step. Ask a brief question such as what comes next, which belongs together or how the child knows. Accept an explanation through talk, gesture or a simple drawing. An adult can read any text that exceeds the child’s current reading experience. Change only one feature when checking transfer. Keep the activity short and describe progress through participation and increasing independence rather than comparing children with a shared score.
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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