2027 PP2 IRE 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 IRE: KCSERevision resources
PP2 IRE: further practice
Discuss a teacher-approved Islamic teaching through a case in which someone is trusted with a borrowed item. Identify the responsibility involved and compare returning it carefully with making an excuse for damage. Explain the reasons for the preferred response and the practical action needed to put a mistake right. Keep the activity playful and brief. Let the child respond by talking, pointing, moving or making before expecting a written response.
Planning check — PP2 IRE 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 IRE: 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: trust and responsibility in an everyday situation
Illustrative activity: A learner is asked to keep a classmate’s book safely until the next lesson. The book is later needed while the owner is absent.
Task
Explain a responsible response and relate it to Islamic teaching about trust using material already studied with the teacher.
Worked reasoning or expected evidence
Keeping the book safe, respecting the owner’s permission and returning it as agreed demonstrate the practical meaning of responsibility in the situation. The religious explanation should use an accurate taught reference. This original scenario does not supply or invent a verse, hadith or ruling.
A common difficulty to check
A response that simply states a religious term without explaining the conduct does not show application. Identify the obligation, the action and the reason.
Extend or adapt the task
Discuss how a misunderstanding could be resolved respectfully. Ask the subject teacher to check the reference and interpretation used in a written response.
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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