2027 PP2 Mathematics 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 Mathematics: KCSERevision resources
PP2 Mathematics: further practice
Make a row of five large safe objects and add two. Invite the child to count the whole collection, show the same amount another way and explain it by talking or pointing. Remove an object and explore what changed. Treat the activity as playful conversation rather than a timed written exercise. Keep the activity playful and brief. Let the child respond by talking, pointing, moving or making before expecting a written response.
Planning check — PP2 Mathematics 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 Mathematics: 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: counting a group after a small change
Illustrative activity: An adult places 2 large counters on a mat and then adds 2 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 4 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.
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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