2027 PP2 Mathematics schemes of work should help you plan, practise or review a clear learning goal. This page combines guidance for using schemes 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 schemes of work: Compare the resource’s textbook or edition label with the book used in class. Rework dates and lesson spacing around the school calendar before adopting a sequence.
PP2 Mathematics: sequence learning with room to respond
A scheme of work connects curriculum intentions to a sequence over the available teaching period. Begin with the current design, school calendar and actual lesson allocation. Use existing resources as references, then adapt the order to prerequisite knowledge and the time needed for practice and feedback.
- Identify prerequisites. Before placing the example in a sequence, list the knowledge or skill needed to attempt it. A task that requires an untaught method may need an earlier lesson or a simpler representation.
- Plan progression. Move from recognition and explanation toward application or evaluation where appropriate. State what changes between one lesson and the next so that the sequence develops understanding rather than repeating similar worksheets.
- Allocate evidence checks. Place a short assessment after sufficient practice. Specify what response will show readiness to move forward and what support will be available when the evidence reveals a gap.
- Keep revision possible. Leave room for interruptions, reteaching and a changed pace. Record adjustments without erasing the original intention, so the plan remains understandable to another teacher.
Useful columns include period, outcome, learning experience, resources, assessment evidence and remarks. Add dates according to the actual school calendar. Do not invent 2027 term dates or present a copied sequence as already approved by the school.
Worked teaching example: counting a group after a small change
Illustrative activity: An adult places 4 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 6 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.
Place the example in a sequence
Write a three-step sequence: prerequisite practice, the illustrated task and a changed application. State what evidence permits the class to move between steps. Leave the dates blank until you use the actual school calendar and lesson allocation.
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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