Baltonsborough CE VC Primary School

Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School





Welcome to Lambrook Class! I cannot wait to see you on Monday 7th September for the children's first day! Children need to arrive between 8.30-8.45am. I will be at the back door to welcome them, hopefully you have all received the email with a video giving you a quick tour. Please send children in wearing school uniform, a spare clothes bag (to stay on their peg) and a healthy snack and water bottle. For the first week children need to be collected at 12.  Miss Bates and I have lots of fun things planned for the coming weeks, it's going to be such a happy, fun start to school life at Baltonsborough!










Week Beginning 10/7/20

The last week of term! Wishing so much that we were all together! I have decided to hand write the reports as there is no fix for the server on the immediate horizon. 

Next week we will be reading lots and lots of books! 

- Read a book and work together to write sentences that start with 'It is...' and then add a word to describe the book. 

- Make a film called 'I like it because...' Hold up several books and explain why you like it. Whats app your friends with your recommendations. 

- Make 5 signs, each with stars on from 1 - 5. Sort your books into these fire groups based on your personal preferences. I like this because, I like this one more because, I don't like this one because...

- Use your books for a tricky word scavenger hunt. Look through the pages until you spot a tricky word (look through first and check it is in their). It can happen over the whole week. 

- Design a new front cover for a favourite book. 

- Make time for a talk about changing classrooms next year and being with Mr Davis and Mrs Byrne. 


- Practice reading a range of different numbers on walks around house, town, village. 

- Do a check that your child can form their numerals correctly and practice any incorrectly formed til the cows come home. 

- Do a check that they can match their numerals and quantities and again practice. 

- Have a look on top marks for games to play practicing number and shape. 


Week Beginning 6/7/20

Wow - where is the time going? We lost our computer system at school and are trying to replace it. I am really sorry as all of your children’s reports were saved on there. In all likelyhood they will be retrieved but it wont be in time to send them out before the end of term. I’m so sorry. I will make sure to post them to you as soon as they are freed from the extremely dead server! 

ALSO have a look on Oxford Owls if you haven’t already for age appropriate reading books that you can access online. You need to create an account but they are free! 

This week the children asked if they could explore forests. We are starting with rain forests. 

- Draw or create a model of the rainforest layers and label. 

- Create pictures or print pictures of animals that live on the different layers. Work with your child to place them correctly and write name labels for them, encouraging them to sound out as best they can. 

- Find out what the rain forest is under threat from and make a poster. 

- Research which countries around the world have rain forest and discuss how many of them are near to the equator.

- Hide tricky words around the garden and encourage your child to be a rainforest explorer hunting for new tricky words to examine and photograph. Using the words you have written ask your child to collect them and then write over the top of your writing, before making a copy of their own. 

Tricky words are: he, she, me, we, be, you, all, are, her, they, my no, I, go, into, to, the

- Read Monkey Puzzle by Julia Donaldson. Recreate the story by making puppets or using toys. Encourage your child to tell as much of it as possible. 

- Draw a picture or story map to illustrate the animals the monkey meets to act as a prompt for retelling. 


- Write out numbers as high as you feel is appropriate and ask your child to trace over the top of them. 

- Make a number jumble on the table by laying out some some number cards, some groups of objects and asking your child to order them from least to greatest. They may put the number 1 card first, then follow it with a number card for 2 and follow that with a group of three buttons you left out etc. 

- More counting. More more more! Forwards, backwards, starting at random numbers, with numbers to look at, just from their heads, more more more! 

- Start discussion with ‘which is less 2 or 4. Can you show me why?’ Or “ Which is greater 6 or 10. Can you use your toys to explain why?’

- Find numbers around the house and compare which is greater than or less than and why. 

Week Beginning 29.06.2020

This week we will be revisiting capital letters and lower case letters. 

- Write Aa Bb Cc etc with each letter of the alphabet on an individual piece of paper (make sure there is enough space between the capital letter and lower case letter to cut the paper in half tomorrow). Use these as a base for collecting something from around the house that starts with that sound and laying it next to it. Review and make links between the capital letter looking different but still making that same initial sound. 

- Cut those slips of paper in half and encourage your child to match the halves back together again. Let them try independently and then support at the end if there are corrections to be made. 

- Order the letters again and sing the ABC song with them, add instruments use an app of your phone to record your song. 

- Challenge your child to order them as ABC (if this seems like a stretch give them a prompt card to refer back to). 

- Chalk capitals and ask your child to chalk the lower case. Similarly you could lay out bath letters or magnetic letter capital and ask them to write next to them. 

- Hunt for capital letters around the house and tick off the ones you have found. Search to see if you can find all 26. 


- Again spend time counting with a 100 square - I found out you can get the splat 100 square as an app which would be really useful. Go up as high as you can, go down, start at different numbers, model counting in 2s or 10s  or 5s. See how far you can count in a set amount of time. 

- Make a 11- 20 hopscotch in the garden or higher if you are secure with those numbers. 

- Write numbers to 20 or again higher and hide them inside socks. Ask you child to pull out a number and put on a line so they can be ordered. Encourage them to think about how 5 might be closer to the start of line than say 18 which would be further towards the end. This will help them build a mental number line in their heads. 

- Hang numbers on a washing line in the garden to as high as you feel will challenge your child. You can spice things up with a missing number or two if that feels right. 

- Encourage your child to practice writing numbers to 20 or beyond. 

Week Beginning 22.06.20

This week we will be studying plants and how the plants have changed that we planted as seedlings back in February. 

- Name parts of plant - stem, flower, roots,  leaves. 

- Name parts of a tree - trunk, branches, roots, leaves. 

With both of these activities I would do post it notes to stick on or next to real parts of them and then do a follow up where you label them on paper. If possible get the children to do their own drawings of a tree and plant and then use these to label. 

- Have a conversation to see what they remember about what plants need to grow. Decide on an experiment where you give one plant water and another no water and study what happens. Similarly you could do one plant in light and one in dark. Get the children to record their observations over the course of the week. 

- Create rubbings of leaves from the garden and label with names. 

- Discuss what happens to the sun in relation to the earth on the summer solstice and how from this point on the days will become shorter until Christmas. 


- Use splat 100 square or similar 100 square to practice counting beyond 20 (bonus points for getting up to 100).

- Write our several versions of 1 - 10 but leave out at least one number in these sequences. Ask you child to identify which one is missing and to write it in. 

- More missing number sequences - this time miss out two or three numbers including 1. 

- Missing number sequences on post its. Order the post its, identify which numbers are missing and then make post its to fill gaps. Can extend this to 20 ideally. 

- Splat teen numbers. Quick identification of teen numbers by splatting them with a spatula as you call them out. Practice writing teen numbers and then look for each one around the house. 

Week Beginning 15.6.20

This week we are going to try a learning journey about the sun to see if we can return a little bit towards business as usual. Instead of listing activities for each day here is a buffet that you can help yourself to. Let me know how this goes and I can always go back to the old way if needed. 

- Make a giant sun picture and write (or have help writing down) everything you know about the sun. 

- Make a hat that looks like the sun. 

- Discuss sun safety and ask your child to collect everything in the house they can think of that keeps them safe from the sun. Once assembled they can draw them onto a poster and put up by the door as a reminder. 

- Research facts about the sun as a star and make a film with your phone of your child presenting this information. This would be a great chance for them to wear their hat! 

- Mark shadows on the ground at each hour to demonstrate how people would have told the time with a sundial. Discuss how and why the shadows may change in size and shape. 

- Set up toys on paper outside and encourage children to draw around the toys shadow to see how closely they can replicate the shape. 

- Semi-circle = see how many different circles you can chop in half e.g. biscuits, wagon wheels, scones, pizzas, cakes and assess if both halves are accurate semi circles. 

- Hexagons = Look at pictures of honeycomb together and notice how it is made up of hexagons that all fit together (tesselate). If you have any shapes at home you could tesselate with these. They are quite expensive to buy a set, but you could always print of a tangrams set and cut up and make designs with these. 

- Ovals = After finding out what an oval is answer this question: 

"Are there more ovals or circles in your house?" Work out a way to record how many you see as you hunt around the house. 

- Draw a sunny picture using the shapes that you know. Name them to your parents as you share your picture with them. 

- Draw shapes on used egg shells. Shout out a shape and get your child to smash the egg shell with that shape drawn on. 




Week Beginning 8.6.20


- Rainbow walk. Make 7 colours on the margin of a page and then help your child to record an object of that rainbow colour they see when out on the walk. 

- Shapes = today focus on rectangles and what objects around the house have rectangles on them or are rectangles. Cut out a rectangle and a sign with its name and stick up on the back of a door as part of an ongoing display. 


- Write a range of words on a piece of paper which include sounds you know your child needs to practice 8 (focus on three sounds). Then ask them to cut them out the words and sort into three different piles to show the common sound they share. 

- Trigangle= make triangles with an old bit of wood, three nails and some string. Have fun pulling out the nails , moving them and creating a triangle of a different shape. Make a paper triangle for your shape display and label. Stick up on your shape display. 


- Put words on post its up the walls on the stairs. Challenge your child to run up, grab one, bring it down and read it and repeat till they're gone. Set a time limit if you like and a reward if completed. 

- Circle. Draw around lots of different circular objects in different colours to make a cool picture. Make a circle for your display and a name card. 


- Play tricky phase 2 and phase 3 tricky word memory. 

- Square = make a square with lego and point out how it is similar and different to a rectangle. Decorate a square and add to shape display with a label. 


 - Write a letter to send to us at school so we can send one with a reply. 


Week Beginning 2.6.20


- Draw a picture of your child with plenty of space on their body - if you have something to draw around them onto then even better. Spend time talking about what makes your child special and write them inside their picture. Ask them to decorate themselves when you are finished. 

- Estimating = Fill small pots or cups with objects and ask your child to estimate (guess) how many there are. Count together and compare their estimate to the actual result. 


- Draw  star fish and colour in. Practice star fish breathing together by breathing in as you trace a finger up a star fish arm and breathing out as you trace down. Repeat as you go around the star fish. Your child could write in and out along the sides to help in different colours. This really helps us calm down in our house when we get stressed. 

- Estimation station = Set up a range of different sized containers today and ask your child to record their estimates on post it notes for each container. You do the same and have a competition to see who comes the closest for each container. 



- Teddy Bear Breathing. Lie down on the floor and balance a bear on your stomach. Show your child how you can move the bear up and down by breathing steadily in and out. Show how deep slow breaths can make it go really high or low and then laugh when it inevitably falls off! ask them to try. Reflect on how they feel afterwards and write down. 

- Set up more estimations and this time give your estimates with them. Ask your child to check your estimate and to judge if you were close to or far from the actual number.




- Make a list of things you might see, hear, small, touch on a walk in a note book your child can carry. Set off on walk and ask them to tick off these items if they notice them on your walk. Write each item on the list with lower case letters this will help them find them more easily.  


Week Beginning 26.5.20

Happy Half Term Everyone - hope you are enjoying this amazing weather. 


- Write down ay, ee, oo, igh, ow sounds on post it’s and play splat with a spatula. Call out the sounds and see how quickly you can do all five.

- hunt for numbers and a rocket around the house. See if you can reverse order them as thigh counting down for blast off.



- Sort out  ay, ee, oo, igh, ow words into five piles having drawn them out of a hat.

- Write numbers on post it notes and help children to stick them on the wall in reverse order.



- Make fish with ay, ee, igh, ow and oo written on. Clip a paper clip to them and then make a fishing rod with a magnet on. Fish and read aloud.

- chalk numbers in reverse on path, patio etc and play hopscotch 



- Find out about Whitsun and make your own Whiitsun bird.


Week Beginning 18.5.20

Hi - I'm so sorry I had absolutely no idea what day it was, thank goodness Mrs Western messaged to remind me! 



This week we will practice 'ow blow the snow'. Today have fun cutting out a snow flake and then try and blow the snow flake through a course to a sign that says ow as the finish line. 

- Adding with lego. If possible find piles of 5 different colours of lego. Encourage your child to make towers of 5 with as many different combinations of colours as they can think of. Take time with them to explain how you might turn that into a number sentence e.g. 1+2+2 = 5. You could record them or if your child is feeling motivated they could record instead. 


- Write lots of words all over a page and be sure to include words with the ow sound in. Give your child a pen or a pencil and ask them to circle the ow words and read them to you. 

- Cut out an egg box so it has 5 pods or create a similar invention with five spaces. Using the two colours of toys ask your child to represent how many different ways they can make five. Can they remember any from yesterday? Record if it feels appropriate. 


- Write ow words and a mixture of other words they can sound out. Hide them under cups and mugs on the table. Turn one over at a time. If you find and can read an ow word you get 2 points. If you find and can read a word that doesn't have ow in it you get 1 point. 

- Play true or false. Write down number sentences that add up to 5, only include some that add up to 6 or 4. Ask you child to test each one out with their lego and decide if your number sentence is true or false.



- Find out as much as you can about Glastonbury Tor. Make a model of it and decorate. Call a relative and present what you have made or found out. Send a picture to the class email! 



Week Beginning 11/5/20

I just found this great spelling app called SqueeblesSP - Xander and I have been fun practising and I think it was £2 or so. May be worth a look if you wanted to do some spelling based on sounds your child already knows. 


 - Cut out a kite and decorate, make a paper tail and on the tail write down the igh sound for ‘igh fly high’. You can write down other words such as night, fight, might  etc on the kite to illustrate how the sounds fits into words. 

- Begin conversations about time. Go for a walk around your house and identify things that can tell you the time. Make a table of things you do for a long time and for a short time. Try and use every day activities to help them develop a sense of time. You can also play a fun game where you say start and time a minute and they shout out when they think the minute is done (usually about 5 seconds later). Then go through together and show them how long it is on the timer.



- Think about how many different things you could do in 1 minute. Set up some challenges (you may need to help count if it is jumps) and record your results. 

- Make a night time picture. Help the children to write night at the top and draw their favourite night time things: stars, owls, moon, rockets, etc


- Fright - talk about all the things that could give you a fright. Together make a monster mask that will give people a fright. Make monster snacks with igh words written on to read and feed to the monster. 

- Make a map of your day from waking up to bed time and talk about what happens in the morning afternoon and night. 


Make a days of the week calendar and decorate. Use a clothes peg to show which day it is currently and move each day at breakfast. 

- Read igh words and oo words and sort into piles. Practise writing igh words with chalks outside. 


Make a sock hamster. You can bunch up some of daddies socks or sew buttons on and go bananas. Make it a house from a box, give it a bowl of water and food. Go online find out what they like and then make it a little name badge. 


Week Beginning 4/5/20

Hope you are all ok - I can’t wait to see you all when we eventually come back!

Please message if you need anything!


- Learn the oo sound - the rhyme is oo poo at the zoo. Help your child to read oo words such as poo, zoo, mood, food, goo, moon, boom boo. Don’t forget there are website such as phonics play where you can practise a specific sound. This sound will be in the phase 3 section. Write oo words on egg shells and get your child to crush them when they have read the word.

- Have fun with play dough making your numbers, go up to 20 or beyond if you want a challenge. 



- Make a set of cards for snap - include oo words on the cards as well as some of their tricky words each as I, no, go, the, to, into, he, she, we, be, they, are, was.

- Do a simple set of cards with numerals on (a mix of numbers between 1 and 20) then do matching cards with spots. Ask your child to pair the spots to a numeral. 



- Write oo words on pieces of paper that look like poos. Spread them out over the floor and challenge your child to jump on a poo and read the word. A good one for the garden, even better if you have some brown paper to write the words on. 

- Go on a number hunt to 20 around the house. Order the numbers that you find and name them as you go. 



- Write a mixture of real and nonsense oo words on cards. Challenge your child to read and either sort them into a treasure pot or the bin. There is also a version of this to play on Phonics play website for free. Again oo is in phase 3 sounds.

- Get out instruments and make up a song using numbers to tell you how many beats to play on that instrument. Lay them out in a line with a number next to each one, play that many times and proceed down the line till the song ends. Change the numbers and instruments round till you find your best song. 


Friday Fun Day

Plan an olympics with a range of activities. Make a score board for your family and record results as you go through the challenges. Make badges that the winners (or everyone) can wear at the end. 

I know how tricky this must be, as I am writing this Aeneas is insisting that we hold hands, so I am picking out keys with one finger on my left hand whilst I also am being told sing along to Frozen 2 (again). You are all doing a brilliant job and everything will be sorted out when we return. 

Big Love, 

Mr T


Week Begging 27.4.20

Where is the time going? This is bananas! Missing you all so much. 



- Learn the ay sound as in play, day, say etc. Write a list of words and encourage your child to highlight the ay sound within them. You could do this with pens, crayons, paint... 

- Continuing subtraction. Draw 7 pictures and write a subtraction sentence saying 7 - 3 = 

Explain that the first number tells us how many counters or pictures we need and the second one tells us how many to take away. Repeat this every day as you work on it.

Encourage your child to cross out three of the pictures you have drawn and then count up the remainder and record as the total. Help them to do this several times. 




- Subtraction. Line up balls in the garden and show your child a number sentence 8 - 4 = for example. Together make 8 balls lined up and then ask them how many they need to kick away according to the number sentence. Kick and find new total. Repeat. Encourage them to make a problem for you! 

- Make ay word snap cards and play snap. They get to keep the cards if they can sound out the words that snapped. 

- Review phase three tricky words.



- Subtraction. Write out several subtraction number sentences and then work with your child to stick up the correct number of post its and then to remove the correct number to find the new total. Record together. 

- Write out ee words and ay words on little pieces of paper. Encourage your child to read them and sort them into the ee pot or the ay pot. Alternatively you could make a table and stick them on the ay side or the ee side.



- Eating subtraction. Write several subtraction sentences. Leave out raisins or smarties to use as counters. Evaluate if they can solve these problems independently and if they do feed them the answers! 

- If you can bare it finger paint ay words, if you cant practise writing them with what ever art supplies you have. You could put glue and glitter on the ay part of the words you make instead. 


Plan a camping trip, write a list of what to take and se up a tent in the living in room. Act out camping adventure!



Happy New Half Term everyone!

Week Beginning 20/4/20



- Teach new sound ee what can you see.
Write words with these sounds in on small pieces of white paper (try to make sure the children can sound out the word, it’s easy to forget). Then challenge the children to read these word cards and if they get it right they can crumple it up and throw the snowball into a pan or bin or anything really. 

- Positional language - use the toys to act out positional language e.g.

Put the cat ON the table.

Put the Lego IN the cup. 

words to include are: in, on, under, behind, next to, beside, within, far away from, close to, outside of...



- Write ee words and hide them around your house. Go hunting with your child, ask them to photograph a word when they find it on your phone or tablet. At the end read the words they have photographed.

- use same positional language from yesterday and a sleeping bag. Get children to act out these words with the bag.



- Write ee words on cards and stuck on the back of the door. Challenge child to hit them with a balled up sock. Whatever they hit they read to you. 
- Set up a series of challenges with easter chocolate. Put it in a cup , on, under etc and if children can use the correct positional language to describe where it is then they eat the chocolate. 



- Water paint ee words on ground outside or on paper inside .

- taking away. Write subtraction sentences e.g. 10- 3= and help your child to find ten and take away three. Encourage them to find the remaining total and write down the answer.



Make a shadow puppet show of your favourite story. We have just made one for The Musicians of Bremen.




Week Beginning 6/4/20

Happy Easter Holidays everyone :)


- Make an easter card and write a message inside.

- Make some Easter adding picture problems for your child by drawing eggs in two lines with an + sign in the middle and = at the end. Encourage your child to count up to find the total and record their answer. It may be helpful to have numbers to 20 written down so they can reference them if needed.



- Write a recipe for Easter baking. I know their is no flour but you could always make crispy cakes!

- Make numbered houses. Use your dominoes and add up the spots, place the domino on the correct house according to its total.



- Do a reading treasure hunt with Easter words: spring, god, lamb, egg, chicken...

- Buy a bag of sweets or chocolates or raisins or any kind of food really and serve a small amount on two plates. Challenge your child to add up the total and then give them a treat. Model how to record this.



- Share the Easter Story and enjoy trying to explain how Good Friday doesn’t actually seem all that good in the eyes of a five year old. You can make a little easter garden and send a picture to Wells Cathedral who are having a competition!


Week Beginning 30/3/20



- Write out lots of simple words with sh, ch, ng and nk on a page. Ask your child to spot the sounds within the words and assign each of the four sound a colour.

- Addition with toys. Fill a bing bag with cuddly toys. How many can you pull out in one go? Try again. Now how many do you have all together? Repeat several times focusing on finding the total number of toys all together. It can be really helpful to model lining these toys up so they are easier to count. 


- word puzzles. Challenge your child to rearrange letter cards you have made to spell a word. Use the sounds sh, ch, ng and nk in these words e.g. ring, ship, chop.

- Play a similar game reaching into a pillow case for socks. Today model how to write out the number sentences they make e.g. 2+2 = then challenge them to write the total.



- Today make a matching game with words that use sh, ch, ng or nk and a matching picture e.g. fish and 🐠. It might be really tempting to jump in and read the word if nothing is happening but give them plenty of  time. If you think this is a little advanced try doing the pictures and the first sound of their words on a card.

- roll the dice or download a dice app and record the spots. Repeat and model how to write this as a number sentence. Children count up total number of spots and write down a number for a total. Just to be clear you will need to be there scaffolding the  number sentence to begin with. If they are confident let them go solo if not keep supporting.



- Give your child a word list and three columns. Ask them to cut or copy the words and put them into the correct column to match their sound.

- Make a garage for your cars or trains or anything really. Park some on wine side and some on the other - how many are there all together? How many would their be if you added another and another? What if one drove away etc.



- It’s the end of term!

- plan an easter performance with songs, dancing, and make an Easter card. If you can find your white crayon and have some water colours you could do a cool wax resist picture of a lamb. 

Our lambs are due next weekend so watch out for videos on YouTube!









  • - Set up your own café at the dinner table.
  • - Decide what you will serve at the café – will it be just drinks or will there be snacks for sale too?
  • - Write a menu for the café. Ask your child if they feel confident sounding out the words. Encourage them to have a go writing those sounds down, but if it feels tense offer to write it down for them and ask them to draw over the top.
  • - As the adult write down a menu too. This will be the menu your child can copy from when they take orders.
  • - Set up guests at the café – use your cuddly toys or family members and encourage your child to take their order and record on their note pad using your menu as a guide. You may want to model this first.



Children need the opportunity to see a pattern, to talk about what they can see, and to continue a pattern. At first, they will do this one item at a time, e.g. red cube, blue cube, red cube…verbalising the pattern helps. Children may then be asked to say what they would add next to continue it.

Activities and opportunities:

  • building towers or trains of different-coloured cubes (continuing patterns horizontally and vertically)
  • extending patterns using a wide range of identical objects in different colours, e.g. beads; small plastic toys such as bears, dinosaurs, vehicles. Try to avoid interlocking cubes or bead-threading so children can focus on the pattern rather than their coordination skills.



  • - Get out spare change from your purse or change pot. Name the coins with your child.
  • - Assign each item on the menu a price. Make it only one coin.
  • - Set up the café – take this chance to invite different cuddly toys to keep it fresh and maybe add a table cloth or some flowers. Why not break out the napkins too?!
  • - Take orders as before and encourage to write in notebook again. However make the focus asking for the correct coin from the customer. Give each customer the purse with one of each coin in and ask your child to pick the correct one out of the purse to pay for their drink. Have lots of fun pretending to give your child the right money but trying to trick them with a different coin.


Copying a pattern can be difficult for children if they have to keep comparing item by item. AB patterns are easiest – when presented to children, these should contain several repeats, to ensure that the pattern unit is evident. Discuss the nature of the pattern: how has the pattern been made? Patterns can have a range of features such as varying objects, size or orientation.

Activities and opportunities:

  • accessing a range of patterns to copy. For example, using the plastic bears: big, small, big, small, big… footwear: shoe, welly, shoe, welly..., triangles …

    actions and sounds: jump, twirl, jump, twirl, jump… or clap, stamp, clap, stamp…
  • collecting things in the outdoors environment: stick leaf, stick, leaf, stick, leaf…


- Uh oh there is a problem at the cafe. (You need to do a little bit of prep for this)

- All of the words on the menu have been cut up into individual letters. Children must use their original menus to help them solve the puzzle of putting the word back in the correct order. ** only give them one cut up word at a time to do**

- Your choice whether to open the cafe afterwards or not. Might be fun to do a play dough cafe today. Would be great to bring the coins back in today to see wha they can remember.



Today reinforce what you did yesterday. Make a pattern and ask you child to copy it and extend it. You could use objects or pens and paper. Top Tip - objects have less stress as they can always be moved. Pens can get tense. Definitely works well with lego pieces or even different kinds of cuttlery. Don't forget patterns can be vertical or even edible! 



 - Set up a picnic today. Make a list of everything you need to pack in the bag or basket. Ask you child to help you sound out and again to write or to copy on top of yours.

- These always seem more fun under the table as it makes it seem like a den, or go out in the garden and get everything ready.

- Don't be afraid to tailor the menu to your guests e.g. fairy cup cakes, super slime for ghosts, small children to feed to dinosaurs...


Today copy a pattern you printed the night before of finger print then hand print. It can be the same colour for each. you could progress to alternate colours for alternate hands. You could equally use stamps if that feels less stressful. 



 - Get ready for a dance competition. 

- Choose a song each for the play list. 

- Set up three toys as judges with 5 counters each. They will award 5 as a maximum, for a possible score out of 15. 

- Do you dance and award counters, help your child to count the total and record on a score board. 

- Repeat till you are exhausted. 



*** Do no progress to this unless you are confident your child has understood the pattern work so far. If they have not DON'T PANIC and just review the above till they do. 

then proceed to:

As children progress from continuing to copying patterns, they can be challenged to change the sample pattern or to create their own. A range of objects can be provided for children to decide what the features of the pattern are going to be. Children may find it easier to make a pattern with the same colours as the original but with different objects. For example, copying a red–blue cube pattern with red and blue dinosaurs is easier than with yellow and green cubes. Patterns can involve different aspects and modes such as sounds, words or actions: some children will need suggestions, while others will think of their own. As children construct the patterns, ensure they have opportunities to:

  • repeat the unit at least three times (big bear, small bear; big bear, small bear; big bear, small bear). This is to ensure the child can sustain the pattern.
  • make a specified pattern, e.g. 'Can you do a green, yellow pattern?' This is to ensure the child can apply their pattern understanding
  • choose their own rule, e.g. 'I am going to make a big, small pattern.' This is to ensure the child can identify pattern features/rules/criteria
  • choose their own actions or sounds, e.g. clap, stamp… This is to help children generalise the idea of pattern.

Activities and opportunities:

  • challenging the child to change one element of the pattern they have created, e.g. 'Can you change the red bear to a blue bear? What is the pattern now?'
  • ensuring that there are numerous opportunities to create patterns – e.g. in the outdoors, using natural materials such as sticks, leaves, stones, pine cones; in craft activities, using stamping, sticking, printing; with musical instruments, using sounds such as drums, shakers, triangles, etc.
  • working collaboratively with a friend to take turns to create a pattern, e.g. one claps, one stamps, or one gets the red bear, one gets the yellow bear etc.
  • challenging a friend to continue or copy their pattern.