Baltonsborough CE VC Primary School

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 Let's all keep calm and Lambrook!


I will update the website with ideas for home learning every Friday for the week ahead. This should give you a chance over the "weekend" to prepare for home school on Monday. 


I have also made a Youtube channel, so keep checking that as I will try my best to put lots of examples of learning you can do at home. Or follow along with on the videos (please don't have high expectations for production quality!).

I have my boys by myself every Monday and Thursday so I will be stretched to put things up on these days, but should be more productive on the other days. 

 You will find them all at:

Mr T Does Home School



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.