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Contact: caterpillars@st-marks.e-sussex.sch.uk (9am-12pm)

***Caterpillar Timetable and Daily Structure  ***

We now have a suggested daily structure for our class to explain activities and how to layout tasks during the day - please see below smiley

Please see this week's Maths and English timetable below. Any resources mentioned will either be on the document as a link or further down the webpage under 'Maths Resources'  'English and Reading Resources' etc. 

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*Easter Topic Activities are now on our Topic grid. They are suggestions and you may work through the activities this week, or pick and choose. It's completely up to you! *

Home Packs sent home on Friday: There may be a range of resources in your pack. This is  to support re-capping  of key foundation skills and/or to allow opportunities of challenge. 

Topic Activity Grid - Updated (R.E - Easter Focus)

Topic work to take place during Topic /Creative learning time during the structure suggestion timetable (above). One square represents 1 activity. Work along the row, as one activity lends itself to the next. Some of these activity squares may take a few days of your Topic time to complete and others may fit into one session perfectly.  Both situations are absolutely fine and there is no expectation to rush through them. The topic grid will be reviewed during the first week after the Easter holidays and we can hopefully share our work too! 



Picture Prompt for this week's English learning:





Phonics Resources

Phonics activity suggestions on our weekly timetable are aimed to support general confidence building in Phonics. 

Phonics Play 

Phonics Bloom 

Teach Your Monster to Read 



Click for Spelling Frame 

Spellings will be set and updated every Friday. Spellings from the previous week won't immediately disappear on Spelling Frame, they will be availible over the weekend and be removed on the Sunday. 

This Week's Spellings 27th March

Year 1: bread, dream, each, head, instead, meant, meat, read, read, sea

Year 2: towards, war, warm, word, work, world, worm, worth

Last Week's Spellings 20th March

Year 1: about, around, goes, mouth, out, sound, toe 

Year 2: quality, quarter, squabble,squash,swallow,wallet,want,wash,watch



TalkSpace - Please don't hesitate to contact Judith for support and advice



English Links

Twinkl Go Games for Year 1 Log in Code: IW4726

Twinkl Go Games for Year 2  - Log in Code: IR4629

Oxford Owl - Free access to e-books ( reading books similar to the guided reading books at school. )

Borrow online library e-books 

Phonics Play  (recommended Phase 3-5)

Teach Your Monster to Read  



Twinkl Go Games for Year 1 Log in Code: IW4726

Twinkl Go Games for Year 2  - Log in Code: IR4629 

KS1 BBC bitesize games 

Oxford Owl games for all ages and stages 

Crickweb KS1 games 

Topmarks games 

Addition and subtraction mathsframe games 

ICT games for KS1 


General Links 

List of museums and attractions offering virtual tours 

Busy Things- A fantastic teaching tool for children Reception-Year 6 and games/activities to cover all areas of the curriculum. It isn't free but they are now charging £1 for one month's use.

Neal Fun A site with lots of information to explore. 

National Geographic Kids: A huge variety of up – to – date information with photos and quizzes about the natural world. 

National Gallery:  Zoom in on ancient masterpieces. 

Guinness World Records:  Watch videos and read about real – life record breakers. 

Shaun’s Game Academy:  Based on the Shaun the Sheep animated character, this website allows you to design your own game and learn how to code. 

European Space Agency:  Loads of things to do about space. 

Outdoor Learning Ideas 


Thank you to Mrs Heath for passing on these ideas :) 

  • Create a potion lab. Collect containers, funnels, jugs, spoons, water, food colouring, bicarbonate of soda and vinegar. You could also use glitter, poster paint, flour, rice, oil – anything you have. When you’ve made your potions DO NOT EAT THEM but create labels for them – ‘unicorn potion’/ ‘fly to the stars potion’ and so on!
  • Have a scavenger hunt. This is sometimes known as ‘tidying up’ but children are generally more up for it if you write/ draw a list of things to collect and tell them where to put them. For a variation, you could draw up a list of things for them to find which may take a little while: a stone with a hole/ a four- leaf clover.
  • Make nature rubbings. Use wax crayons and paper to investigate textures of bark. In the absence of trees or large shrubs, try fences and walls. You could cut the rubbings into interesting shapes to make some bunting or use on the front of a greetings card. 
  • Have a bear hunt! Hide several soft toys (exceptionally well!) for them to search for. 
  • Start a mini vegetable/herb garden. You can grow things pretty much anywhere – old wellie boots work well with some holes drilled in! Radishes grow very quickly and basil will germinate in a day or two. Find some sticks or stones to write labels on. (Outdoor pens available online or use acrylic paint pens)
  • Water painting. Find something that goes darker when wet- slabs, fences, bricks, get a brush and water and off you go! Rollers are quite fun too if you have them. 
  • Chalk art. Chalk can be left outside and never needs to be sharpened. It will wash off in the next downpour. 
  • Have a snail race. Self- explanatory and quite fun if you can deal with the slime!
  • Play ‘Kim’s Game’ with objects in your garden. 
  • When it’s a little warmer, go stargazing. Set up a cosy area outside, lie on your back and spot stars! You could find a sky chart online to learn a few names of constellations. Keep a moon diary. 
  • Collect as many stones as you can. Now build them in to a tower – how tall can you get it? Does it make a difference if you change your base stone? If there’s more than one person you could have a competition – or see if working together helps you get a taller tower. 
  • Rock painting. You can get some acrylic pens (they do stain so put on some old big t-shirts/aprons) relatively cheaply online. Paint your stones- you could have a theme or just allow creative freedom!


Year One

counting up and back to 20, try ordering number cards and filling in missing numbers on a number line drawn out by your adult. Try simple addition by placing the greater number in your head and counting on the remaining smaller number. Try writing this as a number sentence, such as...  3 + 2 = 5.

How many other ways can you add numbers to make 5? Have fun investigating.

Why not start with 5 and take some away? You can write this down as a subtraction number sentecne? 

i.e.  5 - 3 = 2, how many of these can you find? Now try exploring numbers 6, 7, 8 and more!

Remember to use concreate aparatus such as counters, anything will do even pieces of dry pasta or buttons etc. 

Adults don't forget to offer praise for having a go, effort and persistence instead of the end result or a correct answer. This helps develop a growth mindset, for more information on Growth Mindset see the TED talk on our main class page. 

Year Two

Practice counting in 2s, 5s and 10s! Ask you child what 3 groups of two are? 4 groups? 5 groups? etc. 

Now try this with 5's and 10's, can you write them as a multiplication statment 3 x 2 = 6 ?

can you draw an array to match?  Use counters to make an array if your child is unsure, this will get them started.

Fluency - facts to recall by rote to help reduce mental loading. 

We are working on our number bonds to 10 and using these to find number bonds to 20 and other related facts...

If I know that 6 and 4 makes 10, I also know...

6 and 14 make 20 
4 and 16 makes 20
60 and 40 makes 100
If I have 36 I only need 4 more to get to 40

The foundations of number bonds will help your child progress and make links with much of their number work. 

Let us know if you have been doing this at home so we can celebrate this with your child at school.

Try our Tens and Ones drop-pot game.

You will need:
Two small containers (cups or pots work fine).
Counters: A handful of two different kinds of counters (a few one pence and ten pence pieces are perfect).

How to play: Player one - the dropper. Player two - the counter.
Player one is the dropper and holds the ones (counters) in one hand and the tens (counters) in the other. Make one pot tens and the other pot ones. Start dropping the tens into the tens pot one at a time, waiting for player two to count them up as you drop "10, 20, 30" (go to their counting speed). After a few drops player one (the dropper) says "stop!", then starts slowly dropping the ones into the other pot one at a time. Player two (the counter) now counts in ones from where they left off with the tens, "31, 32, 33, 34". Again the dropper says "stop!" and goes back to dropping into the tens pot. The counter (player 2)  then counts on from where they left off with the ones, "44, 54, 64, 74". Then swap over and have a turn at being the other player.

The counter develops the skill of mentally increasing either the tens or ones, having to count on from where the last pot stopped. This is mentally challenging and takes practice, it is really good fun and the children have enjoyed having a go.  
Don't give up Caterpillars, practicing and having fun is the key!

Year one fun! Who will get to 20!

Rules: you can count on 1, 2 or 3 places, see who can say 20 first!

Online fun!

Try out the Top Marks website, searching for Number fact families. This will help to embed related number facts to 10 and 20.

Soon we will be looking at Formal methods for year 2...

Year 2 are looking at 'Column addition'. 
Place a two digit number on top of another two digit number. 
Write a T for tens at the top of the left hand column and an O for ones at the top of the right hand column.
Write in your + symbol to the left (tip - make sure it is not in any of your columns!)
First add the ones column, writing the answer at the bottom directly in line (Tip - try counting on, place the greater number in your head and count on the remaining smaller number).
Then add the tens column and write in the answer directly below. Note you do not need to add a zero even though it is a tens number... we know it is a ten because it is in the 'Tens column'. We call this 'Place Value'. 
Try column addition for:          23 + 12           42 + 16            34 + 22 

What happens if you try ....     26 + 17     Uh Oh! When I add the ones column it makes more than 10! 
The rule is that a tens number can not live in the ones column as...
The 6 + 7 = 13, this is not a ones (single digit) number!      
Don't worry just write in the 3 in the answers space for the ones column and carry the whole ten you have made into the tens column by writing a small 1 under the existing tens digits (this way you will not forget to add it in!).
Now add the tens column up. 20 + 10 + 10 = 4 tens (43). 
This is called regrouping!
Try Column addition with regrouping for:        26 + 27             15 + 16            37 + 17 

Column Subtraction works in the same way. Just write the - symbol next to your numbers to show you are taking away. Subtract the ones column first and then the tens (tip - always identify the greater number so you can place it on the top of the smaller number). Don't forget to make sure they are perfectly in line with the T (tens) and O (ones) written above. Try: 74 - 32        56 - 23       84 - 42   

Hold the phone! What if I try.... 42 - 23   When I try to take away the ones I can't!
I cant take away 3 from 2.. there are not enough numbers to take away from.
Try regrouping with your Column Subtraction!
Borrow some form the tens column to make a bigger number that you CAN take away from. 
Cross out the 4 and write 3 next to it (to show 3 tens are left in that column) 
Write the ten you have pinched in next to the ones number that was to small to take away from. Now you have 12 instead of 2! sorted! you can easily take 3 from 12... and it leaves you with a ones number (9) which is just right for the ones column. 
Finish off by taking 20 away form the 30 you left in the tens column, leaving one ten to write in the answers space of the tens column.  Was your answer 19? 
Practice is the key... do these with your adult:        56 - 37        44 - 16         65 - 28 
Ask them to set you some more... try 2 a day! little and often is the key. 

Have fun and keep practising!

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