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Four Elms Primary School

Four Elms Primary School

Friday 8th January 2021

Good Morning,

I hope your week is going well but if you need anything at all please email me on

It's my birthday today so I would like you to send me some amazing pictures of your work which i can share on the celebration page to make me really happy!!

I am keeping track of all the work you send me so that I can keep track of your raffle tickets which you get for well completed work. You will be able to add your raffle tickets to the chart when we return to school. I know lots of you are well on your way to earning some amazing certificates!!

Mrs Smurthwaite




TT Rockstars – 2 studio sessions and 2 sound checks before you go onto garage. Don’t forget you can challenge me and I will be challenging you too!

If you are a Lexia pupil, please use this time to complete your Lexia for the day. I will be checking and sending out certificates as you achieve them.

9:30 – 10.30


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LO: to understand how to represent data in a variety of ways and interpret them accurately

SC1: I can interpret data accurately from different representations

SC2: I can decide which type of representation is best to use

SC3: I can represent data in a variety of ways

Re-cap – types of data covered this week

We are usually given information initially in a table with numbers or tallies. We are then able to choose which type of data we present the information as.

Let’s have a look together at interpreting some different data…

A school year group want to find out which seasons everyone’s birthday is in. Their teacher creates a bar chart to represent her findings.

Create a simple table to show the results (you can use numbers or tallies)? If you aren’t following along on the video, you will want to pause now to create your table.

From your table, can we have a go at answering these questions?

  • How many more children had birthdays in Summer than Autumn?
  • How many children in total had their birthday in cooler months?
  • How many children were in this year group altogether?

Task 1: A class of children had a vote to see what their favourite types of cake were. Your first task is to choose how you would like to represent this data – you might make a table, draw a pictogram or a bar chart. Can you think which you feel would show the information most clearly, or which might be more suitable.

Task 2: Complete the challenge card activity attached below. There is a green, orange and red chilli challenge. Complete the one you would normally do in class. You all know what chilli level you are. Green chillies, if you whizz through your question have a go at the next chilli challenge. This will give you an opportunity to apply the knowledge you have gained.

Extension: The teachers at Four Elms and Seal Primary School have had a very indulgent Christmas break and what with lockdown being announced on Monday, we have decided that the chocolate eating will need to continue for a few more weeks yet!! Attached below is a tally chart showing the amount of different types of chocolate eaten so far! Your task is to create a poster that shows more than one representation of the data – you might do a bar chart and pictogram, a pictogram with a table attached or any combination you like! Think carefully about the scale you will need to use.

Identify you SCs in your work and think about how your learning is getting you closer to our outcome.


Break /snack time

Exercise – e.g. mindfulness yoga, fresh air in the garden, run up and down the stairs seeing if you can get faster every time!

Yu need to keep your body active so that your brain can keep active too.

11:00 – 12.00


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LO: to know and understand a variety of descriptive devices (onomatopoeia, personification, similes)

SC1: I can define each descriptive device

SC2: I can differentiate examples of each

SC3: I can give my own relevant examples

Today we will be thinking about specific types of figurative language that are used in descriptive writing.

Figurative language is a way of using words to compare something to something else – beyond the literal meaning.

Figurative language is used for emphasis and impact. The different types can also be called descriptive devices.

Descriptive devices make our writing more interesting. They also help the reader create a mental image of our meaning.

For example,

Which sounds more interesting?

We are alike.


We are like two peas in a pod.

Today we’re going to be focusing on 3 important descriptive devices;

Simile – A simile is a phrase or sentence which compares two things (an object or person) by using the words ‘like’ or ‘as’.

Personification – Personification gives human qualities to animals,
non-living objects, or ideas, usually using verbs and adjectives.

Onomatopoeia – Onomatopoeia is when a sound is created by using a word which physically makes the required sound when read.

Task 1: Attached today are 9 phrases. Please sort the phrases into three columns according to whether they are examples of simile, personification or onomatopoeia. You could write this out in a table or just listed below each heading. There are some word mats to remind you of the definitions and give some examples which might help you compare! There may be one or two that could fall into more than one section – be warned!

Task 2: Create a page that clearly shows that you understand the definition of each descriptive device and gives some of your own examples. You can use mind maps, callouts, illustrations and colour to make your page exciting. Please see my example if you need some inspiration. When you have finished, see if you can ask a member of your family to test you to make sure you feel confident on exactly what each device is.

12:00- 1:00


1.00 – 1.15


Exercise is so important to your wellbeing as it releases endorphins making you happy! Yay!!

Go onto the ‘The body Coach TV’ YouTube channel and join in with one of the PE sessions from lockdown  

or complete a cosmic kids yoga session on YouTube 

Or try jumpstart on YouTube 

1:15- 2.15

Geography Project

LO: to know that the world has several climate zones and understand the effect climate has on countries

The difference between weather and climate.

Weather changes daily and it is the temperature and conditions for the day. Often we describe the weather as hot, rainy, sunny, humid, overcast, freezing or snowy.

What are some other words we can use to describe the weather?

Climate is the average weather condition of a place over a long period of time. The climate of a location is often linked to its location in the world. Places near the equator will have a hotter climate than places near the North and South Poles which will have a colder climate.

Have a watch of this video which gives us more details about the difference between weather and climate.

What's the difference between climate and weather? - Fun Kids - the UK's children's radio station (

Now we know the difference, let’s have a look at the 6 different climate zones around the world.

Have a watch of Marina again explaining about these different climates (in the video, they call Mountainous, Continental)…

There is also an additional PowerPoint attached called ‘Climate Zones’ that may also support your understanding.

Your Activity: Attached is a world map showing all the climate zones. We would like you to create a poster to show your knowledge about climate zones. You only need to include information on 3 of the 6 zones. On your poster, you will need to include a sentence or two about what the climate is like, as well as 3 examples of different places you know around the world that have this climate. You can include pictures or diagrams too. Like the rest of this week, if you have a printer you could just print the map, stick it onto a larger piece of paper, then draw and write on that. Or if like me, you don’t, feel free to create a document online (see my example).

2.15 – 2.30



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2:30 – 3.00

Guided reading

LO: to know how to retrieve useful information for a purpose

SC1: I can identify important descriptive words and phrases

SC2: I can use these words to impact my understanding of a description

In our extract today, Michael surveys the island and it is described very clearly. Can you highlight/ list all the words that you feel give you a clear physical image of the island in more detail, e.g. thickly wooded, elongated peanut etc.

Now you have these key physical features highlighted/ listed, can you create a drawing of the island from the description, labelling all the parts you noticed.

3.00 – 3.15

Story Time – Kensuke’s Kingdom (next chapter for guided reading tomorrow.


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