1. Inspiring change through
enquiry at Jump Primary School
Year 4 investigate
a Village in India

2. Where are Asia, India and
Chembakolli?
Using globes and atlases, we located the
UK first. From here we found Asia, India
and finally Gudalur. We had a little
problem…
We’ve found
Jump, let’s see
Miss, we’ve how far away
found India, India is.
but we can’t
find
Chembakolli, it
must be too
small!
After much discussion we decided
to use Google maps and Google
Earth to find Chembakolli, we could
spot it by looking for the Nilgri
Hills!

3. How do we get to
Chembakolli?
Now we know where Chembakolli is, we need to get there! We took a taxi from
Jump to Manchester Airport. Next we had to queue for ages to check in for a
flight to New Delhi and pass through security! It was a very long trip. When
we arrived in New Delhi we were tired, exhausted and quite scared because we
couldn’t read any of the signs or speak the language. Our journey wasn’t yet
complete…we still had to find out how to get to Chembakolli!
We packed
our own
bags.
Where do
we go
BEEEEEP!
next?
I’m not
wearing
anything
made of
metal!

4. How is Chembakolli connected?
What’s a Our journey continued…
rickshaw?
How are we We STILL hadn’t made it to
all going to fit
on one?
Chembakolli and were stuck in New
Delhi. By analysing photographs and
maps we decided to fly to the south
of India, catch a train to Gudalur, a
bus to the outskirts of Chembakolli
and finally a yellow rickshaw.
We were really excited to get on a
yellow rickshaw and worried about
where we might be staying in
Chembakolli. The children asked lots
of intriguing questions about what we
might find on our final arrival.

5. What is Chembakolli like?
FINALLY!! We make it to Chembakolli. It’s
beautiful! The scenery is like nothing we’ve ever
seen before. We were all sent to a different part
of the village to see what we could find.
Finding lots of
photographs at our
different stations,
we chose one each.
Discussed with our
I’ve drawn an partners what we
elephant
wandering through thought might happen
the forest. It’s before and after
the best drawing then we had to draw
I’ve ever done.
our ideas!

6. We were very proud of our display. Adding
key words, questions, definitions and work
as we progressed allowed the children to
measure their progress.

7. Enquiry Time…
Many exciting questions were asked about photographs showing homes
in Chembakolli. We discussed the landscape, what houses were made out
of, why they were made this way and what it might be like to live there.
Our confidence using terms like I agree because and I disagree because
has really improved. We are even using these terms in our other
lessons!
BUT…
The enquiry lead us on to many other unanswered questions…
- Who were the first people to live there?
- How is this going to inspire us?
- What do people do for jobs?

8. Who were the first people to live
in Chembakolli?
Who is she? Suspiciously, an audio CD was
Does she still
live there
left in the classroom by Miss
now? Oglanby! She had recently
returned from a trip to India
and had brought us a present!
Listening to the CD we soon
realised it was a little girl called
She sounds really
Bommi…she was telling us all
happy, I wonder about the first Adivasi people
what’s going to of Chembakolli. This was
happen next. I amazing…a real person, with a
can hear birds
and trees and real story!
water.

9. How did the Adivasi people
change their lives? Looking back at
our photographs
After we had
closely we
listened to
spotted a few
Bommi’s story
things we had
we realised
missed! There
there was more
was a man here
to the
leading a march…
Chembakolli
we didn’t know
story than we
why…so we
first thought.
returned to
It wasn’t just
Bommi to ask
about a
her why. Soon,
different place.
we realised just
Something had
how the Adivasi
happened here…
people had
but what?
changed their
lives.

10. Changing our lives…
Discussing the changes which took place in Chembakolli lead us to
think about how we might like our lives to change. We had a
short walk around school with lots of thinking time. On returning
to the classroom we each wrote two things we would like to
change.
We held a class vote. The things we wanted to change were – Our
behaviour, our attainment and our attitude to learning! (Very
mature and grown up responses from a very poorly behaved,
poorly attaining class!)
So…we decided to write to our head teacher and let her know what
we were doing! Maybe she would give us a reward for improving…

11. What change can we make locally?

12. Year 4,
Jump Primary School,
Roebuck Hill,
Jump,
Barnsley.
Dear Mrs Sykes,
We are writing to you because Year 4 have decided to make some big
changes! We would like some Nintendo DS’s with brain training. Our
reasons for wanting these are to improve school children’s
attendances, attitudes and behaviours. Hopefully, they could be used
as a treat during morning challenge time for classes who have been the
best throughout the week.
If you buy these, we think it will stop children from having to sit
outside your office so much and misbehaving. This would give you some
peace and quiet to get on with your work! The children would be very
grateful and would try harder to be helpful and caring. We promise to
take care of the equipment because we know that they are really
expensive and we would be lucky to have them!
Finally, we are thinking of ways to help raise money towards the cost
but would like your help with this!
We look forward to hearing from you soon.

13. Luckily…
Mrs Sykes We really This is
has agreed, need to brilliant,
I can’t change I’m coming
believe it! now. to school
everyday!
In the end, the children in year four made some very interesting
decisions about their lives. We discussed thoroughly their reasons for
wanting to change. Many children agreed that before we could make
changes to the world, we needed to make changes to ourselves. They saw
their behaviour, attitudes and attendance as key components for a happy,
effective learning environment. Through enquiry the children have grown
in confidence, self esteem and their speaking and listening skills have
dramatically improved. I have seen many positive changes from the
implementation of this project, both within the children and within
myself.