Teaching about a Village in India

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Teaching about a Village in India

  1. 1. Inspiring change throughenquiry at Jump Primary SchoolYear 4 investigate a Village in India
  2. 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 decidedto use Google maps and GoogleEarth to find Chembakolli, we couldspot it by looking for the NilgriHills!
  3. 3. How do we get to Chembakolli?Now we know where Chembakolli is, we need to get there! We took a taxi fromJump 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. Whenwe 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. 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. 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 elephantwandering 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. 6. We were very proud of our display. Addingkey words, questions, definitions and workas we progressed allowed the children tomeasure their progress.
  7. 7. Enquiry Time… Many exciting questions were asked about photographs showing homesin Chembakolli. We discussed the landscape, what houses were made outof, 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. 8. Who were the first people to live in Chembakolli?Who is she? Suspiciously, an audio CD wasDoes 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. 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! Therethere 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 justSomething had how the Adivasihappened here… people had but what? changed their lives.
  10. 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. 11. What change can we make locally?
  12. 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 bigchanges! We would like some Nintendo DS’s with brain training. Ourreasons for wanting these are to improve school children’sattendances, attitudes and behaviours. Hopefully, they could be usedas a treat during morning challenge time for classes who have been thebest throughout the week.If you buy these, we think it will stop children from having to sitoutside your office so much and misbehaving. This would give you somepeace and quiet to get on with your work! The children would be verygrateful and would try harder to be helpful and caring. We promise totake care of the equipment because we know that they are reallyexpensive and we would be lucky to have them!Finally, we are thinking of ways to help raise money towards the costbut would like your help with this! We look forward to hearing from you soon.
  13. 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 makechanges to the world, we needed to make changes to ourselves. They sawtheir 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.

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