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SECTION 5 MORE DEVELOPED CROSS- CURRICULAR PLANNING

T OPICS

• Why an integrated approach?

• Scheme of work for Tamil language and Bharatha Natyam (South Indian dance) project

at Downderry School

  Activity 5a: Two stars and a wish.

W HY   AN INTEGRATED  APPROACH?

In this section we look at planning for more developed cross-curricular projects which may involve

collaboration between a subject specialist in dance, drama or art and the language specialist. This

integrated approach, which has been a common feature of primary practice and is now being

encouraged more at secondary level too, can bring significant learning benefits. In particular it can

provide a richer context and deepen understanding through stimulating connections between differentsubject areas. This has been shown to develop confidence and improve motivation. However, it relies

on:

• a good working relationship and ongoing dialogue between teachers

• a dual focussed approach by both teachers

• a carefully worked out complementary programme

SCHEME OF WORK  FOR T  AMIL  LANGUAGE  AND BHARATHA  N ATYAM (SOUTH INDIAN DANCE)

PROJECT   AT  DOWNDERRY  SCHOOL 

To show what such a programme might look like we draw on the cross-curricular Tamil language and

Bharatha Natyam (South Indian dance) project at Downderry School. Bharatha Natyam is a highly

stylised form of dance drama rooted in ancient religious philosophy and symbolised by the famous

dancing Shiva statue. The dramatic element comes from song stories, typically with a moral message,

which form the background to the dance.

The scheme of work and appendices developed for the project are available to download from this site

(See Resource 1- Please see support sheets, video clips and other resources.) The scheme sets out the

programme for both language and dance lessons over 10 weeks (one side per week) with supporting

information (lists of key structures and vocabulary, texts for song stories, sets of images and various

scaffolding activities, etc) provided in an appendix.

The first page of the scheme provides some general information about the class (age range, NC levels

in Tamil and dance) and identifies links to key government frameworks (National Curriculum, KS2

Framework for Languages, Asset Languages). General learning skills to be developed within the unit in

each subject area are also listed.

The headings for the main scheme of work tables are:

• Content / learning objectives (linguistic, cultural, physical, aesthetic)

•

Language (Main vocabulary and structures)• Main activities

• Resources

• Homework / Assessment (including peer and self assessment)

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