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October 04, 2019

Social studies and the vision of the National curriculum
The Vision
The Social Studies curriculum is structured in such a way that it paves the road to achieve the vision of the National Curriculum.
The National Curriculum envisions the development of:
  Successful individuals who are motivated to learn and explore; who are inquisitive and eager to seek, use and create knowledge
 Confident and competent individuals who have a firm belief in Islam, a strong sense of self and cultural identity and believe in their own capabilities; and 
 Responsible and productive contributors to their own family, their local community and the global society.

Likewise, Social Studies allow students to:  Value their roots
 Explore their pasts and understand their contexts, 
 Appreciate the interrelationships between people across time, environments and cultures while developing civic efficacy
 Comprehend how societies work
 Develop the knowledge and skills which will help them to make informed and reasoned decisions that are required of responsible and active citizens of a democratic society in an independent world
 Help them to appreciate diversity and develop respect for oneself and others while learning to be compassionate and tolerant. 
 Learn the skills of critical analysis and self-reflection, allowing them to develop their own identities.
The Principles
The National Curriculum identifies eight fundamental principles that need to be taken into account when designing and implementing learning and other school activities. Social Studies curriculum is also designed in taking into account these principles, as follows;
The Key Competencies
The eight key competencies outlined in the National Curriculum encompasses knowledge, skills, values, attitudes and dispositions to be explicitly taught in various key learning areas and though various school activities.
Practicing Islam
 Cultivate an understanding of common and differing values that forms a basis for tolerance, compassion, cooperation and appropriate human behaviour.
 Explore the civic, democratic and religious dimensions among adherents of Islamic faith
Understanding and managing self
  Examine various forms of human behaviours, right and responsibilities that enhance understanding of the relationships among social norms and emerging personal identities.
 Investigate social processes that influence identity formation and the ethical principles underlying individual actions.
Thinking critically and creatively
  Use creativity in investigating and solving societal issues.
Social Studies in The National Curriculum Key Stage
 Use reasoning and evaluation in order to make informed decisions and implement relevant social actions.
 Accept a variety of possible answers to the same problem and use different methodologies to inquire social issues.
Making meaning
 Use language, symbols and texts text material, together with a range of oral/aural and visual resources which provides rich information to support learning of social sciences.
 Understand the meaning of social terms such as civic life, politics, and government to understand how societies work.
 Recognize common relationships between core concepts critical to the understanding of social science contents.
Living a healthy life
  Make choices following one’s own choice based on a criteria, carry out the initiatives necessary to develop one’s choice, and take responsibility for one’s decisions in social, personal and physical domains.
 Develop social relationships through group work and community participation.
Using technology and media  Identify, locate and access appropriate information on Social Science and transform it into knowledge.
 Select information, use and transmit through different media, and use ITC as an essential element of communication to learn about social science.
 Use technological resources to resolve societal issues efficiently, keeping a critical and reflective attitude when evaluating the available information.
The use of well- planned integrated approaches, both within Social Studies and between Social Studies and other curriculum areas plays an important role in the teaching/learning of Social Studies at all levels.
As children grow older, they begin to recognize that there are different ways or modes of looking at the world and of organizing human knowledge, so teaching strategies may vary to include a holistic approach, some cross- curricular integration and a subject-centered focus. Such an approach utilizes teaching and learning time efficiently and acknowledges that the social, emotional, attitudinal and moral development of the child is interwoven with the acquisition of knowledge and skills.

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