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.
