Social Science Curriculum

Social Sciences refers to “the way in which individuals and groups interact with various environments (Nelson 1992:24; Robertson 1997:7). Social science is concerned about ones social relationships in relation to their interaction with the environment (both material and human environment).

1.1.2 Curriculum

Curriculum is referred to “a broad concept that embraces all planned activities, and thus also subject courses that take place during the ordinary school day. It also includes all after school planned activities such as societies and sport” (Carl 1988:22).

1.2 The purpose of social science in the school curriculum is to introduce students to a whole new world outside of their own realities. The curriculum of social science subjects

History views the transformation and growth of society over the years and how this influences or impacts the present. History is taught so that students can develop their own perceptions, views, feelings and begin to think critically and analytically of the stories that have been told of the past.

Social science curriculum also looks at Geography where students are exposed to ‘the outside world’ one that exists beyond their own realities. Geography looks at physical and human process over space and time which assists in the understanding of the world around us. Students gain an understanding of spatial relations and patterns which is important for a student’s development. Geography also offers as a bridge between human science and physical science.

1.3 The use of learning resources enhances/improves the teaching and learning of social

Schools also need to have the capacity to house teaching media; in more rural schools in South Africa electricity is a rare commodity thus housing media that requires electricity is not possible for these schools.

The development stage of the student refer to specific interest and needs of the student, although students develop at different rates a teacher can make assumptions or general recommendations to suit the needs of most students. These assumptions should be in line with the child’s 5 senses (touching, seeing, hearing, smelling and tasting) as this is how a child experience, observe and learn about the world.

Lewis and Schalkwyk (1997:59) states that teaching materials attend to different domains in the development of the student which must be taken into consideration when including audiovisual materials are planned and developed:

• cognitive domain which refers to knowledge, information and intellectual