When Social Studies ceased to form part of the Junior Lyceum Entrance Examinations and later, the End of Primary Benchmark exercise, and before the 2010-11 last scholastic year, the DCMeL took the decision to print the three textbooks AMBJENT SO\u010aJALI, AMBJENT \u0120EOGRAFIKU and AMBJENT STORIKU for the last time. Schools were directed to use the three books as reference books and not as disposable workbooks. Thus the three books were collected by librarians at the end of the scholastic year to be distributed again and used (always as reference books) by this year’s Year 6 students.<\/p>\n
As regards Social Studies one has to see the present period \u00a0as one of transition. Presently the official Year 6 Social Studies syllabus (2006 document) is reduced, not because Social Studies is now considered as less important than it previosuly was, but rather to allow Benchmark processes to get assimilated smoothly especially by the Upper Primary Classes.<\/p>\n
What, in the present circumstances,\u00a0can be regarded as a\u00a0pedagogically sound approach to the teaching of SOCIAL STUDIES?<\/p>\n
One last thing: leaving aside English, Maths and Maltese, Religion and Social Studies are the only two subjects that do not have the service of peripatetic teachers; thus class teachers have sole and full responsibility towards the objectives of these two important subjects.<\/p>\n
Tony Pace (Education Officer Primary)
\nOctober 2011<\/p>\n","protected":false},"excerpt":{"rendered":"
When Social Studies ceased to form part of the Junior Lyceum Entrance Examinations and later, the End of Primary Benchmark exercise, and before the 2010-11 last scholastic year, the DCMeL took the decision to print the three textbooks AMBJENT SO\u010aJALI, AMBJENT \u0120EOGRAFIKU and AMBJENT STORIKU for the last time. Schools were directed to use the … Continue reading Transition Period for SS<\/span>