Note to the teachers:
At the end of the Upper Primary Stage the child should be able to view contemporary issues from multiple perspective introducing the child to social and economic problem of society like poverty. Illiteracy, child and bonded labour, class, caste, gender, environment, etc.
Develop a proper perspective related to the environmental issues and development at different levels from local to global.
Acquire a general idea of development in different periods of History.
Understand the formation and functioning of governments at the local, state and central level and the democratic processes of participation.
View the perspectives of women as being integral to the discussion of nay historical vent and contemporary concern.
Develop the ability to think independently and deal with the social forces that threaten human values, without losing her/his individuality.
The disciplines of Social Science have distinct methodologies that often justify the preservation of boundaries. Hence, the discipline-specific curricular expectations, with exemplar pedagogical process and specific learning indicators that may be observable among learners are provided in the document
(Source: Learning indicators and learning out comes at the elementary state)
The activities listed are suggestive, not exhaustive so the teachers are free to modify, enhance and add to the list already provided as per requirement.
Emphasis be given to learning imparted by providing the learner an opportunity to use her/his own hands for lasting impact.
Provide ample opportunities to learners to bring out their creativity, perception and interpretation and should motivate original ideas of children.
Teacher is a guiding force to learners individually and in groups but should refrain from unwanted or undue help for enabling the learner to be self-dependent to address assessment and real life problems and develop the basic skills.
Avoid arriving at any inferences, interpretations or jumping to conclusions or generalizations regarding learning because every individual learner is unique.
Stick religiously to the expected learning outcomes while you may have full freedom to plan different teaching activities and strategies. TheNCERT is to be used as textbook and this instrument is a link between the two. Itis prepared to be used by the teachers teaching social science which suggests ‘How to use the Textbook’ in no case it should be mistaken to be the textbook.
Provide ample opportunities of teaching learning and development of basic skills of listening ,speaking ,reading ,writing ,creative writing ,debating ,quizzing ,painting ,role play etc. through individual or group activities.
Teachers should prepare assessment tools which enhance learning (assessment for learning)by planning thought provoking questions as well as they should also groom learners for FA1,FA2,SA1,FA3,FA4/SA2 BY FRAMING SUITABLE QUESTIONS BEYOND THE TEXTBOOK and undergo drilling and assign home works in consonance with it .(assessment of learning).
Beyond the textbook reference materials like atlas encyclopedia, newspapers and media, historical atlas, Geography channels, Discovery, Animal Planet may also be discussed at suitable occasions in Social science teaching.
Suitable thought provoking assignments and questions are a key input to enhance and test learning and needs meticulous planning for achievement of learning outcomes.
Speed and accuracy and habit formation of learning competencies and basic skills by utilizing the instrument to teach textbook in consonance to real life and environment is our target.
Download B2B SSt Class 6, 7 & 8
At the end of the Upper Primary Stage the child should be able to view contemporary issues from multiple perspective introducing the child to social and economic problem of society like poverty. Illiteracy, child and bonded labour, class, caste, gender, environment, etc.
Develop a proper perspective related to the environmental issues and development at different levels from local to global.
Acquire a general idea of development in different periods of History.
Understand the formation and functioning of governments at the local, state and central level and the democratic processes of participation.
View the perspectives of women as being integral to the discussion of nay historical vent and contemporary concern.
Develop the ability to think independently and deal with the social forces that threaten human values, without losing her/his individuality.
The disciplines of Social Science have distinct methodologies that often justify the preservation of boundaries. Hence, the discipline-specific curricular expectations, with exemplar pedagogical process and specific learning indicators that may be observable among learners are provided in the document
(Source: Learning indicators and learning out comes at the elementary state)
The activities listed are suggestive, not exhaustive so the teachers are free to modify, enhance and add to the list already provided as per requirement.
Emphasis be given to learning imparted by providing the learner an opportunity to use her/his own hands for lasting impact.
Provide ample opportunities to learners to bring out their creativity, perception and interpretation and should motivate original ideas of children.
Teacher is a guiding force to learners individually and in groups but should refrain from unwanted or undue help for enabling the learner to be self-dependent to address assessment and real life problems and develop the basic skills.
Avoid arriving at any inferences, interpretations or jumping to conclusions or generalizations regarding learning because every individual learner is unique.
Stick religiously to the expected learning outcomes while you may have full freedom to plan different teaching activities and strategies. TheNCERT is to be used as textbook and this instrument is a link between the two. Itis prepared to be used by the teachers teaching social science which suggests ‘How to use the Textbook’ in no case it should be mistaken to be the textbook.
Provide ample opportunities of teaching learning and development of basic skills of listening ,speaking ,reading ,writing ,creative writing ,debating ,quizzing ,painting ,role play etc. through individual or group activities.
Teachers should prepare assessment tools which enhance learning (assessment for learning)by planning thought provoking questions as well as they should also groom learners for FA1,FA2,SA1,FA3,FA4/SA2 BY FRAMING SUITABLE QUESTIONS BEYOND THE TEXTBOOK and undergo drilling and assign home works in consonance with it .(assessment of learning).
Beyond the textbook reference materials like atlas encyclopedia, newspapers and media, historical atlas, Geography channels, Discovery, Animal Planet may also be discussed at suitable occasions in Social science teaching.
Suitable thought provoking assignments and questions are a key input to enhance and test learning and needs meticulous planning for achievement of learning outcomes.
Speed and accuracy and habit formation of learning competencies and basic skills by utilizing the instrument to teach textbook in consonance to real life and environment is our target.
Download B2B SSt Class 6, 7 & 8