Every subject has a role to play in the child’s development so as to enhance their psychomotor, intellectual, affective, social and cultural learning. Therefore, theoretically every subject should be given equal importance so as to allow the learners to develop their full potential in all areas and levels of learning. However, in reality there are subjects that are considered to be more important than others and this is what our research revealed. Our qualitative research with forty, year 4 and 5 students and our quantitative research conducted with eighty teachers, who teach years 4 and 5 analysed the teaching and learning of Social Studies that goes on in Maltese, primary, state schools, which involves methodology, attitude towards the subject, assessment, resources and other support. The attitude towards Social Studies affects the time dedicated to the subject. The vast syllabus, lack of time, resources and support and the annual exams make it the more difficult to bring about effective teaching. As a result teachers are compelled to adopt traditional pedagogies. The consequence of this is that the majority of children have an erroneous idea of what Social Studies is about, certain areas of the subject, such as the content, are emphasised at the expense of other areas such as skills.

An important finding is the teachers’ urgent need of support in the teaching and learning of Social Studies. Such support could be a learning pack. Both the teachers’ and childrens’ suggestions express the need for such a resource to be child-friendly as well as effective in reaching the Social Studies aims put forward in the syllabus, as well as, the NMC.

B.Ed. (Hons).
May 2003
Keywords: Social Studies, Primary Education, Teaching & Learning