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Introduction

The human sciences all play an important role in the entire curriculum for primary schools and interdisciplinary skills. Although they mandated to teach children, vocabulary, creative skills, literacy, mental, social skills and even patriotic. How these objectives can be achieved is to be examined below. (Alexander, 1984)

Doctrine and organization of history in primary schools

History has a key role in the primary curriculum. This because it offers solutions, some issues instrumental in our lives. It enables children to understand how the world was to them what it is today. It also allows them to track the sources of those around them. Children in lower levels of learning are generally not familiar with past events. You do not know that the past and gives the story is the platform for introducing children to this crucial aspect of their lives. It also teaches children the ability to put together different information and thus have learned the principle of the conclusions presented in evidence. On top of this, it allows children the history of relations between present and past form. In summary, here are some questions to answer history helps

Objectives for the range of subjects from class to class, it is almost impossible, all the goals of the history of the exhaust gases. However, note that one critical stage occurs in children of seven years to achieve. During this phase, the objectives usually teachers specific, as have the capacity to events arising from past and current job. Teachers also expect these children to begin to understand why some events of the past as it is detected. They should also be possible between the way in which they live today and how to distinguish people living in the past. Children are also likely to recognize that the elements of the past were clearly represented in some way. This should also help foster a sense of curiosity in them to ask questions about these past events. (Carson, 1984)

Teachers handling relatively young children should realize that these children learn best in a practical environment. Therefore, the course is taught by visiting the museum. With this technique, can teach children how, when and where some people lived in the past. You can also understand some aspects of the program through which held that in the picture. Similarly, teachers use historic sites represent elements of the curriculum, for the same reason museums. Some teachers also objects to tell a central figure in a particular subject reign King George 1V. Furthermore, we show pictures of key players in a historical subject and then use it to tell a story. Another example of a specific technique used to deliver the curriculum subjects of history includes the use of video recordings. Here, for example, a particular theme: “The Vikings” will play the role of actors of all the characters in this most important subject of study chosen. This makes it seem less rigid and more visual for the children. Therefore, they will increase their chances of remembering.

ICT in history teaching in schools registered. This is usually done in a variety of styles. Teachers can clearly did websites for the story, take a look at some of the fantastic websites. These sites also offer activities that children in groups or individually, can do to understand a particular topic in more detail. can see examples of sites that children in an attempt to embed ICT in their learning process includes a visit “My children Trail time ‘to learn about important issues in the curriculum history through color screens.” Quizam “This site allows children, their understanding of the object to be measured by tests in a variety of historical topics. Another site displays information about” The Great Fire of London ‘. It is designed specifically for children in second years and one can easily understand. There is also a website on “historic costumes, children read more about historical clothing and then gave instructions on how to make one of them. Alternatively, the teacher can get students to create their site. Here the children can be given the opportunity to be a topic of their choice. Then they can be stressed by their own words using word processors in some places within the theme. Also, drawing pictures with different implementation of computer systems, as this will help in the process. A good example of a site created by children from the students was a form of the Neale Wade Community College. This WAS part of the project, including that multiverse more classes in the history of ICT. These children were targeted for the first time in the ICT world and history through practical training and at the end of the curriculum were able to put into practice what they learned from their teachers. (Taylor & Johnson, 1974)

But according to legal systems, more time should be allocated for mathematics, science and English. A theme in the humanities such as history, not the kind of ‘fall-core processing that the first three issues will be provided. So it is very difficult to prove or and mount all the requirements of the curriculum in the limited time allotted for history. L ‘ways of teaching the history of needs in a way that teachers are organized as possible to teach for a limited period, despite a lot of material.

Doctrine and organization of geography in primary schools

Geography as a subject in the humanities is an important issue. In particular, children are able to know their position relative to the rest of the world. They also learn how some places are affected by the environment and how they change over time. Besides this, children will be able to find specific areas in practice even if it their first time through the development of paper capacity. Also know the link, the location or the environment in economic and social activities, residents. This is achieved through active fieldwork. (Barton & Walker, 1981)

The use of techniques that teachers can transmit, for geographical knowledge, is under investigation. Here a teacher can select a particular issue, and use it as a basis for teaching map work, fieldwork and thinking ability. For example, teachers choose the theme of their local orchard. The main problem is that children around “can be built in this orchard homes?” What is the orchard of the future? “This study will help children develop an understanding of the world around them. It will also assist them to develop skills in geography in a relevant context. In addition to these, children learn to tell how different aspects of a place can change over time . When the teacher with this unit, children should start with simple tasks and resources. But as the weeks progress, you can change it more complex. For example, the scales are at the beginning of the maps are simple and the cards themselves easily understand. However, the progress of time, teachers should increase their geographical vocabulary. It could also attract children their own maps. To ask questions of children about their environment, children develop communication skills, observing what see and then say. They also develop intellectual skills presented on patterns, colors and show others the problem is theirs. You also learn how to be creative, because they are required to visually represent their findings through the use of maps.

An example of how geography teachers can, offer its students through field visits. Teachers can keep children at a site selected by the school. Upon arrival, children are invited to choose the stones of various sizes and some sticks. The stones are such that an outline of what to see the children create can be arranged. This creates a sense of the relevance of the cards. However, teachers themselves first give examples for the children who follow them. Later, children will be admitted to the images they saw through drawing maps represented. They can choose their own symbols for instructions by the teacher. (, Stenhouse 1975))

ICT is integrated into geography through a variety of ways. It ‘a tool for interaction between students from different places form used. For example, children in Britain see for itself how its geographical features ranging from Northern Ireland. This can be achieved through web cameras and videoconferencing equipment. In addition, children can also learn to geographical concepts through the strength and word processing programs. Through these forms of software, can be places in the form of maps and other images. This allows them space to express their ideas, to help in these software packages that can help the long wait. On top of this, children also search through ICT. Internet use in teaching of geography is crucial. It contains information on many maps and geographic features that have been created for children. Examples of such sites are QCA, SLN, Dorset, Kent and Staffordshire sites. Children draw inspiration from images on the screen and this enhances their ability to remember. ICT helps children to manipulate the data for the class. This is done typically done through the use of software for data processing. Children can also learn to make presentations with PowerPoint region. (Galton & Blyth, 1989)

Geography has already received the attention of government authorities. The Ofsted report from 2006 has a variety of problems that exist in the teaching of geography. First, teachers are not qualified to perform tasks. As if that were not enough, very few of their training, while improving the labor market, expertise in the areas. It is also noted that most teachers provide children with a basic knowledge in the subject line and then expect a lot from these kids be. Consequently, the power is low. Activities desk raised by that also happen weak. Most of them had very little reference to the geographical ideas. Those who had done courses focused on science-related and instead focused on the identification and communication of their outside world. Furthermore, it was also found that the minimum time is allocated to this subject because teachers focus on issues that they feel safer. ? (Moyles & Hargraves, 1998)

Teach religious education in primary schools

Religious education plays a key role in inter-work programs. Helps children develop their spiritual side. It helps you understand why other groups, as they do because they learn to act on their religious practices. Children will also be equipped with a sense of right and wrong, as most religions shape their character.

Under the provisions of the curriculum, most schools were found to meet the requirements in the religious education curriculum. However, there are still some problems such as low expectations of teachers highlighted. There were also relative weakness of the assessment in the subject line. The technology is also embedded bad practices in training in the subject. On the other hand, teachers followed the guidelines QCA and most of them are in conformity with the requirements. Around two-fifths of schools in Britain take their children for religious trips, providing a positive impact in their lives. (Helsby & Saunders, 1993)

A concrete example of how to teach religious education is through the relationship of holiday events in their religions. For example, teachers years of teaching a child the meaning of Christmas, giving the importance of the birth of Jesus They also arrange some outdoor activities such as visits to mosques, churches or Buddhist temples. He read some stories of religious books like the Bible. In this case, teachers use versions of religious books, which are made for children. For example, the Children’s Bible illustrations of some of the characters and their memory is required this.

Teachers have set a target on this issue. Some of the expectations that teachers should include knowledge of the field exercises in reading religious books, children, it says here that have read some of the things he had talked in class.

ICTs can in this topic through Web sites that children can learn in a colorful but effective way can be used. These include: a place of Staffordshire-called “religious stories,” a Web site Startholyde University called “Pictures and objects” and a page of top brands such as “ten commandments”. Teachers can also make children tasks on the computer and have them sent to you via email. However, this is for children who are near the end of primary school.

Integration of geography, history and religious education

All three arts subjects give way to the development of reading skills. This is because, as children to be competent in these areas, it is necessary to communicate. If it is properly managed by teachers, have improved their vocabulary and improve their communication skills. Children to grow socially. In religious education, learn about other religions and because some of their classmates, to hold different types of faith. In geography, they can be identified in different places around the world and this goes a long way in a sense of appreciation for differences seen in individuals Certain. Besides these children also learn to get along with others, apparently from a different background, such as teamwork, have during the execution of tasks in each of the three subjects. (In 1990 Fludir & Hammer)

The three arts subjects can be integrated into all of them, highlighting some important issues. For example, teachers can convey to children a sense of patriotism, regardless of subject taught. Other than that, as children develop a sense of spiritual growth through the integration of the three subjects. (Barton & Walker, 1981)

Completion

The humanities have much priority as math and science in some schools. It ‘so important that schools have more time to these activities. Teachers should also acquire a knowledge of geography in particular subjects. This should be filled by adding relevant to outdoor activities. This will be a long way to improve the skills of children in these areas of study.

Reference:

Alexander, R. (1984): The primary education, London: Holt, Reinhart & Winston

L. Barton & S. Walker (1981): Colleges and Teachers of Education Falmer Press

A. Carson (1984): Control of the Curriculum: a case for teachers, Journal of

Curriculum Studies, 16, 1, 19-28

Galton, M. & Blyth, A. (1989): Manual of primary education in Europe

London: David Fulton Publishers

Helsby, G. & Saunders, M (1993) TVEI and work on curriculum, Journal of

Evaluation and Research in Education, 7 (2) 45-50

In Fludir M. & M. Hammer (1990): Education Reform Act: Its

Origins and effects Falmer Press

Moyles, J & L. Hargraves (1998): The Primary Curriculum: Learning from

International Perspectives, London: Routledge

Stenhouse L. (1975): Introduction to Educational Research and Development

London: Heinemann

Taylor, PH & M. Johnson (1974): curriculum development, NFER