The social studies we see in classroom is merely transferring informational knowledge to the students about the country and the world in terms of political, economic and geogrphical phenomena without any serious engagement with social conflicts and problems such as racial and gender discrimination, conflicting ideologies, competing economic systems, poverty and inequality-are social, political, economic, historical and geographical in their origin and impact and therefore should be ideally be addressed as a part of social studies curriculum and teaching in schools.

The present syllabus is designed to forge an integrated perspective for the primary stage of schooling that draws upon insights from Sciences, Social Sciences and Environmental Education. The National Curriculum Framework 2005 indicates some of the objectives of teaching science and Social Sciences as follows: 

1. to train children to locate and comprehend relationships between the natural, social and cultural environment; 

2. to develop an understanding based on observation and illustration, drawn from lived experiences and physical, biological, social and cultural aspects of life, rather than abstractions;

3. to create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces o to nurture the curiosity and creativity of the child particularly in relation to the natural environment (including artifacts and people); 

4. to develop an awareness about environmental issues; 

5. to engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.

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