Social Studies in Scotland’s school curriculum: a case for a more integrated approach

Abstract

The fragmented approach to teaching geography, history and modern studies currently employed in Scottish secondary schools prevents links being made between these disciplines and limits quality learning time. Through exploration of the concept of curriculum integration and examination of its history in secondary school education in the United Kingdom, this article argues that there are no compelling reasons for subject separation. Indeed, the vitality of constituent subjects of social studies both in secondary school and higher education can be regarded as indicative of the success of an integrated approach. The article concludes with suggestions for progress in this area.