comb humans syllabuses

8/9/2019 Comb Humans Syllabuses

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COMBINED HUMANITIES

GCE Ordinary Level

(Syllabus 2192)

CONTENTS

Page

SOCIAL STUDIES 3

GEOGRAPHY ELECTIVE 17

HISTORY ELECTIVE 43

LITERATURE ELECTIVE 51

LITERATURE IN CHINESE ELECTIVE 61

LITERATURE IN MALAY ELECTIVE 65

LITERATURE IN TAMIL ELECTIVE 69

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2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)

SOCIAL STUDIES

GCE Ordinary Level(Syllabus 2192)

AIMS

The proposed syllabus is organised around two core ideas Being Rooted and LivingGlobal. Through these two ideas, the syllabus aims to develop our students into well-informed, responsible citizens with a sense of national identity and a global perspective.The aims of the revised syllabus are to enable students to:

understand issues that affect the socio-economic development, the governance and

the future of Singapore;

learn from the experiences of other countries to build and sustain a politically viable,socially cohesive and economically vibrant Singapore;

develop thinking and process skills which are essential for lifelong and independentlearning;

have a deep sense of shared destiny and national identity;

develop into citizens who have empathy towards others and will participateresponsibly and sensibly in a multi-ethnic, multi-cultural and multi-religious society;and

develop into responsible citizens with a global perspective.

To achieve these aims, it is important that students develop competence in three areas:knowledge and understanding, skills and processes, values and attitudes. The specificabilities to be developed are:

KNOWLEDGE AND UNDERSTANDING

to study the past through varied socio-cultural perspectives over time and space, andunderstand its relevance to the present through lessons learnt;

to understand the structure of government and its functions in a contemporary societyand recognise the importance of good governance and the roles and responsibilitiesof effective citizens;

to understand the dynamics of living in a multi-ethnic environment and recognise thesignificance of social cohesion within a diverse society;

to understand that the scarcity of resources affects the ways in which resources areallocated and managed, and recognise that informed decisions are made based onthe choices available; and

to understand the global interconnectedness and interdependence among worldsocieties and recognise the need to adapt to the changing world environment.

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SKILLS AND PROCESSES

to imbue students with the skills of critical inquiry, investigation and reflection;

to develop critical and creative thinking in students. Critical thinking skills essentiallyrefer to the skills of constructing explanation, and evaluating and interpretinginformation through making inferences, analysing evidence, comparing andcontrasting views, and drawing well-reasoned and substantiated conclusions.Creative thinking skills refer to identifying unique connections among ideas andsuggesting insightful approaches to questions and issues;

to develop students to be information-literate and adept in process skills so that theywill be able to acquire, manage and use information creatively and effectively; and

to envisage possible and preferred futures and evaluate alternatives.

VALUES AND ATTITUDES

to examine issues in society, locally and globally, so that students will:- appreciate the implications of various decisions, actions and relationships;- respect and value diverse perspectives and cultural and historical backgrounds of

people, and work towards peaceful relationships;

- appreciate the importance of living in an interdependent community withincreasing global connections;

- recognise the value of participating as ethical, active and informed citizens in ademocratic society within a global community; and

- experience and appreciate their ability to influence the present and the future.ASSESSMENT OBJECTIVES

The assessment objectives are:

Objective 1: KnowledgeCandidates should be able to:

demonstrate relevant factual knowledge.

Objective 2: Constructing ExplanationsCandidates should be able to:

demonstrate an understanding of concepts and terms appropriate to the syllabus;

select, organise and apply the concepts, terms and facts learnt; and

make judgements, recommendations and decisions.

Objective 3: Interpreting and Evaluating Sources/Given InformationCandidates should be able to:

comprehend and extract relevant information;

draw inferences from given information;

analyse and evaluate evidence;

compare and contrast different views;

distinguish between fact, opinion and judgement;

recognise values and detect bias; and draw conclusions based on reasoned consideration of evidence and arguments.

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O LEVEL ASSESSMENT SPECIFICATION GRID FOR SOCIAL STUDIES

Assessment Objective Weighting

Objective 1 + Objective 2 25%

Objective 1 + Objective 3 25%

Total 50%

Note: Objective 1 is inevitably part of the testing of Objectives 2 and 3.

ASSESSMENT FORMAT

O LEVEL SOCIAL STUDIES

One paper of 1 hr 30 min.

Paper comprises 2 sections:

Section A: (25 marks)One source-based case study testing Assessment Objectives 1 and 3

Section B: (25 marks)Structured-essay questions testing Assessment Objectives 1 and 2Candidates answer 1 out of 3 questions set

Candidates are required to answer the compulsory source-based case study fromSection A and 1 structured-essay question from Section B.

Note: Theme One, Singapore as a Nation in the World, is non-examinable. No questionswill be set on this theme in the examinations.

Source-Based Case Study

The compulsory source-based case study can be set on any of the five examinable themes.Candidates will be expected to have an understanding of the ways in which sources may beevaluated. Questions could be set on case studies and examples covered in the syllabuscontent as well as case studies and examples not covered in the syllabus content, but relatedto the themes in the syllabus and requiring the skills and concepts taught during the course.For case studies and examples not covered in the syllabus content, sufficient backgroundinformation will be provided to candidates.

Various types of sources such as textual, statistical/numerical and graphical/pictorial may beused. Candidates are expected to use their knowledge, skills and conceptual understandingdeveloped during the course to help them use the given sources to answer the questions.

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Construction of O Level Source-Based Case Study

No more than six sources may be set for the source-based case study. One or more differingaccounts of the same situation might be set, showing different views as time progresses or incommunicating to different audiences, or one or more accounts on the same theme.

No individual source will exceed 150 words. Sources may be simplified where necessary.Obscure terms (other than those which should be known to those who have studied thesyllabus) will be annotated.

Each case study will have four questions testing Objectives 1 and 3. The weighting for eachquestion will be indicated in brackets. Questions will involve higher-order thinking skills asdefined in the Assessment Objectives. Answers to the open-ended questions will be gradedaccording to the coherence and consistency of the argument. Credit will be given to pointsoffered by candidates that are not on the suggested marking schemes as long as the pointsare logical and sufficiently substantiated. A Levels of Response Mark Scheme (LORMS) willbe used to assess candidates answers.Construction of O Level Structured-Essay Questions

Three structured-essay questions will be set, each on a different theme in the syllabus.The questions set may be on the same theme as the source-based case study, but not on thesame topic. Candidates have to answer one structured-essay question which testsObjectives 1 and 2. Each structured-essay question comprises two sub-questions.The weighting for each sub-question will be indicated within brackets. The two sub-questionswill test candidates ability to explain, analyse and make judgements on events and/or issues.A Levels of Response Mark Scheme (LORMS) will be used to assess candidates answers.

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CONCEPTUAL FRAMEWORK OF THE REVISED UPPER SECONDARYGCE O SOCIAL STUDIES SYLLABUS

1. At the heart of the framework is the student, the focus of the revised syllabus.Encircling the student are two core ideas Being Rooted and Living Global, aroundwhich the revised syllabus is built. These core ideas are derived from the aims andobjectives of the syllabuses which are aligned with the six National Education (NE)messages.

2. The twin core ideas are delivered through six themes reflecting the topics fromdisciplines such as History, Geography, Political Science, Sociology and Economics.The three themes that deliver the idea of Being Rooted are positioned in the lowerhalf of the circle. The first theme, Singapore as a Nation in the World, gives anoverview of the challenges faced by newly independent nations. This theme providesa backdrop for the discussion of the inherent challenges faced by small nations likeSingapore. It also sets the stage for understanding the subsequent themes. This

theme is flanked by the other two themes, Understanding Governance and Conflictand Harmony in Multi-Ethnic Societies which examine the importance of goodgovernance in sustaining a socially cohesive, multi-ethnic nation.

STUDENTS

Singapore as aNation in the

World

Conflict andHarmony inMulti-Ethnic

Societies

UnderstandingGovernance

SustainingEconomic

Development

ManagingInternational

Relations

FacingChallengesand Change

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3. The three themes that develop the core idea of Living Global are positioned in theupper half of the circle. Using Singapore as an example, the two themes ManagingInternational Relations and Sustaining Economic Developmentaddress issues suchas providing for the defence and security of nations and how friendships arecultivated among nations of the world, to build a politically stable and economically

vibrant global community. The final theme, Facing Challenges and Change, reviewsand integrates the topics in the other five themes. This theme looks at how nationsovercome challenges to survive through the study of the rise and fall of Venice.

4. For each of the six themes, there are topics comprising knowledge, skills, values andattitudes. The intended learning outcomes to be demonstrated by students in thesethree domains are shown in the outermost circle.

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THEME CONTENT LEARNING OUTCOMES

SINGAPORE AS ANATION IN THE WORLD

New nations face political,social and economicchallenges to survive andprogress in theinternational community.They need to stay alertand nimble in respondingto these challenges.Singapore tries toovercome thesechallenges through theleadership and commonwill of its people and byworking with othernations.

How do nations come into being and what challenges dothey face?

Nationhood and Its Challenges

What is a nation?

Challenges faced by new nations such as Singapore- national identity- stable government- social cohesion- economic development- defence and security- diplomacy

This theme provides the backdrop for the understandingof subsequent themes and sets Singapore in the contextof the world. This theme is non-examinable.

Students will be able to:

explain the concept ofnationhood

discuss challenges faced bynew nations

understand the uniquechallenges Singapore faced asa newly- independent nation

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UNDERSTANDINGGOVERNANCE

Good governance

determines the viability,development andprogress of nations.Guided by a set ofprinciples, policies areformulated andimplemented to meet theneeds of the people andnation. Understandinggovernance enables us tobe aware of thecomplexities of decision-making in a society andworld that faces rapid

change.

Why is governance important?

Policy Process: Formulation and Implementation

Meeting the needs of the people and nation, usingthe transport policy as an example to examine:- principles of governance- roles and responsibilities of the legislature,

executive and judiciary- role of media and feedback channels in the

policy process

Case study of Singapores population policies to

examine policy changes over time- population policies from the 1970s to the 21

st

century- challenges of and responses to ageing

population and declining birth rate

Similar Problems, Different Approaches

A comparative study of public health care policies inSingapore and United Kingdom- how policies work in different countries- impact of policies on society and nation


understand the significance ofgovernment structure

recognise the importance ofprinciples of governance inpolicy formulation andimplementation

evaluate the role ofcommunication channels inpolicy-making

recognise that policies changeto meet changing needs ofsociety and nation

recognise that differentgovernments adopt differentapproaches to solve similarproblems

evaluate the effectiveness ofthe policies in meeting the

health care needs of the peopleand nation

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CONFLICT ANDHARMONY IN MULTI-ETHNIC SOCIETIES

Different ethnic, religious

and cultural groupscontribute to the diversityand richness of multi-ethnic societies. However,it is important to bevigilant against the forcesof divisiveness that causeconflict and disintegrationof societies. Commonbonds should bestrengthened to unite thepeople as a nation.

Why is harmony in a multi-ethnic society important to thedevelopment and viability of a nation?

Discord and Disunity

Case studies of Sri Lanka and Northern Ireland- causes of conflict among ethnic and religious

groups- manifestations of conflicts- impact of conflicts on political, social and

economic development- efforts to resolve the conflicts

Social Cohesion and Harmony

Case study of Singapore- internal and external threats e.g. Race Riots in

Singapore, terrorism- managing ethnic diversity and its challenges

o addressing the needs of the differentethnic groups e.g. policy of minorityrepresentation

o integrating the ethnic groups in societye.g. forging national identity, developingcommon space

benefits of a harmonious multi-ethnic society


explain why conflicts existamong different ethnic andreligious groups

analyse the political, economicand social impact of ethnic andreligious conflicts on the peopleand nation

value the need for non-violentapproaches like negotiation,mediation and cooperation inresolving conflicts

explain the internal and externalthreats to Singapores harmony

recognise the need for ethnicand religious sensitivities andtolerance

explain how social cohesionand racial and religiousharmony can be achieved in amulti-ethnic society

appreciate living in a multi-ethnic society

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MANAGINGINTERNATIONALRELATIONS

Conflicts among nationsexist as countries strive tosafeguard their nationalinterests. When deterrentand diplomatic measuresfail to resolve conflicts,war can result. World andregional organisations likethe United Nations playcrucial roles in resolvingconflict among nations.World security is furthercomplicated by newthreats such astransnational terrorism

which is a challenge to allnations in achievingpeace and prosperity.

How important is deterrence and diplomacy inmaintaining international relations among nations?

Why Conflicts Exist among Nations

Causes of international conflicts

How Singapore Ensures its National Security

Singapores two-pronged approach of deterrenceand diplomacy:- Deterrence:

o Total Defence strategyo professional and citizen armed forceo defence industrieso joint military exercises with other nationso multi-agency coordination on security

- Diplomacy:o bilateral and multi-lateral relationso membership in regional and international

organisations e.g. ASEAN and UN


understand why conflicts existamong nations

recognise the need for a two-pronged approach ofdeterrence and diplomacy

explain the need to be self-reliant for Singapores security

recognise the need forcoordination among agencies tomaintain a high level ofvigilance

understand the role andrelevance of regional andinternational organisations,particularly to small countries

recognise the importance ofinternational cooperation

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How Conflict in One Region can Affect the Rest ofthe World

Case Study of Iraq-Kuwait Conflict (199091)- causes of conflict- role of UN- impact on the rest of the world

Transnational Terrorism: A new threat to worldsecurity- impact on world and national security- measures to deal with transnational terrorism

analyse causes of conflict evaluate role of UN

evaluate impact of conflict onnations involved and the rest ofthe world.

recognise terrorism as agrowing challenge to worldsecurity

examine the measuresundertaken to deal withtransnational terrorism

understand the impact ofterrorism on world and nationalsecurity

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THEME CONTENT LEARNING OUTCOMES C

SUSTAININGECONOMICDEVELOPMENT

Globalisation of the worldeconomy presents newchallenges andopportunities to nations.Adopting proactive andeffective strategies toremain economicallycompetitive would helpthe nations to developand progress in anincreasingly competitiveworld economy.

How do nations sustain their economic development ina globalised world?

Sustaining Economic Development in a Globalised

World

Globalisation and its challenges and opportunities- scarcity of resources- globalisation and its effects on national and

world economies

- competition for investment and markets e.g.industrial parks, port and air services

- effects on employment and competition fortalent

- balancing economic development withenvironmental management e.g. air pollutionand tourism industry in Southeast Asia

Singapores strategies for economic developmentin a globalised world- diversifying the economy

o manufacturing and services as twinengines of growth e.g. bio-medicalresearch and education

o venturing abroad e.g. Singtel- nurturing growth of SMEs e.g. financial

assistance- expanding market reach through economic

cooperation e.g. Free Trade Agreements- managing resources


understand how scarceresources affect national andworld economies

explain how globalisationcreates opportunities andchallenges for nations

understand howenvironmental managementis necessary to ensureeconomic growth

explain the need fordiversification andestablishment of nicheindustries to maintaincompetitive edge

understand the importanceof foreign ventures

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THEME CONTENT LEARNING OUTCOMES C

o optimising human capital e.g. continuouslearning and training, developinginnovation and enterprise; attracting andretaining talent

o optimising landuse e.g. Jurong Island

and Downtown Marina projects

appreciate that not allventures are successful

recognise that risk-taking isneeded for economic growth

recognise the role of SMEs

in economic development understand the importance

of economic cooperationwith other countries

evaluate the importance ofmanaging resources

FACING CHALLENGESAND CHANGE

Nations that survive andsucceed are those thatare able to face

challenges and developinto viable entities.However, failure torespond to the changingglobal landscape overtime may result in anation fading intoobscurity

What can nations learn from the rise and fall of Veniceas a city-state?

Overcoming the Odds and Fading into Obscurity

Case study of Venice

- factors that led to the rise of Venice e.g. goodstatesmanship, enterprising spirit

- factors that led to the decline and fall ofVenice e.g. corrupt leaders, complacentsociety, failure to respond to new changes

lessons for nations


understand how Venice

achieved prosperity evaluate the factors

responsible for the declineand fall of Venice

draw lessons that nationscan learn from the rise anddecline of Venice

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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)

GEOGRAPHY ELECTIVE

GCE O Level(Syllabus 2192)

INTRODUCTION

The O Level Geography Elective syllabus, designed around 56 hours, is to be taught over two yearsand comprises Physical Geography, Human Geography and geographical skills and techniques.The physical geography topics are Natural Vegetation and Rivers and Coasts. The human geographytopics are Geography of Foodand Development.

AIMS

The syllabus aims to enable candidates to:

1. Acquire knowledge of the characteristics and distribution of physical and human phenomena;

2. Develop an understanding of the processes affecting the physical and human environments;

3. Provide a holistic understanding of physical-human relationships;

4. Develop skills in acquiring, communicating and applying geographical knowledge;

5. Develop an informed concern about the quality of the environment and the future of the humanhabitat, and thereby, enhance students sense of responsibility for the care of the Earth and itspeople; and

6. Develop awareness of contrasting opportunities and constraints which people face in local, regionaland global environments.

KNOWLEDGE

The syllabus intends that candidates develop knowledge with regard to:

1. Geographical concepts, terms, facts, trends and theories;

2. Components of physical and human environments;

3. Spatial patterns of physical and human phenomena;

4. Relationships and interactions between and within physical and human phenomena at local,regional and global scales; and

5. Spatial and temporal changes in physical and human environments.

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SKILLS

The syllabus intends for candidates to develop the skills to:

1. Identify and classify physical and human features of the environment;

2. Observe, collect and record geographic information from both primary and secondary sources;

3. Extract relevant information from geographical data (numerical, diagrammatic, pictorial andgraphical forms);

4. Interpret and recognise patterns in geographical data and deduce relationships;

5. Use and apply geographical concepts, terms and facts learnt to new contexts and issues; and

6. Organise and present information in a coherent manner.

VALUES

Through their geographical training candidates should develop:

1. A sense of appreciation and responsibility for the quality of the environment and the desirability ofsustainable development at local, regional and global scales;

2. Sensitivity towards the attitudes, values and beliefs of people in different human environments;

3. An awareness of Singapores strategic vulnerabilities and constraints, and the strategies used toovercome them;

4. An instinct for survival and confidence in the future of Singapore; and

5. An ability to make judgements on values and attitudes in the use and management of resources.

ASSESSMENT OBJECTIVES

Candidates should be able to:

AO1: Knowledge

Demonstrate relevant factual knowledge geographical facts, concepts, processes, interactionsand trends

AO2: Critical Understanding and Constructing Explanation

Select, organise and apply concepts, terms and facts learnt

Make judgements, recommendations and decisions

AO3: Interpreting and Evaluating Geographical data

Comprehend and extract relevant information from geographical data (numerical, diagrammatic,pictorial and graphical forms)

Use and apply geographical knowledge and understanding to interpret geographical data

o recognise patterns in geographical data and deduce relationships

o compare and contrast different views

o draw conclusions based on a reasoned consideration of evidence

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ASSESSMENT SPECIFICATION GRID

Assessment Objectives Weighting

AO1+2 50%

AO1+3 50%Note: AO1 forms part of the testing of AO2 and AO3

EXAMINATION FORMAT

The examination consists of one paper. The paper comprises two sections Section A (PhysicalGeography) and Section B (Human Geography). The duration of the paper is 1 hour 30 minutes.Candidates will answer two questions, one from each of the sections. Each question carries equalweighting (25% each). Each question consists ofno more than five parts, including sub-division ofparts. This includes an open-ended question which will be marked according to level-descriptors andcapped at a maximum of8 marks. Each open-ended question will be marked based on 3 levels.

Section A

PhysicalGeography

(25%)

Two structured questions will be set based on the following topics:

Natural Vegetation

Rivers and Coasts

One question will be set on a specific topic. The other question will be set on a topicor a combination of topics. Each question carries 25 marks.

Candidates are advised to spend 45 min on each question. Candidates must

answer one question from this section. This section carries 25 marks.

Section B

HumanGeography

(25%)

Two structured questions will be set based on the following topics:

Geography of Food

Development

One question will be set on a specific topic. The other question will be set on a topicor a combination of topics. Each question carries 25 marks.

Candidates are advised to spend 45 min on each question. Candidates mustanswer one question from this section. This section carries 25 marks.

Note:

Stimulus materials will be used where they facilitate the application of content to new contexts andissues. A non-exhaustive list of stimulus materials includes topographic and other maps,photographs, diagrams, sketches and texts. Skills of photograph interpretation, graphic construction,interpretation of data (primary and secondary), and simple descriptive analysis of statistical data maybe assessed in the examination. Map reading may only be tested as a sub-part of a question. It willnot be set as a full 25 mark question. Candidates may be assessed in the application of geographical

knowledge in decision-making processes.

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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)Candidates should develop skills and techniques to interpret and evaluate geographical data.

Geographical Data and Techniques for Upper Secondary Geography

Maps Base maps, Sketch maps, Topographic maps, Road maps, Atlases, Choroplethmaps, Isoline maps, Dot maps, Maps with proportional symbols (circles)

Symbols Proportional circles

Photographs Aerial photographs, Landscape photographs, Satellite images

Graphs Line Graphs: Simple line graphs, Compound line graphs, Comparative line graphs,Divergent line graphs, Flow line

Bar graphs: Simple bar graphs

Others: Triangular graphs, Pie charts, Histograms

Others Texts, Diagrams, Tables, Cartoons

Statisticalcalculations

to showpatterns andchanges

Percentages

RatiosMean, median, mode

Sources of data: books, journals, reports, the media, maps at a range of scales, statistics, censuses,graphs, questionnaires, photographs, remotely sensed images, interviews, information held inGeographic Information Systems and other information technology databases.


Describe landscape (physical and human) or geographical phenomena from photographs. Practicein describing physical and human landscapes and the physical-human interrelationships shown onphotographs is essential. Attention should be given to drawing simple annotated sketches toillustrate the features recognised and described from photographs. Simple descriptions only arerequired by examiners but candidates may be required to explain the physical-humaninterrelationships, physical and/or human features recognised, for example, the processes orfactors affecting the physical and human environments. Candidates should be able to recognisepatterns and deduce relationships from oblique photographs.

Extract and interpret information from diagrams, graphs, tables of data and written material.Graphs recommended for interpretation and plotting should include two-dimensional graphs toshow a range of geographic information. Candidates should also be familiar with the use andinterpretation of pie graphs. Candidates should be able to describe and analyse features andtrends from tables of data and suggest relationships. The production of sketch maps should beencouraged as an integral part of the presentation of information. The drawing of sketch maps andsketch sections, especially with annotations should be seen as a valuable aid in supporting

information given in written accounts. This form of presentation is encouraged in the examination.

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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)Topographical Map Reading Skills

Candidates will be expected to be familiar with the large-scale topographical maps of tropical regions onthe scale of 1:50 000 and 1:25 000. It is possible for topographical maps of other regions to be used inquestions on Physical Geography. Any map provided will contain a key. Techniques should bepractised for describing and for analysing topographical maps.


Give grid references (4- and 6-figure grid references) and direction (both compass and bearingsfrom grid north);

Measure distances (straight-line and winding distances);

Interpret scales (representative fraction, line/linear and statement);

Interpret symbols;

Calculate gradient;

Describe and annotate cross-sections for interpretations (Candidates will not be asked to construct

them); Divide a map into broad areas of relief (low river valley region, well-drained plateaux, steep sided

uplands);

Describe the relief using contour intervals;

Give brief descriptions of cliff, gorge, valley and flood plain using appropriate geographical termsand simple adjectives showing an appreciation of their nature (e.g. broad, flat, steep-sided, deeply-cut, gently sloping, convex, concave);

Describe patterns and location of vegetation, land-use and communication; and

Infer human activity from map evidence.

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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)SECTION A: PHYSICAL GEOGRAPHY

Candidates are required to study TWO topics.

These topics should be studied at a variety of scales from global to local, so as to provide candidateswith a broad overview and some detailed exemplification. The issues and management strategies

should be illustrated with reference to relevant examples from Developed Countries (DCs) andLess Developed Countries (LDCs).

It is frequently the case that the physical and human aspects of the subject are taught entirelyseparately. Such an approach is acceptable, but every opportunity should be taken to show the linksbetween the physical and human aspects, as well as within physical and within human aspects of thesyllabus.

The list of suggested fieldwork/techniques/strategies is meant to complement classroom learning andfacilitate investigative work in Geography. Through fieldwork, candidates can obtain primary data andapply their knowledge and understanding. Candidates will not be assessed on fieldwork methodology.Examples given are only for guidance and are not exhaustive. Case studies where applicable, are tobe studied at greater detail.

NATURAL VEGETATION

1. Types of Natural Vegetation (distribution and characteristics) Tropical rainforests and mangroves

Tropical monsoon forests

Coniferous forests

2. Adaptation of the Natural Vegetation to the Environment (particularly climate)

Diversity of plant species

Structure of the forest

Density

Leaves

Flowers and fruits

Roots

Bark

3. Uses of Forests

Habitat (humans, flora and fauna)

Water catchment

Green Lungs of the Earth

Timber

Medical

4. Case Study of Deforestation in a Tropical Rainforest

Causes of deforestation in a tropical rainforest (agriculture, logging, forest fires, urbanisation,housing, industrial activities and transport)

Problems caused by deforestation

o Loss of habitat and extinction of specieso Changes in the nutrient cycleo Changes in water quality (pH level and sediment level)o Air pollution (haze)

Management of tropical rainforestso Sustainable management (controlled logging, afforestation and conservation)

Suggested Fieldwork/Techniques/Strategies

Make a field sketch of the structure of a tropical forest in Singapore (e.g. Bukit Timah NatureReserve, Sungei Buloh Nature Reserve)

Estimate the number of flora species within a stipulated area (e.g. using quadrat sampling)

Gather evidence on how humans have modified the tropical rainforest

Debate the effectiveness of sustainable management of forests

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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)RIVERS AND COASTS1. River Processes and Their Related Landforms

River system

River processeso Erosion (corrasion/abrasion, attrition, hydraulic action and solution)o Transportation (solution, suspension, saltation and traction)o Deposition

Landforms and features resulting from river processeso Waterfalls (e.g. Niagara Falls, USA; Kota Tinggi Falls, Peninsular Malaysia)o Gorges (e.g. Rhine Gorge, Germany; Three Gorges, China)o Valleys (e.g. Rhine Valley, Germany; Ganges Valley, India)o Floodplains (e.g. Mississippi, USA; Ganges, India and Bangladesh)

- Meanders, oxbow lakes and leveeso Deltas (e.g. Yangtze Delta, China; Mekong Delta, Vietnam)

- Distributaries

2. Coastal Processes and Their Related Landforms

Coastal processes

o Erosion (waves and currents)o Transportation (sediment movement and longshore drift)o Deposition

Landforms and features resulting from coastal processeso Cliffs (e.g. White Cliffs of Dover, England)o Headlands, shore platforms (e.g. South Dorset Coast, England)o Bays (e.g. Emerald Bay, Peninsular Malaysia)o Beaches (e.g. Changi Beach, Singapore)o Spits (e.g. Hurst Spit, England)o Tombolos (e.g. Loch Eriboll, Scotland)

3. River and Coastal Management

River channel management

o Channelisation (re-alignment, re-sectioning, bank protection, planting of vegetation) Coastal protection measures

o Soft engineering (stabilising dunes, planting of vegetation, beach nourishment, encouraging thegrowth of coral reefs)

o Hard engineering (seawalls, breakwaters, groynes, gabions)


Collect beach materials (e.g. boulders, pebbles, sediments) and compare their characteristics (e.g.shapes, sizes, texture) in relation to their location

Sketch a river/beach profile (e.g. Sungei Api Api, East Coast Park, Labrador Park)

Survey the effectiveness of specific coastal protection measures used in Singapore

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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)SECTION B: HUMAN GEOGRAPHY

Candidates are required to study TWO topics.

These topics should be studied at a variety of scales from global to local, so as to provide candidateswith a broad overview and some detailed exemplification. The issues and management strategiesshould be illustrated with reference to relevant examples from Developed Countries (DCs) andLess Developed Countries (LDCs).

It is frequently the case that the physical and human aspects of the subject are taught entirelyseparately. Such an approach is acceptable, but every opportunity should be taken to show the linksbetween the physical and human aspects, as well as within physical and within human aspects of thesyllabus.

The list of suggested fieldwork/techniques/strategies is meant to complement classroom learning andfacilitate investigative work in Geography. Through fieldwork, candidates can obtain primary data andapply their knowledge and understanding. Candidates will not be assessed on fieldwork methodology.Examples given are only for guidance and are not exhaustive.

GEOGRAPHY OF FOOD1. Trends in Food Production and Distribution Since 1960

Variations in food consumption between DCs and LDCso Different levels of food consumption between DCs and LDCso Changing food preferences (e.g. rice, meat, fruits) in DCs and LDCso Production of non-staple food (e.g. coffee, olives) replacing production of staple food in the

LDCs

Reasons for the variations in food consumption between DCs and LDCs (adequacy of foodavailability, stability of food supply and access to food) and the resulting impact

2. Factors Affecting Intensity of Food Production

Factors affecting intensity of food production with reference to relevant exampleso Physical (relief, soils and climate)o Social (land tenure and land fragmentation)

o Economic (demand and capital)o Political (government policy)o Technological advances (Green Revolution and Blue Revolution)

3. Developments in Food Production

Continuing intensification of food production activities (irrigation and use of chemicals) on water andsoil quality

Development of genetically modified food cropso Benefits (economic and regional development)o Threats (health and native species)


Make a list of the countries of origin of the food products sold in a supermarket

Interview a major food distributor to find out the reasons for importing various food products Survey food preferences of students and teachers in school

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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)DEVELOPMENT1. Variations in Development in the World

Uneven development exists between DCs and LDCso Core-periphery relationships between DCs and LDCs

Economic (income per capita, employment structure and employment opportunities) Health (life expectancy, infant mortality rate, water supply and sanitation)

Education (literacy rate)

2. Reasons for Variations in Development in the World

Reasons why uneven development exists between DCs and LDCso Historical (colonial history)o Physical (raw materials and climate)o Economic (process of cumulative causation)o Social (education)o Political (conflict and leadership)

3. Strategies to Alleviate Uneven Development

National development (e.g. water supply, population policy, education, health)

International co-operation

o Role of international organisations (World Bank and Asian Development Bank)o International agreements (United Nations Millennium Development Goals and United Nations

Convention on the Laws of the Sea)


Create a multimedia clip to highlight how contrasts in buildings (e.g. along the Singapore River,Katong) reflect the development of Singapore

Collect statistics (e.g. life expectancy, literacy rate) of ASEAN countries over 30 years

Simulate a discussion between a government and an international organisation to bring aboutdevelopment (long-term/short-term) to a country or countries

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DETAILS OF SYLLABUS

Section A: Physical Geography Rem

TOPIC 1: NATURAL VEGETATION

1. Types of Natural Vegetation (distribution and characteristics)

2. Adaptation of the Natural Vegetation to the Environment (particularlyclimate)

3. Uses of Forests

4. Case Study of Deforestation in a Tropical Forest

TOPIC 2: RIVERS AND COASTS

1. River Processes and Their Related Landforms

2. Coastal Processes and Their Related Landforms


Candidates are required to study TWO

These topics should be studied at a vas to provide candidates with a exemplification. The issues and illustrated with reference to reCountries (DCs) and Less Develope

It is frequently the case that the physare taught entirely separately. Such opportunity should be taken to showhuman aspects, as well as within physyllabus.

The list of suggested fieldwork/techniqclassroom learning and facilitate invefieldwork, candidates can obtain primaunderstanding. Candidates will not be

Examples given are only for guidancewhere applicable, are to be studied at

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PHYSICAL GEOGRAPHY: NATURAL VEGETATION

Content Learning Outcomes Main Concepts

1. Types of Natural Vegetation(distribution and characteristics)


Tropical rainforests and mangroves Tropical monsoon forests

Coniferous forests

Describe the global distribution andcharacteristics of tropical rainforests andmangroves, tropical monsoon forestsand coniferous forests

Biome Ecosystem

Natural vegetation

Evergreen

Deciduous

Tropical rainforest

Mangroves

Tropical monsoon fores

Coniferous forest

2. Adaptation of the NaturalVegetation to the Environment

(particularly climate) Diversity of plant species

Structure of the forest

Density

Leaves

Flowers and fruits

Roots

Bark

Compare the ways in which differenttypes of natural vegetation adapt to theenvironment

Canopy

Shape of trees

Emergent

Buttress root

Drip tip leaf

Needle-like leaf

Epiphyte

Liana

Halophyte

Aerial root

Prop root

Undergrowth

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PHYSICAL GEOGRAPHY: NATURAL VEGETATION CONTINUED


3. Uses of Forests

Habitat (humans, flora and fauna)

Water catchment

Green Lungs of the Earth Timber

Medical

Discuss the uses of forests Habitat

Flora

Fauna Water catchment

Green Lungs of the Ea

Resource

Renewable resource

4. Case Study of Deforestation in aTropical Rainforest

Causes of deforestation in a tropicalrainforest (agriculture, logging,forest fires, urbanisation, housing,industrial activities and transport)

Explain the causes of deforestation in atropical rainforest

Deforestation

Agriculture

Logging

Forest fire

Urbanisation Housing

Industrial activity

Transport

Problems caused by deforestationo Loss of habitat and extinction of

specieso Changes in the nutrient cycleo Changes in water quality (pH

level and sediment level)o Air pollution (haze)

Discuss the problems caused bydeforestation

Biodiversity

Extinction of species

Nutrient cycle

Biomass

Water quality

pH level

Sediment level

Air pollution

Haze

Management of tropical rainforestso Sustainable management

(controlled logging, afforestationand conservation)

Evaluate the effectiveness of sustainablemanagement of tropical rainforests

Sustainable manageme

Controlled logging

Afforestation

Conservation

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PHYSICAL GEOGRAPHY: NATURAL VEGETATION CONTINUED



Make a field sketch of the structureof a tropical forest in Singapore (e.g.Bukit Timah Nature Reserve, SungeiBuloh Nature Reserve)

Estimate the number of flora specieswithin a stipulated area (e.g. usingquadrat sampling)

Gather evidence on how humanshave modified the tropical rainforest

Debate the effectiveness ofsustainable management of forests

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PHYSICAL GEOGRAPHY: RIVERS AND COASTS


1. River Processes and Their RelatedLandforms Students will be able to:

River system

River processeso Erosion (corrasion/abrasion,

attrition, hydraulic action andsolution)

o Transportation (solution,suspension, saltation andtraction)

o Deposition

Describe the river system

Explain the different river processes

River

Upper course

Middle course

Lower course

Tributary

Erosion

Corrasion/abrasion

Attrition

Hydraulic action

Solution

Transportation

Suspension

Saltation

Traction

Deposition

Landforms and features resultingfrom river processeso Waterfalls (e.g. Niagara Falls,

USA; Kota Tinggi Falls,Peninsular Malaysia)

o Gorges (e.g. Rhine Gorge,Germany; Three Gorges, China)

o Valleys (e.g. Rhine Valley,Germany; Ganges Valley, India)

o Floodplains (e.g. Mississippi,

USA; Ganges, India andBangladesh)- Meanders, oxbow lakes and

leveeso Deltas (e.g. Yangtze Delta,

China; Mekong Delta, Vietnam)- Distributaries

Explain the formation of waterfalls,gorges and valleys

Explain the formation of floodplains anddeltas

Vertical erosion

Lateral erosion

Waterfall

Plunge pool

Gorge

Valley

Floodplain

Levees

Meander

Oxbow lake

Delta Distributary

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PHYSICAL GEOGRAPHY: RIVERS AND COASTS CONTINUED


2. Coastal Processes and TheirRelated Landforms

Coastal processes

o Erosion (waves and currents)o Transportation (sediment

movement and longshore drift)o Deposition

Explain the different coastal processes Coast

Wind energy Fetch

Wave

Swash

Backwash

Tide

Current

Longshore drift

Landforms and features resultingfrom coastal processes

o Cliffs (e.g. White Cliffs of Dover,England)

o Headlands, shore platforms(e.g. South Dorset Coast,England)

o Bays (e.g. Emerald Bay,Peninsular Malaysia)

o Beaches (e.g. Changi Beach,Singapore)

o Spits (e.g. Hurst Spit, England)o Tombolos (e.g. Loch Eriboll,

Scotland)

Explain the formation of cliffs,headlands, shore platforms

Explain the formation of bays, beaches,spits and tombolos

Cliff

Headland

Wave refraction Shore platform

Bay

Beach

Spit

Tombolo

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PHYSICAL GEOGRAPHY: RIVERS AND COASTS CONTINUED



River channel managemento Channelisation (re-alignment,

re-sectioning, bank protection,

planting of vegetation)

Discuss the effectiveness of riverchannel management measures

Channelisation

Coastal protection measureso Soft engineering (stabilising

dunes, planting of vegetation,beach nourishment,encouraging the growth of coralreefs)

o Hard engineering (seawalls,breakwaters, groynes, gabions)

Evaluate the success of coastalprotection measures

Soft engineering

Hard engineering

Suggested Fieldwork/Techniques/

Strategies Collect beach materials (e.g.

boulders, pebbles, sediments) andcompare their characteristics (e.g.shapes, sizes, texture) in relation totheir location

Sketch a river/beach profile (e.g.Sungei Api Api, East Coast Park,Labrador Park)

Survey the effectiveness of specificcoastal protection measures used inSingapore

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SECTION B: HUMAN GEOGRAPHY Rem

TOPIC 1: GEOGRAPHY OF FOOD

1. Trends in Food Production and Distribution Since 1960

2. Factors Affecting Intensity of Food Production


TOPIC 2: DEVELOPMENT

1. Variations in Development in the World

2. Reasons for Variations in Development in the World

3. Strategies to Alleviate Uneven Development

Candidates are required to study TWO

These topics should be studied at a vas to provide candidates with a

exemplification. The issues and illustrated with reference to reCountries (DCs) and Less Develope

It is frequently the case that the physare taught entirely separately. Such opportunity should be taken to showhuman aspects, as well as within physyllabus.

The list of suggested fieldwork/techniqclassroom learning and facilitate inve

fieldwork, candidates can obtain primaunderstanding. Candidates will not be

Examples given are only for guidance

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HUMAN GEOGRAPHY: GEOGRAPHY OF FOOD


1. Trends in Food Production andDistribution Since 1960 Students will be able to:

Variations in food consumptionbetween DCs and LDCs

o Different levels of foodconsumption between DCs andLDCs

o Changing food preferences (e.g.rice, meat, fruits) in DCs andLDCs

o Production of non-staple food(e.g. coffee, olives) replacingproduction of staple food in theLDCs

Describe variations in food consumptionbetween DCs and LDCs

Describe the changing food preferencesin DCs and LDCs

Explain the reasons for the trendtowards producing non-staple food in theLDCs

Food

Food distribution

Food consumption per c Nutrition

Daily calorie intake

Staple food

Trade

Reasons for the variations in foodconsumption between DCs and

LDCs (adequacy of food availability,stability of food supply and accessto food) and the resulting impact

Explain why variations exist and persistin food consumption between DCs and

LDCs Discuss the impact of variations in food

consumption between DCs and LDCs

Food security

Stock piling

Food subsidy Food supply

Purchasing power

Malnutrition

Starvation

Obesity

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HUMAN GEOGRAPHY: GEOGRAPHY OF FOOD CONTINUED


2. Factors Affecting Intensity of FoodProduction

Factors affecting intensity of food

production with reference to relevantexampleso Physical (relief, soils and

climate)o Social (land tenure and land

fragmentation)o Economic (demand and capital)o Political (government policy)o Technological advances (Green

Revolution and Blue Revolution)

Explain the factors affecting the intensity

of food production

Intensification

Productivity (output per area/labour per unit are

Relief

Soil

Climate

Land tenure

Land fragmentation

Demand

Capital

Government policy

Green Revolution

Blue Revolution


Continuing intensification of foodproduction activities (irrigation anduse of chemicals) on water and soilquality

Evaluate the effects of continuingintensification of food productionactivities on water and soil quality

Assess whether developments in foodproduction will overcome the problemsof malnutrition

Irrigation

Fertiliser

Pesticide

Salinisation

Eutrophication

Water pollution

Development of genetically modifiedfood cropso Benefits (economic and regional

development)

o Threats (health and nativespecies)

Discuss the positive and negative effectsof genetically modified food crops

Genetically modified foo

Biodiversity

Agri-business

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HUMAN GEOGRAPHY: GEOGRAPHY OF FOOD CONTINUED



Make a list of the countries of originof the food products sold in a

supermarket Interview a major food distributor to

find out the reasons for importingvarious food products

Survey food preferences of studentsand teachers in school

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HUMAN GEOGRAPHY: DEVELOPMENT


1. Variations in Development in theWorld Students will be able to:

Uneven development exists

between DCs and LDCso Core-periphery relationshipsbetween DCs and LDCs Economic (income per

capita, employmentstructure and employmentopportunities)

Health (life expectancy,infant mortality rate, watersupply and sanitation)

Education (literacy rate)

Describe the characteristics of uneven

development between DCs and LDCs Discuss the differences in quality of life

and standard of living between DCs andLDCs

Development

Core

Periphery

Human Development In

Income per capita

Employment structure

Health

Life expectancy

Infant mortality rate

Water supply

Sanitation

Education

Literacy rate

Quality of life

Standard of living

2. Reasons for Variations inDevelopment in the World

Reasons why uneven developmentexists between DCs and LDCso Historical (colonial history)o Physical (raw materials and

climate)o Economic (process of

cumulative causation)o Social (education)

o Political (conflict and leadership)

Explain why uneven development existsbetween DCs and LDCs

Colonialism

Raw material

Climate

Cumulative causation

Backwash effect

Spread effect

Conflict

Leadership

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HUMAN GEOGRAPHY: DEVELOPMENT CONTINUED


3. Strategies to Alleviate UnevenDevelopment

National development (e.g. watersupply, population policy, education,health)

International co-operationo Role of international

organisations (World Bank andAsian Development Bank)

o International agreements(United Nations MillenniumDevelopment Goals and UnitedNations Convention on the Lawsof the Sea)

Evaluate the success of strategies usedto promote national development in acountry

Discuss the efforts made to alleviateuneven development in the world

Governance Short-term plan ( 5 yea

Long-term plan

National development

International co-operatio

Aid

International agreement


Create a multimedia clip to highlighthow contrasts in buildings (e.g.along the Singapore River, Katong)reflect the development ofSingapore

Collect statistics (e.g. lifeexpectancy, literacy rate) of ASEANcountries over 30 years

Simulate a discussion between agovernment and an international

organisation to bring aboutdevelopment (long-term/short-term)to a country or countries

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List of Command Words (in alphabetical order)Command Words What is expected of the candidates in order to gain credit

Account for Give reasons for/Suggest reasons for/How might

Analyse State what you can tell

Breakdown the content of a topic into its constituent parts

Give an in-depth account Write a relatively long piece of prose

Present a logical, relevant and well-organised account

Annotate Add notes of explanation

Label with short comments a diagram or illustrative technique usually to a diagram, map o

If asked 'Using only an annotated diagram' only the diagram and attached notes will be

Assess Using all the known facts about the situation

Decide on the significance, value or quality of known facts after carefully weighing the goo

Weigh the merits and disadvantages of the position taken

Calculate Provide a numerical answer

Show the working especially if two or more steps are involved

Compare

Provide a point by point account of the similarities and differences between two sets of inf Must use comparative adjectives (e.g. larger than, smaller than, more steep than, less ge

Question may also be written as 'List/State/Describe etc the similarities and differences b

Two sets of descriptions does not make a comparison

Complete To add the remaining detail or details required

Contrast Identify clearly the point(s) of difference

Must use comparative adjectives (e.g. larger than, smaller than, more steep than, less ge

Question may also be written as How are different?

Define Give a relatively short answer, usually two or three sentences, with a precise definition/me

Give an example where helpful

Question may also be written as State/Explain the meaning of or What is meant by

Describe Give a written factual account of the distinctive features of an item Do not attempt to explain

Describe the changesin

In relation to a graph or a series of graphs:

Requires a good use of adverbs (e.g. rapidly, steeply, gently etc)

Avoid use of steadily as both steep and gentle gradient can be regarded as being steady

Quote relevant figures to support your description of a graph

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Command Words What is expected of the candidates in order to gain credit

Describe thecharacteristics of

Describe what the feature looks like (e.g. for a landform its shape, dimensions, compos

Describe/Identifydates/time elements

In relation to a graph or a series of graphs

Give an overall picture

Do not focus on individual changes

Include individual changes only if they are major exceptions to an overall trend

Quote relevant figures to support your description

Describe thedifferences between

Give only the differences between two sets of data (see Contrast)

Describe the locationof/Where are

In conjunction with a map or a set of maps

Describe the locations of high concentrations of a variable together with a description of t

Identify anomalous areas, or areas which go against an overall trend in the distribution

Describe whathappened when

Give a factual account of the consequences of an event

Describe andcomment on

Give a description and make a judgement on the description, possibly to offer some explacould be responsible for, or develop from, the description referred to

Devise Create a method of achieving the stated objective/sDiscuss Give a thorough description from different points of view

Draw Make a sketch of a geographical form

Include labels to the diagram

Question may be written as Using a diagram or Illustrate with a sketch

Explain Give a statement as to why something occurs

Show an ability to know or understand why or how something happens

Question may be written as Account for, Give reasons for, Suggest reasons for or Ho

Evaluate See Assess

Give an explanatoryaccount/Give a

reasoned account

Provide a description of a feature together with an explanation for it

Make linked statements to show this

A long piece of prose is expected

Give a logical account that is both relevant and well organised

How Prove/demonstrate/show (depending on question) in what way/to what extent/for what rea

Identify/Name/State/Give

Give a short sentence or a single word answer

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Command Words What is expected of the candidates in order to gain credit

Illustrating youranswers with

Account for by writing specific examples or diagrams

Include relevant words or terms to identify particular features

Insert/Label Place specific names or details to an illustrative technique

Justify Give an explanation why something is chosen or why it is done in a particular manner or taken

List Identify or name a number of specific features to meet a particular purpose

Locate Find the place

Match Identify two or more statements or illustrative techniques in which there is an element of s

Name State/specify/identify using a word or words by which a specific feature is known

Give examples which illustrate a particular feature

Predict Use your own knowledge and understand along with information provided to state what m

Plan See Devise

Refer to/Withreference to

Write an answer which uses some of the ideas provided in an illustrative technique or othstudy

Reference to stated materials is needed

State Write in brief detail by a short statement or a single word

Study Examine closely, pay special attention to, look carefully at and interpret

Suggest Write down their ideas on, or knowledge of a particular feature

Propose or put forward ideas for consideration

Give an explanatory statement referring to particular feature or features if question is Sug

Use/Using theinformation provided

Base answer on information provided

Refer to the stated materials

Why Provide the cause or reason

With the help of Use some of the information provided as well as additional material

Refer to stated materials

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2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2010)

HISTORY ELECTIVE


INTRODUCTION

The History syllabus has been revised to provide students with a global perspective of thecomplexities of international relations. It highlights the importance of understanding andinterpreting history in all its complexity its people, events, issues, periods, turning points,themes and sources. The syllabus also equips students with the necessary skills to makereasoned and informed decisions.

AIMS

The History syllabus aims to develop students in the areas of Content, Skills and Values.

CONTENT

At the end of the course, students should be able to:

grasp the broad fundamental concepts common to all historical explanations and also a

range of more specific ones; understand international affairs and the forces that shaped twentieth-century world history.

SKILLS

At the end of the course, students should be able to:

understand History in its setting

show a clear understanding of continuity and change over different time periods bydrawing out similarities and differences;

grasp the complexity of historical causation, respect particularity, and avoidexcessively abstract generalisations;

appreciate the often tentative nature of judgements about the past; recognise the importance of individuals who have made a difference in history, and

the significance of personal character for both good and ill.

understand points of view in History

recognise that there may be bias in history writing; distinguish between fact and opinion in history writing.

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process historical information

understand the nature of evidence by emphasising history as a process of enquiryand by developing the range of skills required to interpret source materials;

acquire information derived from different types of historical evidence such as writtenrecords or oral history;

organise and present information from historical sources using a variety ofappropriate forms;

evaluate and use information effectively from a variety of sources; draw conclusions from the study of evidence and appreciate that historical

conclusions are liable to reassessment in the light of new or reinterpreted evidence.

develop critical and creative thinking

apply these skills in the learning of history;

develop positive habits which would enable students to become critical, creative andself-regulated learners.

VALUESAt the end of the course, students should be able to:

develop an interest in the past and an appreciation for history, and of human achievementsand aspirations;

understand the significance of the past to their own lives, community and society which willprovide a sound basis for further study and the pursuit of personal interest;

develop an empathy for and sensitivity towards different political experiences;

appreciate that different societies hold different beliefs, values and attitudes at different times;and

instil a sense of respect for evidence, and tolerance of a range of opinions.

ASSESSMENT OBJECTIVES

Assessment Objective 1: Testing Knowledge


demonstrate relevant factual knowledge.

Assessment Objective 2: Constructing Explanations


demonstrate an understanding of concepts and terms appropriate to the syllabus; select, organise and apply the concepts, terms and facts learnt; and

make judgement, recommendations and decisions.

Assessment Objective 3: Interpreting and Evaluating Source Materials

Using source materials, candidates should be able to:

comprehend and extract relevant information;

draw inferences from given information;

analyse and evaluate evidence;

compare and contrast different views;

distinguish between fact, opinion and judgement;

recognise values and detect bias; and draw conclusions based on a reasoned consideration of evidence and arguments.

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ASSESSMENT SPECIFICATION GRID

Assessment Objectives Weighting

AO1 + AO2 25%

AO1 + AO3 25%

Total 50%

ASSESSMENT MODE

Assessment modes include source-based questions and structured-essay questions.

ASSESSMENT FORMAT

Candidates will sit for one paper of which the duration is 1 hour 30 minutes.

20th Century World History, 1910s1991

This paper will comprise the following two sections:Section A: Source-based QuestionSection B: Structured-essay Questions

Candidates are required to answer one compulsory source-based question from Section A andone structured-essay question from Section B. The source-based question in Section A will beset on one of the topics indicated by the symbol (*) in the syllabus outline. Structured-essayquestions will be set on all topics in the syllabus including the subject matter covered by a source-based topic. All questions carry equal weighting (25% each).

Source-based

Questions

Structured-essay

Questions

Weighting

by Paper

PAPER No. set No.attempted

No. set No.attempted

20th

Century World History,1910s1991

1 1 3 1 50%

Weighting 25% 25% 50%

Source-based Questions

Source-based questions will be based on sources. Candidates are expected to have a soundknowledge of the prescribed topics and an acquaintance with the kinds of sources available and

their uses. Candidates are also expected to have an understanding of the ways in which sourcesmay be evaluated.

Various types of sources such as textual, statistical/numerical, and graphical/pictorial, may beused. Candidates are expected to use their knowledge, skills and conceptual understandingdeveloped during the course to help them use the given sources to answer the questions.

Question constructionNo more than six sources may be set for the source-based question. One or more differingaccounts of the same situation might be set, showing different views as time progresses or incommunicating to different audiences, or one or more accounts on the same topic.

No individual source will exceed 150 words. Sources may be simplified where necessary.

Obscure terms (other than those which should be known to those who have studied the syllabus)will be annotated.

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Each source-based question will have four sub-questions testing Objectives 1 and 3.The weighting for each sub-question will be indicated in brackets. Sub-questions will involvehigher-order thinking skills as defined in the Assessment Objectives. Answers to the sub-questions will be graded according to the coherence and consistency of the argument. Credit willbe given to points offered by candidates that are not on the suggested marking schemes as longas the points are logical and sufficiently substantiated. A Levels of Response Mark scheme(LORMs) will be used to assess candidates answers.

Structured-essay Questions

A structured-essay question is an essay question which consists of two clearly separate sub-questions. The weighting for each sub-question will be indicated within brackets, as an indicationof the length of the answer expected.

Question construction

Three structured-essay questions will be set. Candidates have to answer one structured-essayquestion which tests Objectives 1 and 2. Each structured-essay question comprises two sub-questions. The two sub-questions will test candidates ability to explain, analyse and make judgements on events and/or issues. Both sub-questions will be marked using the Levels of

Response Mark scheme (LORMs). Structured-essay questions will be set on all topics in thesyllabus outline including the subject matter covered by the source-based topic.

SYLLABUS OUTLINE

20th

Century World History, 1910s-1991

The paper is a study of the historical forces such as war, ideology and nationalism that shapedthe twentieth century. An issues-based approach is adopted for this study.

Unit 1: Impact of World War I

Did World War I change the world? The world at war and the immediate aftermath

Note: This unit is taught as a backdrop to the study of world developments in the twentiethcentury. It is non-examinable.

Unit 2: Hope for a Better World?

In what ways were the years between World War I and World War II a time of both new hopesand great troubles?

Establishing peace *Rise of authoritarian regimes

Unit 3: The Breakdown of World Order

Why had international peace collapsed by 1939? *War in Europe War in the Asia Pacific

Unit 4: A World Divided and United

How stable was the post-World War II era? *The outbreak and escalation of the Cold War End of the Cold War

Source-based questions will only be set on the specific sub-topics within the topics indicated bythe symbol *. Teachers should note that for 20th

Century World History, detailed study of themilitary campaigns of World War II is not required.

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20TH

CENTURY WORLD HISTORY, 1910s1991

Unit 1 Impact of World War I (Non-Examinable)Enquiry Question: Did World War I change the world?

Topics Key Issues/Content Focus Learning Outcomes C

The world atwar and theimmediateaftermath

What caused World War I?- Nationalism- Colonial and trade rivalry- Militarism- System of alliances

What was the immediate impact of World War I?- Nationalism and creation of nation-states- Self-determination- Social and economic instability (class, gender

and ethnicity)

This brief introduction to the First World War has to betaught to provide the context for a better understanding ofthe developments that followed the First World War. Thisunit is NON-EXAMINABLE.


explore the reasons forthe breakdown of the oldorder and the onset ofWorld War I

analyse the immediateimpact of World War I

a

a

bp

n

c

sd

e

cc

sd

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Unit 2 Hope for a Better World?Enquiry Question: In what ways were the years between World War I and World War II a time of both ne


Establishingpeace

Were the hopes of the world in preventing anotherworld war fulfilled in the 1920s?

- Peace Makingo Treaty of Versailles: its intent and German

reactiono League of Nations: reasons for its formation;

successes and failures in the 1920so Disarmament: role of the USo Re-construction and Recovery: aid to

Germany

Students will be able to: analyse the intent of the

Treaty of Versailles andGerman reaction to thetreaty

examine the reasons forthe formation of the Leagueof Nations and its role inpromoting world peace inthe 1920s

explain the efforts indisarmament in the 1920s

analyse the effectiveness of

aid given to Germany

cs

cc

d

Rise ofauthoritarianregimes

Was the rise of authoritarian regimes inevitable, anddid they bring more harm than good?

- *Case study of Communist Russiao Reasons for Stalins rise to powero Impact of Stalins dictatorship on the

lives of the Russian people

- *Case study of Nazi Germanyo Reasons for Hitlers rise to powero Impact of Hitlers dictatorship on the

lives of the German people

- Case study of Fascist Japano Circumstances leading to the rise of

the military in the 1930so Impact of militarism on the lives of the

Japanese people


analyse the circumstancescontributing to the failure ofdemocracy and the rise ofauthoritarian regimes

examine the impact ofauthoritarian regimens onthe people (using Russia,Germany and Japan ascase studies)

ed

st

e

co

fa

N

m

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Unit 3 The Breakdown of World OrderEnquiry Question: Why had international peace collapsed by 1939?


War in Europe *Could war in Europe be avoided?- Re-armament- Protectionism and economic co-operation- Hitlers foreign policy, 19331939- Appeasement policy- Failure of the League of Nations in the 1930s


investigate the extent towhich peace waschallenged in Europe in the1930s

analyse the reasons for theonset of World War II inEurope

c

a

s

War in the

Asia Pacific Could war in the Asia Pacific be avoided?

- Protectionism- Japans foreign policy, 19311941- Failure of the League of Nations in the 1930s


investigate the extent towhich peace waschallenged in the AsiaPacific in the 1930s

analyse the reasons for theonset of World War II in theAsia Pacific

cc

ra

tea

cs

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Unit 4 A World Divided And United?Enquiry Question: How stable was the post-World War II era?


The outbreakand escalationof the ColdWar

Was the post-World War II era a period of stability?- Impact of the breakdown of wartime alliance

between USA and USSR and the division ofEurope

- Impact of Communist victory in China on the ColdWar

- Impact of economic recovery, cooperation anddevelopment: Marshall Plan, COMECON

- *Circumstances leading to the Korean War and itsimpact

- *Circumstances leading to the Cuban MissileCrisis and its impact

Students will be able to: explain how differences in

ideology could lead toconflicts between countries

assess the impact ofideological conflicts onEurope

examine the effects of theCold War on the world(using Korea and Cuba ascase studies)

id

c

C

Ir

c

s

to

d

c

id

d

C a

b

End of theCold War

Was the end of the Cold War inevitable?- Weaknesses of the command economy and

communist system- Gorbachevs policies of perestroika and glasnost,

and their consequences on Eastern Europe- End of the Soviet Union


evaluate the reasons for thecollapse of communism inEastern Europe and theSoviet Union

p

g

ce

Source-based questions will only be set on the specific sub-topics within the topics indicated by the symbol *. Teacher

World History, a detailed study of the military campaigns of World War II is not required.

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2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2010)

LITERATURE ELECTIVE


VALUES

The study of Literature in English can be an effective means for students to explore moral and social issues.

Moral Issues

Via the study of literary texts, students explore the human condition and are able to better understandtheir own existence and values in relation to society;

Literature addresses a wide range of psychological and social issues. At the heart of literary works areissues of conflict and a range of human desires that contribute to such conflict; and

Such exposure will encourage an understanding of moral and ethical issues, prompting students todevelop an awareness of the world they live in.

Social Issues

The study of Literature in English encourages students to explore literary contexts that promote anawareness of social factors that influence people; and

Literary works provide an effective way for students to appreciate and understand the different aspectsof human nature, values and perspectives.

AIMS

The aims of the syllabus are the same for all students. The aims are set out below and describe theeducational purposes of a course in Literature for the GCE examination.

The aims are to develop students ability to:

Discover the joys of reading Literature and to become aware of new ways of perceiving the worldaround them;

Explore the elements of different genres via the study of literary texts and to understand how thesefunction in enabling literary works to achieve their desired ends;

Articulate perceptive and logical thinking when discussing and writing about Literature;

Select and interpret relevant material judiciously and to express ideas in clear and coherent English;

Understand the importance of the contexts in which literary texts are written and understood; and

Engage personally with texts, showing a strong intellectual and emotional awareness of themes,characters, settings and contexts.

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2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2010)ASSESSMENT OBJECTIVES


(i) Demonstrate, through close analysis, knowledge of the literary texts studied;

(ii) Respond with knowledge and understanding to a variety of literary texts of different forms;

(iii) Demonstrate understanding of the ways in which writers choices of form, structure and languageshape meanings;

(iv) Communicate a sensitive and informed personal response to what is read; and

(v) Express responses clearly and coherently, using textual evidence where appropriate.

The Assessment Objectives are inter-related and it will not normally be either possible or desirable to assessthem in isolation.

EXAMINATIONOne paper will be set (Paper 2192/4). Candidates are expected to answer a total of two questions.Total examination time will be 1 hr 40 minutes.

Please see table below.

Paper Duration andWeighting

Details of Paper and Sections

Prose andUnseen Texts

1 hour 40 minutes[50%]

There will be two sections in this paper.

Candidates will select one question from each of thetwo sections.

In total, candidates will answer two questions.

Each question is 25% of the total weighting.

Section 1A: Prose (Open Selection) [25%]

Candidates will read one set text from any of the seventexts in this section.

They will answer one question on the selected text[25%].

For each of the seven texts, one passage-basedquestion and two essay questions will be set.

For every year of examination, one to twoSingaporean/Malaysian texts will be set.

Section 1B: Unseen Prose & Poetry (Open Selection)[25%]

There are no prescribed texts. There will be two questions set, one on an unseen

prose extract, and one on an unseen poem. Candidates will answer one question [25%]. For every year of examination, one question will be set

on a Singaporean/Malaysian text.

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2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2010)TABLE COMPARING N AND O LEVEL

FULL AND ELECTIVE LITERATURE IN ENGLISH

Syllabus Level Full Literature (4 periods) Elective Literature (2 periods)

Sec 3NSec 4N

Candidates offer N level Papers1 and 2

Assessment is in the form ofpassage-based & essay questions

Over two years, they study two settexts and the Unseen

Candidates offer only 1 paper,which is the same as the N level

Paper 1 Assessment is in the form of

passage-based & essay questions

Over two years, they study oneset prose text and the Unseen

N Level

Sec 5N Candidates offer O level Papers1 and 2


Candidates do not have tostudy a new text at Sec 5

Over three years, they study two

set texts and the Unseencomponent

Candidates offer only 1 paper,which is the same as the O levelPaper 1


Candidates do not have tostudy a new text at Sec 5

Over three years, they study oneset prose text and the Unseen

O Level Sec 3Sec 4

Candidates offer Papers 1 and 2


Over two years, they study two settexts and the Unseen

Candidates offer only 1 paper,which is the same as the O levelPaper 1


Over two years, they study oneset prose text and the Unseen

Band descriptors are differentiated for N and O level candidates, that is, the band descriptors for gradingO level answers will be scaled one level higher compared to those for the N level.

PRESCRIBED TEXTS

This syllabus will prescribe texts from various parts of the world, originally written in English.

1. Ray Bradbury: Fahrenheit 451

2. Anita Desai: Games at Twilight

3. Mark Haddon: The Curious Incident of the Dog in the Night-time*

4. Witi Ihimaera: The Whale Rider*

5. Harper Lee: To Kill A Mockingbird*

6. Poon, A. and Sim, W.C., eds: Island Voices: A Collection of Short Stories from Singapore

7. Daren Shiau: Heartland (2006 academic edition)

Note: 2010 will be the last year of examination for texts marked with an asterisk (*). They will bereplaced with other texts from 2011 onwards.

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2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2010)AREAS OF STUDY

Areas of study refer to the various elements that make up a literary text. They are applicable to both N andO level candidates.

The areas of study and their subsidiary points have been listed in no particular order of difficulty or

importance, and there is likely to be a degree of overlap between them. The areas of study should not betaught in isolation, but should lead students to a holistic and meaningful appreciation of the text.

It is also likely that not all texts will lend themselves to every area of study, e.g. some poems will not beappropriate for a study of characterisation.

Each of the five areas of study provides a framework within which students will be encouraged tocomprehend, interpret and respond to all types of literary texts.

Viewpoint

the writers intention and point of view in a text(i.e. the treatment of themes and issues)

the historical, social or personal influences ona writers point of view

the means by which the writers viewpoint isconveyed to the reader or audience

Setting/Atmosphere

the important factors in the background tothe text (e.g. geographical; historical;cultural)

the influence and effect of thesetting/atmosphere of a text

the significance of changes in settingand/or atmosphere in a text

the means by which a writer creates aparticular mood or atmosphere in ascene/text

Areas

ofStudy

Style

the means by which a writer useslanguage to produce certain

effects in a text (i.e. diction;sentence structure and syntax;figurative language; patterns ofrhythm; rhyme, alliteration;onomatopoeia)

Plot and Structure

the sequential development of events in a text the significance and impact of individual

scenes/events in a text on its overall plot andstructure

the effect the choice of a particular genre, orform within that genre, has had on themessage the writer wishes to convey

the effects produced by the writers use of, ordeviation from, conve

comb humans syllabuses

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