combined humanities_2011

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

1

2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2011)

SOCIAL STUDIES

GCE Ordinary Level (Syllabus 2192)

AIMS The proposed syllabus is organised around two core ideas – “Being Rooted” and “Living Global”. 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 independent learning;

• have a deep sense of shared destiny and national identity;

• develop into citizens who have empathy towards others and will participate responsibly 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 specific abilities to be developed are:

KNOWLEDGE AND UNDERSTANDING

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

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

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

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

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

3


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 essentially refer to the skills of constructing explanation, and evaluating and interpreting information through making inferences, analysing evidence, comparing and contrasting views, and drawing well-reasoned and substantiated conclusions. Creative thinking skills refer to identifying unique connections among ideas and suggesting insightful approaches to questions and issues;

• to develop students to be information-literate and adept in process skills so that they will 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 with increasing global connections;

- recognise the value of participating as ethical, active and informed citizens in a democratic 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: Knowledge Candidates should be able to:

• demonstrate relevant factual knowledge.

Objective 2: Constructing Explanations Candidates 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 Information 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 reasoned consideration of evidence and arguments.

4


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 2 Candidates answer 1 out of 3 questions set

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

Note: Theme One, Singapore as a Nation in the World, is non-examinable. No questions will 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 be evaluated. Questions could be set on case studies and examples covered in the syllabus content as well as case studies and examples not covered in the syllabus content, but related to 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 background information will be provided to candidates. Various types of sources such as textual, statistical/numerical and graphical/pictorial may be used. Candidates are expected to use their knowledge, skills and conceptual understanding developed during the course to help them use the given sources to answer the questions.

5


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 differing accounts of the same situation might be set, showing different views as time progresses or in communicating 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 the syllabus) will be annotated. Each case study will have four questions testing Objectives 1 and 3. The weighting for each question will be indicated in brackets. Questions will involve higher-order thinking skills as defined in the Assessment Objectives. Answers to the open-ended questions will be graded according to the coherence and consistency of the argument. Credit will be given to points offered by candidates that are not on the suggested marking schemes as long as the points are logical and sufficiently substantiated. A ‘Levels of Response Mark Scheme (LORMS)’ will be 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 the same topic. Candidates have to answer one structured-essay question which tests Objectives 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-questions will 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.

6


CONCEPTUAL FRAMEWORK OF THE REVISED UPPER SECONDARY GCE 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’, around which the revised syllabus is built. These core ideas are derived from the aims and objectives 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 from

disciplines such as History, Geography, Political Science, Sociology and Economics. The three themes that deliver the idea of ‘Being Rooted’ are positioned in the lower half of the circle. The first theme, Singapore as a Nation in the World, gives an overview of the challenges faced by newly independent nations. This theme provides a backdrop for the discussion of the inherent challenges faced by small nations like Singapore. It also sets the stage for understanding the subsequent themes. This theme is flanked by the other two themes, Understanding Governance and Conflict and Harmony in Multi-Ethnic Societies which examine the importance of good governance in sustaining a socially cohesive, multi-ethnic nation.

STUDENTS

Singapore as a Nation in the

World

Conflict and Harmony in Multi-Ethnic

Societies

Understanding Governance

Sustaining Economic

Development

Managing International

Relations

Facing Challenges and Change

7


3. The three themes that develop the core idea of ‘Living Global’ are positioned in the

upper half of the circle. Using Singapore as an example, the two themes Managing International Relations and Sustaining Economic Development address issues such as providing for the defence and security of nations and how friendships are cultivated among nations of the world, to build a politically stable and economically vibrant global community. The final theme, Facing Challenges and Change, reviews and integrates the topics in the other five themes. This theme looks at how nations overcome 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 and

attitudes. The intended learning outcomes to be demonstrated by students in these three domains are shown in the outermost circle.

8


TH

EM

E

CO

NT

EN

T

LE

AR

NIN

G O

UT

CO

ME

S

CO

NC

EP

TS

V

AL

UE

S/

AT

TIT

UD

ES

SIN

GA

PO

RE

AS

A

NA

TIO

N IN

TH

E W

OR

LD

N

ew

na

tio

ns fa

ce

po

litic

al,

so

cia

l a

nd

eco

no

mic

ch

alle

ng

es to

su

rviv

e a

nd

p

rog

ress in

th

e

inte

rna

tio

na

l co

mm

un

ity.

Th

ey n

ee

d to

sta

y a

lert

a

nd

nim

ble

in

re

sp

on

din

g

to th

ese

ch

alle

ng

es.

Sin

ga

po

re tri

es to

o

ve

rco

me

th

ese

ch

alle

ng

es th

rou

gh

th

e

lea

de

rsh

ip a

nd

co

mm

on

w

ill o

f its p

eo

ple

an

d b

y

wo

rkin

g w

ith

oth

er

na

tio

ns.

Ho

w d

o n

atio

ns c

om

e in

to b

ein

g a

nd

wh

at ch

alle

ng

es d

o

the

y fa

ce

?

Na

tio

nh

oo

d a

nd

Its

Ch

alle

ng

es

•

W

ha

t is

a n

atio

n?

•

Ch

alle

ng

es fa

ce

d b

y n

ew

na

tio

ns s

uch

as S

ing

ap

ore

-

na

tio

na

l id

en

tity

-

sta

ble

go

ve

rnm

en

t -

so

cia

l co

he

sio

n

-

eco

no

mic

de

ve

lop

me

nt

-

de

fen

ce

an

d s

ecu

rity

-

dip

lom

acy

Th

is th

em

e p

rovid

es th

e b

ackd

rop

fo

r th

e u

nd

ers

tan

din

g

of su

bse

qu

en

t th

em

es a

nd

se

ts S

ing

ap

ore

in

th

e c

on

text

of th

e w

orl

d. T

his

th

em

e is non-examinable

.

Stu

de

nts

will

be

ab

le to

:

•

exp

lain

th

e c

on

ce

pt o

f n

atio

nh

oo

d

•

dis

cu

ss c

ha

llen

ge

s fa

ce

d b

y

ne

w n

atio

ns

•

un

de

rsta

nd

th

e u

niq

ue

ch

alle

ng

es S

ing

ap

ore

fa

ce

d a

s

a n

ew

ly-

ind

ep

en

de

nt n

atio

n

•

na

tio

n

•

ind

ep

en

de

nce

•

su

rviv

al

•

mu

lti-ra

cia

lism

•

co

mm

un

alis

m

•

na

tio

na

l id

en

tity

•

so

cia

l co

he

sio

n

•

co

mm

itm

en

t

•

loya

lty

•

resili

en

ce

•

inte

rde

pe

nd

en

ce

9


TH

EM

E

CO

NT

EN

T

LE

AR

NIN

G O

UT

CO

ME

S

CO

NC

EP

TS

V

AL

UE

S/

AT

TIT

UD

ES

UN

DE

RS

TA

ND

ING

G

OV

ER

NA

NC

E

Go

od

go

ve

rna

nce

d

ete

rmin

es th

e v

iab

ility

, d

eve

lop

me

nt a

nd

p

rog

ress o

f n

atio

ns.

Gu

ide

d b

y a

se

t o

f p

rin

cip

les, p

olic

ies a

re

form

ula

ted

an

d

imp

lem

en

ted

to

me

et th

e

ne

ed

s o

f th

e p

eo

ple

an

d

na

tio

n. U

nd

ers

tan

din

g

go

ve

rna

nce

en

ab

les u

s to

b

e a

wa

re o

f th

e

co

mp

lexitie

s o

f d

ecis

ion

-m

akin

g in

a s

ocie

ty a

nd

w

orl

d th

at fa

ce

s r

ap

id

ch

an

ge

.

Wh

y is g

ove

rna

nce

im

po

rta

nt?

P

olic

y P

roc

es

s:

Fo

rmu

lati

on

an

d Im

ple

me

nta

tio

n

•

Me

etin

g th

e n

ee

ds o

f th

e p

eo

ple

an

d n

atio

n, u

sin

g

the

tra

nsp

ort

po

licy a

s a

n e

xa

mp

le to

exa

min

e:

-

pri

ncip

les o

f g

ove

rna

nce

-

role

s a

nd

re

sp

on

sib

ilitie

s o

f th

e le

gis

latu

re,

exe

cu

tive

an

d ju

dic

iary

-

role

of m

ed

ia a

nd

fe

ed

ba

ck c

ha

nn

els

in

th

e

po

licy p

roce

ss

•

Ca

se

stu

dy o

f S

ing

ap

ore

’s p

op

ula

tio

n p

olic

ies to

e

xa

min

e p

olic

y c

ha

ng

es o

ve

r tim

e

- p

op

ula

tio

n p

olic

ies fro

m th

e 1

97

0s to

th

e 2

1st

ce

ntu

ry

- c

ha

llen

ge

s o

f a

nd

re

sp

on

se

s to

ag

ein

g

po

pu

latio

n a

nd

de

clin

ing

bir

th r

ate

S

imila

r P

rob

lem

s, D

iffe

ren

t A

pp

roa

ch

es

•

A

co

mp

ara

tive

stu

dy o

f p

ub

lic h

ea

lth

ca

re p

olic

ies in

S

ing

ap

ore

an

d U

nite

d K

ing

do

m

-

ho

w p

olic

ies w

ork

in

diffe

ren

t co

un

trie

s

-

imp

act o

f p

olic

ies o

n s

ocie

ty a

nd

na

tio

n

Stu

de

nts

will

be

ab

le to

: •

u

nd

ers

tan

d th

e s

ign

ific

an

ce

of

go

ve

rnm

en

t str

uctu

re

•

reco

gn

ise

th

e im

po

rta

nce

of

pri

ncip

les o

f g

ove

rna

nce

in

p

olic

y fo

rmu

latio

n a

nd

im

ple

me

nta

tio

n

•

eva

lua

te th

e r

ole

of

co

mm

un

ica

tio

n c

ha

nn

els

in

p

olic

y-m

akin

g

•

reco

gn

ise

th

at p

olic

ies c

ha

ng

e

to m

ee

t ch

an

gin

g n

ee

ds o

f so

cie

ty a

nd

na

tio

n

•

reco

gn

ise

th

at d

iffe

ren

t g

ove

rnm

en

ts a

do

pt d

iffe

ren

t a

pp

roa

ch

es to

so

lve

sim

ilar

pro

ble

ms

•

eva

lua

te th

e e

ffe

ctive

ne

ss o

f th

e p

olic

ies in

me

etin

g th

e

he

alth

ca

re n

ee

ds o

f th

e p

eo

ple

a

nd

na

tio

n

•

pri

ncip

les o

f g

ove

rna

nce

•

po

licy fo

rmu

latio

n

•

de

cis

ion

-ma

kin

g

•

pu

blic

go

od

s

•

na

tio

na

l in

tere

sts

•

we

lfa

re s

tate

•

se

lf-r

elia

nce

•

reso

urc

efu

lne

ss

•

ad

ap

tab

ility

•

resp

on

sib

ility

•

acco

un

tab

ility

•

inte

gri

ty

•

pru

de

nce

10


TH

EM

E

CO

NT

EN

T

LE

AR

NIN

G O

UT

CO

ME

S

CO

NC

EP

TS

V

AL

UE

S/

AT

TIT

UD

ES

CO

NF

LIC

T A

ND

H

AR

MO

NY

IN

MU

LT

I-E

TH

NIC

SO

CIE

TIE

S

Diffe

ren

t e

thn

ic, re

ligio

us

an

d c

ultu

ral g

rou

ps

co

ntr

ibu

te to

th

e d

ive

rsity

an

d r

ich

ne

ss o

f m

ulti-

eth

nic

so

cie

tie

s. H

ow

eve

r,

it is im

po

rta

nt to

be

vig

ilan

t a

ga

inst th

e fo

rce

s

of d

ivis

ive

ne

ss th

at ca

use

co

nflic

t a

nd

dis

inte

gra

tio

n

of so

cie

tie

s. C

om

mo

n

bo

nd

s s

ho

uld

be

str

en

gth

en

ed

to

un

ite

th

e

pe

op

le a

s a

na

tio

n.

Wh

y is h

arm

on

y in

a m

ulti-

eth

nic

so

cie

ty im

po

rta

nt to

th

e

de

ve

lop

me

nt a

nd

via

bili

ty o

f a

na

tio

n?

D

isc

ord

an

d D

isu

nit

y

•

Ca

se

stu

die

s o

f S

ri L

an

ka

an

d N

ort

he

rn Ire

lan

d

- ca

use

s o

f co

nflic

t a

mo

ng

eth

nic

an

d r

elig

iou

s

gro

up

s

- m

an

ife

sta

tio

ns o

f co

nflic

ts

- im

pa

ct o

f co

nflic

ts o

n p

olit

ica

l, s

ocia

l a

nd

e

co

no

mic

de

ve

lop

me

nt

- e

ffo

rts to

re

so

lve

th

e c

on

flic

ts

So

cia

l C

oh

es

ion

an

d H

arm

on

y

•

Ca

se

stu

dy o

f S

ing

ap

ore

-

inte

rna

l a

nd

exte

rna

l th

rea

ts e

.g. R

ace

Rio

ts in

S

ing

ap

ore

, te

rro

rism

-

ma

na

gin

g e

thn

ic d

ive

rsity a

nd

its

ch

alle

ng

es

o

ad

dre

ssin

g th

e n

ee

ds o

f th

e d

iffe

ren

t e

thn

ic g

rou

ps e

.g. p

olic

y o

f m

ino

rity

re

pre

se

nta

tio

n

o

inte

gra

tin

g th

e e

thn

ic g

rou

ps in

so

cie

ty

e.g

. fo

rgin

g n

atio

na

l id

en

tity

, d

eve

lop

ing

co

mm

on

sp

ace

•

be

ne

fits

of a

ha

rmo

nio

us m

ulti-

eth

nic

so

cie

ty

Stu

de

nts

will

be

ab

le to

:

•

exp

lain

wh

y c

on

flic

ts e

xis

t a

mo

ng

diffe

ren

t e

thn

ic a

nd

re

ligio

us g

rou

ps

•

an

aly

se

th

e p

olit

ica

l, e

co

no

mic

a

nd

so

cia

l im

pa

ct o

f e

thn

ic a

nd

re

ligio

us c

on

flic

ts o

n th

e p

eo

ple

a

nd

na

tio

n

•

va

lue

th

e n

ee

d fo

r n

on

-vio

len

t a

pp

roa

ch

es lik

e n

eg

otia

tio

n,

me

dia

tio

n a

nd

co

op

era

tio

n in

re

so

lvin

g c

on

flic

ts

•

exp

lain

th

e in

tern

al a

nd

exte

rna

l th

rea

ts to

Sin

ga

po

re’s

ha

rmo

ny

•

reco

gn

ise

th

e n

ee

d fo

r e

thn

ic

an

d r

elig

iou

s s

en

sitiv

itie

s a

nd

to

lera

nce

•

exp

lain

ho

w s

ocia

l co

he

sio

n

an

d r

acia

l a

nd

re

ligio

us

ha

rmo

ny c

an

be

ach

ieve

d in

a

mu

lti-

eth

nic

so

cie

ty

•

ap

pre

cia

te liv

ing

in

a m

ulti-

eth

nic

so

cie

ty

•

racia

l a

nd

re

ligio

us

se

nsitiv

itie

s

•

dis

crim

ina

tio

n

•

co

mp

rom

ise

an

d m

utu

al

acco

mm

od

atio

n

•

co

mm

on

sp

ace

•

min

ori

ty r

igh

ts

•

inte

gra

tio

n

•

so

cia

l co

he

sio

n

•

resp

ect

•

em

pa

thy

•

ap

pre

cia

tio

n o

f d

iffe

ren

ce

s

•

co

mm

itm

en

t

•

ha

rmo

ny

11


TH

EM

E

CO

NT

EN

T

LE

AR

NIN

G O

UT

CO

ME

S

CO

NC

EP

TS

V

AL

UE

S/

AT

TIT

UD

ES

MA

NA

GIN

G

INT

ER

NA

TIO

NA

L

RE

LA

TIO

NS

C

on

flic

ts a

mo

ng

na

tio

ns

exis

t a

s c

ou

ntr

ies s

triv

e to

sa

feg

ua

rd th

eir

na

tio

na

l in

tere

sts

. W

he

n d

ete

rre

nt

an

d d

iplo

ma

tic m

ea

su

res

fail

to r

eso

lve

co

nflic

ts,

wa

r ca

n r

esu

lt. W

orl

d a

nd

re

gio

na

l o

rga

nis

atio

ns lik

e

the

Un

ite

d N

atio

ns p

lay

cru

cia

l ro

les in

re

so

lvin

g

co

nflic

t a

mo

ng

na

tio

ns.

Wo

rld

se

cu

rity

is fu

rth

er

co

mp

lica

ted

by n

ew

th

rea

ts s

uch

as

tra

nsn

atio

na

l te

rro

rism

w

hic

h is a

ch

alle

ng

e to

all

na

tio

ns in

ach

ievin

g

pe

ace

an

d p

rosp

eri

ty.

Ho

w im

po

rta

nt is

de

terr

en

ce

an

d d

iplo

ma

cy in

m

ain

tain

ing

in

tern

atio

nal re

latio

ns a

mo

ng

na

tio

ns?

W

hy

Co

nfl

icts

Ex

ist

am

on

g N

ati

on

s

•

Ca

use

s o

f in

tern

atio

na

l co

nflic

ts

Ho

w S

ing

ap

ore

En

su

res

its

Na

tio

na

l S

ec

uri

ty

•

Sin

ga

po

re’s

tw

o-p

ron

ged

ap

pro

ach

of d

ete

rre

nce

a

nd

dip

lom

acy:

- D

ete

rre

nce

: o

T

ota

l D

efe

nce

str

ate

gy

o

pro

fessio

na

l a

nd

citiz

en

arm

ed

fo

rce

o

d

efe

nce

in

du

str

ies

o

join

t m

ilita

ry e

xe

rcis

es w

ith

oth

er

na

tio

ns

o

mu

lti-

ag

en

cy c

oo

rdin

atio

n o

n s

ecu

rity

-

Dip

lom

acy:

o

bila

tera

l a

nd

mu

lti-

late

ral re

latio

ns

o

me

mb

ers

hip

in

re

gio

na

l a

nd

in

tern

atio

na

l o

rga

nis

atio

ns e

.g. A

SE

AN

an

d U

N

Stu

de

nts

will

be

ab

le to

:

•

un

de

rsta

nd

wh

y c

on

flic

ts e

xis

t a

mo

ng

na

tio

ns

•

reco

gn

ise

th

e n

ee

d fo

r a

tw

o-

pro

ng

ed

ap

pro

ach

of

de

terr

en

ce

an

d d

iplo

ma

cy

•

exp

lain

th

e n

ee

d to

be

se

lf-

relia

nt fo

r S

ing

ap

ore

’s s

ecu

rity

•

reco

gn

ise

th

e n

ee

d fo

r co

ord

ina

tio

n a

mo

ng

ag

en

cie

s to

m

ain

tain

a h

igh

le

ve

l o

f vig

ilan

ce

•

un

de

rsta

nd

th

e r

ole

an

d

rele

va

nce

of re

gio

na

l a

nd

in

tern

atio

na

l o

rga

nis

atio

ns,

pa

rtic

ula

rly to

sm

all

co

un

trie

s

•

reco

gn

ise

th

e im

po

rta

nce

of

inte

rna

tio

na

l co

op

era

tio

n

•

na

tio

na

l in

tere

st

•

de

fen

ce

•

de

terr

en

ce

•

dip

lom

acy

•

so

ve

reig

nty

•

To

tal D

efe

nce

•

se

lf-r

elia

nce

•

citiz

en

arm

ed

fo

rce

•

vu

lne

rab

ility

•

reg

ion

al a

nd

in

tern

atio

na

l co

-o

pe

ratio

n

•

tra

nsn

atio

na

l te

rro

rism

•

co

llective

se

cu

rity

•

tru

st

•

co

mm

itm

en

t

•

recip

roca

tio

n

•

pa

trio

tism

•

pe

ace

ful co

-e

xis

ten

ce

•

vig

ilan

ce

12


TH

EM

E

CO

NT

EN

T

LE

AR

NIN

G O

UT

CO

ME

S

CO

NC

EP

TS

V

AL

UE

S/

AT

TIT

UD

ES

Ho

w C

on

flic

t in

On

e R

eg

ion

ca

n A

ffe

ct

the

Re

st

of

the

Wo

rld

•

Ca

se

Stu

dy o

f Ir

aq

-Ku

wa

it C

on

flic

t (1

99

0–

91

)

- ca

use

s o

f co

nflic

t -

role

of U

N

- im

pa

ct o

n th

e r

est o

f th

e w

orl

d

•

Tra

nsn

atio

na

l T

err

ori

sm

: A

ne

w th

rea

t to

wo

rld

se

cu

rity

-

imp

act o

n w

orl

d a

nd

na

tio

na

l se

cu

rity

- m

ea

su

res to

de

al w

ith

tra

nsn

atio

na

l te

rro

rism

•

an

aly

se

ca

use

s o

f co

nflic

t

•

eva

lua

te r

ole

of U

N

•

eva

lua

te im

pa

ct o

f co

nflic

t o

n

na

tio

ns in

vo

lve

d a

nd

th

e r

est o

f th

e w

orl

d.

•

reco

gn

ise

te

rro

rism

as a

g

row

ing

ch

alle

ng

e to

wo

rld

se

cu

rity

•

exa

min

e th

e m

ea

su

res

un

de

rta

ke

n to

de

al w

ith

tr

an

sn

atio

na

l te

rro

rism

•

un

de

rsta

nd

th

e im

pa

ct o

f

terr

ori

sm

on

wo

rld

an

d n

atio

na

l se

cu

rity

13


TH

EM

E

CO

NT

EN

T

LE

AR

NIN

G O

UT

CO

ME

S

CO

NC

EP

TS

V

AL

UE

S/ A

TT

ITU

DE

S

SU

ST

AIN

ING

E

CO

NO

MIC

D

EV

EL

OP

ME

NT

G

lob

alis

atio

n o

f th

e w

orl

d

eco

no

my p

rese

nts

ne

w

ch

alle

ng

es a

nd

o

pp

ort

un

itie

s to

na

tio

ns.

Ad

op

tin

g p

roa

ctive

an

d

effe

ctive

str

ate

gie

s to

re

ma

in e

co

no

mic

ally

co

mp

etitive

wo

uld

he

lp

the

na

tio

ns to

de

ve

lop

a

nd

pro

gre

ss in

an

in

cre

asin

gly

co

mp

etitive

w

orl

d e

co

no

my.

Ho

w d

o n

atio

ns s

usta

in th

eir

eco

no

mic

de

ve

lop

me

nt in

a

glo

ba

lise

d w

orld

?

Su

sta

inin

g E

co

no

mic

De

ve

lop

me

nt

in a

Glo

ba

lis

ed

W

orl

d

•

Glo

ba

lisa

tio

n a

nd

its

ch

alle

ng

es a

nd

op

po

rtu

nitie

s

-

sca

rcity o

f re

so

urc

es

-

glo

ba

lisa

tio

n a

nd

its

effe

cts

on

na

tio

na

l a

nd

w

orld

eco

no

mie

s

-

co

mp

etitio

n fo

r in

ve

stm

en

t a

nd

ma

rke

ts e

.g.

ind

ustr

ial p

ark

s, p

ort

an

d a

ir s

erv

ice

s

-

effe

cts

on

em

plo

ym

en

t a

nd

co

mp

etitio

n fo

r ta

len

t

-

ba

lan

cin

g e

co

no

mic

de

ve

lop

me

nt w

ith

e

nvir

on

me

nta

l m

an

ag

em

en

t e

.g. a

ir p

ollu

tio

n

an

d to

uri

sm

in

du

str

y in

So

uth

ea

st A

sia

•

Sin

ga

po

re’s

str

ate

gie

s fo

r e

co

no

mic

de

ve

lop

me

nt

in a

glo

ba

lise

d w

orld

-

div

ers

ifyin

g th

e e

co

no

my

o

ma

nu

factu

rin

g a

nd

se

rvic

es a

s tw

in

en

gin

es o

f g

row

th e

.g. b

io-m

ed

ica

l re

se

arc

h a

nd

ed

uca

tio

n

o

ve

ntu

rin

g a

bro

ad

e.g

. S

ing

tel

- n

urt

uri

ng

gro

wth

of S

ME

s e

.g. fin

an

cia

l a

ssis

tan

ce

-

exp

an

din

g m

ark

et re

ach

th

rou

gh

eco

no

mic

co

op

era

tio

n e

.g. F

ree

Tra

de

Ag

ree

me

nts

-

ma

na

gin

g r

eso

urc

es

Stu

de

nts

will

be

ab

le to

: •

u

nd

ers

tan

d h

ow

sca

rce

re

so

urc

es a

ffe

ct n

atio

na

l a

nd

w

orld

eco

no

mie

s

•

exp

lain

ho

w g

lob

alis

atio

n

cre

ate

s o

pp

ort

un

itie

s a

nd

ch

alle

ng

es fo

r n

atio

ns

•

un

de

rsta

nd

ho

w

en

viro

nm

en

tal m

an

ag

em

en

t is

ne

ce

ssa

ry to

en

su

re

eco

no

mic

gro

wth

•

exp

lain

th

e n

ee

d fo

r d

ive

rsific

atio

n a

nd

e

sta

blis

hm

en

t o

f n

ich

e

ind

ustr

ies to

ma

inta

in

co

mp

etitive

ed

ge

•

un

de

rsta

nd

th

e im

po

rta

nce

o

f fo

reig

n v

en

ture

s

•

glo

ba

lisa

tio

n

•

kn

ow

led

ge

-ba

se

d

eco

no

my

•

div

ers

ific

atio

n

•

en

tre

pre

ne

urs

hip

•

nic

he

in

du

str

ies

•

reso

urc

e

ma

na

ge

me

nt

•

su

sta

ina

ble

d

eve

lop

me

nt

•

fre

e tra

de

•

en

terp

risin

g s

pir

it

•

risk-t

akin

g

•

pro

-active

ne

ss

•

se

lf-r

elia

nce

•

life

-lo

ng

le

arn

ing

•

ad

ap

tab

ility

14


TH

EM

E

CO

NT

EN

T

LE

AR

NIN

G O

UT

CO

ME

S

CO

NC

EP

TS

V

AL

UE

S/ A

TT

ITU

DE

S

o

op

tim

isin

g h

um

an

ca

pita

l e

.g. co

ntin

uo

us

lea

rnin

g a

nd

tra

inin

g, d

eve

lop

ing

in

no

va

tio

n a

nd

en

terp

rise

; a

ttra

ctin

g a

nd

re

tain

ing

ta

len

t o

o

ptim

isin

g la

nd

use

e.g

. Ju

ron

g Isla

nd

a

nd

Do

wn

tow

n M

ari

na

pro

jects

•

ap

pre

cia

te th

at n

ot a

ll ve

ntu

res a

re s

ucce

ssfu

l

•

reco

gn

ise

th

at ri

sk-t

akin

g is

ne

ed

ed

fo

r e

co

no

mic

gro

wth

•

reco

gn

ise

th

e r

ole

of S

ME

s

in e

co

no

mic

de

ve

lop

me

nt

•

un

de

rsta

nd

th

e im

po

rta

nce

o

f e

co

no

mic

co

op

era

tio

n

with

oth

er

co

un

trie

s

•

eva

lua

te th

e im

po

rta

nce

of

ma

na

gin

g r

eso

urc

es

FA

CIN

G C

HA

LL

EN

GE

S

AN

D C

HA

NG

E

Na

tio

ns th

at su

rviv

e a

nd

su

cce

ed

are

th

ose

th

at

are

ab

le to

fa

ce

ch

alle

ng

es a

nd

de

ve

lop

in

to v

iab

le e

ntitie

s.

Ho

we

ve

r, fa

ilure

to

re

sp

on

d to

th

e c

ha

ng

ing

g

lob

al la

nd

sca

pe

ove

r tim

e m

ay r

esu

lt in

a

na

tio

n fa

din

g in

to

ob

scu

rity

Wh

at ca

n n

atio

ns le

arn

fro

m th

e r

ise

an

d fa

ll o

f V

en

ice

a

s a

city-s

tate

?

Ov

erc

om

ing

th

e O

dd

s a

nd

Fa

din

g in

to O

bs

cu

rity

•

Ca

se

stu

dy o

f V

en

ice

-

facto

rs th

at le

d to

th

e r

ise

of V

en

ice

e.g

. g

oo

d

sta

tesm

an

sh

ip, e

nte

rprisin

g s

pirit

- fa

cto

rs th

at le

d to

th

e d

eclin

e a

nd

fa

ll o

f V

en

ice

e.g

. co

rru

pt le

ad

ers

, co

mp

lace

nt

so

cie

ty, fa

ilure

to

re

sp

on

d to

ne

w c

ha

ng

es

−

lesso

ns fo

r n

atio

ns

Stu

de

nts

will

be

ab

le to

: •

u

nd

ers

tan

d h

ow

Ve

nic

e

ach

ieve

d p

rosp

erity

•

eva

lua

te th

e fa

cto

rs

resp

on

sib

le fo

r th

e d

eclin

e

an

d fa

ll o

f V

en

ice

•

dra

w le

sso

ns th

at n

atio

ns

ca

n le

arn

fro

m th

e r

ise

an

d

de

clin

e o

f V

en

ice

•

lea

de

rsh

ip

•

ad

ap

tab

ility

•

roo

ted

ne

ss

•

co

mm

itm

en

t

15

2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)

GEOGRAPHY ELECTIVE

GCE O Level (Syllabus 2192)

INTRODUCTION The ‘O’ Level Geography Elective syllabus, designed around 56 hours, is to be taught over two years and comprises Physical Geography, Human Geography and geographical skills and techniques. The physical geography topics are Natural Vegetation and Rivers and Coasts. The human geography topics are Geography of Food and 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 human habitat, and thereby, enhance students’ sense of responsibility for the care of the Earth and its people; and

6. Develop awareness of contrasting opportunities and constraints which people face in local, regional and 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.

17


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 and graphical 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 of sustainable 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 Singapore’s strategic vulnerabilities and constraints, and the strategies used to overcome 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, interactions and 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

recognise patterns in geographical data and deduce relationships

compare and contrast different views

draw conclusions based on a reasoned consideration of evidence

18


ASSESSMENT SPECIFICATION GRID

Assessment Objectives Weighting

AO1+2 25%

AO1+3 25%

Total 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 (Physical Geography) 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 equal weighting (25% each). Each question consists of no more than five parts, including sub-division of parts. This includes an open-ended question which will be marked according to level-descriptors and capped at a maximum of 8 marks. Each open-ended question will be marked based on 3 levels.

Section A

Physical Geography

(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 topic or 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

Human Geography

(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 topic or 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.

Note:

Stimulus materials will be used where they facilitate the application of content to new contexts and issues. 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 may be assessed in the examination. Map reading may only be tested as a sub-part of a question. It will not be set as a full 25 mark question. Candidates may be assessed in the application of geographical knowledge in decision-making processes.

19


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, Choropleth maps, 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

Statistical calculations to show patterns and changes

Percentages

Ratios

Mean, 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 in Geographic Information Systems and other information technology databases.

Candidates should be able to:

• Describe landscape (physical and human) or geographical phenomena from photographs. Practice in describing physical and human landscapes and the physical-human interrelationships shown on photographs is essential. Attention should be given to drawing simple annotated sketches to illustrate the features recognised and described from photographs. Simple descriptions only are required by examiners but candidates may be required to explain the physical-human interrelationships, physical and/or human features recognised, for example, the processes or factors affecting the physical and human environments. Candidates should be able to recognise patterns 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 to show a range of geographic information. Candidates should also be familiar with the use and interpretation of pie graphs. Candidates should be able to describe and analyse features and trends from tables of data and suggest relationships. The production of sketch maps should be encouraged as an integral part of the presentation of information. The drawing of sketch maps and sketch 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.

20


Topographical Map Reading Skills

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

Candidates should be able to:

• Give grid references (4- and 6-figure grid references) and direction (both compass and bearings from 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 terms and 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.

21


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 candidates with a broad overview and some detailed exemplification. The issues and management strategies should be illustrated with reference to relevant examples from Developed Countries (DCs) and Less Developed Countries (LDCs).

It is frequently the case that the physical and human aspects of the subject are taught entirely separately. Such an approach is acceptable, but every opportunity should be taken to show the links between the physical and human aspects, as well as within physical and within human aspects of the syllabus.

The list of suggested fieldwork/techniques/strategies is meant to complement classroom learning and facilitate investigative work in Geography. Through fieldwork, candidates can obtain primary data and apply 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 to be 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 Loss of habitat and extinction of species Changes in the nutrient cycle Changes in water quality (pH level and sediment level) Air pollution (haze)

• Management of tropical rainforests o 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 Nature Reserve, 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

22


RIVERS AND COASTS 1. River Processes and Their Related Landforms

• River system

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

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

o Floodplains (e.g. Mississippi, USA; Ganges, India and Bangladesh) Meanders, oxbow lakes and levees

o 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 processes o Cliffs (e.g. White Cliffs of Dover, England) o Headlands, shore platforms (e.g. 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 Soft engineering (stabilising dunes, planting of vegetation, beach nourishment, encouraging the growth of coral reefs) Hard engineering (seawalls, breakwaters, groynes, gabions) Suggested Fieldwork/Techniques/Strategies

• 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

23


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 candidates with a broad overview and some detailed exemplification. The issues and management strategies should be illustrated with reference to relevant examples from Developed Countries (DCs) and Less Developed Countries (LDCs).

It is frequently the case that the physical and human aspects of the subject are taught entirely separately. Such an approach is acceptable, but every opportunity should be taken to show the links between the physical and human aspects, as well as within physical and within human aspects of the syllabus.

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

GEOGRAPHY OF FOOD 1. Trends in Food Production and Distribution Since 1960

• Variations in food consumption between DCs and LDCs Different levels of food consumption between DCs and LDCs Changing food preferences (e.g. rice, meat, fruits) in DCs and LDCs 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 food availability, 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 examples o 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 and soil quality

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

Suggested Fieldwork/Techniques/Strategies

• 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

24


DEVELOPMENT 1. Variations in Development in the World

• Uneven development exists between DCs and LDCs o 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 LDCs o 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) Suggested Fieldwork/Techniques/Strategies

• 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 about development (long-term/short-term) to a country or countries

25


DE

TA

ILS

OF

SY

LL

AB

US

Secti

on

A:

Ph

ysic

al G

eo

gra

ph

y

Rem

ark

s

TO

PIC

1:

NA

TU

RA

L V

EG

ET

AT

ION

1.

Types o

f N

atu

ral V

egeta

tion (

dis

trib

ution a

nd c

hara

cte

ristics)

2.

Adapta

tion o

f th

e N

atu

ral V

egeta

tion t

o t

he E

nvironm

ent

(part

icula

rly

clim

ate

)

3.

Uses o

f F

ore

sts

4.

Case S

tudy o

f D

efo

resta

tion in a

Tro

pic

al F

ore

st

TO

PIC

2:

RIV

ER

S A

ND

CO

AS

TS

1.

Riv

er

Pro

cesses a

nd T

heir R

ela

ted L

andfo

rms

2.

Coasta

l P

rocesses a

nd T

heir R

ela

ted L

andfo

rms

3.

Riv

er

and C

oasta

l M

anagem

ent

Candid

ate

s a

re r

equired t

o s

tudy T

WO

topic

s.

These t

opic

s s

hould

be s

tudie

d a

t a v

ariety

of

scale

s f

rom

glo

bal

to l

ocal, s

o

as

to

pro

vid

e

candid

ate

s

with

a

bro

ad

overv

iew

and

som

e

deta

iled

exem

plif

ication.

T

he

issu

es

an

d

man

ag

em

en

t str

ate

gie

s

sh

ou

ld

be

illu

str

ate

d

wit

h

refe

ren

ce

to

rele

van

t exam

ple

s

fro

m

Develo

ped

C

ou

ntr

ies (

DC

s)

an

d L

ess D

evelo

ped

Co

un

trie

s (

LD

Cs).

It i

s f

requently t

he c

ase t

hat

the p

hysic

al

and h

um

an a

spects

of

the s

ubje

ct

are

taught

entire

ly s

epara

tely

. S

uch a

n a

ppro

ach i

s a

ccepta

ble

, but

every

opport

unity should

be ta

ken to

show

th

e lin

ks betw

een th

e physic

al

and

hum

an a

spects

, as w

ell

as w

ithin

physic

al

and w

ithin

hum

an a

spects

of

the

sylla

bus.

The lis

t of

suggeste

d f

ield

work

/techniq

ues/s

trate

gie

s is m

eant

to c

om

ple

ment

cla

ssro

om

learn

ing a

nd f

acili

tate

investigative w

ork

in G

eogra

phy.

Thro

ugh

field

work

, candid

ate

s c

an o

bta

in p

rim

ary

data

and a

pply

their k

now

ledge a

nd

unders

tandin

g.

Candid

ate

s w

ill n

ot

be a

ssessed o

n f

ield

work

meth

odolo

gy.

Exam

ple

s g

iven a

re o

nly

for

guid

ance a

nd a

re n

ot

exhaustive.

Case s

tudie

s

where

applic

able

, are

to b

e s

tudie

d a

t gre

ate

r deta

il.

26


PH

YS

ICA

L G

EO

GR

AP

HY

: N

AT

UR

AL

VE

GE

TA

TIO

N

Co

nte

nt

Learn

ing

Ou

tco

mes

Main

Co

ncep

ts

Valu

es/A

ttit

ud

es

1. T

yp

es o

f N

atu

ral V

eg

eta

tio

n

(dis

trib

uti

on

an

d c

hara

cte

risti

cs)

S

tudents

will

be a

ble

to:

•

Tro

pic

al ra

info

rests

and m

angro

ves

•

Tro

pic

al m

onsoon fore

sts

•

Conifero

us fore

sts

•

Describe t

he g

lobal dis

trib

ution a

nd

chara

cte

ristics o

f tr

opic

al ra

info

rests

and

mangro

ves, tr

opic

al m

onsoon fore

sts

and c

onifero

us fore

sts

•

Bio

me

•

Ecosyste

m

•

Natu

ral vegeta

tion

•

Everg

reen

•

Decid

uous

•

Tro

pic

al ra

info

rest

•

Mangro

ves

•

Tro

pic

al m

onsoon fore

st

•

Conifero

us fore

st

•

Care

and c

oncern

for

our

natu

ral herita

ge

•

Pride in o

ur

natu

ral

herita

ge

•

Resourc

efu

lness

•

Responsib

ility

tow

ard

s o

ur

natu

ral herita

ge

•

Ste

ward

ship

•

Susta

inable

use o

f re

sourc

es

2. A

dap

tati

on

of

the N

atu

ral

Veg

eta

tio

n t

o t

he E

nvir

on

men

t (p

art

icu

larl

y c

lim

ate

)

•

Habitat

conserv

ation

•

Div

ers

ity o

f pla

nt

specie

s

•

Str

uctu

re o

f th

e fore

st

•

Density

•

Leaves

•

Flo

wers

and fru

its

•

Roots

•

Bark

•

Com

pare

the w

ays in w

hic

h d

iffe

rent

types o

f natu

ral vegeta

tion a

dapt

to t

he

environm

ent

•

Canopy

•

Shape o

f tr

ees

•

Em

erg

ent

•

Buttre

ss r

oot

•

Drip t

ip leaf

•

Needle

-lik

e leaf

•

Epip

hyte

•

Lia

na

•

Halo

phyte

•

Aerial ro

ot

•

Pro

p r

oot

•

Underg

row

th

27


PH

YS

ICA

L G

EO

GR

AP

HY

: N

AT

UR

AL

VE

GE

TA

TIO

N C

ON

TIN

UE

D

Co

nte

nt

Learn

ing

Ou

tco

mes

Main

Co

ncep

ts

Valu

es/A

ttit

ud

es

3. U

ses o

f F

ore

sts

•

Habitat (h

um

ans, flora

and fauna)

•

Wate

r catc

hm

ent

•

‘Gre

en L

ungs o

f th

e E

art

h’

•

Tim

ber

•

Medic

al

•

Dis

cuss the u

ses o

f fo

rests

•

Habitat

•

Flo

ra

•

Fauna

•

Wate

r catc

hm

ent

•

‘Gre

en L

ungs o

f th

e E

art

h’

•

Resourc

e

•

Renew

able

resourc

e

4. C

ase S

tud

y o

f D

efo

resta

tio

n in

a

Tro

pic

al R

ain

fore

st

•

Causes o

f defo

resta

tion in a

tro

pic

al

rain

fore

st (a

griculture

, lo

ggin

g,

fore

st fire

s, urb

anis

ation, housin

g,

industr

ial activitie

s a

nd tra

nsport

)

•

Expla

in t

he c

auses o

f defo

resta

tion in a

tr

opic

al ra

info

rest

•

Defo

resta

tion

•

Agriculture

•

Loggin

g

•

Fore

st fire

•

Urb

anis

ation

•

Housin

g

•

Industr

ial activity

•

Tra

nsport

•

Pro

ble

ms c

aused b

y d

efo

resta

tion

Loss o

f habitat and e

xtinction o

f specie

s

C

hanges in the n

utr

ient cycle

Changes in w

ate

r qualit

y (

pH

level

and s

edim

ent le

vel)

A

ir p

ollu

tion (

haze)

•

Dis

cuss the p

roble

ms c

aused b

y

defo

resta

tion

•

Bio

div

ers

ity

•

Extinction o

f specie

s

•

Nutr

ient cycle

•

Bio

mass

•

Wate

r qualit

y

•

pH

level

•

Sedim

ent

level

•

Air

pollu

tion

•

Haze

•

Managem

ent

of

tropic

al ra

info

rests

o

Susta

inable

managem

ent

(contr

olle

d loggin

g,

aff

ore

sta

tion

and c

onserv

ation)

•

Evalu

ate

the e

ffectiveness o

f susta

inable

m

anagem

ent

of

tropic

al ra

info

rests

•

Susta

inable

managem

ent

•

Contr

olle

d loggin

g

•

Affore

sta

tion

•

Conserv

ation

28


PH

YS

ICA

L G

EO

GR

AP

HY

: N

AT

UR

AL

VE

GE

TA

TIO

N C

ON

TIN

UE

D

Co

nte

nt

Learn

ing

Ou

tco

mes

Main

Co

ncep

ts

Valu

es/A

ttit

ud

es

Su

gg

este

d F

ield

wo

rk/T

ech

niq

ues/

Str

ate

gie

s

•

Make a

fie

ld s

ketc

h o

f th

e s

tructu

re

of a tro

pic

al fo

rest in

Sin

gapore

(e.g

. B

ukit T

imah N

atu

re R

eserv

e, S

ungei

Bulo

h N

atu

re R

eserv

e)

•

Estim

ate

the n

um

ber

of flora

specie

s

within

a s

tipula

ted a

rea (

e.g

. usin

g

quadra

t sam

plin

g)

•

Gath

er

evid

ence o

n h

ow

hum

ans

have m

odifie

d the tro

pic

al ra

info

rest

•

Debate

the e

ffectiveness o

f susta

inable

managem

ent

of

fore

sts

29


PH

YS

ICA

L G

EO

GR

AP

HY

: R

IVE

RS

AN

D C

OA

ST

S

Co

nte

nt

Learn

ing

Ou

tco

mes

Main

Co

ncep

ts

Valu

es/A

ttit

ud

es

1. R

iver

Pro

cesses a

nd

Th

eir

Rela

ted

L

an

dfo

rms

Stu

dents

will

be a

ble

to:

•

Riv

er

syste

m

•

Riv

er

pro

cesses

o

Ero

sio

n (

corr

asio

n/a

bra

sio

n,

attrition, hydra

ulic

action a

nd

solu

tion)

o

Tra

nsport

ation (

solu

tion,

suspensio

n, saltation a

nd

traction)

o

Depositio

n

•

Describe the r

iver

syste

m

•

Expla

in t

he d

iffe

rent

river

pro

cesses

•

Riv

er

•

Upper

cours

e

•

Mid

dle

cours

e

•

Low

er

cours

e

•

Tributa

ry

•

Ero

sio

n

•

Corr

asio

n/a

bra

sio

n

•

Att

rition

•

Hydra

ulic

action

•

Solu

tion

•

Tra

nsport

ation

•

Suspensio

n

•

Saltation

•

Tra

ction

•

Depositio

n

•

Adapta

bili

ty

•

Ingenuity

•

Pra

gm

atism

•

Resourc

efu

lness

•

Landfo

rms a

nd featu

res r

esultin

g

from

riv

er

pro

cesses

W

ate

rfalls

(e.g

. N

iagara

Falls

, U

SA

; K

ota

Tin

ggi F

alls

, P

enin

sula

r M

ala

ysia

)

Gorg

es (

e.g

. R

hin

e G

org

e,

Germ

any; T

hre

e G

org

es, C

hin

a)

V

alle

ys (

e.g

. R

hin

e V

alle

y,

Germ

any; G

anges V

alle

y, In

dia

) o

Flo

odpla

ins (

e.g

. M

issis

sip

pi,

US

A; G

anges, In

dia

and

Bangla

desh)

Meanders

, oxbow

lakes a

nd levees

o

Deltas (

e.g

. Y

angtz

e D

elta,

Chin

a;

Mekong D

elta,

Vie

tnam

)

D

istr

ibuta

ries

•

Expla

in t

he f

orm

ation o

f w

ate

rfalls

, gorg

es a

nd v

alle

ys

•

Expla

in t

he f

orm

ation o

f floodpla

ins a

nd

deltas

•

Vert

ical ero

sio

n

•

Late

ral ero

sio

n

•

Wate

rfall

•

Plu

nge p

ool

•

Gorg

e

•

Valle

y

•

Flo

odpla

in

•

Levees

•

Meander

•

Oxbow

lake

•

Delta

•

Dis

trib

uta

ry

30


PH

YS

ICA

L G

EO

GR

AP

HY

: R

IVE

RS

AN

D C

OA

ST

S C

ON

TIN

UE

D

Co

nte

nt

Learn

ing

Ou

tco

mes

Main

Co

ncep

ts

Valu

es/A

ttit

ud

es

2.

Co

asta

l P

rocesses a

nd

Th

eir

R

ela

ted

Lan

dfo

rms

•

Coasta

l pro

cesses

o

Ero

sio

n (

waves a

nd c

urr

ents

) o

Tra

nsport

ation (

sedim

ent

movem

ent and longshore

drift

) o

Depositio

n

•

Expla

in t

he d

iffe

rent

coasta

l pro

cesses

•

Coast

•

Win

d e

nerg

y

•

Fetc

h

•

Wave

•

Sw

ash

•

Backw

ash

•

Tid

e

•

Curr

ent

•

Longshore

drift

•

Landfo

rms a

nd featu

res r

esultin

g

from

coasta

l pro

cesses

o

Clif

fs (

e.g

. W

hite C

liffs

of D

over,

E

ngla

nd)

o

Headla

nds, shore

pla

tform

s

(e.g

. D

ors

et C

oast, E

ngla

nd)

o

Bays (

e.g

. E

mera

ld B

ay,

Penin

sula

r M

ala

ysia

) o

Beaches (e

.g. C

hangi B

each,

Sin

gapore

) o

Spits (

e.g

. H

urs

t S

pit, E

ngla

nd)

o

Tom

bolo

s (

e.g

. Loch E

riboll,

S

cotland)

•

Expla

in t

he f

orm

ation o

f clif

fs,

headla

nds, shore

pla

tform

s

•

Expla

in the form

ation o

f bays, beaches,

spits a

nd t

om

bolo

s

•

Clif

f

•

Headla

nd

•

Wave r

efr

action

•

Shore

pla

tform

•

Bay

•

Beach

•

Spit

•

Tom

bolo

3. R

iver

an

d C

oasta

l M

an

ag

em

en

t

31


PH

YS

ICA

L G

EO

GR

AP

HY

: R

IVE

RS

AN

D C

OA

ST

S C

ON

TIN

UE

D

Co

nte

nt

Learn

ing

Ou

tco

mes

Main

Co

ncep

ts

Valu

es/A

ttit

ud

es

•

Riv

er

channel m

anagem

ent

o

Channelis

ation (

re-a

lignm

ent,

re

-sectionin

g, bank p

rote

ction,

pla

nting o

f vegeta

tion)

•

Dis

cuss the e

ffectiveness o

f river

channel m

anagem

ent m

easure

s

•

Channelis

ation

•

Coasta

l pro

tection m

easure

s

S

oft

engin

eering (

sta

bili

sin

g d

unes,

pla

nting o

f vegeta

tion,

beach

nourishm

ent,

encoura

gin

g t

he g

row

th o

f cora

l re

efs

)

Hard

engin

eering (

seaw

alls

, bre

akw

ate

rs, gro

ynes, gabio

ns)

•

Evalu

ate

the s

uccess o

f coasta

l pro

tection m

easure

s

•

Soft

engin

eering

•

Hard

engin

eering

Su

gg

este

d F

ield

wo

rk/T

ech

niq

ues/

Str

ate

gie

s

•

Colle

ct beach m

ate

rials

(e.g

. bould

ers

, pebble

s, sedim

ents

) and

com

pare

their c

hara

cte

ristics (

e.g

. shapes, siz

es, te

xtu

re)

in r

ela

tion to

their location

•

Sketc

h a

riv

er/

beach p

rofile

(e.g

. S

ungei A

pi A

pi, E

ast

Coast

Park

, Labra

dor

Park

)

•

Surv

ey the e

ffectiveness o

f specific

coasta

l pro

tection m

easure

s u

sed in

Sin

gapore

32


SE

CT

ION

B:

HU

MA

N G

EO

GR

AP

HY

R

em

ark

s

TO

PIC

1:

GE

OG

RA

PH

Y O

F F

OO

D

1.

Tre

nds in F

ood P

roduction a

nd D

istr

ibution S

ince 1

960

2.

Facto

rs A

ffecting Inte

nsity o

f F

ood P

roduction

3.

Develo

pm

ents

in F

ood P

roduction

TO

PIC

2:

DE

VE

LO

PM

EN

T

1.

Variations in D

evelo

pm

ent in

the W

orld

2.

Reasons for

Variations in D

evelo

pm

ent in

the W

orld

3.

Str

ate

gie

s to A

llevia

te U

neven D

evelo

pm

ent

Candid

ate

s a

re r

equired t

o s

tudy T

WO

topic

s.

These t

opic

s s

hould

be s

tudie

d a

t a v

ariety

of

scale

s f

rom

glo

bal

to l

ocal, s

o

as

to

pro

vid

e

candid

ate

s

with

a

bro

ad

overv

iew

and

som

e

deta

iled

exem

plif

ication.

T

he

issu

es

an

d

man

ag

em

en

t str

ate

gie

s

sh

ou

ld

be

illu

str

ate

d

wit

h

refe

ren

ce

to

rele

van

t exam

ple

s

fro

m

Develo

ped

C

ou

ntr

ies (

DC

s)

an

d L

ess D

evelo

ped

Co

un

trie

s (

LD

Cs).

It i

s f

requently t

he c

ase t

hat

the p

hysic

al

and h

um

an a

spects

of

the s

ubje

ct

are

taught

entire

ly s

epara

tely

. S

uch a

n a

ppro

ach i

s a

ccepta

ble

, but

every

opport

unity should

be ta

ken to

show

th

e lin

ks betw

een th

e physic

al

and

hum

an a

spects

, as w

ell

as w

ithin

physic

al

and w

ithin

hum

an a

spects

of

the

sylla

bus.

The lis

t of

suggeste

d f

ield

work

/techniq

ues/s

trate

gie

s is m

eant

to c

om

ple

ment

cla

ssro

om

learn

ing a

nd f

acili

tate

investigative w

ork

in G

eogra

phy.

Thro

ugh

field

work

, candid

ate

s c

an o

bta

in p

rim

ary

data

and a

pply

their k

now

ledge a

nd

unders

tandin

g.

Candid

ate

s w

ill n

ot

be a

ssessed o

n f

ield

work

meth

odolo

gy.

Exam

ple

s g

iven a

re o

nly

for

guid

ance a

nd a

re n

ot

exhaustive.

33


HU

MA

N G

EO

GR

AP

HY

: G

EO

GR

AP

HY

OF

FO

OD

Co

nte

nt

Learn

ing

Ou

tco

mes

Main

Co

ncep

ts

Valu

es/A

ttit

ud

es

1. T

ren

ds in

Fo

od

Pro

du

cti

on

an

d

Dis

trib

uti

on

Sin

ce 1

960

Stu

dents

will

be a

ble

to:

•

Variations in f

ood c

onsum

ption

betw

een D

Cs a

nd L

DC

s

D

iffe

rent

levels

of

food c

onsum

ption

betw

een D

Cs a

nd L

DC

s

C

hangin

g food p

refe

rences (

e.g

. rice, m

eat, fru

its)

in D

Cs a

nd L

DC

s

P

roduction o

f non-s

taple

food (

e.g

. coffee, oliv

es)

repla

cin

g p

roduction o

f sta

ple

food in t

he L

DC

s

•

Describe v

ariations in food c

onsum

ption

betw

een D

Cs a

nd L

DC

s

•

Describe the c

hangin

g food p

refe

rences

in D

Cs a

nd L

DC

s

•

Expla

in the r

easons for

the tre

nd

tow

ard

s p

roducin

g n

on-s

taple

food in the

LD

Cs

•

Food

•

Food d

istr

ibution

•

Food c

onsum

ption p

er

capita

•

Nutr

itio

n

•

Daily

calo

rie inta

ke

•

Sta

ple

food

•

Tra

de

•

Adapta

bili

ty

•

Care

for

the e

nvironm

ent

•

Ingenuity

•

Pra

gm

atism

•

Pre

pare

dness for

any

eventu

alit

y

•

Pru

dence

•

Resourc

efu

lness

•

Surv

ival

•

Reasons for

the v

ariations in food

consum

ption b

etw

een D

Cs a

nd

LD

Cs (

adequacy o

f fo

od a

vaila

bili

ty,

sta

bili

ty o

f fo

od s

upply

and a

ccess

to f

ood)

and t

he r

esultin

g im

pact

•

Expla

in w

hy v

ariations e

xis

t and p

ers

ist

in food c

onsum

ption b

etw

een D

Cs a

nd

LD

Cs

•

Dis

cuss the im

pact of variations in food

consum

ption b

etw

een D

Cs a

nd L

DC

s

•

Food s

ecurity

•

Sto

ck p

iling

•

Food s

ubsid

y

•

Food s

upply

•

Purc

hasin

g p

ow

er

•

Maln

utr

itio

n

•

Sta

rvation

•

Obesity

HU

MA

N G

EO

GR

AP

HY

: G

EO

GR

AP

HY

OF

FO

OD

CO

NT

INU

ED

34


Co

nte

nt

Learn

ing

Ou

tco

mes

Main

Co

ncep

ts

Valu

es/A

ttit

ud

es

2. F

acto

rs A

ffecti

ng

In

ten

sit

y o

f F

oo

d

Pro

du

cti

on

•

Facto

rs a

ffecting inte

nsity o

f fo

od

pro

duction w

ith r

efe

rence to r

ele

vant

exam

ple

s

o

Physic

al (r

elie

f, s

oils

and

clim

ate

) o

Socia

l (land tenure

and land

fragm

enta

tion)

o

Econom

ic (

dem

and a

nd c

apital)

o

Polit

ical (g

overn

ment polic

y)

o

Technolo

gic

al advances (

Gre

en

Revolu

tion a

nd B

lue R

evolu

tion)

•

Expla

in the facto

rs a

ffecting the inte

nsity

of fo

od p

roduction

•

Inte

nsific

ation

•

Pro

ductivity (

outp

ut per

unit

are

a/labour

per

unit a

rea)

•

Relie

f

•

Soil

•

Clim

ate

•

Land t

enure

•

Land f

ragm

enta

tion

•

Dem

and

•

Capital

•

Govern

ment polic

y

•

Gre

en R

evolu

tion

•

Blu

e R

evolu

tion

3. D

evelo

pm

en

ts in

Fo

od

Pro

du

cti

on

•

Continuin

g inte

nsific

ation o

f fo

od

pro

duction a

ctivitie

s (

irrigation a

nd

use o

f chem

icals

) on w

ate

r and s

oil

qualit

y

•

Evalu

ate

the e

ffects

of continuin

g

inte

nsific

ation o

f fo

od p

roduction

activitie

s o

n w

ate

r and s

oil

qualit

y

•

Assess w

heth

er

develo

pm

ents

in food

pro

duction w

ill o

verc

om

e t

he p

roble

ms

of

maln

utr

itio

n

•

Irrigation

•

Fert

iliser

•

Pesticid

e

•

Salin

isation

•

Eutr

ophic

ation

•

Wate

r pollu

tion

•

Develo

pm

ent of genetically

modifie

d

food c

rops

o

Benefits

(econom

ic a

nd r

egio

nal

develo

pm

ent)

o

Thre

ats

(health a

nd n

ative

specie

s)

•

Dis

cuss the p

ositiv

e a

nd n

egative e

ffects

of genetically

modifie

d food c

rops

•

Genetically

modifie

d food

•

Bio

div

ers

ity

•

Agri-b

usin

ess

Su

gg

este

d F

ield

wo

rk/T

ech

niq

ues/

Str

ate

gie

s

35


HU

MA

N G

EO

GR

AP

HY

: G

EO

GR

AP

HY

OF

FO

OD

CO

NT

INU

ED

Co

nte

nt

Learn

ing

Ou

tco

mes

Main

Co

ncep

ts

Valu

es/A

ttit

ud

es

•

Make a

lis

t of th

e c

ountr

ies o

f origin

of

the f

ood p

roducts

sold

in a

superm

ark

et

•

Inte

rvie

w a

majo

r fo

od d

istr

ibuto

r to

find o

ut th

e r

easons for

import

ing

various food p

roducts

•

Surv

ey food p

refe

rences o

f stu

dents

and teachers

in s

chool

36


HU

MA

N G

EO

GR

AP

HY

: D

EV

EL

OP

ME

NT

Co

nte

nt

Learn

ing

Ou

tco

mes

Main

Co

ncep

ts

Valu

es/A

ttit

ud

es

1. V

ari

ati

on

s in

Develo

pm

en

t in

th

e

Wo

rld

Stu

dents

will

be a

ble

to:

•

Uneven d

evelo

pm

ent exis

ts

betw

een D

Cs a

nd L

DC

s

o

Core

-periphery

rela

tionship

s

betw

een D

Cs a

nd L

DC

s

E

conom

ic (

incom

e p

er

capita,

em

plo

ym

ent str

uctu

re a

nd e

mplo

ym

ent

opport

unitie

s)

H

ealth (

life e

xpecta

ncy, in

fant

mort

alit

y r

ate

, w

ate

r supply

and

sanitation)

E

ducation (

litera

cy r

ate

)

•

Describe the c

hara

cte

ristics o

f uneven

develo

pm

ent betw

een D

Cs a

nd L

DC

s

•

Dis

cuss the d

iffe

rences in q

ualit

y o

f lif

e

and s

tandard

of liv

ing b

etw

een D

Cs a

nd

LD

Cs

•

Develo

pm

ent

•

Core

•

Periphery

•

Hum

an D

evelo

pm

ent

Index

•

Incom

e p

er

capita

•

Em

plo

ym

ent str

uctu

re

•

Health

•

Life e

xpecta

ncy

•

Infa

nt

mort

alit

y r

ate

•

Wate

r supply

•

Sanitation

•

Education

•

Litera

cy r

ate

•

Qualit

y o

f lif

e

•

Sta

ndard

of liv

ing

•

Adapta

bili

ty

•

Com

petitiveness

•

Ente

rprise

•

Ingenuity

•

Co-o

pera

tion

•

Good g

overn

ance

•

Nurt

uring t

he indiv

idual

•

Pra

gm

atism

•

Pro

motion o

f hum

an

welfare

•

Resili

ence

•

Resourc

efu

lness

•

Respect fo

r div

ers

ity

•

Ris

k-t

akin

g

•

Surv

ival

2. R

easo

ns f

or

Vari

ati

on

s in

D

evelo

pm

en

t in

th

e W

orl

d

•

Reasons w

hy u

neven d

evelo

pm

ent

exis

ts b

etw

een D

Cs a

nd L

DC

s

o

His

torical (c

olo

nia

l his

tory

) o

Physic

al (r

aw

mate

rials

and

clim

ate

) o

Econom

ic (

pro

cess o

f cum

ula

tive c

ausation)

o

Socia

l (e

ducation)

o

Polit

ical (c

onflic

t and leaders

hip

)

•

Expla

in w

hy u

neven d

evelo

pm

ent exis

ts

betw

een D

Cs a

nd L

DC

s

•

Colo

nia

lism

•

Raw

mate

rial

•

Clim

ate

•

Cum

ula

tive c

ausation

•

Backw

ash e

ffect

•

Spre

ad e

ffect

•

Conflic

t

•

Leaders

hip

37


HU

MA

N G

EO

GR

AP

HY

: D

EV

EL

OP

ME

NT

CO

NT

INU

ED

Co

nte

nt

Learn

ing

Ou

tco

mes

Main

Co

ncep

ts

Valu

es/A

ttit

ud

es

3. S

trate

gie

s t

o A

llevia

te U

neven

D

evelo

pm

en

t

•

National develo

pm

ent (e

.g. w

ate

r supply

, popula

tion p

olic

y,

education,

health)

•

Inte

rnational co-o

pera

tion

o

Role

of in

tern

ational

org

anis

ations (

World B

ank a

nd

Asia

n D

evelo

pm

ent B

ank)

o

Inte

rnational agre

em

ents

(U

nited N

ations M

illenniu

m

Develo

pm

ent G

oals

and U

nited

Nations C

onvention o

n t

he L

aw

s

of

the S

ea)

•

Evalu

ate

the s

uccess o

f str

ate

gie

s u

sed

to p

rom

ote

national develo

pm

ent

in a

countr

y

•

Dis

cuss the e

ffort

s m

ade to a

llevia

te

uneven d

evelo

pm

ent

in t

he w

orld

•

Govern

ance

•

Short

-term

pla

n (≤ 5

years

)

•

Long-t

erm

pla

n

•

National develo

pm

ent

•

Inte

rnational co-o

pera

tion

•

Aid

•

Inte

rnational agre

em

ent

Su

gg

este

d F

ield

wo

rk/T

ech

niq

ues/

Str

ate

gie

s

•

Cre

ate

a m

ultim

edia

clip

to h

ighlig

ht

how

contr

asts

in b

uild

ings (

e.g

. alo

ng t

he S

ingapore

Riv

er,

Kato

ng)

reflect th

e d

evelo

pm

ent of

Sin

gapore

•

Colle

ct sta

tistics (

e.g

. lif

e

expecta

ncy, lit

era

cy r

ate

) of A

SE

AN

countr

ies o

ver

30 y

ears

•

Sim

ula

te a

dis

cussio

n b

etw

een a

govern

ment and a

n inte

rnational

org

anis

ation t

o b

ring a

bout

develo

pm

ent (long-t

erm

/short

-term

) to

a c

ountr

y o

r countr

ies

38


Lis

t o

f C

om

ma

nd

Wo

rds

(in

alp

ha

be

tic

al o

rde

r)

Co

mm

an

d W

ord

s

Wh

at

is e

xp

ecte

d o

f th

e c

an

did

ate

s in

ord

er

to g

ain

cre

dit

Account fo

r �

Giv

e r

easons for/

Suggest re

asons for/

How

mig

ht

Analy

se

�

Sta

te w

hat

you c

an t

ell

�

Bre

akdow

n t

he c

onte

nt

of

a t

opic

into

its

constitu

ent

part

s

�

Giv

e a

n in-d

epth

account

�

Write

a r

ela

tively

long p

iece o

f pro

se

�

Pre

sent

a logic

al, r

ele

vant

and w

ell-

org

anis

ed a

ccount

Annota

te

�

Add n

ote

s o

f expla

nation

�

Label w

ith s

hort

com

ments

a d

iagra

m,

map o

r photo

gra

ph t

o d

escribe o

r expla

in

�

If a

sked 'U

sin

g o

nly

an a

nnota

ted d

iagra

m…

' o

nly

the d

iagra

m a

nd a

ttached n

ote

s w

ill b

e m

ark

ed

Assess

�

Usin

g a

ll th

e k

now

n f

acts

about

the s

ituation

�

Decid

e o

n t

he s

ignific

ance,

valu

e o

r qualit

y o

f know

n f

acts

aft

er

care

fully

weig

hin

g t

he g

ood a

nd b

ad f

eatu

res

�

Weig

h t

he m

erits

and d

isadvanta

ges o

f th

e p

ositio

n t

aken

Calc

ula

te

�

Pro

vid

e a

num

erical answ

er

�

Show

the w

ork

ing e

specia

lly if tw

o o

r m

ore

ste

ps a

re involv

ed

Com

pare

�

Pro

vid

e a

poin

t by p

oin

t account of th

e s

imila

rities a

nd d

iffe

rences b

etw

een tw

o s

ets

of in

form

ation o

r tw

o a

reas

�

Must use c

om

para

tive a

dje

ctives (

e.g

. la

rger

than, sm

alle

r th

an, m

ore

ste

ep than, le

ss g

entle than)

�

Question m

ay a

lso b

e w

ritt

en a

s 'L

ist/

Sta

te/D

escribe e

tc the s

imila

rities a

nd d

iffe

rences b

etw

een…

'

�

Tw

o s

ets

of descriptions d

oes n

ot

make a

com

parison

Com

ple

te

�

To a

dd t

he r

em

ain

ing d

eta

il or

deta

ils r

equired

Contr

ast

�

Identify

cle

arly the p

oin

t(s)

of diffe

rence

�

Must use c

om

para

tive a

dje

ctives (

e.g

. la

rger

than, sm

alle

r th

an, m

ore

ste

ep than, le

ss g

entle than)

�

Question m

ay a

lso b

e w

ritten a

s ‘H

ow

are

… d

iffe

rent?

’

Define

�

Giv

e a

rela

tively

short

answ

er,

usually

tw

o o

r th

ree s

ente

nces, w

ith a

pre

cis

e d

efinitio

n/m

eanin

g o

f a term

�

Giv

e a

n e

xam

ple

where

help

ful

�

Question m

ay a

lso b

e w

ritt

en a

s ‘S

tate

/Expla

in the m

eanin

g o

f’ o

r ‘W

hat is

meant by’

Describe

�

Giv

e a

written f

actu

al account

of

the d

istinctive f

eatu

res o

f an ite

m

�

Do n

ot

att

em

pt to

expla

in

Describe t

he c

hanges

in

In r

ela

tion to a

gra

ph o

r a s

eries o

f gra

phs:

�

Requires a

good u

se o

f adverb

s (

e.g

. ra

pid

ly, ste

eply

, gently e

tc)

�

Avoid

use o

f ‘steadily

’ as b

oth

ste

ep a

nd g

entle g

radie

nt

can b

e r

egard

ed a

s b

ein

g s

teady

�

Quote

rele

vant figure

s to s

upport

your

description o

f a g

raph

39


Co

mm

an

d W

ord

s

Wh

at

is e

xp

ecte

d o

f th

e c

an

did

ate

s in

ord

er

to g

ain

cre

dit

Describe the

chara

cte

ristics o

f �

Describe w

hat

the f

eatu

re looks lik

e (

e.g

. fo

r a landfo

rm –

its

shape,

dim

ensio

ns,

com

positio

n,

location)

Describe/Identify

date

s/t

ime e

lem

ents

In

rela

tion to a

gra

ph o

r a s

eries o

f gra

phs

�

Giv

e a

n o

vera

ll pic

ture

�

Do n

ot fo

cus o

n indiv

idual changes

�

Inclu

de indiv

idual changes o

nly

if th

ey a

re m

ajo

r exceptions to a

n o

vera

ll tr

end

�

Quote

rele

vant figure

s to s

upport

your

description

Describe the

diffe

rences b

etw

een

�

Giv

e o

nly

the d

iffe

rences b

etw

een tw

o s

ets

of data

(see ‘C

ontr

ast’)

Describe t

he location

of/W

here

are

In

conju

nction w

ith a

map o

r a s

et

of

maps

�

Describe the locations o

f hig

h c

oncentr

ations o

f a v

ariable

togeth

er

with a

description o

f th

ose a

reas w

ith a

low

er

concentr

ation

�

Identify

anom

alo

us a

reas, or

are

as w

hic

h g

o a

gain

st an o

vera

ll tr

end in the d

istr

ibution

Describe w

hat

happened w

hen

�

Giv

e a

factu

al account of th

e c

onsequences o

f an e

vent

Describe a

nd

com

ment on

�

Giv

e a

description a

nd m

ake a

judgem

ent on the d

escription, possib

ly to o

ffer

som

e e

xpla

nation o

r to

infe

r som

eth

ing w

hic

h

could

be r

esponsib

le for,

or

develo

p fro

m, th

e d

escription r

efe

rred to

Devis

e

�

Cre

ate

a m

eth

od o

f achie

vin

g t

he s

tate

d o

bje

ctive/s

Dis

cuss

�

Giv

e a

thoro

ugh d

escription fro

m d

iffe

rent poin

ts o

f vie

w

Dra

w

�

Make a

sketc

h o

f a g

eogra

phic

al fo

rm

�

Inclu

de labels

to the d

iagra

m

�

Question m

ay b

e w

ritten a

s ‘U

sin

g a

dia

gra

m’ or

‘Illu

str

ate

with a

sketc

h’

Expla

in

�

Giv

e a

sta

tem

ent as to w

hy s

om

eth

ing o

ccurs

�

Show

an a

bili

ty to k

now

or

unders

tand w

hy o

r how

som

eth

ing h

appens

�

Question m

ay b

e w

ritten a

s ‘A

ccount fo

r’, ‘G

ive r

easons for’, ‘S

uggest re

asons for’ o

r ‘H

ow

mig

ht’

Evalu

ate

�

See ‘A

ssess’

Giv

e a

n e

xpla

nato

ry

account/G

ive a

re

asoned a

ccount

�

Pro

vid

e a

description o

f a f

eatu

re t

ogeth

er

with a

n e

xpla

nation f

or

it

�

Make lin

ked s

tate

ments

to s

how

this

�

A long p

iece o

f pro

se is e

xpecte

d

�

Giv

e a

logic

al account th

at is

both

rele

vant and w

ell

org

anis

ed

How

�

Pro

ve/d

em

onstr

ate

/show

(dependin

g o

n q

uestion)

in w

hat w

ay/to w

hat exte

nt/fo

r w

hat re

ason/b

y w

hat m

eans o

r m

eth

od

Identify

/Nam

e/

Sta

te/G

ive

�

Giv

e a

short

sente

nce o

r a s

ingle

word

answ

er

40


Co

mm

an

d W

ord

s

Wh

at

is e

xp

ecte

d o

f th

e c

an

did

ate

s in

ord

er

to g

ain

cre

dit

Illu

str

ating y

our

answ

ers

with

�

Account fo

r by w

riting s

pecific

exam

ple

s o

r dia

gra

ms

�

Inclu

de r

ele

vant w

ord

s o

r te

rms to identify

part

icula

r fe

atu

res

Insert

/Label

�

Pla

ce s

pecific

nam

es o

r deta

ils to a

n illu

str

ative techniq

ue

Justify

�

Giv

e a

n e

xpla

nation w

hy s

om

eth

ing is c

hosen o

r w

hy it is

done in a

part

icula

r m

anner

or

why a

part

icula

r positio

n/s

tand is

taken

Lis

t �

Identify

or

nam

e a

num

ber

of specific

featu

res to m

eet a p

art

icula

r purp

ose

Locate

�

Fin

d the p

lace

Matc

h

�

Identify

tw

o o

r m

ore

sta

tem

ents

or

illustr

ative techniq

ues in w

hic

h there

is a

n e

lem

ent of sim

ilarity

or

inte

r-re

lationship

Nam

e

�

Sta

te/s

pecify/identify

usin

g a

word

or

word

s b

y w

hic

h a

specific

featu

re is k

now

n

�

Giv

e e

xam

ple

s w

hic

h illu

str

ate

a p

art

icula

r fe

atu

re

Pre

dic

t �

Use y

our

ow

n k

now

ledge a

nd u

nders

tandin

g a

long w

ith info

rmation p

rovid

ed to s

tate

what m

ight happen n

ext

Pla

n

�

See ‘D

evis

e’

Refe

r to

/With

refe

rence to

�

Write

an a

nsw

er

whic

h u

ses s

om

e o

f th

e ideas p

rovid

ed in a

n illu

str

ative t

echniq

ue o

r oth

er

additio

nal m

ate

rial such a

s a

case

stu

dy

�

Refe

rence to s

tate

d m

ate

rials

is n

eeded

Sta

te

�

Write

in b

rief deta

il by a

short

sta

tem

ent or

a s

ingle

word

Stu

dy

�

Exam

ine c

losely

, pay s

pecia

l att

ention to, lo

ok c

are

fully

at and inte

rpre

t

Suggest

�

Write

dow

n t

heir ideas o

n,

or

know

ledge o

f a p

art

icula

r fe

atu

re

�

Pro

pose o

r put fo

rward

ideas for

consid

era

tion

�

Giv

e a

n e

xpla

nato

ry s

tate

ment re

ferr

ing to p

art

icula

r fe

atu

re o

r fe

atu

res if question is ‘S

uggest w

hy’ or

‘Suggest re

asons for’

Use/U

sin

g the

info

rmation p

rovid

ed

�

Base a

nsw

er

on info

rmation p

rovid

ed

�

Refe

r to

the s

tate

d m

ate

rials

Why

�

Pro

vid

e t

he c

ause o

r re

ason

With t

he h

elp

of

�

Use s

om

e o

f th

e info

rmation p

rovid

ed a

s w

ell

as a

dditio

nal m

ate

rial

�

Refe

r to

sta

ted m

ate

rials

41

2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2011)

HISTORY ELECTIVE


INTRODUCTION The History syllabus has been revised to provide students with a global perspective of the complexities of international relations. It highlights the importance of understanding and interpreting 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 make reasoned 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 by drawing out similarities and differences;

− grasp the complexity of historical causation, respect particularity, and avoid excessively 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.

43


• process historical information

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

− acquire information derived from different types of historical evidence such as written records or oral history;

− organise and present information from historical sources using a variety of appropriate 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 and self-regulated learners.

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

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

• understand the significance of the past to their own lives, community and society which will provide 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 Candidates should be able to:

• demonstrate relevant factual knowledge. Assessment Objective 2: Constructing Explanations Candidates 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 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.

44


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. 20

th Century World History, 1910s–1991

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

Candidates are required to answer one compulsory source-based question from Section A and one structured-essay question from Section B. The source-based question in Section A will be set on one of the topics indicated by the symbol (*) in the syllabus outline. Structured-essay questions 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,

1910s–1991 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 sound knowledge 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 sources may be evaluated.

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

Question construction No more than six sources may be set for the source-based question. One or more differing accounts of the same situation might be set, showing different views as time progresses or in communicating 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.

45


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 involve higher-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 will be given to points offered by candidates that are not on the suggested marking schemes as long as 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 indication of the length of the answer expected. Question construction Three structured-essay questions will be set. Candidates have to answer one structured-essay question 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 the syllabus 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 shaped the 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 twentieth century. 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 hopes and 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 by the symbol *. Teachers should note that for 20

th Century World History, detailed study of the

military campaigns of World War II is not required.

46


20TH C

EN

TU

RY

WO

RL

D H

IST

OR

Y,

1910s–1991

Un

it 1

– Im

pact

of

Wo

rld

War

I (N

on

-Exam

inab

le)

En

qu

iry Q

uesti

on

: D

id W

orl

d W

ar

I ch

an

ge t

he w

orl

d?

To

pic

s

Key Issu

es/C

on

ten

t F

ocu

s

Learn

ing

Ou

tco

mes

Co

ncep

ts

Valu

es

The w

orld a

t w

ar

and t

he

imm

edia

te

afterm

ath

•

What caused W

orld W

ar

I?

- N

ationalis

m

- C

olo

nia

l and tra

de r

ivalry

- M

ilita

rism

-

Syste

m o

f alli

ances

•

What w

as the im

media

te im

pact of W

orld W

ar

I?

- N

ationalis

m a

nd c

reation o

f nation-s

tate

s

- S

elf-d

ete

rmin

ation

- S

ocia

l and e

conom

ic insta

bili

ty (

cla

ss, gender

and e

thnic

ity)

T

his

brief

intr

oduction to

th

e F

irst

World W

ar

has to

be

taught

to p

rovid

e t

he c

onte

xt

for

a b

ett

er

unders

tandin

g o

f th

e d

evelo

pm

ents

that

follo

wed t

he F

irst

World W

ar.

T

his

u

nit

is N

ON

-EX

AM

INA

BL

E.

Stu

dents

will

be a

ble

to:

•

explo

re the r

easons for

the b

reakdow

n o

f th

e ‘old

ord

er’ a

nd the o

nset of

World W

ar

I

•

analy

se the im

media

te

impact of W

orld W

ar

I

•

alli

ance

•

arm

s r

ace

•

bala

nce o

f pow

er

•

nationalis

m

•

cla

ss r

ivalry

•

self-

dete

rmin

ation

•

eth

nic

ity

•

change a

nd

continuity

•

sim

ilarities a

nd

diffe

rences

•

self-r

elia

nce

•

resourc

efu

lness

•

thrift a

nd

pru

dence

•

vis

ion

•

leaders

hip

•

dete

rmin

ation

•

dis

cip

line

•

patr

iotism

•

far-

sig

hte

dness

•

righte

ousness

•

loyalty

•

endura

nce

47


Un

it 2

– H

op

e f

or

a B

ett

er

Wo

rld

?

En

qu

iry Q

uesti

on

: In

wh

at

ways w

ere

th

e y

ears

betw

een

Wo

rld

War

I an

d W

orl

d W

ar

II a

tim

e o

f b

oth

new

ho

pes a

nd

gre

at

tro

ub

les?

To

pic

s

Key Issu

es/C

on

ten

t F

ocu

s

Learn

ing

Ou

tco

mes

Co

ncep

ts

Valu

es

Esta

blis

hin

g

peace

•

Were

the h

opes o

f th

e w

orld in p

reventing a

noth

er

world w

ar

fulfill

ed in t

he 1

920s?

- P

eace M

akin

g

o

Tre

aty

of

Vers

aill

es:

its inte

nt

and G

erm

an

reaction

o

League o

f N

ations: re

asons for

its form

ation;

successes a

nd f

ailu

res in t

he 1

920s

o

Dis

arm

am

ent: r

ole

of th

e U

S

o

Re-c

onstr

uction a

nd R

ecovery

: aid

to

Germ

any

Stu

dents

will

be a

ble

to:

•

analy

se t

he inte

nt

of

the

Tre

aty

of V

ers

aill

es a

nd

Germ

an r

eaction to the

treaty

•

exam

ine the r

easons for

the f

orm

ation o

f th

e L

eague

of N

ations a

nd its

role

in

pro

moting w

orld p

eace in

the 1

920s

•

expla

in t

he e

ffort

s in

dis

arm

am

ent in

the 1

920s

•

analy

se t

he e

ffectiveness o

f aid

giv

en t

o G

erm

any

•

colle

ctive

security

•

cause a

nd

consequence

•

dis

arm

am

ent

•

self-r

elia

nce

•

resourc

efu

lness

•

dete

rmin

ation

•

str

ate

gic

and

econom

ic

surv

ival

•

patr

iotism

•

loyalty

Ris

e o

f auth

orita

rian

regim

es

•

Was t

he r

ise o

f auth

orita

rian r

egim

es inevitable

, and

did

they b

ring m

ore

harm

than g

ood?

- *C

ase s

tudy o

f C

om

munis

t R

ussia

o

R

easons for

Sta

lin’s

ris

e to p

ow

er

o

Impact of S

talin

’s d

icta

tors

hip

on the

lives o

f th

e R

ussia

n p

eople

- *C

ase s

tudy o

f N

azi G

erm

any

o

Reasons for

Hitle

r’s r

ise to p

ow

er

o

Impact of H

itle

r’s d

icta

tors

hip

on the

lives o

f th

e G

erm

an p

eople

- C

ase s

tudy o

f F

ascis

t Japan

o

Circum

sta

nces leadin

g t

o t

he r

ise o

f th

e m

ilita

ry in t

he 1

930s

o

Impact of m

ilita

rism

on the liv

es o

f th

e

Japanese p

eople

Stu

dents

will

be a

ble

to:

•

analy

se the c

ircum

sta

nces

contr

ibuting t

o t

he f

ailu

re o

f dem

ocra

cy a

nd the r

ise o

f auth

orita

rian r

egim

es

•

exam

ine t

he im

pact

of

auth

orita

rian r

egim

ens o

n

the p

eople

(usin

g R

ussia

, G

erm

any a

nd J

apan a

s

case s

tudie

s)

•

econom

ic

depre

ssio

n

•

sto

ck m

ark

et

•

econom

ic b

oom

•

com

munis

m

•

fascis

m

•

Nazis

m

•

mili

tarism

•

self-r

elia

nce

•

resourc

efu

lness

•

thrift a

nd

pru

dence

•

vis

ion

•

leaders

hip

•

dete

rmin

ation

•

dis

cip

line

•

patr

iotism

•

far-

sig

hte

dness

•

righte

ousness

•

loyalty

•

endura

nce

48


Un

it 3

– T

he B

reakd

ow

n o

f W

orl

d O

rder

En

qu

iry Q

uesti

on

: W

hy h

ad

in

tern

ati

on

al p

eace c

ollap

sed

by 1

939?

To

pic

s

Key Issu

es/C

on

ten

t F

ocu

s

Learn

ing

Ou

tco

mes

Co

ncep

ts

Valu

es

War

in E

uro

pe

•

*Could

war

in E

uro

pe b

e a

void

ed?

- R

e-a

rmam

ent

- P

rote

ctionis

m a

nd e

conom

ic c

o-o

pera

tion

- H

itle

r’s fore

ign p

olic

y, 1933–1939

- A

ppeasem

ent polic

y

- F

ailu

re o

f th

e L

eague o

f N

ations in the 1

930s

Stu

dents

will

be a

ble

to:

•

investigate

the e

xte

nt to

w

hic

h p

eace w

as

challe

nged in E

uro

pe in t

he

1930s

•

analy

se the r

easons for

the

onset of W

orld W

ar

II in

Euro

pe

•

appeasem

ent

•

cause a

nd

consequence

•

racis

m

•

terr

itorial

aggre

ssio

n

•

colle

ctive

security

•

self-r

elia

nce

•

resourc

efu

lness

•

str

ate

gic

and

econom

ic

surv

ival

•

patr

iotism

•

loyalty

War

in the

Asia

Pacific

•

Could

war

in t

he A

sia

Pacific

be a

void

ed?

- P

rote

ctionis

m

- Japan’s

fore

ign p

olic

y, 1931–1941

- F

ailu

re o

f th

e L

eague o

f N

ations in the 1

930s

Stu

dents

will

be a

ble

to:

•

investigate

the e

xte

nt to

w

hic

h p

eace w

as

challe

nged in t

he A

sia

P

acific

in t

he 1

930s

•

analy

se the r

easons for

the

onset of W

orld W

ar

II in the

Asia

Pacific

•

cause a

nd

consequence

•

racis

m

•

terr

itorial

aggre

ssio

n

•

colle

ctive

security

•

self-r

elia

nce

•

resourc

efu

lness

•

str

ate

gic

and

econom

ic s

urv

ival

•

patr

iotism

•

loyalty

49


Un

it 4

– A

Wo

rld

Div

ided

An

d U

nit

ed

?

En

qu

iry Q

uesti

on

: H

ow

sta

ble

was t

he p

ost-

Wo

rld

War

II e

ra?

To

pic

s

Key Issu

es/C

on

ten

t F

ocu

s

Learn

ing

Ou

tco

mes

Co

ncep

ts

Valu

es

The o

utb

reak

and e

scala

tion

of

the C

old

W

ar

•

Was t

he p

ost-

World W

ar

II e

ra a

period o

f sta

bili

ty?

-

Impact of th

e b

reakdow

n o

f w

art

ime a

lliance

betw

een U

SA

and U

SS

R a

nd t

he d

ivis

ion o

f E

uro

pe

-

Impact of C

om

munis

t vic

tory

in C

hin

a o

n the C

old

W

ar

-

Impact of econom

ic r

ecovery

, coopera

tion a

nd

develo

pm

ent: M

ars

hall

Pla

n,

CO

ME

CO

N

-

*Circum

sta

nces leadin

g t

o t

he K

ore

an W

ar

and its

im

pact

-

*Circum

sta

nces leadin

g t

o t

he C

uban M

issile

C

risis

and its

im

pact

Stu

dents

will

be a

ble

to:

•

expla

in h

ow

diffe

rences in

ideolo

gy c

ould

lead t

o

conflic

ts b

etw

een c

ountr

ies

•

assess the im

pact of

ideolo

gic

al conflic

ts o

n

Euro

pe

•

exam

ine the e

ffects

of th

e

Cold

War

on t

he w

orld

(usin

g K

ore

a a

nd C

uba a

s

case s

tudie

s)

•

ideolo

gy

•

capitalis

m

•

Cold

War

•

Iron C

urt

ain

•

conta

inm

ent

•

sate

llite

sta

tes

•

tota

litarianis

m

•

dem

ocra

cy

•

conta

inm

ent

•

ideolo

gy

•

dem

ocra

cy

•

Cold

War

•

arm

s r

ace

•

brinkm

anship

•

pre

serv

ing p

eace

•

safe

guard

ing

dem

ocra

cy

End o

f th

e

Cold

War

•

Was the e

nd o

f th

e C

old

War

inevitable

?

- W

eaknesses o

f th

e c

om

mand e

conom

y a

nd

com

munis

t syste

m

- G

orb

achev’s

polic

ies o

f pere

str

oik

a a

nd g

lasnost,

and their c

onsequences o

n E

aste

rn E

uro

pe

- E

nd o

f th

e S

ovie

t U

nio

n

Stu

dents

will

be a

ble

to:

•

evalu

ate

the r

easons for

the

colla

pse o

f com

munis

m in

Easte

rn E

uro

pe a

nd t

he

Sovie

t U

nio

n

•

pere

str

oik

a

•

gla

snost

•

com

mand

econom

y

•

pre

serv

ing p

eace

•

safe

guard

ing

dem

ocra

cy

Sourc

e-b

ased q

uestions w

ill o

nly

be s

et on the s

pecific

sub-t

opic

s w

ithin

the topic

s indic

ate

d b

y the s

ym

bol *.

T

eachers

should

note

that

for

20th C

entu

ry

World H

isto

ry, a d

eta

iled s

tudy o

f th

e m

ilita

ry c

am

paig

ns o

f W

orld W

ar

II is n

ot re

quired.

50

2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2011)

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 understand their own existence and values in relation to society;

• Literature addresses a wide range of psychological and social issues. At the heart of literary works are issues 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 to develop an awareness of the world they live in.

Social Issues

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

• Literary works provide an effective way for students to appreciate and understand the different aspects of 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 the educational 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 world around them;

• Explore the elements of different genres via the study of literary texts and to understand how these function 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.

51


ASSESSMENT OBJECTIVES

Candidates should be able to: (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 language

shape 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 assess them in isolation.

EXAMINATION One 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 and Weighting

Details of Paper and Sections

Prose and Unseen Texts

1 hour 40 minutes [50%]

• There will be two sections in this paper.

• Candidates will select one question from each of the two 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 seven texts in this section.

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

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

• For every year of examination, one to two Singaporean/ 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.

52


TABLE COMPARING ‘N’ AND ‘O’ LEVEL

FULL AND ELECTIVE LITERATURE IN ENGLISH

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

Sec 3N Sec 4N

• Candidates offer ‘N’ level Papers 1 and 2

• Assessment is in the form of passage-based & essay questions

• Over two years, they study two set texts and the Unseen

• Candidates offer only 1 paper, which is the same as the ‘N’ level Paper 1


• Over two years, they study one set prose text and the Unseen

‘N’ Level

Sec 5N • Candidates offer ‘O’ level Papers 1 and 2


• Candidates do not have to study a new text at Sec 5

• Over three years, they study two set texts and the Unseen component

• Candidates offer only 1 paper, which is the same as the ‘O’ level Paper 1


• Candidates do not have to study a new text at Sec 5

• Over three years, they study one set prose text and the Unseen

‘O’ Level Sec 3 Sec 4

• Candidates offer Papers 1 and 2


• Over two years, they study two set texts and the Unseen

• Candidates offer only 1 paper, which is the same as the ‘O’ level Paper 1


• Over two years, they study one set prose text and the Unseen

Band descriptors are differentiated for ‘N’ and ‘O’ level candidates, that is, the band descriptors for grading ‘O’ 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. Chinua Achebe: Things Fall Apart

2. Ray Bradbury: Fahrenheit 451*

3. Anita Desai: Games at Twilight*

4. Merle Hodge: Crick Crack, Monkey

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

6. Daren Shiau: Heartland (2006 academic edition)*

7. John Wyndham: The Chrysalids

Note: 2011 will be the last year of examination for texts marked with an asterisk (*).

53


AREAS OF STUDY

Areas of study refer to the various elements that make up a literary text. They are applicable to both ‘N’ and ‘O’ 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 be taught 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 be appropriate for a study of characterisation. Each of the five areas of study provides a framework within which students will be encouraged to comprehend, interpret and respond to all types of literary texts.

Viewpoint

• the writer’s intention and point of view in a text (i.e. the treatment of themes and issues)

• the historical, social or personal influences on a writer’s point of view

• the means by which the writer’s viewpoint is conveyed to the reader or audience

Setting/Atmosphere

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

• the influence and effect of the setting/atmosphere of a text

• the significance of changes in setting and/or atmosphere in a text

• the means by which a writer creates a particular mood or atmosphere in a scene/text

Areas

of Study

Style

• the means by which a writer uses language to produce certain effects in a text (i.e. diction; sentence structure and syntax; figurative language; patterns of rhythm; 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 and structure

• the effect the choice of a particular genre, or form within that genre, has had on the message the writer wishes to convey

• the effects produced by the writer’s use of, or deviation from, conventional structures (e.g. chronological sequence of events; standard dramatic and poetic forms)

Characterisation

• the characteristics (i.e. character traits) of the various characters in a text

• the similarities and differences between characters in a text or in different texts

• the development of characters in the course of a text

• the relationships between characters (e.g. the effect one character has on another in a text)

• the different literary roles (e.g. hero; villain; minor character) and/or functions (e.g. narrating the story; observing and commenting on events; providing realism to the setting) that characters perform in a text

• the techniques used by a writer to convey his/her character/s to the reader or audience (e.g. authorial description; other characters’ observations; character’s thoughts, speech, physical appearance; use of contrast/juxtaposition)

54


SPECTRUM OF SKILLS

Students are to be equipped with the following spectrum of skills in order to read and respond to the various areas of study. For example, the skill of comparison can be applied to comparing characters, situations, genres, effects of style and viewpoints of various writers.

The main skills have been listed with examples given. All the main skills should be introduced and reinforced at every level, but the levels of mastery of these skills will vary according to the ability of the students.

The skills overlap each other, and some skills may lead to the teaching of other skills. The distinction between skills should not be too rigidly followed.

Remembering skills

• linking and/or

organising information for systematic retrieval

• recalling prior knowledge, feelings and experiences in responding to a text/s

Evaluating skills

• assessing the quality of a work

based on established criteria

• evaluating the reasonableness of the writer’s intentions

• evaluating the viewpoint/s present in a text/s

• assessing the value and appeal of ideas held by one’s peers

• constructing a personal response with appropriate support and justification

Organising skills

• comparing and/or contrasting

elements (e.g. characters; viewpoints; setting; style) within a text or between texts

• classifying and categorising information in order to draw conclusions or justify responses

• sequencing of details and events

• ordering elements according to a given criterion (e.g. ranking characters in order of significance; ranking events in order of importance)

Spectrum of

Skills

Focusing skills

• defining and/or clarifying

the literary task

• directing attention to relevant information (e.g. identifying appropriate examples)

Generating skills

• inferring from details

• interpreting examples in order to draw generalisations

• predicting outcomes based on available information

• supporting an argument/opinion with appropriate examples and information

• recombining related information in order to develop new or different perspectives of a text/s

Analysing skills

• identifying attributes in a text/s in

terms of its elements (e.g. plot and structure; setting/atmosphere; style) and its genre

• identifying patterns and relationships (e.g. with respect to characters, events, style and viewpoints) within a text or between texts

• examining points of agreement and disagreement in opinions

Information-gathering

skills • observing/noting

details

• formulating questions about a text/s in order to justify, clarify and add information

• obtaining relevant information from various sources

Integrating skills

• building meaningful connections

between new information and existing knowledge

• modifying and/or extending existing ideas and perspectives in the light of new information

• applying existing knowledge to new situations

55


BA

ND

DE

SC

RIP

TO

RS

FO

R S

ET

TE

XT

QU

ES

TIO

NS

N

OR

MA

L (

AC

AD

EM

IC)

N

OR

MA

L

DE

SC

RIP

TIO

N

21–25

•

Rele

vant and a

pt sele

ction o

f te

xtu

al deta

il. A

nsw

ers

are

genera

lly w

ell

focused.

•

Answ

ers

dem

onstr

ate

unders

tandin

g o

f th

e text’s m

ain

concern

s a

nd s

om

e k

now

ledge o

f how

the a

uth

or

conveys these.

•

Substa

ntiation o

f re

sponse is r

ele

vant and d

evelo

ped.

•

Cle

ar

and c

om

pete

nt w

ork

, genera

lly w

ell

support

ed b

y textu

al evid

ence b

ut la

boure

d a

rgum

ents

may b

e p

resent. M

ay lapse into

narr

ative

occasio

nally

.

18–20

•

Answ

er

is r

ele

vant to

the m

ain

thru

st of th

e q

uestion. A

ppro

priate

sele

ction o

f te

xtu

al deta

il, though n

ot consis

tently d

one.

•

Answ

ers

may r

eveal som

e u

nders

tandin

g o

f th

e m

ore

obvio

us f

eatu

res o

f th

e t

ext

but

fail

to n

ote

the w

ider

implic

ations.

Attem

pts

to

analy

se a

nd e

valu

ate

are

oft

en n

ot

successfu

lly d

one.

•

Dem

onstr

ate

s a

n a

ttem

pt to

respond to a

ppro

priate

mate

rial in

the text.

S

uch a

response s

hould

be s

ubsta

ntiate

d.

•

Genera

lly c

ohere

nt w

ork

, w

ith e

vid

ence o

f th

e d

evelo

pm

ent of an a

rgum

ent w

ith tra

cts

of narr

ative.

15–17

•

Sele

ction o

f te

xtu

al deta

il is

genera

lly r

ele

vant

to t

he q

uestion t

hough t

he lin

k m

ay n

ot

be m

ade.

•

Answ

ers

reveal som

e u

nders

tandin

g o

f th

e b

asic

featu

res o

f th

e text but do n

ot show

any a

ttem

pt at in

terp

reta

tion.

•

There

is e

vid

ence o

f pers

onal engagem

ent but in

the form

of genera

lisations.

•

Larg

ely

narr

ative in a

ppro

ach a

nd s

ketc

hy in d

evelo

pm

ent, b

ut a s

ense o

f a v

ery

basic

arg

um

ent can b

e d

iscern

ed.

12–14

•

Periphera

l bearing o

n t

he q

uestion o

nly

. O

ften inclu

des larg

e t

racts

of

info

rmation f

rom

the t

ext

without

perc

eiv

ing t

heir s

ignific

ance.

•

Show

s lim

ited u

nders

tandin

g o

f th

e t

ext.

•

Manages to c

om

munic

ate

with s

om

e d

ifficulty.

0–11

•

No b

earing o

n the q

uestion w

hats

oever.

S

lavis

h c

opyin

g o

f irre

levant m

ate

rial. A

nsw

ers

that are

obvio

usly

pre

pare

d s

cripts

but have little

to d

o w

ith t

he q

uestion b

elo

ng in t

his

cate

gory

.

•

Show

s s

erious fla

ws in u

nders

tandin

g the text.

•

Answ

er

is m

arr

ed b

y incohere

nce a

nd lacks d

irection o

r fo

cus. It m

ay a

lso b

e e

xtr

em

ely

brief.

Sh

ort

wo

rk:

Can b

e p

resente

d i

n v

arious f

orm

s,

e.g

. note

form

or

a s

eries o

f hurr

iedly

sketc

hed-in p

ara

gra

phs.

It

is e

ssential

that

Exam

iners

mark

short

work

str

ictly o

n the b

asis

of w

hat is

giv

en. T

he w

ork

should

not be

mark

ed o

n the g

rounds o

f qualit

y e

lsew

here

in the s

cript as this

can lead to u

nfa

irness.

56


BA

ND

DE

SC

RIP

TO

RS

FO

R S

ET

TE

XT

QU

ES

TIO

NS

E

XP

RE

SS

EX

PR

ES

S

DE

SC

RIP

TIO

N

21–25

•

Dis

crim

inating s

ele

ction o

f te

xtu

al deta

il w

ith c

lose a

ttention to the term

s o

f th

e q

uestion. T

op a

nsw

ers

take a

dvanta

ge o

f th

e

opport

unitie

s o

ffere

d b

y the q

uestion.

•

Conscie

ntious a

nsw

ers

that dem

onstr

ate

good u

nders

tandin

g o

f th

e text and q

uestion. B

etter

answ

ers

reveal som

e insig

hts

into

the

text’s m

ain

concern

s a

nd the e

ffects

achie

ved b

y the a

uth

or.

•

Response d

em

onstr

ate

s a

consis

tent vie

wpoin

t w

ith a

ppro

priate

substa

ntiation.

•

Cle

ar,

org

anis

ed a

nd c

ohere

nt w

ork

.

18–20

•

Rele

vant and a

pt sele

ction o

f te

xtu

al deta

il. A

nsw

ers

are

genera

lly w

ell

focused.

•

Answ

ers

dem

onstr

ate

unders

tandin

g o

f th

e text’s m

ain

concern

s a

nd s

om

e k

now

ledge o

f how

the a

uth

or

conveys these.

•

Substa

ntiation o

f re

sponse is r

ele

vant and d

evelo

ped.

•

Cle

ar

and c

om

pete

nt w

ork

, genera

lly w

ell

support

ed b

y textu

al evid

ence b

ut la

boure

d a

rgum

ents

may b

e p

resent. M

ay lapse into

narr

ative o

ccasio

nally

.

15–17

•

Answ

er

is r

ele

vant to

the m

ain

thru

st of th

e q

uestion. A

ppro

priate

sele

ction o

f te

xtu

al deta

il, though n

ot consis

tently d

one.

•

Answ

ers

may r

eveal som

e u

nders

tandin

g o

f th

e m

ore

obvio

us f

eatu

res o

f th

e t

ext

but

fail

to n

ote

the w

ider

implic

ations.

Attem

pts

to

analy

se a

nd e

valu

ate

are

oft

en n

ot

successfu

lly d

one.

•

Dem

onstr

ate

s a

n a

ttem

pt to

respond to a

ppro

priate

mate

rial in

the text.

S

uch a

response s

hould

be s

ubsta

ntiate

d.

•

Genera

lly c

ohere

nt w

ork

, w

ith e

vid

ence o

f th

e d

evelo

pm

ent of an a

rgum

ent w

ith tra

cts

of narr

ative.

12–14

•

Sele

ction o

f te

xtu

al deta

il is

genera

lly r

ele

vant

to t

he q

uestion t

hough t

he lin

k m

ay n

ot

be m

ade.

•

Answ

ers

reveal som

e u

nders

tandin

g o

f th

e b

asic

featu

res o

f th

e text but do n

ot show

any a

ttem

pt at in

terp

reta

tion.

•

There

is e

vid

ence o

f pers

onal engagem

ent but in

the form

of genera

lisations.

•

Larg

ely

narr

ative in a

ppro

ach a

nd s

ketc

hy in d

evelo

pm

ent, b

ut a s

ense o

f a v

ery

basic

arg

um

ent can b

e d

iscern

ed.

9–11

•

Periphera

l bearing o

n t

he q

uestion o

nly

. O

ften inclu

des larg

e t

racts

of

info

rmation f

rom

the t

ext

without

perc

eiv

ing t

heir s

ignific

ance.

•

Show

s lim

ited u

nders

tandin

g o

f th

e t

ext.

•

Manages to c

om

munic

ate

with s

om

e d

ifficulty.

0–8

•

No b

earing o

n the q

uestion w

hats

oever.

S

lavis

h c

opyin

g o

f irre

levant m

ate

rial. A

nsw

ers

that are

obvio

usly

pre

pare

d s

cripts

but have

little t

o d

o w

ith t

he q

uestion b

elo

ng in t

his

cate

gory

.

•

Show

s s

erious fla

ws in u

nders

tandin

g the text.

•

Answ

er

is m

arr

ed b

y incohere

nce a

nd lacks d

irection o

r fo

cus. It m

ay a

lso b

e e

xtr

em

ely

brief.

Sh

ort

wo

rk:

Can b

e p

resente

d i

n v

arious f

orm

s,

e.g

. note

form

or

a s

eries o

f hurr

iedly

sketc

hed-in p

ara

gra

phs.

It

is e

ssential

that

Exam

iners

mark

short

work

str

ictly o

n the b

asis

of w

hat is

giv

en. T

he w

ork

should

not be

mark

ed o

n the g

rounds o

f qualit

y e

lsew

here

in the s

cript as this

can lead to u

nfa

irness.

57


BA

ND

DE

SC

RIP

TO

RS

FO

R U

NS

EE

N Q

UE

ST

ION

S

NO

RM

AL

(A

CA

DE

MIC

)

NO

RM

AL

D

ES

CR

IPT

ION

21–25

•

Com

pete

nt gra

sp o

f subje

ct m

atter.

E

vid

ence o

f analy

sis

and e

valu

ation w

hic

h is lik

ely

to r

eflect conscie

ntiousness r

ath

er

than

sophis

tication. A

nsw

ers

will

be r

ela

ted to the q

ue

stion b

ut m

ay n

ot addre

ss s

om

e o

f th

e k

ey issues.

•

Evid

ence o

f clo

se r

eadin

g, th

ough this

may n

ot be s

usta

ined thro

ughout th

e a

nsw

er.

T

he c

andid

ate

makes a

pers

onal re

sponse to

the

text, o

ften p

rovid

ing r

ele

vant substa

ntiation.

•

Answ

ers

purs

ue a

thoro

ugh,

though r

ath

er

unsophis

ticate

d,

arg

um

ent.

Work

is g

enera

lly c

ohere

nt

and c

lear,

though it

may lack p

olis

h a

nd

subtlety

of expre

ssio

n.

18–20

•

Show

s s

ound b

asic

unders

tandin

g o

f th

e t

ext

and o

f how

to r

espond to it. T

he q

uestion is a

ddre

ssed a

nd there

is s

om

e e

vid

ence

of

analy

sis

and e

valu

ation,

though t

hese m

ay b

e b

rief,

mechanic

al or

naïv

e.

•

Show

s s

om

e e

ngagem

ent,

substa

ntiate

d w

ith a

ppro

priate

refe

rences t

o t

he t

ext.

•

The c

andid

ate

com

munic

ate

s c

learly a

nd p

uts

forw

ard

a c

ohere

nt arg

um

ent.

15–17

•

Som

e a

ware

ness o

r unders

tandin

g o

f th

e text is

dem

onstr

ate

d, la

rgely

thro

ugh p

ara

phra

se. H

ow

ever,

the c

andid

ate

has n

ot re

spo

nded

fully

to the d

em

ands o

f th

e q

uestion. T

here

may b

e s

om

e m

isre

adin

g, but not enough to u

nderm

ine s

ignific

antly the g

enera

l id

ea

s p

ut

forw

ard

.

•

Show

s e

ngagem

ent w

ith the text but w

ith inappro

priate

substa

ntiation.

•

The c

andid

ate

is a

ble

to c

om

munic

ate

fairly

cohere

ntly. E

xpre

ssio

n m

ay b

e h

am

pere

d b

y a

lack o

f cla

rity

or

accura

cy b

ut th

e m

eanin

g is

still

conveyed.

12–14

•

Show

s o

nly

superf

icia

l unders

tandin

g o

f th

e text. T

here

is little a

ware

ness o

f th

e d

em

ands o

f th

e q

uestion. T

hus, th

e r

espon

se is larg

ely

irre

levant or

confu

sed.

•

Engagem

ent w

ith the text w

ill b

e m

inim

al.

•

Manages to c

om

munic

ate

with s

om

e d

ifficulty.

0–11

•

Str

uggle

s u

nsuccessfu

lly to d

em

onstr

ate

com

pre

hensio

n o

f th

e text and the q

uestion.

•

Answ

er

is incohere

nt, w

ith m

eanin

g o

bscure

d b

y p

oor

expre

ssio

n.

Sh

ort

wo

rk:

Can b

e p

resente

d i

n v

arious f

orm

s,

e.g

. note

form

or

a s

eries o

f hurr

iedly

sketc

hed-in p

ara

gra

phs.

It

is e

ssential

that

Exam

iners

mark

short

work

str

ictly o

n the b

asis

of w

hat is

giv

en. T

he w

ork

should

not be

mark

ed o

n the g

rounds o

f qualit

y e

lsew

here

in the s

cript as this

can lead to u

nfa

irness.

58


BA

ND

DE

SC

RIP

TO

RS

FO

R U

NS

EE

N Q

UE

ST

ION

S

EX

PR

ES

S

EX

PR

ES

S

DE

SC

RIP

TIO

N

21–25

•

Inte

lligent gra

sp o

f subje

ct m

atter.

A

nsw

ers

dem

onstr

ate

a fre

shness o

f in

sig

ht. G

ood a

naly

sis

and e

valu

ation o

f conte

nt and

pre

senta

tion,

and w

here

appro

priate

, evid

ence o

f th

e a

bili

ty t

o c

ritically

appre

cia

te t

he t

ext.

W

ell

focused o

n t

he q

uestion a

nd a

ddre

sses

most of its k

ey issues.

•

Active a

nd c

lose e

ngagem

ent w

ith the text.

S

ensitiv

e a

nd info

rmed p

ers

onal re

sponse.

•

Ideas d

evelo

ped e

ffectively

and w

ell

support

ed b

y textu

al evid

ence. A

nsw

er

reflects

a h

ighly

cohere

nt arg

um

ent and c

larity

of

thought

and e

xpre

ssio

n.

18–20

•

Com

pete

nt gra

sp o

f subje

ct m

atter.

E

vid

ence o

f analy

sis

and e

valu

ation w

hic

h is lik

ely

to r

eflect conscie

ntiousness r

ath

er

than

sophis

tication. A

nsw

ers

will

be r

ela

ted to the q

ue

stion b

ut m

ay n

ot addre

ss s

om

e o

f th

e k

ey issues.

•

Evid

ence o

f clo

se r

eadin

g, th

ough this

may n

ot be s

usta

ined thro

ughout th

e a

nsw

er.

T

he c

andid

ate

makes a

pers

onal re

sponse to

the

text, o

ften p

rovid

ing r

ele

vant substa

ntiation.

•

Answ

ers

purs

ue a

thoro

ugh,

though r

ath

er

unsophis

ticate

d,

arg

um

ent.

Work

is g

enera

lly c

ohere

nt

and c

lear,

though it

may lack p

olis

h

and s

ubtlety

of expre

ssio

n.

15–17

•

Show

s s

ound b

asic

unders

tandin

g o

f th

e t

ext

and o

f how

to r

espond to it. T

he q

uestion is a

ddre

ssed a

nd there

is s

om

e e

vid

ence

of

analy

sis

and e

valu

ation,

though t

hese m

ay b

e b

rief,

mechanic

al or

naïv

e.

•

Show

s s

om

e e

ngagem

ent,

substa

ntiate

d w

ith a

ppro

priate

refe

rences t

o t

he t

ext.

•

The c

andid

ate

com

munic

ate

s c

learly a

nd p

uts

forw

ard

a c

ohere

nt arg

um

ent.

12–14

•

Som

e a

ware

ness o

r unders

tandin

g o

f th

e text is

dem

onstr

ate

d, la

rgely

thro

ugh p

ara

phra

se. H

ow

ever,

the c

andid

ate

has n

ot re

spo

nded

fully

to the d

em

ands o

f th

e q

uestion. T

here

may b

e s

om

e m

isre

adin

g, but not enough to u

nderm

ine s

ignific

antly the g

enera

l id

ea

s p

ut

forw

ard

.

•

Show

s e

ngagem

ent w

ith the text but w

ith inappro

priate

substa

ntiation.

•

The c

andid

ate

is a

ble

to c

om

munic

ate

fairly

cohere

ntly. E

xpre

ssio

n m

ay b

e h

am

pere

d b

y a

lack o

f cla

rity

or

accura

cy b

ut th

e m

eanin

g is

still

conveyed.

9–11

•

Show

s o

nly

superf

icia

l unders

tandin

g o

f th

e text. T

here

is little a

ware

ness o

f th

e d

em

ands o

f th

e q

uestion. T

hus, th

e r

espon

se is larg

ely

irre

levant or

confu

sed.

•

Engagem

ent w

ith the text w

ill b

e m

inim

al.

•

Manages to c

om

munic

ate

with s

om

e d

ifficulty.

0–8

•

Str

uggle

s u

nsuccessfu

lly to d

em

onstr

ate

com

pre

hensio

n o

f th

e text and the q

uestion.

•

Answ

er

is incohere

nt, w

ith m

eanin

g o

bscure

d b

y p

oor

expre

ssio

n.

Sh

ort

wo

rk:

Can b

e p

resente

d i

n v

arious f

orm

s,

e.g

. note

form

or

a s

eries o

f hurr

iedly

sketc

hed-in p

ara

gra

phs.

It

is e

ssential

that

Exam

iners

mark

short

work

str

ictly o

n the b

asis

of w

hat is

giv

en. T

he w

ork

should

not be

mark

ed o

n the g

rounds o

f qualit

y e

lsew

here

in the s

cript as this

can lead to u

nfa

irness.

59

2192 COMBINED HUMANITIES O LEVEL LITERATURE IN CHINESE ELECTIVE (2011)

LITERATURE IN CHINESE ELECTIVE

华文文学（配对课程）

GCE O Level (Syllabus 2192)

说明

1. 华文文学（配对课程）(Literature in Chinese Elective) (2192/5) 与社会科（Social

Studies）配对组成剑桥普通水准考试的另一个完整的人文科目“综合人文科”

（Combined Humanities）。

考生

2. 本科供修读中学特别课程／快捷课程／普通（学术）课程的学生选考。

试卷

3. 华文文学（配对课程）只有一个试卷（即试卷五 2192/5）。

4. 作答时间：1 小时 30 分。

考试范围

5. 范围包括：

5.1 现当代文学作品选读

5.2 课外文学作品赏析。

61


6. 现当代文学作品选读

6.1 包括现当代小说与新诗两类：

序号微型小说篇名作者备注

1 《苹果核》毕淑敏中国

2 《认真面具》希尼尔新加坡

3 《行人道上的镜子》朵拉马来西亚

序号短篇小说篇名作者备注

1 《百合花》茹志鹃中国

2 《我爱玛丽》黄春明台湾

3

《射雕英雄传》

（节选第 35~36 回：这时厮杀之

声渐远渐低……不由得叹了一口

气，纵下地来，绰枪北行。）

金庸香港

序号新诗篇名作者备注

1 《偶然》徐志摩中国

2 《死水》闻一多中国

3 《致橡树》舒婷中国

4 《等你，在雨中》余光中台湾

5 《土》吴晟台湾

6 《停电》李男台湾

7 《皮影戏》王润华新加坡

8 《回声》梁文福新加坡

62


7. 课外文学作品赏析

7.1 无规定文本。

7.2 以短篇小说、微型小说、新诗、散文等为主，强化鉴赏及分析文学作品的能力。

8．试卷蓝图

试卷组别方式题数分数考查方式具体内容备注

A 组问答 2 选 1 25

(25%)

现当代文学

作品选读

• 短篇小说

• 微型小说

• 新诗

B 组问答 2 选 1 25

(25%)

课外文学作

品赏析

• 短篇小说

• 微型小说

• 新诗

• 散文

• 1½ 小时

• B 组考查学生

分析与鉴赏文

学作品的能力

(课外节选篇章)

五

计 2 50

(50%)

＊ B 组用于考查的文学作品为课外节选篇章，旨在考查学生分析与鉴赏文学作品的能力。

－完－

63

2192 COMBINED HUMANITIES O LEVEL LITERATURE IN MALAY ELECTIVE (2011)

LITERATURE IN MALAY ELECTIVE (KESUSASTERAAN MELAYU ELEKTIF)

GCE O LEVEL (Syllabus 2192)

MATLAMAT Pembelajaran Kesusasteraan Melayu di peringkat menengah bertujuan untuk memberikan pengetahuan kepada pelajar tentang unsur-unsur kesusasteraan dan nilai-nilai murni agar mereka dapat menghayati dan menghargai bahasa, kesusasteraan dan nilai masyarakat Melayu. Melalui bahan sastera dan aktiviti pengajaran dan pembelajaran yang dijalankan, para pelajar akan dididik untuk berfikir secara analitis, kritis dan kreatif. Selanjutnya diharapkan mereka akan mampu meningkatkan keupayaan berbahasa dan membina kepekaan estetik apabila membaca dan mengkaji hasil sastera Melayu. OBJEKTIF Pada akhir pembelajaran pelajar dapat: 1. Memahami isi dan menganalisis aspek sastera;

2. Memahami dan menghayati unsur-unsur dan nilai-nilai murni dari segi moral, kemanusiaan sejagat, keagamaan, kemasyarakatan, kebudayaan dan kenegaraan untuk membina sahsiah yang seimbang;

3. Menghargai dan menghayati keindahan bahasa yang terdapat dalam teks sastera;

4. Membuat interpretasi dan memberikan respons yang sesuai tentang teks sastera secara tersusun dan meyakinkan;

5. Menanam minat membaca karya sastera. OBJEKTIF PENILAIAN Calon dapat: 1. Mengenal pasti isi teks kesusasteraan berdasarkan aspek-aspek pembelajaran

kesusasteraan yang dipelajari seperti tema, persoalan, watak dan perwatakan;

2. Menunjukkan pemahaman tentang teks, baik yang tersurat mahupun yang tersirat;

3. Memilih, menyusun dan mengaplikasikan aspek sastera yang telah dipelajari;

4. Memahami dan memetik maklumat yang relevan untuk menyokong hujah;

5. Membuat interpretasi dan menyatakan respons peribadi terhadap teks;

6. Menganalisis dan menilai maklumat atau bukti.

65


TEKS YANG DIPELAJARI 1. NOVEL

Subuh Hilang Senja oleh Suratman Markasan (Pustaka Nasional, 2004) 2. CERPEN (a) Anak Bumi Tercinta – Antologi Komponen Sastera dalam Bahasa Melayu,

Tingkatan 3 (DBP, 2001)

• Sayang Ayah oleh Omar Mamat

• Hikayat Mat Jenin oleh Mohd Ismail Sarbini

• Anak Bumi Tercinta oleh Fatimah Busu (b) Anak Laut – Antologi Kesusasteraan Melayu Sekolah Menengah, Tingkatan 4

(DBP, 2001)

• Menatap Wajahnya oleh Siti Hajar Mohd Zaki

• Lambaian Malar Hijau oleh Saroja Theavy a/p Balakrishnan

• Pusaran oleh S. Othman Kelantan 3. SAJAK (a) Anak Bumi Tercinta – Antologi Komponen Sastera dalam Bahasa Melayu,

Tingkatan 3 (DBP, 2001)

• Bahasa oleh Rahman Shaari

• Ketika Kami Bercerita Tentangnya oleh Lim Swee Tin

• Usia oleh Siti Zainon Ismail (b) Anak Laut – Antologi Kesusasteraan Melayu Sekolah Menengah, Tingkatan 4,

DBP (2001)

• Aku Menjadi Lebih Berani oleh Latifah Haji Shebli

• Anak Laut oleh Rahimidin Zahari

• Manusia dan Kesejahteraan oleh Salmi Manja

66


PEPERIKSAAN Calon menduduki Kertas 6 (Bahagian A dan Bahagian B) sahaja. Kertas ini merupakan sebahagian daripada kertas Kesusasteraan Melayu (2096). Calon dikehendaki menjawab satu soalan daripada setiap Bahagian. Berikut ialah Jadual Pengkhususan bagi Kesusasteraan Melayu Elektif GCE Peringkat O.

Kertas/ Masa

Bahagian Jenis soalan Bilangan soalan

Bilangan soalan yang dijawab

Timbangan

Bahagian A Prosa Moden & Sajak * Esei berstruktur 2 1 25%

6 (1 jam 30

minit) Bahagian B Analisis Sastera (Teks bebas: prosa moden / sajak)

Esei berstruktur 2 1 25%

Jumlah soalan 4 2 50%

* Soalan yang diuji boleh terdiri daripada genre yang berlainan ataupun yang sama.

67

2192 COMBINED HUMANITIES O LEVEL LITERATURE IN TAMIL ELECTIVE (2011)

69


70


71


72


73


74

combined humanities_2011

Documents