Comb Humans Syllabuses

COMBINED HUMANITIES
GCE Ordinary Level

(Syllabus 2192)
CONTENTS
Page
SOCIAL STUDIES 3
GEOGRAPHY ELECTIVE 17
HISTORY ELECTIVE 43
LITERATURE ELECTIVE 51
LITERATURE IN CHINESE ELECTIVE 61
LITERATURE IN MALAY ELECTIVE 65
LITERATURE IN TAMIL ELECTIVE 69
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2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)
SOCIAL STUDIES
GCE Ordinary Level
(Syllabus 2192)
AIMS
The proposed syllabus is organised around two core ideas – “Being Rooted” and “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.
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SKILLS AND PROCESSES

• to imbue students with the skills of critical inquiry, investigation and reflection;
• to develop critical and creative thinking in students. Critical thinking skills 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

• 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

• comprehend and extract relevant information;
• draw inferences from given information;
• analyse and evaluate evidence;
• compare and contrast different views;
• distinguish between fact, opinion and judgement;
• recognise values and detect bias; and
• draw conclusions based on reasoned consideration of evidence and arguments.
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O LEVEL ASSESSMENT SPECIFICATION GRID FOR SOCIAL STUDIES
Assessment Objective Weighting

Objective 1 + Objective 2 25%
Objective 1 + Objective 3 25%
Total 50%
Note: Objective 1 is inevitably part of the testing of Objectives 2 and 3.
ASSESSMENT FORMAT
O LEVEL SOCIAL STUDIES
• One paper of 1 hr 30 min.
• Paper comprises 2 sections:
Section A: (25 marks)

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

Structured-essay questions testing Assessment Objectives 1 and 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.
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Construction of O Level Source-Based Case Study
No more than six sources may be set for the source-based case study. One or more 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.
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CONCEPTUAL FRAMEWORK OF THE REVISED UPPER SECONDARY

GCE O SOCIAL STUDIES SYLLABUS
Facing
Challenges
and Change
Sustaining Managing
Economic International
Development Relations
STUDENTS
Understanding Conflict and

Governance Harmony in
Multi-Ethnic
Societies
Singapore as a
Nation in the
World
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.
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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.
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THEME CONTENT LEARNING OUTCOMES CONCEPTS VALUES/
ATTITUDES
SINGAPORE AS A How do nations come into being and what challenges do Students will be able to:
NATION IN THE WORLD they face?

New nations face political,
social and economic Nationhood and Its Challenges
challenges to survive and
progress in the • What is a nation? • explain the concept of • nation • commitment
international community. nationhood • independence • loyalty
They need to stay alert • survival • resilience
and nimble in responding • Challenges faced by new nations such as Singapore • discuss challenges faced by • multi-racialism • interdependence
to these challenges. - national identity new nations • communalism
Singapore tries to - stable government • understand the unique • national identity
overcome these - social cohesion challenges Singapore faced as • social cohesion
challenges through the - economic development a newly- independent nation
leadership and common - defence and security
will of its people and by - diplomacy
working with other
nations.
This theme provides the backdrop for the understanding

of subsequent themes and sets Singapore in the context
of the world. This theme is non-examinable.
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ATTITUDES
Why is governance important? Students will be able to:
UNDERSTANDING
GOVERNANCE
Policy Process: Formulation and Implementation

Good governance • Meeting the needs of the people and nation, using • understand the significance of • principles of • self-reliance
determines the viability, the transport policy as an example to examine: government structure governance • resourcefulness
development and - principles of governance • recognise the importance of • policy formulation • adaptability
progress of nations. - roles and responsibilities of the legislature, •
principles of governance in decision-making • responsibility
Guided by a set of executive and judiciary policy formulation and • public goods • accountability
principles, policies are - role of media and feedback channels in the implementation • national interests • integrity
formulated and policy process • evaluate the role of
implemented to meet the • welfare state • prudence
communication channels in
needs of the people and policy-making
nation. Understanding
governance enables us to
be aware of the
complexities of decision-
making in a society and
world that faces rapid • Case study of Singapore’s population policies to • recognise that policies change
change. examine policy changes over time to meet changing needs of
st
- population policies from the 1970s to the 21 society and nation
century
- challenges of and responses to ageing
population and declining birth rate
Similar Problems, Different Approaches
• A comparative study of public health care policies in • recognise that different

Singapore and United Kingdom governments adopt different
- how policies work in different countries approaches to solve similar
- impact of policies on society and nation problems
• evaluate the effectiveness of
the policies in meeting the
health care needs of the people
and nation
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ATTITUDES
CONFLICT AND Why is harmony in a multi-ethnic society important to the Students will be able to:
HARMONY IN MULTI- development and viability of a nation?
ETHNIC SOCIETIES

Different ethnic, religious
Discord and Disunity
and cultural groups
contribute to the diversity
and richness of multi- • Case studies of Sri Lanka and Northern Ireland • explain why conflicts exist • racial and religious • respect
ethnic societies. However, - causes of conflict among ethnic and religious among different ethnic and sensitivities • empathy
it is important to be groups religious groups • discrimination • appreciation of
vigilant against the forces - manifestations of conflicts • analyse the political, economic • compromise and mutual differences
of divisiveness that cause - impact of conflicts on political, social and and social impact of ethnic and accommodation • commitment
conflict and disintegration economic development religious conflicts on the people • common space • harmony
of societies. Common - efforts to resolve the conflicts and nation • minority rights
bonds should be • value the need for non-violent • integration
strengthened to unite the approaches like negotiation, • social cohesion
people as a nation. mediation and cooperation in
resolving conflicts
Social Cohesion and Harmony
• Case study of Singapore • explain the internal and external

- internal and external threats e.g. Race Riots in threats to Singapore’s harmony
Singapore, terrorism
• recognise the need for ethnic
- managing ethnic diversity and its challenges
and religious sensitivities and
o addressing the needs of the different
tolerance
ethnic groups e.g. policy of minority
• explain how social cohesion
representation
and racial and religious
o integrating the ethnic groups in society
harmony can be achieved in a
e.g. forging national identity, developing
multi-ethnic society
common space
• appreciate living in a multi-
• benefits of a harmonious multi-ethnic society
ethnic society
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ATTITUDES
MANAGING How important is deterrence and diplomacy in Students will be able to:
INTERNATIONAL maintaining international relations among nations?
RELATIONS

Why Conflicts Exist among Nations
Conflicts among nations
exist as countries strive to • Causes of international conflicts • understand why conflicts exist • national interest • trust
safeguard their national among nations • defence • commitment
interests. When deterrent • deterrence • reciprocation
and diplomatic measures How Singapore Ensures its National Security • recognise the need for a two- • diplomacy • patriotism
fail to resolve conflicts, pronged approach of • sovereignty • peaceful co-
war can result. World and • Singapore’s two-pronged approach of deterrence deterrence and diplomacy • Total Defence existence
regional organisations like and diplomacy: • explain the need to be self- • self-reliance • vigilance
the United Nations play - Deterrence: reliant for Singapore’s security • citizen armed force
crucial roles in resolving o Total Defence strategy • recognise the need for • vulnerability
conflict among nations. o professional and citizen armed force coordination among agencies to • regional and
World security is further o defence industries maintain a high level of international co-
complicated by new o joint military exercises with other nations vigilance operation
threats such as o multi-agency coordination on security
transnational terrorism • transnational terrorism
- Diplomacy:
which is a challenge to all o bilateral and multi-lateral relations • collective security
nations in achieving o membership in regional and international
peace and prosperity. organisations e.g. ASEAN and UN • understand the role and
relevance of regional and
international organisations,
particularly to small countries
• recognise the importance of
international cooperation
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ATTITUDES
How Conflict in One Region can Affect the Rest of
the World

• Case Study of Iraq-Kuwait Conflict (1990–91) • analyse causes of conflict
- causes of conflict • evaluate role of UN
- role of UN • evaluate impact of conflict on
- impact on the rest of the world nations involved and the rest of
the world.
• Transnational Terrorism: A new threat to world • recognise terrorism as a

security growing challenge to world
- impact on world and national security security
- measures to deal with transnational terrorism • examine the measures
undertaken to deal with
transnational terrorism
• understand the impact of
terrorism on world and national
security
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THEME CONTENT LEARNING OUTCOMES CONCEPTS VALUES/ ATTITUDES
SUSTAINING How do nations sustain their economic development in Students will be able to:
ECONOMIC a globalised world?

DEVELOPMENT
Sustaining Economic Development in a Globalised
Globalisation of the world World
economy presents new
challenges and • Globalisation and its challenges and opportunities • understand how scarce • globalisation • enterprising spirit
opportunities to nations. - scarcity of resources resources affect national and • knowledge-based • risk-taking
Adopting proactive and - globalisation and its effects on national and world economies economy • pro-activeness
effective strategies to world economies • explain how globalisation • diversification • self-reliance
remain economically - competition for investment and markets e.g. creates opportunities and • entrepreneurship • life-long learning
competitive would help industrial parks, port and air services challenges for nations • niche industries • adaptability
the nations to develop - effects on employment and competition for • understand how • resource
and progress in an talent environmental management management
increasingly competitive - balancing economic development with is necessary to ensure • sustainable
world economy. environmental management e.g. air pollution economic growth development
and tourism industry in Southeast Asia • free trade
• Singapore’s strategies for economic development

in a globalised world • explain the need for
- diversifying the economy diversification and
o manufacturing and services as twin establishment of niche
engines of growth e.g. bio-medical industries to maintain
research and education competitive edge
o venturing abroad e.g. Singtel • understand the importance
- nurturing growth of SMEs e.g. financial of foreign ventures
assistance
- expanding market reach through economic
cooperation e.g. Free Trade Agreements
- managing resources
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THEME CONTENT LEARNING OUTCOMES CONCEPTS VALUES/ ATTITUDES
o optimising human capital e.g. continuous • appreciate that not all
learning and training, developing ventures are successful
innovation and enterprise; attracting and • recognise that risk-taking is

retaining talent needed for economic growth
o optimising landuse e.g. Jurong Island • recognise the role of SMEs
and Downtown Marina projects in economic development
• understand the importance
of economic cooperation
with other countries
• evaluate the importance of
managing resources
FACING CHALLENGES What can nations learn from the rise and fall of Venice Students will be able to:
AND CHANGE as a city-state?
Nations that survive and Overcoming the Odds and Fading into Obscurity
succeed are those that
are able to face • Case study of Venice • understand how Venice • leadership • rootedness
challenges and develop - factors that led to the rise of Venice e.g. good achieved prosperity • adaptability • commitment
into viable entities. statesmanship, enterprising spirit • evaluate the factors
However, failure to - factors that led to the decline and fall of responsible for the decline
respond to the changing Venice e.g. corrupt leaders, complacent and fall of Venice
global landscape over society, failure to respond to new changes • draw lessons that nations
time may result in a − lessons for nations can learn from the rise and
nation fading into decline of Venice
obscurity
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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)
GEOGRAPHY ELECTIVE
GCE O Level
(Syllabus 2192)
INTRODUCTION
The ‘O’ Level Geography Elective syllabus, designed around 56 hours, is to be taught over two 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.
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SKILLS
The syllabus intends for candidates to develop the skills to:
1. Identify and classify physical and human features of the environment;
2. Observe, collect and record geographic information from both primary and secondary sources;
3. Extract relevant information from geographical data (numerical, diagrammatic, pictorial 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.
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
o recognise patterns in geographical data and deduce relationships
o compare and contrast different views
o draw conclusions based on a reasoned consideration of evidence
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ASSESSMENT SPECIFICATION GRID

Assessment Objectives Weighting
AO1+2 50%
AO1+3 50%
Note: AO1 forms part of the testing of AO2 and AO3
EXAMINATION FORMAT
The examination consists of one paper. The paper comprises two sections – Section A (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.
Two structured questions will be set based on the following topics:

• Natural Vegetation
• Rivers and Coasts
Section A
Physical
Geography 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.
(25%)
Candidates are advised to spend 45 min on each question. Candidates must

answer one question from this section. This section carries 25 marks.
Two structured questions will be set based on the following topics:

• Geography of Food
• Development
Section B
Human One question will be set on a specific topic. The other question will be set on a topic
Geography or a combination of topics. Each question carries 25 marks.
(25%)
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.
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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 Percentages
calculations
Ratios
to show
patterns and Mean, median, mode
changes
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.

• 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.
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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.

• 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.
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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
o Loss of habitat and extinction of species
o Changes in the nutrient cycle
o Changes in water quality (pH level and sediment level)
o 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
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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
o Waterfalls (e.g. Niagara Falls, USA; Kota Tinggi Falls, Peninsular Malaysia)
o Gorges (e.g. Rhine Gorge, Germany; Three Gorges, China)
o Valleys (e.g. Rhine Valley, Germany; Ganges Valley, India)
o Floodplains (e.g. Mississippi, USA; Ganges, India and Bangladesh)
- Meanders, oxbow lakes and 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. South Dorset Coast, England)
o Bays (e.g. Emerald Bay, Peninsular Malaysia)
o Beaches (e.g. Changi Beach, Singapore)
o Spits (e.g. Hurst Spit, England)
o Tombolos (e.g. Loch Eriboll, Scotland)
3. River and Coastal Management

• River channel management
o Channelisation (re-alignment, re-sectioning, bank protection, planting of vegetation)
• Coastal protection measures
o Soft engineering (stabilising dunes, planting of vegetation, beach nourishment, encouraging the
growth of coral reefs)
o Hard engineering (seawalls, breakwaters, groynes, gabions)
• Collect beach materials (e.g. boulders, pebbles, sediments) and compare their characteristics (e.g.
shapes, sizes, texture) in relation to their location
• Sketch a river/beach profile (e.g. Sungei Api Api, East Coast Park, Labrador Park)
• Survey the effectiveness of specific coastal protection measures used in Singapore
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
o Different levels of food consumption between DCs and LDCs
o Changing food preferences (e.g. rice, meat, fruits) in DCs and LDCs
o 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)
• 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)
• 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
DETAILS OF SYLLABUS
Section A: Physical Geography Remarks
TOPIC 1: NATURAL VEGETATION Candidates are required to study TWO topics.
1. Types of Natural Vegetation (distribution and characteristics)

2. Adaptation of the Natural Vegetation to the Environment (particularly These topics should be studied at a variety of scales from global to local, so
climate) as to provide candidates with a broad overview and some detailed
3. Uses of Forests exemplification. The issues and management strategies should be
illustrated with reference to relevant examples from Developed
4. Case Study of Deforestation in a Tropical Forest
Countries (DCs) and Less Developed Countries (LDCs).
TOPIC 2: RIVERS AND COASTS

It is frequently the case that the physical and human aspects of the subject
1. River Processes and Their Related Landforms are taught entirely separately. Such an approach is acceptable, but every
2. Coastal Processes and Their Related Landforms opportunity should be taken to show the links between the physical and
3. River and Coastal Management 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.
26
PHYSICAL GEOGRAPHY: NATURAL VEGETATION
Content Learning Outcomes Main Concepts Values/Attitudes
1. Types of Natural Vegetation
(distribution and characteristics)

Students will be able to:
• Tropical rainforests and mangroves • Describe the global distribution and • Biome • Care and concern for our
• Tropical monsoon forests characteristics of tropical rainforests and • Ecosystem natural heritage
• Coniferous forests mangroves, tropical monsoon forests • Natural vegetation • Pride in our natural
and coniferous forests • Evergreen heritage
• Deciduous • Resourcefulness
• Tropical rainforest • Responsibility towards our
• Mangroves natural heritage
• Tropical monsoon forest • Stewardship
• Coniferous forest • Sustainable use of
resources
2. Adaptation of the Natural • Habitat conservation
Vegetation to the Environment
(particularly climate)
• Diversity of plant species • Compare the ways in which different • Canopy
• Structure of the forest types of natural vegetation adapt to the • Shape of trees
• Density environment • Emergent
• Leaves • Buttress root
• Flowers and fruits • Drip tip leaf
• Roots • Needle-like leaf
• Bark • Epiphyte
• Liana
• Halophyte
• Aerial root
• Prop root
• Undergrowth
27
PHYSICAL GEOGRAPHY: NATURAL VEGETATION CONTINUED
3. Uses of Forests
• Habitat (humans, flora and fauna) • Discuss the uses of forests • Habitat

• Water catchment • Flora
• ‘Green Lungs of the Earth’ • Fauna
• Timber • Water catchment
• Medical • ‘Green Lungs of the Earth’
• Resource
• Renewable resource
4. Case Study of Deforestation in a

Tropical Rainforest
• Causes of deforestation in a tropical • Explain the causes of deforestation in a • Deforestation
rainforest (agriculture, logging, tropical rainforest • Agriculture
forest fires, urbanisation, housing, • Logging
industrial activities and transport) • Forest fire
• Urbanisation
• Housing
• Industrial activity
• Transport
• Problems caused by deforestation • Discuss the problems caused by • Biodiversity

o Loss of habitat and extinction of deforestation • Extinction of species
species • Nutrient cycle
o Changes in the nutrient cycle • Biomass
o Changes in water quality (pH • Water quality
level and sediment level) • pH level
o Air pollution (haze) • Sediment level
• Air pollution
• Haze
• Management of tropical rainforests • Evaluate the effectiveness of sustainable • Sustainable management
o Sustainable management management of tropical rainforests • Controlled logging
(controlled logging, afforestation • Afforestation
and conservation) • Conservation
28
PHYSICAL GEOGRAPHY: NATURAL VEGETATION CONTINUED
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
29
PHYSICAL GEOGRAPHY: RIVERS AND COASTS
1. River Processes and Their Related
Landforms Students will be able to:
• River system • Describe the river system • River • Adaptability

• River processes • Explain the different river processes • Upper course • Ingenuity
o Erosion (corrasion/abrasion, • Middle course • Pragmatism
attrition, hydraulic action and • Lower course • Resourcefulness
solution) • Tributary
o Transportation (solution, • Erosion
suspension, saltation and • Corrasion/abrasion
traction) • Attrition
o Deposition • Hydraulic action
• Solution
• Transportation
• Suspension
• Saltation
• Traction
• Deposition
• Landforms and features resulting • Explain the formation of waterfalls, • Vertical erosion
from river processes gorges and valleys • Lateral erosion
o Waterfalls (e.g. Niagara Falls, • Explain the formation of floodplains and • Waterfall
USA; Kota Tinggi Falls, deltas • Plunge pool
Peninsular Malaysia) • Gorge
o Gorges (e.g. Rhine Gorge, • Valley
Germany; Three Gorges, China) • Floodplain
o Valleys (e.g. Rhine Valley, • Levees
Germany; Ganges Valley, India)
• Meander
o Floodplains (e.g. Mississippi,
• Oxbow lake
USA; Ganges, India and
Bangladesh) • Delta
- Meanders, oxbow lakes and • Distributary
levees
o Deltas (e.g. Yangtze Delta,
China; Mekong Delta, Vietnam)
- Distributaries
30
PHYSICAL GEOGRAPHY: RIVERS AND COASTS CONTINUED
2. Coastal Processes and Their
Related Landforms

• Coastal processes • Explain the different coastal processes • Coast
o Erosion (waves and currents) • Wind energy
o Transportation (sediment • Fetch
movement and longshore drift) • Wave
o Deposition • Swash
• Backwash
• Tide
• Current
• Longshore drift
• Landforms and features resulting • Explain the formation of cliffs, • Cliff

from coastal processes headlands, shore platforms • Headland
o Cliffs (e.g. White Cliffs of Dover, • Explain the formation of bays, beaches, • Wave refraction
England) spits and tombolos • Shore platform
o Headlands, shore platforms • Bay
(e.g. South Dorset Coast, • Beach
England) • Spit
o Bays (e.g. Emerald Bay, • Tombolo
Peninsular Malaysia)
o Beaches (e.g. Changi Beach,
Singapore)
o Spits (e.g. Hurst Spit, England)
o Tombolos (e.g. Loch Eriboll,
Scotland)
31
PHYSICAL GEOGRAPHY: RIVERS AND COASTS CONTINUED
3. River and Coastal Management
• River channel management • Discuss the effectiveness of river • Channelisation
o Channelisation (re-alignment, channel management measures

re-sectioning, bank protection,
planting of vegetation)
• Coastal protection measures • Evaluate the success of coastal • Soft engineering

o Soft engineering (stabilising protection measures • Hard engineering
dunes, planting of vegetation,
beach nourishment,
encouraging the growth of coral
reefs)
o Hard engineering (seawalls,
breakwaters, groynes, gabions)
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
32
SECTION B: HUMAN GEOGRAPHY Remarks
TOPIC 1: GEOGRAPHY OF FOOD Candidates are required to study TWO topics.
1. Trends in Food Production and Distribution Since 1960
2. Factors Affecting Intensity of Food Production These topics should be studied at a variety of scales from global to local, so

3. Developments in Food Production 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
TOPIC 2: DEVELOPMENT Countries (DCs) and Less Developed Countries (LDCs).
1. Variations in Development in the World
2. Reasons for Variations in Development in the World It is frequently the case that the physical and human aspects of the subject
3. Strategies to Alleviate Uneven Development 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.
33
HUMAN GEOGRAPHY: GEOGRAPHY OF FOOD
1. Trends in Food Production and
Distribution Since 1960 Students will be able to:
• Variations in food consumption • Describe variations in food consumption • Food • Adaptability
• •

between DCs and LDCs between DCs and LDCs Food distribution Care for the environment
o Different levels of food • Describe the changing food preferences • Food consumption per capita • Ingenuity
consumption between DCs and in DCs and LDCs • Nutrition • Pragmatism
LDCs • Explain the reasons for the trend • Daily calorie intake • Preparedness for any
o Changing food preferences (e.g. towards producing non-staple food in the • Staple food eventuality
rice, meat, fruits) in DCs and LDCs • Trade • Prudence
LDCs • Resourcefulness
o Production of non-staple food • Survival
(e.g. coffee, olives) replacing
production of staple food in the
LDCs
• Reasons for the variations in food • Explain why variations exist and persist • Food security
consumption between DCs and in food consumption between DCs and • Stock piling
LDCs (adequacy of food availability, LDCs • Food subsidy
stability of food supply and access • Discuss the impact of variations in food • Food supply
to food) and the resulting impact consumption between DCs and LDCs • Purchasing power
• Malnutrition
• Starvation
• Obesity
34
HUMAN GEOGRAPHY: GEOGRAPHY OF FOOD CONTINUED
2. Factors Affecting Intensity of Food
Production

• Factors affecting intensity of food • Explain the factors affecting the intensity • Intensification
production with reference to relevant of food production • Productivity (output per unit
examples area/labour per unit area)
o Physical (relief, soils and • Relief
climate) • Soil
o Social (land tenure and land • Climate
fragmentation) • Land tenure
o Economic (demand and capital) • Land fragmentation
o Political (government policy) • Demand
o Technological advances (Green
• Capital
Revolution and Blue Revolution)
• Government policy
• Green Revolution
• Blue Revolution
3. Developments in Food Production

• Continuing intensification of food • Evaluate the effects of continuing • Irrigation
production activities (irrigation and intensification of food production • Fertiliser
use of chemicals) on water and soil activities on water and soil quality • Pesticide
quality • Assess whether developments in food • Salinisation
production will overcome the problems • Eutrophication
of malnutrition • Water pollution
• Development of genetically modified • Discuss the positive and negative effects • Genetically modified food
food crops of genetically modified food crops • Biodiversity
o Benefits (economic and regional • Agri-business
development)
o Threats (health and native
species)
35
HUMAN GEOGRAPHY: GEOGRAPHY OF FOOD CONTINUED
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
36
HUMAN GEOGRAPHY: DEVELOPMENT
1. Variations in Development in the
World Students will be able to:
• Uneven development exists • Describe the characteristics of uneven • Development • Adaptability

between DCs and LDCs development between DCs and LDCs • Core • Competitiveness
o Core-periphery relationships • Discuss the differences in quality of life • Periphery • Enterprise
between DCs and LDCs and standard of living between DCs and • Human Development Index • Ingenuity
– Economic (income per LDCs • Income per capita • Co-operation
capita, employment • Employment structure • Good governance
structure and employment • Health • Nurturing the individual
opportunities) • Life expectancy • Pragmatism
– Health (life expectancy,
• Infant mortality rate • Promotion of human
infant mortality rate, water
• Water supply welfare
supply and sanitation)
• Sanitation • Resilience
– Education (literacy rate)
• Education • Resourcefulness
• Literacy rate • Respect for diversity
• Quality of life • Risk-taking
• Standard of living • Survival
2. Reasons for Variations in

Development in the World
• Reasons why uneven development • Explain why uneven development exists • Colonialism
exists between DCs and LDCs between DCs and LDCs • Raw material
o Historical (colonial history) • Climate
o Physical (raw materials and • Cumulative causation
climate) • Backwash effect
o Economic (process of • Spread effect
cumulative causation) • Conflict
o Social (education) • Leadership
o Political (conflict and leadership)
37
HUMAN GEOGRAPHY: DEVELOPMENT CONTINUED
3. Strategies to Alleviate Uneven

Development
• National development (e.g. water • Evaluate the success of strategies used • Governance
supply, population policy, education, to promote national development in a • Short-term plan (≤ 5 years)
health) country • Long-term plan
• International co-operation • Discuss the efforts made to alleviate • National development
o Role of international uneven development in the world • International co-operation
organisations (World Bank and • Aid
Asian Development Bank) • International agreement
o International agreements
(United Nations Millennium
Development Goals and United
Nations Convention on the Laws
of the Sea)
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
38
List of Command Words (in alphabetical order)
Command Words What is expected of the candidates in order to gain credit
Account for Give reasons for/Suggest reasons for/How might
Analyse State what you can tell
Breakdown the content of a topic into its constituent parts

Give an in-depth account
Write a relatively long piece of prose
Present a logical, relevant and well-organised account
Annotate Add notes of explanation
Label with short comments a diagram or illustrative technique usually to a diagram, map or photograph to describe or explain
If asked 'Using only an annotated diagram…' only the diagram and attached notes will be marked
Assess Using all the known facts about the situation
Decide on the significance, value or quality of known facts after carefully weighing the good and bad features
Weigh the merits and disadvantages of the position taken
Calculate Provide a numerical answer
Show the working especially if two or more steps are involved
Compare Provide a point by point account of the similarities and differences between two sets of information or two areas
Must use comparative adjectives (e.g. larger than, smaller than, more steep than, less gentle than)
Question may also be written as 'List/State/Describe etc the similarities and differences between…'
Two sets of descriptions does not make a comparison
Complete To add the remaining detail or details required
Contrast Identify clearly the point(s) of difference
Must use comparative adjectives (e.g. larger than, smaller than, more steep than, less gentle than)
Question may also be written as ‘How are … different?’
Define Give a relatively short answer, usually two or three sentences, with a precise definition/meaning of a term
Give an example where helpful
Question may also be written as ‘State/Explain the meaning of’ or ‘What is meant by’
Describe Give a written factual account of the distinctive features of an item
Do not attempt to explain
Describe the changes In relation to a graph or a series of graphs:
in Requires a good use of adverbs (e.g. rapidly, steeply, gently etc)
Avoid use of ‘steadily’ as both steep and gentle gradient can be regarded as being steady
Quote relevant figures to support your description of a graph
39
Describe the Describe what the feature looks like (e.g. for a landform – its shape, dimensions, composition, location)
characteristics of
Describe/Identify In relation to a graph or a series of graphs
dates/time elements Give an overall picture

Do not focus on individual changes
Include individual changes only if they are major exceptions to an overall trend
Quote relevant figures to support your description
Describe the Give only the differences between two sets of data (see ‘Contrast’)
differences between
Describe the location In conjunction with a map or a set of maps
of/Where are Describe the locations of high concentrations of a variable together with a description of those areas with a lower concentration
Identify anomalous areas, or areas which go against an overall trend in the distribution
Describe what Give a factual account of the consequences of an event
happened when
Describe and Give a description and make a judgement on the description, possibly to offer some explanation or to infer something which
comment on could be responsible for, or develop from, the description referred to
Devise Create a method of achieving the stated objective/s
Discuss Give a thorough description from different points of view
Draw Make a sketch of a geographical form
Include labels to the diagram
Question may be written as ‘Using a diagram’ or ‘Illustrate with a sketch’
Explain Give a statement as to why something occurs
Show an ability to know or understand why or how something happens
Question may be written as ‘Account for’, ‘Give reasons for’, ‘Suggest reasons for’ or ‘How might’
Evaluate See ‘Assess’
Give an explanatory Provide a description of a feature together with an explanation for it
account/Give a Make linked statements to show this
reasoned account A long piece of prose is expected
Give a logical account that is both relevant and well organised
How Prove/demonstrate/show (depending on question) in what way/to what extent/for what reason/by what means or method
Identify/Name/ Give a short sentence or a single word answer
State/Give
40
Illustrating your Account for by writing specific examples or diagrams
answers with Include relevant words or terms to identify particular features
Insert/Label Place specific names or details to an illustrative technique
Justify Give an explanation why something is chosen or why it is done in a particular manner or why a particular position/stand is

taken
List Identify or name a number of specific features to meet a particular purpose
Locate Find the place
Match Identify two or more statements or illustrative techniques in which there is an element of similarity or inter-relationship
Name State/specify/identify using a word or words by which a specific feature is known
Give examples which illustrate a particular feature
Predict Use your own knowledge and understand along with information provided to state what might happen next
Plan See ‘Devise’
Refer to/With Write an answer which uses some of the ideas provided in an illustrative technique or other additional material such as a case
reference to study
Reference to stated materials is needed
State Write in brief detail by a short statement or a single word
Study Examine closely, pay special attention to, look carefully at and interpret
Suggest Write down their ideas on, or knowledge of a particular feature
Propose or put forward ideas for consideration
Give an explanatory statement referring to particular feature or features if question is ‘Suggest why’ or ‘Suggest reasons for’
Use/Using the Base answer on information provided
information provided Refer to the stated materials
Why Provide the cause or reason
With the help of Use some of the information provided as well as additional material
Refer to stated materials
41
42
2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2010)
HISTORY ELECTIVE
GCE Ordinary Level
(Syllabus 2192)
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
• 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
• 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 Objective 1: Testing Knowledge

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

• demonstrate an understanding of concepts and terms appropriate to the syllabus;
• select, organise and apply the concepts, terms and facts learnt; and
• make judgement, recommendations and decisions.
Assessment Objective 3: Interpreting and Evaluating Source Materials
Using source materials, candidates should be able to:

• comprehend and extract relevant information;
• draw inferences from given information;
• analyse and evaluate evidence;
• compare and contrast different views;
• distinguish between fact, opinion and judgement;
• recognise values and detect bias; and
• draw conclusions based on a reasoned consideration of evidence and arguments.
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.
20th 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 Structured-essay Weighting

Questions Questions by Paper
PAPER No. set No. No. set No.
attempted attempted
20th Century World History, 1 1 3 1 50%
1910s–1991
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 20th Century World History, detailed study of the
military campaigns of World War II is not required.
46
20TH CENTURY WORLD HISTORY, 1910s–1991
Unit 1 – Impact of World War I (Non-Examinable)

Enquiry Question: Did World War I change the world?

Topics Key Issues/Content Focus Learning Outcomes Concepts Values
The world at • What caused World War I? • explore the reasons for • alliance • self-reliance
war and the - Nationalism the breakdown of the ‘old • arms race • resourcefulness
immediate - Colonial and trade rivalry order’ and the onset of • balance of • thrift and
aftermath - Militarism World War I power prudence
- System of alliances • nationalism • vision
• class rivalry • leadership
• What was the immediate impact of World War I? • analyse the immediate • self- • determination
- Nationalism and creation of nation-states impact of World War I determination • discipline
- Self-determination • ethnicity • patriotism
- Social and economic instability (class, gender • change and • far-sightedness
and ethnicity) continuity • righteousness
• similarities and • loyalty
This brief introduction to the First World War has to be differences
taught to provide the context for a better understanding of • endurance
the developments that followed the First World War. This
unit is NON-EXAMINABLE.
47
Unit 2 – Hope for a Better World?
Enquiry Question: In what ways were the years between World War I and World War II a time of both new hopes and great troubles?

Establishing • Were the hopes of the world in preventing another • analyse the intent of the • collective • self-reliance
peace world war fulfilled in the 1920s? Treaty of Versailles and security • resourcefulness
- Peace Making German reaction to the • cause and • determination
o Treaty of Versailles: its intent and German treaty consequence • strategic and
reaction • examine the reasons for • disarmament economic
o League of Nations: reasons for its formation; the formation of the League survival
successes and failures in the 1920s of Nations and its role in • patriotism
o Disarmament: role of the US promoting world peace in • loyalty
o Re-construction and Recovery: aid to the 1920s
Germany • explain the efforts in
disarmament in the 1920s
• analyse the effectiveness of
aid given to Germany
Rise of • Was the rise of authoritarian regimes inevitable, and • analyse the circumstances • economic • self-reliance
authoritarian did they bring more harm than good? contributing to the failure of depression • resourcefulness
regimes - *Case study of Communist Russia democracy and the rise of • stock market • thrift and
o Reasons for Stalin’s rise to power authoritarian regimes • economic boom prudence
o Impact of Stalin’s dictatorship on the • examine the impact of • communism • vision
lives of the Russian people authoritarian regimens on • fascism • leadership
the people (using Russia, • Nazism • determination
- *Case study of Nazi Germany Germany and Japan as • militarism • discipline
o Reasons for Hitler’s rise to power case studies)
o Impact of Hitler’s dictatorship on the • patriotism
lives of the German people • far-sightedness
• righteousness
- Case study of Fascist Japan • loyalty
o Circumstances leading to the rise of • endurance
the military in the 1930s
o Impact of militarism on the lives of the
Japanese people
48
Unit 3 – The Breakdown of World Order
Enquiry Question: Why had international peace collapsed by 1939?

War in Europe • *Could war in Europe be avoided? • investigate the extent to • appeasement • self-reliance
- Re-armament which peace was • cause and • resourcefulness
- Protectionism and economic co-operation challenged in Europe in the consequence • strategic and
- Hitler’s foreign policy, 1933–1939 1930s • racism economic
- Appeasement policy • analyse the reasons for the • territorial survival
- Failure of the League of Nations in the 1930s onset of World War II in aggression • patriotism
Europe • collective • loyalty
security

War in the • Could war in the Asia Pacific be avoided? • investigate the extent to • cause and • self-reliance
Asia Pacific - Protectionism which peace was consequence • resourcefulness
- Japan’s foreign policy, 1931–1941 challenged in the Asia • racism • strategic and
- Failure of the League of Nations in the 1930s Pacific in the 1930s • territorial economic survival
• analyse the reasons for the aggression • patriotism
onset of World War II in the • collective • loyalty
Asia Pacific security
49
Unit 4 – A World Divided And United?
Enquiry Question: How stable was the post-World War II era?

The outbreak • Was the post-World War II era a period of stability? • explain how differences in • ideology • preserving peace
and escalation - Impact of the breakdown of wartime alliance ideology could lead to • capitalism • safeguarding
of the Cold between USA and USSR and the division of conflicts between countries • Cold War democracy
War Europe • assess the impact of • Iron Curtain
- Impact of Communist victory in China on the Cold ideological conflicts on • containment
War Europe • satellite states
- Impact of economic recovery, cooperation and • examine the effects of the • totalitarianism
development: Marshall Plan, COMECON Cold War on the world • democracy
- *Circumstances leading to the Korean War and its (using Korea and Cuba as • containment
impact case studies) • ideology
- *Circumstances leading to the Cuban Missile
Crisis and its impact • democracy
• Cold War
• arms race
• brinkmanship

End of the • Was the end of the Cold War inevitable? • evaluate the reasons for the • perestroika • preserving peace
Cold War - Weaknesses of the command economy and collapse of communism in • glasnost • safeguarding
communist system Eastern Europe and the • command democracy
- Gorbachev’s policies of perestroika and glasnost, Soviet Union economy
and their consequences on Eastern Europe
- End of the Soviet Union
Source-based questions will only be set on the specific sub-topics within the topics indicated by the symbol *. Teachers should note that for 20th Century
World History, a detailed study of the military campaigns of World War II is not required.
50
2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2010)
LITERATURE ELECTIVE
GCE Ordinary Level
(Syllabus 2192)
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
(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 Details of Paper and Sections

Weighting
Prose and 1 hour 40 minutes • There will be two sections in this paper.
Unseen Texts [50%] • 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)
‘N’ Level Sec 3N • Candidates offer ‘N’ level Papers • Candidates offer only 1 paper,
Sec 4N 1 and 2 which is the same as the ‘N’ level
• Assessment is in the form of Paper 1
passage-based & essay questions • Assessment is in the form of
• Over two years, they study two set passage-based & essay questions
texts and the Unseen • Over two years, they study one
set prose text and the Unseen
Sec 5N • Candidates offer ‘O’ level Papers • Candidates offer only 1 paper,
1 and 2 which is the same as the ‘O’ level
• Assessment is in the form of Paper 1
passage-based & essay questions • Assessment is in the form of
• Candidates do not have to passage-based & essay questions
study a new text at Sec 5 • Candidates do not have to
• Over three years, they study two study a new text at Sec 5
set texts and the Unseen • Over three years, they study one
component set prose text and the Unseen
‘O’ Level Sec 3 • Candidates offer Papers 1 and 2 • Candidates offer only 1 paper,
Sec 4 • Assessment is in the form of which is the same as the ‘O’ level
passage-based & essay questions Paper 1
• Over two years, they study two set • Assessment is in the form of
texts and the Unseen passage-based & essay questions
• 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. Ray Bradbury: Fahrenheit 451

2. Anita Desai: Games at Twilight
3. Mark Haddon: The Curious Incident of the Dog in the Night-time*
4. Witi Ihimaera: The Whale Rider*
5. Harper Lee: To Kill A Mockingbird*
6. Poon, A. and Sim, W.C., eds: Island Voices: A Collection of Short Stories from Singapore
7. Daren Shiau: Heartland (2006 academic edition)
Note: 2010 will be the last year of examination for texts marked with an asterisk (*). They will be
replaced with other texts from 2011 onwards.
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 Setting/Atmosphere
• the writer’s intention and point of view in a text • the important factors in the background to
(i.e. the treatment of themes and issues) the text (e.g. geographical; historical;
• the historical, social or personal influences on cultural)
a writer’s point of view • the influence and effect of the
• the means by which the writer’s viewpoint is setting/atmosphere of a text
conveyed to the reader or audience • 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
Style
• the means by which a writer uses
language to produce certain Areas
effects in a text (i.e. diction; of
sentence structure and syntax; Study
figurative language; patterns of
rhythm; rhyme, alliteration;
onomatopoeia) 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
Plot and Structure
• the development of characters in the
• the sequential development of events in a text course of a text
• the relationships between characters
• the significance and impact of individual
scenes/events in a text on its overall plot and (e.g. the effect one character has on
structure another in a text)
• the different literary roles (e.g. hero; villain;
• the effect the choice of a particular genre, or
form within that genre, has had on the minor character) and/or functions
message the writer wishes to convey (e.g. narrating the story; observing and
commenting on events; providing realism to
• the effects produced by the writer’s use of, or the setting) that characters perform in a
deviation from, conventional structures text
(e.g. chronological sequence of events;
• the techniques used by a writer to convey
standard dramatic and poetic forms)
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.
Evaluating skills Remembering skills Organising skills
• assessing the quality of a work • linking and/or • comparing and/or contrasting

based on established criteria organising elements (e.g. characters;
• evaluating the reasonableness of information for viewpoints; setting; style) within a
the writer’s intentions systematic retrieval text or between texts
• evaluating the viewpoint/s present • recalling prior • classifying and categorising
in a text/s knowledge, feelings information in order to draw
and experiences in conclusions or justify responses
• assessing the value and appeal of
responding to a text/s • sequencing of details and events
ideas held by one’s peers
• constructing a personal response • ordering elements according to a
with appropriate support and given criterion (e.g. ranking
justification characters in order of
significance; ranking events in
order of importance)
Generating skills
• inferring from details

Focusing skills
• interpreting examples in order to
draw generalisations Spectrum • defining and/or clarifying
• predicting outcomes based on of the literary task
available information Skills • directing attention to
• supporting an argument/opinion relevant information
with appropriate examples and (e.g. identifying
information appropriate examples)
• recombining related information in
order to develop new or different
perspectives of a text/s
Analysing skills Integrating skills

Information-gathering
• identifying attributes in a text/s in skills • building meaningful connections
terms of its elements (e.g. plot and between new information and
structure; setting/atmosphere; • observing/noting existing knowledge
style) and its genre details • modifying and/or extending
• identifying patterns and • formulating questions existing ideas and perspectives
relationships (e.g. with respect to about a text/s in order in the light of new information
characters, events, style and to justify, clarify and • applying existing knowledge to
viewpoints) within a text or add information new situations
between texts
• obtaining relevant
• examining points of agreement information from
and disagreement in opinions various sources
55
BAND DESCRIPTORS FOR SET TEXT QUESTIONS
NORMAL (ACADEMIC)
NORMAL DESCRIPTION
• Relevant and apt selection of textual detail. Answers are generally well focused.
• Answers demonstrate understanding of the text’s main concerns and some knowledge of how the author conveys these.

21–25 • Substantiation of response is relevant and developed.
• Clear and competent work, generally well supported by textual evidence but laboured arguments may be present. May lapse into narrative
occasionally.
• Answer is relevant to the main thrust of the question. Appropriate selection of textual detail, though not consistently done.
• Answers may reveal some understanding of the more obvious features of the text but fail to note the wider implications. Attempts to
18–20 analyse and evaluate are often not successfully done.
• Demonstrates an attempt to respond to appropriate material in the text. Such a response should be substantiated.
• Generally coherent work, with evidence of the development of an argument with tracts of narrative.
• Selection of textual detail is generally relevant to the question though the link may not be made.
• Answers reveal some understanding of the basic features of the text but do not show any attempt at interpretation.
15–17 • There is evidence of personal engagement but in the form of generalisations.
• Largely narrative in approach and sketchy in development, but a sense of a very basic argument can be discerned.
• Peripheral bearing on the question only. Often includes large tracts of information from the text without perceiving their significance.
• Shows limited understanding of the text.
12–14 • Manages to communicate with some difficulty.
• No bearing on the question whatsoever. Slavish copying of irrelevant material. Answers that are obviously prepared scripts but have little
to do with the question belong in this category.
0–11 • Shows serious flaws in understanding the text.
• Answer is marred by incoherence and lacks direction or focus. It may also be extremely brief.
Short work: Can be presented in various forms, e.g. note form or a series of hurriedly sketched-in paragraphs. It is essential that Examiners mark short work
strictly on the basis of what is given. The work should not be marked on the grounds of quality elsewhere in the script as this can lead to unfairness.
56
BAND DESCRIPTORS FOR SET TEXT QUESTIONS
EXPRESS
EXPRESS DESCRIPTION
• Discriminating selection of textual detail with close attention to the terms of the question. Top answers take advantage of the

opportunities offered by the question.
21–25 • Conscientious answers that demonstrate good understanding of the text and question. Better answers reveal some insights into the
text’s main concerns and the effects achieved by the author.
• Response demonstrates a consistent viewpoint with appropriate substantiation.
• Clear, organised and coherent work.
• Relevant and apt selection of textual detail. Answers are generally well focused.
• Answers demonstrate understanding of the text’s main concerns and some knowledge of how the author conveys these.
18–20 • Substantiation of response is relevant and developed.
• Clear and competent work, generally well supported by textual evidence but laboured arguments may be present. May lapse into
narrative occasionally.
• Answer is relevant to the main thrust of the question. Appropriate selection of textual detail, though not consistently done.
• Answers may reveal some understanding of the more obvious features of the text but fail to note the wider implications. Attempts to
15–17 analyse and evaluate are often not successfully done.
• Demonstrates an attempt to respond to appropriate material in the text. Such a response should be substantiated.
• Generally coherent work, with evidence of the development of an argument with tracts of narrative.
• Selection of textual detail is generally relevant to the question though the link may not be made.
• Answers reveal some understanding of the basic features of the text but do not show any attempt at interpretation.
12–14 • There is evidence of personal engagement but in the form of generalisations.
• Largely narrative in approach and sketchy in development, but a sense of a very basic argument can be discerned.
• Peripheral bearing on the question only. Often includes large tracts of information from the text without perceiving their significance.
• Shows limited understanding of the text.
9–11 • Manages to communicate with some difficulty.
• No bearing on the question whatsoever. Slavish copying of irrelevant material. Answers that are obviously prepared scripts but have
little to do with the question belong in this category.
0–8 • Shows serious flaws in understanding the text.
• Answer is marred by incoherence and lacks direction or focus. It may also be extremely brief.
57
BAND DESCRIPTORS FOR UNSEEN QUESTIONS
NORMAL (ACADEMIC)
NORMAL DESCRIPTION
• Competent grasp of subject matter. Evidence of analysis and evaluation which is likely to reflect conscientiousness rather than
sophistication. Answers will be related to the question but may not address some of the key issues.

21–25 • Evidence of close reading, though this may not be sustained throughout the answer. The candidate makes a personal response to the
text, often providing relevant substantiation.
• Answers pursue a thorough, though rather unsophisticated, argument. Work is generally coherent and clear, though it may lack polish and
subtlety of expression.
• Shows sound basic understanding of the text and of how to respond to it. The question is addressed and there is some evidence of
analysis and evaluation, though these may be brief, mechanical or naïve.
18–20 • Shows some engagement, substantiated with appropriate references to the text.
• The candidate communicates clearly and puts forward a coherent argument.
• Some awareness or understanding of the text is demonstrated, largely through paraphrase. However, the candidate has not responded
fully to the demands of the question. There may be some misreading, but not enough to undermine significantly the general ideas put
15–17 forward.
• Shows engagement with the text but with inappropriate substantiation.
• The candidate is able to communicate fairly coherently. Expression may be hampered by a lack of clarity or accuracy but the meaning is
still conveyed.
• Shows only superficial understanding of the text. There is little awareness of the demands of the question. Thus, the response is largely
irrelevant or confused.
12–14 • Engagement with the text will be minimal.
• Manages to communicate with some difficulty.
• Struggles unsuccessfully to demonstrate comprehension of the text and the question.
0–11
• Answer is incoherent, with meaning obscured by poor expression.
58
BAND DESCRIPTORS FOR UNSEEN QUESTIONS
EXPRESS
EXPRESS DESCRIPTION
• Intelligent grasp of subject matter. Answers demonstrate a freshness of insight. Good analysis and evaluation of content and

presentation, and where appropriate, evidence of the ability to critically appreciate the text. Well focused on the question and addresses
21–25 most of its key issues.
• Active and close engagement with the text. Sensitive and informed personal response.
• Ideas developed effectively and well supported by textual evidence. Answer reflects a highly coherent argument and clarity of thought
and expression.
• Competent grasp of subject matter. Evidence of analysis and evaluation which is likely to reflect conscientiousness rather than
sophistication. Answers will be related to the question but may not address some of the key issues.
18–20 • Evidence of close reading, though this may not be sustained throughout the answer. The candidate makes a personal response to the
text, often providing relevant substantiation.
• Answers pursue a thorough, though rather unsophisticated, argument. Work is generally coherent and clear, though it may lack polish
and subtlety of expression.
• Shows sound basic understanding of the text and of how to respond to it. The question is addressed and there is some evidence of
analysis and evaluation, though these may be brief, mechanical or naïve.
15–17 • Shows some engagement, substantiated with appropriate references to the text.
• The candidate communicates clearly and puts forward a coherent argument.
• Some awareness or understanding of the text is demonstrated, largely through paraphrase. However, the candidate has not responded
fully to the demands of the question. There may be some misreading, but not enough to undermine significantly the general ideas put
12–14 forward.
• Shows engagement with the text but with inappropriate substantiation.
• The candidate is able to communicate fairly coherently. Expression may be hampered by a lack of clarity or accuracy but the meaning is
still conveyed.
• Shows only superficial understanding of the text. There is little awareness of the demands of the question. Thus, the response is largely
irrelevant or confused.
9–11 • Engagement with the text will be minimal.
• Manages to communicate with some difficulty.
• Struggles unsuccessfully to demonstrate comprehension of the text and the question.
0–8
• Answer is incoherent, with meaning obscured by poor expression.
59
60
2192 COMBINED HUMANITIES O LEVEL LITERATURE IN CHINESE ELECTIVE (2010)
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
《射雕英雄传》
（节选第 35~36 回：这时厮杀之
3 金庸香港
声渐远渐低……不由得叹了一口
气，纵下地来，绰枪北行。）
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
五 A组问答 2 选 1 25 现当代文学 • 短篇小说
(25%) 作品选读
• 微型小说 • 1½ 小时
• 新诗 • B 组考查学生
B组问答 2 选 1 25 课外文学作 • 短篇小说分析与鉴赏文

(25%) 品赏析学作品的能力
• 微型小说
(课外节选篇章)
• 新诗
• 散文
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－
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN MALAY ELECTIVE (2010)
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.
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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
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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/ Bahagian Jenis soalan Bilangan Bilangan soalan Timbangan

Masa soalan yang dijawab
Bahagian A
6 Prosa Moden & Sajak * Esei berstruktur 2 1 25%
(1 jam 30
minit)
Bahagian B
Analisis Sastera (Teks Esei berstruktur 2 1 25%
bebas: prosa moden /
sajak)
Jumlah soalan 4 2 50%
* Soalan yang diuji boleh terdiri daripada genre yang berlainan ataupun yang sama.
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN TAMIL ELECTIVE (2010)
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COMBINED HUMANITIES

GCE Ordinary Level

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

• develop into responsible citizens with a global perspective.

KNOWLEDGE AND UNDERSTANDING

• to understand the structure of government and its functions in a contemporary society

• to understand the dynamics of living in a multi-ethnic environment and recognise the

• to understand the global interconnectedness and interdependence among world

SKILLS AND PROCESSES

• to develop students to be information-literate and adept in process skills so that they

• to envisage possible and preferred futures and evaluate alternatives.

VALUES AND ATTITUDES

- appreciate the implications of various decisions, actions and relationships;

- appreciate the importance of living in an interdependent community with

- recognise the value of participating as ethical, active and informed citizens in a

Objective 2: Constructing Explanations

Objective 3: Interpreting and Evaluating Sources/Given Information

O LEVEL ASSESSMENT SPECIFICATION GRID FOR SOCIAL STUDIES

Assessment Objective Weighting

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

• One paper of 1 hr 30 min.

• Paper comprises 2 sections:

Section A: (25 marks)

Section B: (25 marks)

Note: Theme One, Singapore as a Nation in the World, is non-examinable. No questions

Source-Based Case Study

Various types of sources such as textual, statistical/numerical and graphical/pictorial may be

Construction of O Level Source-Based Case Study

Construction of O Level Structured-Essay Questions

CONCEPTUAL FRAMEWORK OF THE REVISED UPPER SECONDARY

Understanding Conflict and

2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)

This theme provides the backdrop for the understanding

2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)

Similar Problems, Different Approaches

• A comparative study of public health care policies in • recognise that different

2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)

Social Cohesion and Harmony

• Case study of Singapore • explain the internal and external

2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)

2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)

• Transnational Terrorism: A new threat to world • recognise terrorism as a

2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)

• Singapore’s strategies for economic development

2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)

AO2: Critical Understanding and Constructing Explanation

AO3: Interpreting and Evaluating Geographical data

ASSESSMENT SPECIFICATION GRID

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

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

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

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

Geographical Data and Techniques for Upper Secondary Geography

Candidates should be able to:

Topographical Map Reading Skills

Candidates should be able to:

SECTION A: PHYSICAL GEOGRAPHY

Candidates are required to study TWO topics.

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

4. Case Study of Deforestation in a Tropical Rainforest

RIVERS AND COASTS

2. Coastal Processes and Their Related Landforms

3. River and Coastal Management