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Transcript of Combined Humanities_2011
COMBINED HUMANITIES
GCE Ordinary Level
(Syllabus 2192)
CONTENTS
Page
SOCIAL STUDIES 3
GEOGRAPHY ELECTIVE 17
HISTORY ELECTIVE 43
LITERATURE ELECTIVE 51
LITERATURE IN CHINESE ELECTIVE 61
LITERATURE IN MALAY ELECTIVE 65
LITERATURE IN TAMIL ELECTIVE 69
1
2
2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2011)
SOCIAL STUDIES
GCE Ordinary Level (Syllabus 2192)
AIMS The proposed syllabus is organised around two core ideas – “Being Rooted” and “Living Global”. Through these two ideas, the syllabus aims to develop our students into well-informed, responsible citizens with a sense of national identity and a global perspective. The aims of the revised syllabus are to enable students to:
• understand issues that affect the socio-economic development, the governance and the future of Singapore;
• learn from the experiences of other countries to build and sustain a politically viable, socially cohesive and economically vibrant Singapore;
• develop thinking and process skills which are essential for lifelong and independent learning;
• have a deep sense of shared destiny and national identity;
• develop into citizens who have empathy towards others and will participate responsibly and sensibly in a multi-ethnic, multi-cultural and multi-religious society; and
• develop into responsible citizens with a global perspective. To achieve these aims, it is important that students develop competence in three areas: knowledge and understanding, skills and processes, values and attitudes. The specific abilities to be developed are:
KNOWLEDGE AND UNDERSTANDING
• to study the past through varied socio-cultural perspectives over time and space, and understand its relevance to the present through lessons learnt;
• to understand the structure of government and its functions in a contemporary society and recognise the importance of good governance and the roles and responsibilities of effective citizens;
• to understand the dynamics of living in a multi-ethnic environment and recognise the significance of social cohesion within a diverse society;
• to understand that the scarcity of resources affects the ways in which resources are allocated and managed, and recognise that informed decisions are made based on the choices available; and
• to understand the global interconnectedness and interdependence among world societies and recognise the need to adapt to the changing world environment.
3
2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2011)
SKILLS AND PROCESSES
• to imbue students with the skills of critical inquiry, investigation and reflection;
• to develop critical and creative thinking in students. Critical thinking skills essentially refer to the skills of constructing explanation, and evaluating and interpreting information through making inferences, analysing evidence, comparing and contrasting views, and drawing well-reasoned and substantiated conclusions. Creative thinking skills refer to identifying unique connections among ideas and suggesting insightful approaches to questions and issues;
• to develop students to be information-literate and adept in process skills so that they will be able to acquire, manage and use information creatively and effectively; and
• to envisage possible and preferred futures and evaluate alternatives.
VALUES AND ATTITUDES
• to examine issues in society, locally and globally, so that students will:
- appreciate the implications of various decisions, actions and relationships;
- respect and value diverse perspectives and cultural and historical backgrounds of people, and work towards peaceful relationships;
- appreciate the importance of living in an interdependent community with increasing global connections;
- recognise the value of participating as ethical, active and informed citizens in a democratic society within a global community; and
- experience and appreciate their ability to influence the present and the future.
ASSESSMENT OBJECTIVES The assessment objectives are:
Objective 1: Knowledge Candidates should be able to:
• demonstrate relevant factual knowledge.
Objective 2: Constructing Explanations Candidates should be able to:
• demonstrate an understanding of concepts and terms appropriate to the syllabus;
• select, organise and apply the concepts, terms and facts learnt; and
• make judgements, recommendations and decisions.
Objective 3: Interpreting and Evaluating Sources/Given Information Candidates should be able to:
• comprehend and extract relevant information;
• draw inferences from given information;
• analyse and evaluate evidence;
• compare and contrast different views;
• distinguish between fact, opinion and judgement;
• recognise values and detect bias; and
• draw conclusions based on reasoned consideration of evidence and arguments.
4
2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2011)
O LEVEL ASSESSMENT SPECIFICATION GRID FOR SOCIAL STUDIES
Assessment Objective Weighting
Objective 1 + Objective 2 25%
Objective 1 + Objective 3 25%
Total 50%
Note: Objective 1 is inevitably part of the testing of Objectives 2 and 3.
ASSESSMENT FORMAT
O LEVEL SOCIAL STUDIES
• One paper of 1 hr 30 min.
• Paper comprises 2 sections: Section A: (25 marks) One source-based case study testing Assessment Objectives 1 and 3
Section B: (25 marks) Structured-essay questions testing Assessment Objectives 1 and 2 Candidates answer 1 out of 3 questions set
• Candidates are required to answer the compulsory source-based case study from Section A and 1 structured-essay question from Section B.
Note: Theme One, Singapore as a Nation in the World, is non-examinable. No questions will be set on this theme in the examinations.
Source-Based Case Study The compulsory source-based case study can be set on any of the five examinable themes. Candidates will be expected to have an understanding of the ways in which sources may be evaluated. Questions could be set on case studies and examples covered in the syllabus content as well as case studies and examples not covered in the syllabus content, but related to the themes in the syllabus and requiring the skills and concepts taught during the course. For case studies and examples not covered in the syllabus content, sufficient background information will be provided to candidates. Various types of sources such as textual, statistical/numerical and graphical/pictorial may be used. Candidates are expected to use their knowledge, skills and conceptual understanding developed during the course to help them use the given sources to answer the questions.
5
2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2011)
Construction of O Level Source-Based Case Study No more than six sources may be set for the source-based case study. One or more differing accounts of the same situation might be set, showing different views as time progresses or in communicating to different audiences, or one or more accounts on the same theme. No individual source will exceed 150 words. Sources may be simplified where necessary. Obscure terms (other than those which should be known to those who have studied the syllabus) will be annotated. Each case study will have four questions testing Objectives 1 and 3. The weighting for each question will be indicated in brackets. Questions will involve higher-order thinking skills as defined in the Assessment Objectives. Answers to the open-ended questions will be graded according to the coherence and consistency of the argument. Credit will be given to points offered by candidates that are not on the suggested marking schemes as long as the points are logical and sufficiently substantiated. A ‘Levels of Response Mark Scheme (LORMS)’ will be used to assess candidates’ answers. Construction of O Level Structured-Essay Questions Three structured-essay questions will be set, each on a different theme in the syllabus. The questions set may be on the same theme as the source-based case study, but not on the same topic. Candidates have to answer one structured-essay question which tests Objectives 1 and 2. Each structured-essay question comprises two sub-questions. The weighting for each sub-question will be indicated within brackets. The two sub-questions will test candidates’ ability to explain, analyse and make judgements on events and/or issues. A ‘Levels of Response Mark Scheme (LORMS)’ will be used to assess candidates’ answers.
6
2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2011)
CONCEPTUAL FRAMEWORK OF THE REVISED UPPER SECONDARY GCE O SOCIAL STUDIES SYLLABUS
1. At the heart of the framework is the ‘student’, the focus of the revised syllabus. Encircling the ‘student’ are two core ideas ‘Being Rooted’ and ‘Living Global’, around which the revised syllabus is built. These core ideas are derived from the aims and objectives of the syllabuses which are aligned with the six National Education (NE) messages.
2. The twin core ideas are delivered through six themes reflecting the topics from
disciplines such as History, Geography, Political Science, Sociology and Economics. The three themes that deliver the idea of ‘Being Rooted’ are positioned in the lower half of the circle. The first theme, Singapore as a Nation in the World, gives an overview of the challenges faced by newly independent nations. This theme provides a backdrop for the discussion of the inherent challenges faced by small nations like Singapore. It also sets the stage for understanding the subsequent themes. This theme is flanked by the other two themes, Understanding Governance and Conflict and Harmony in Multi-Ethnic Societies which examine the importance of good governance in sustaining a socially cohesive, multi-ethnic nation.
STUDENTS
Singapore as a Nation in the
World
Conflict and Harmony in Multi-Ethnic
Societies
Understanding Governance
Sustaining Economic
Development
Managing International
Relations
Facing Challenges and Change
7
2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2011)
3. The three themes that develop the core idea of ‘Living Global’ are positioned in the
upper half of the circle. Using Singapore as an example, the two themes Managing International Relations and Sustaining Economic Development address issues such as providing for the defence and security of nations and how friendships are cultivated among nations of the world, to build a politically stable and economically vibrant global community. The final theme, Facing Challenges and Change, reviews and integrates the topics in the other five themes. This theme looks at how nations overcome challenges to survive through the study of the rise and fall of Venice.
4. For each of the six themes, there are topics comprising knowledge, skills, values and
attitudes. The intended learning outcomes to be demonstrated by students in these three domains are shown in the outermost circle.
8
2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2011)
TH
EM
E
CO
NT
EN
T
LE
AR
NIN
G O
UT
CO
ME
S
CO
NC
EP
TS
V
AL
UE
S/
AT
TIT
UD
ES
SIN
GA
PO
RE
AS
A
NA
TIO
N IN
TH
E W
OR
LD
N
ew
na
tio
ns fa
ce
po
litic
al,
so
cia
l a
nd
eco
no
mic
ch
alle
ng
es to
su
rviv
e a
nd
p
rog
ress in
th
e
inte
rna
tio
na
l co
mm
un
ity.
Th
ey n
ee
d to
sta
y a
lert
a
nd
nim
ble
in
re
sp
on
din
g
to th
ese
ch
alle
ng
es.
Sin
ga
po
re tri
es to
o
ve
rco
me
th
ese
ch
alle
ng
es th
rou
gh
th
e
lea
de
rsh
ip a
nd
co
mm
on
w
ill o
f its p
eo
ple
an
d b
y
wo
rkin
g w
ith
oth
er
na
tio
ns.
Ho
w d
o n
atio
ns c
om
e in
to b
ein
g a
nd
wh
at ch
alle
ng
es d
o
the
y fa
ce
?
Na
tio
nh
oo
d a
nd
Its
Ch
alle
ng
es
•
W
ha
t is
a n
atio
n?
•
Ch
alle
ng
es fa
ce
d b
y n
ew
na
tio
ns s
uch
as S
ing
ap
ore
-
na
tio
na
l id
en
tity
-
sta
ble
go
ve
rnm
en
t -
so
cia
l co
he
sio
n
-
eco
no
mic
de
ve
lop
me
nt
-
de
fen
ce
an
d s
ecu
rity
-
dip
lom
acy
Th
is th
em
e p
rovid
es th
e b
ackd
rop
fo
r th
e u
nd
ers
tan
din
g
of su
bse
qu
en
t th
em
es a
nd
se
ts S
ing
ap
ore
in
th
e c
on
text
of th
e w
orl
d. T
his
th
em
e is non-examinable
.
Stu
de
nts
will
be
ab
le to
:
•
exp
lain
th
e c
on
ce
pt o
f n
atio
nh
oo
d
•
dis
cu
ss c
ha
llen
ge
s fa
ce
d b
y
ne
w n
atio
ns
•
un
de
rsta
nd
th
e u
niq
ue
ch
alle
ng
es S
ing
ap
ore
fa
ce
d a
s
a n
ew
ly-
ind
ep
en
de
nt n
atio
n
•
na
tio
n
•
ind
ep
en
de
nce
•
su
rviv
al
•
mu
lti-ra
cia
lism
•
co
mm
un
alis
m
•
na
tio
na
l id
en
tity
•
so
cia
l co
he
sio
n
•
co
mm
itm
en
t
•
loya
lty
•
resili
en
ce
•
inte
rde
pe
nd
en
ce
9
2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2011)
TH
EM
E
CO
NT
EN
T
LE
AR
NIN
G O
UT
CO
ME
S
CO
NC
EP
TS
V
AL
UE
S/
AT
TIT
UD
ES
UN
DE
RS
TA
ND
ING
G
OV
ER
NA
NC
E
Go
od
go
ve
rna
nce
d
ete
rmin
es th
e v
iab
ility
, d
eve
lop
me
nt a
nd
p
rog
ress o
f n
atio
ns.
Gu
ide
d b
y a
se
t o
f p
rin
cip
les, p
olic
ies a
re
form
ula
ted
an
d
imp
lem
en
ted
to
me
et th
e
ne
ed
s o
f th
e p
eo
ple
an
d
na
tio
n. U
nd
ers
tan
din
g
go
ve
rna
nce
en
ab
les u
s to
b
e a
wa
re o
f th
e
co
mp
lexitie
s o
f d
ecis
ion
-m
akin
g in
a s
ocie
ty a
nd
w
orl
d th
at fa
ce
s r
ap
id
ch
an
ge
.
Wh
y is g
ove
rna
nce
im
po
rta
nt?
P
olic
y P
roc
es
s:
Fo
rmu
lati
on
an
d Im
ple
me
nta
tio
n
•
Me
etin
g th
e n
ee
ds o
f th
e p
eo
ple
an
d n
atio
n, u
sin
g
the
tra
nsp
ort
po
licy a
s a
n e
xa
mp
le to
exa
min
e:
-
pri
ncip
les o
f g
ove
rna
nce
-
role
s a
nd
re
sp
on
sib
ilitie
s o
f th
e le
gis
latu
re,
exe
cu
tive
an
d ju
dic
iary
-
role
of m
ed
ia a
nd
fe
ed
ba
ck c
ha
nn
els
in
th
e
po
licy p
roce
ss
•
Ca
se
stu
dy o
f S
ing
ap
ore
’s p
op
ula
tio
n p
olic
ies to
e
xa
min
e p
olic
y c
ha
ng
es o
ve
r tim
e
- p
op
ula
tio
n p
olic
ies fro
m th
e 1
97
0s to
th
e 2
1st
ce
ntu
ry
- c
ha
llen
ge
s o
f a
nd
re
sp
on
se
s to
ag
ein
g
po
pu
latio
n a
nd
de
clin
ing
bir
th r
ate
S
imila
r P
rob
lem
s, D
iffe
ren
t A
pp
roa
ch
es
•
A
co
mp
ara
tive
stu
dy o
f p
ub
lic h
ea
lth
ca
re p
olic
ies in
S
ing
ap
ore
an
d U
nite
d K
ing
do
m
-
ho
w p
olic
ies w
ork
in
diffe
ren
t co
un
trie
s
-
imp
act o
f p
olic
ies o
n s
ocie
ty a
nd
na
tio
n
Stu
de
nts
will
be
ab
le to
: •
u
nd
ers
tan
d th
e s
ign
ific
an
ce
of
go
ve
rnm
en
t str
uctu
re
•
reco
gn
ise
th
e im
po
rta
nce
of
pri
ncip
les o
f g
ove
rna
nce
in
p
olic
y fo
rmu
latio
n a
nd
im
ple
me
nta
tio
n
•
eva
lua
te th
e r
ole
of
co
mm
un
ica
tio
n c
ha
nn
els
in
p
olic
y-m
akin
g
•
reco
gn
ise
th
at p
olic
ies c
ha
ng
e
to m
ee
t ch
an
gin
g n
ee
ds o
f so
cie
ty a
nd
na
tio
n
•
reco
gn
ise
th
at d
iffe
ren
t g
ove
rnm
en
ts a
do
pt d
iffe
ren
t a
pp
roa
ch
es to
so
lve
sim
ilar
pro
ble
ms
•
eva
lua
te th
e e
ffe
ctive
ne
ss o
f th
e p
olic
ies in
me
etin
g th
e
he
alth
ca
re n
ee
ds o
f th
e p
eo
ple
a
nd
na
tio
n
•
pri
ncip
les o
f g
ove
rna
nce
•
po
licy fo
rmu
latio
n
•
de
cis
ion
-ma
kin
g
•
pu
blic
go
od
s
•
na
tio
na
l in
tere
sts
•
we
lfa
re s
tate
•
se
lf-r
elia
nce
•
reso
urc
efu
lne
ss
•
ad
ap
tab
ility
•
resp
on
sib
ility
•
acco
un
tab
ility
•
inte
gri
ty
•
pru
de
nce
10
2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2011)
TH
EM
E
CO
NT
EN
T
LE
AR
NIN
G O
UT
CO
ME
S
CO
NC
EP
TS
V
AL
UE
S/
AT
TIT
UD
ES
CO
NF
LIC
T A
ND
H
AR
MO
NY
IN
MU
LT
I-E
TH
NIC
SO
CIE
TIE
S
Diffe
ren
t e
thn
ic, re
ligio
us
an
d c
ultu
ral g
rou
ps
co
ntr
ibu
te to
th
e d
ive
rsity
an
d r
ich
ne
ss o
f m
ulti-
eth
nic
so
cie
tie
s. H
ow
eve
r,
it is im
po
rta
nt to
be
vig
ilan
t a
ga
inst th
e fo
rce
s
of d
ivis
ive
ne
ss th
at ca
use
co
nflic
t a
nd
dis
inte
gra
tio
n
of so
cie
tie
s. C
om
mo
n
bo
nd
s s
ho
uld
be
str
en
gth
en
ed
to
un
ite
th
e
pe
op
le a
s a
na
tio
n.
Wh
y is h
arm
on
y in
a m
ulti-
eth
nic
so
cie
ty im
po
rta
nt to
th
e
de
ve
lop
me
nt a
nd
via
bili
ty o
f a
na
tio
n?
D
isc
ord
an
d D
isu
nit
y
•
Ca
se
stu
die
s o
f S
ri L
an
ka
an
d N
ort
he
rn Ire
lan
d
- ca
use
s o
f co
nflic
t a
mo
ng
eth
nic
an
d r
elig
iou
s
gro
up
s
- m
an
ife
sta
tio
ns o
f co
nflic
ts
- im
pa
ct o
f co
nflic
ts o
n p
olit
ica
l, s
ocia
l a
nd
e
co
no
mic
de
ve
lop
me
nt
- e
ffo
rts to
re
so
lve
th
e c
on
flic
ts
So
cia
l C
oh
es
ion
an
d H
arm
on
y
•
Ca
se
stu
dy o
f S
ing
ap
ore
-
inte
rna
l a
nd
exte
rna
l th
rea
ts e
.g. R
ace
Rio
ts in
S
ing
ap
ore
, te
rro
rism
-
ma
na
gin
g e
thn
ic d
ive
rsity a
nd
its
ch
alle
ng
es
o
ad
dre
ssin
g th
e n
ee
ds o
f th
e d
iffe
ren
t e
thn
ic g
rou
ps e
.g. p
olic
y o
f m
ino
rity
re
pre
se
nta
tio
n
o
inte
gra
tin
g th
e e
thn
ic g
rou
ps in
so
cie
ty
e.g
. fo
rgin
g n
atio
na
l id
en
tity
, d
eve
lop
ing
co
mm
on
sp
ace
•
be
ne
fits
of a
ha
rmo
nio
us m
ulti-
eth
nic
so
cie
ty
Stu
de
nts
will
be
ab
le to
:
•
exp
lain
wh
y c
on
flic
ts e
xis
t a
mo
ng
diffe
ren
t e
thn
ic a
nd
re
ligio
us g
rou
ps
•
an
aly
se
th
e p
olit
ica
l, e
co
no
mic
a
nd
so
cia
l im
pa
ct o
f e
thn
ic a
nd
re
ligio
us c
on
flic
ts o
n th
e p
eo
ple
a
nd
na
tio
n
•
va
lue
th
e n
ee
d fo
r n
on
-vio
len
t a
pp
roa
ch
es lik
e n
eg
otia
tio
n,
me
dia
tio
n a
nd
co
op
era
tio
n in
re
so
lvin
g c
on
flic
ts
•
exp
lain
th
e in
tern
al a
nd
exte
rna
l th
rea
ts to
Sin
ga
po
re’s
ha
rmo
ny
•
reco
gn
ise
th
e n
ee
d fo
r e
thn
ic
an
d r
elig
iou
s s
en
sitiv
itie
s a
nd
to
lera
nce
•
exp
lain
ho
w s
ocia
l co
he
sio
n
an
d r
acia
l a
nd
re
ligio
us
ha
rmo
ny c
an
be
ach
ieve
d in
a
mu
lti-
eth
nic
so
cie
ty
•
ap
pre
cia
te liv
ing
in
a m
ulti-
eth
nic
so
cie
ty
•
racia
l a
nd
re
ligio
us
se
nsitiv
itie
s
•
dis
crim
ina
tio
n
•
co
mp
rom
ise
an
d m
utu
al
acco
mm
od
atio
n
•
co
mm
on
sp
ace
•
min
ori
ty r
igh
ts
•
inte
gra
tio
n
•
so
cia
l co
he
sio
n
•
resp
ect
•
em
pa
thy
•
ap
pre
cia
tio
n o
f d
iffe
ren
ce
s
•
co
mm
itm
en
t
•
ha
rmo
ny
11
2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2011)
TH
EM
E
CO
NT
EN
T
LE
AR
NIN
G O
UT
CO
ME
S
CO
NC
EP
TS
V
AL
UE
S/
AT
TIT
UD
ES
MA
NA
GIN
G
INT
ER
NA
TIO
NA
L
RE
LA
TIO
NS
C
on
flic
ts a
mo
ng
na
tio
ns
exis
t a
s c
ou
ntr
ies s
triv
e to
sa
feg
ua
rd th
eir
na
tio
na
l in
tere
sts
. W
he
n d
ete
rre
nt
an
d d
iplo
ma
tic m
ea
su
res
fail
to r
eso
lve
co
nflic
ts,
wa
r ca
n r
esu
lt. W
orl
d a
nd
re
gio
na
l o
rga
nis
atio
ns lik
e
the
Un
ite
d N
atio
ns p
lay
cru
cia
l ro
les in
re
so
lvin
g
co
nflic
t a
mo
ng
na
tio
ns.
Wo
rld
se
cu
rity
is fu
rth
er
co
mp
lica
ted
by n
ew
th
rea
ts s
uch
as
tra
nsn
atio
na
l te
rro
rism
w
hic
h is a
ch
alle
ng
e to
all
na
tio
ns in
ach
ievin
g
pe
ace
an
d p
rosp
eri
ty.
Ho
w im
po
rta
nt is
de
terr
en
ce
an
d d
iplo
ma
cy in
m
ain
tain
ing
in
tern
atio
nal re
latio
ns a
mo
ng
na
tio
ns?
W
hy
Co
nfl
icts
Ex
ist
am
on
g N
ati
on
s
•
Ca
use
s o
f in
tern
atio
na
l co
nflic
ts
Ho
w S
ing
ap
ore
En
su
res
its
Na
tio
na
l S
ec
uri
ty
•
Sin
ga
po
re’s
tw
o-p
ron
ged
ap
pro
ach
of d
ete
rre
nce
a
nd
dip
lom
acy:
- D
ete
rre
nce
: o
T
ota
l D
efe
nce
str
ate
gy
o
pro
fessio
na
l a
nd
citiz
en
arm
ed
fo
rce
o
d
efe
nce
in
du
str
ies
o
join
t m
ilita
ry e
xe
rcis
es w
ith
oth
er
na
tio
ns
o
mu
lti-
ag
en
cy c
oo
rdin
atio
n o
n s
ecu
rity
-
Dip
lom
acy:
o
bila
tera
l a
nd
mu
lti-
late
ral re
latio
ns
o
me
mb
ers
hip
in
re
gio
na
l a
nd
in
tern
atio
na
l o
rga
nis
atio
ns e
.g. A
SE
AN
an
d U
N
Stu
de
nts
will
be
ab
le to
:
•
un
de
rsta
nd
wh
y c
on
flic
ts e
xis
t a
mo
ng
na
tio
ns
•
reco
gn
ise
th
e n
ee
d fo
r a
tw
o-
pro
ng
ed
ap
pro
ach
of
de
terr
en
ce
an
d d
iplo
ma
cy
•
exp
lain
th
e n
ee
d to
be
se
lf-
relia
nt fo
r S
ing
ap
ore
’s s
ecu
rity
•
reco
gn
ise
th
e n
ee
d fo
r co
ord
ina
tio
n a
mo
ng
ag
en
cie
s to
m
ain
tain
a h
igh
le
ve
l o
f vig
ilan
ce
•
un
de
rsta
nd
th
e r
ole
an
d
rele
va
nce
of re
gio
na
l a
nd
in
tern
atio
na
l o
rga
nis
atio
ns,
pa
rtic
ula
rly to
sm
all
co
un
trie
s
•
reco
gn
ise
th
e im
po
rta
nce
of
inte
rna
tio
na
l co
op
era
tio
n
•
na
tio
na
l in
tere
st
•
de
fen
ce
•
de
terr
en
ce
•
dip
lom
acy
•
so
ve
reig
nty
•
To
tal D
efe
nce
•
se
lf-r
elia
nce
•
citiz
en
arm
ed
fo
rce
•
vu
lne
rab
ility
•
reg
ion
al a
nd
in
tern
atio
na
l co
-o
pe
ratio
n
•
tra
nsn
atio
na
l te
rro
rism
•
co
llective
se
cu
rity
•
tru
st
•
co
mm
itm
en
t
•
recip
roca
tio
n
•
pa
trio
tism
•
pe
ace
ful co
-e
xis
ten
ce
•
vig
ilan
ce
12
2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2011)
TH
EM
E
CO
NT
EN
T
LE
AR
NIN
G O
UT
CO
ME
S
CO
NC
EP
TS
V
AL
UE
S/
AT
TIT
UD
ES
Ho
w C
on
flic
t in
On
e R
eg
ion
ca
n A
ffe
ct
the
Re
st
of
the
Wo
rld
•
Ca
se
Stu
dy o
f Ir
aq
-Ku
wa
it C
on
flic
t (1
99
0–
91
)
- ca
use
s o
f co
nflic
t -
role
of U
N
- im
pa
ct o
n th
e r
est o
f th
e w
orl
d
•
Tra
nsn
atio
na
l T
err
ori
sm
: A
ne
w th
rea
t to
wo
rld
se
cu
rity
-
imp
act o
n w
orl
d a
nd
na
tio
na
l se
cu
rity
- m
ea
su
res to
de
al w
ith
tra
nsn
atio
na
l te
rro
rism
•
an
aly
se
ca
use
s o
f co
nflic
t
•
eva
lua
te r
ole
of U
N
•
eva
lua
te im
pa
ct o
f co
nflic
t o
n
na
tio
ns in
vo
lve
d a
nd
th
e r
est o
f th
e w
orl
d.
•
reco
gn
ise
te
rro
rism
as a
g
row
ing
ch
alle
ng
e to
wo
rld
se
cu
rity
•
exa
min
e th
e m
ea
su
res
un
de
rta
ke
n to
de
al w
ith
tr
an
sn
atio
na
l te
rro
rism
•
un
de
rsta
nd
th
e im
pa
ct o
f
terr
ori
sm
on
wo
rld
an
d n
atio
na
l se
cu
rity
13
2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2011)
TH
EM
E
CO
NT
EN
T
LE
AR
NIN
G O
UT
CO
ME
S
CO
NC
EP
TS
V
AL
UE
S/ A
TT
ITU
DE
S
SU
ST
AIN
ING
E
CO
NO
MIC
D
EV
EL
OP
ME
NT
G
lob
alis
atio
n o
f th
e w
orl
d
eco
no
my p
rese
nts
ne
w
ch
alle
ng
es a
nd
o
pp
ort
un
itie
s to
na
tio
ns.
Ad
op
tin
g p
roa
ctive
an
d
effe
ctive
str
ate
gie
s to
re
ma
in e
co
no
mic
ally
co
mp
etitive
wo
uld
he
lp
the
na
tio
ns to
de
ve
lop
a
nd
pro
gre
ss in
an
in
cre
asin
gly
co
mp
etitive
w
orl
d e
co
no
my.
Ho
w d
o n
atio
ns s
usta
in th
eir
eco
no
mic
de
ve
lop
me
nt in
a
glo
ba
lise
d w
orld
?
Su
sta
inin
g E
co
no
mic
De
ve
lop
me
nt
in a
Glo
ba
lis
ed
W
orl
d
•
Glo
ba
lisa
tio
n a
nd
its
ch
alle
ng
es a
nd
op
po
rtu
nitie
s
-
sca
rcity o
f re
so
urc
es
-
glo
ba
lisa
tio
n a
nd
its
effe
cts
on
na
tio
na
l a
nd
w
orld
eco
no
mie
s
-
co
mp
etitio
n fo
r in
ve
stm
en
t a
nd
ma
rke
ts e
.g.
ind
ustr
ial p
ark
s, p
ort
an
d a
ir s
erv
ice
s
-
effe
cts
on
em
plo
ym
en
t a
nd
co
mp
etitio
n fo
r ta
len
t
-
ba
lan
cin
g e
co
no
mic
de
ve
lop
me
nt w
ith
e
nvir
on
me
nta
l m
an
ag
em
en
t e
.g. a
ir p
ollu
tio
n
an
d to
uri
sm
in
du
str
y in
So
uth
ea
st A
sia
•
Sin
ga
po
re’s
str
ate
gie
s fo
r e
co
no
mic
de
ve
lop
me
nt
in a
glo
ba
lise
d w
orld
-
div
ers
ifyin
g th
e e
co
no
my
o
ma
nu
factu
rin
g a
nd
se
rvic
es a
s tw
in
en
gin
es o
f g
row
th e
.g. b
io-m
ed
ica
l re
se
arc
h a
nd
ed
uca
tio
n
o
ve
ntu
rin
g a
bro
ad
e.g
. S
ing
tel
- n
urt
uri
ng
gro
wth
of S
ME
s e
.g. fin
an
cia
l a
ssis
tan
ce
-
exp
an
din
g m
ark
et re
ach
th
rou
gh
eco
no
mic
co
op
era
tio
n e
.g. F
ree
Tra
de
Ag
ree
me
nts
-
ma
na
gin
g r
eso
urc
es
Stu
de
nts
will
be
ab
le to
: •
u
nd
ers
tan
d h
ow
sca
rce
re
so
urc
es a
ffe
ct n
atio
na
l a
nd
w
orld
eco
no
mie
s
•
exp
lain
ho
w g
lob
alis
atio
n
cre
ate
s o
pp
ort
un
itie
s a
nd
ch
alle
ng
es fo
r n
atio
ns
•
un
de
rsta
nd
ho
w
en
viro
nm
en
tal m
an
ag
em
en
t is
ne
ce
ssa
ry to
en
su
re
eco
no
mic
gro
wth
•
exp
lain
th
e n
ee
d fo
r d
ive
rsific
atio
n a
nd
e
sta
blis
hm
en
t o
f n
ich
e
ind
ustr
ies to
ma
inta
in
co
mp
etitive
ed
ge
•
un
de
rsta
nd
th
e im
po
rta
nce
o
f fo
reig
n v
en
ture
s
•
glo
ba
lisa
tio
n
•
kn
ow
led
ge
-ba
se
d
eco
no
my
•
div
ers
ific
atio
n
•
en
tre
pre
ne
urs
hip
•
nic
he
in
du
str
ies
•
reso
urc
e
ma
na
ge
me
nt
•
su
sta
ina
ble
d
eve
lop
me
nt
•
fre
e tra
de
•
en
terp
risin
g s
pir
it
•
risk-t
akin
g
•
pro
-active
ne
ss
•
se
lf-r
elia
nce
•
life
-lo
ng
le
arn
ing
•
ad
ap
tab
ility
14
2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2011)
TH
EM
E
CO
NT
EN
T
LE
AR
NIN
G O
UT
CO
ME
S
CO
NC
EP
TS
V
AL
UE
S/ A
TT
ITU
DE
S
o
op
tim
isin
g h
um
an
ca
pita
l e
.g. co
ntin
uo
us
lea
rnin
g a
nd
tra
inin
g, d
eve
lop
ing
in
no
va
tio
n a
nd
en
terp
rise
; a
ttra
ctin
g a
nd
re
tain
ing
ta
len
t o
o
ptim
isin
g la
nd
use
e.g
. Ju
ron
g Isla
nd
a
nd
Do
wn
tow
n M
ari
na
pro
jects
•
ap
pre
cia
te th
at n
ot a
ll ve
ntu
res a
re s
ucce
ssfu
l
•
reco
gn
ise
th
at ri
sk-t
akin
g is
ne
ed
ed
fo
r e
co
no
mic
gro
wth
•
reco
gn
ise
th
e r
ole
of S
ME
s
in e
co
no
mic
de
ve
lop
me
nt
•
un
de
rsta
nd
th
e im
po
rta
nce
o
f e
co
no
mic
co
op
era
tio
n
with
oth
er
co
un
trie
s
•
eva
lua
te th
e im
po
rta
nce
of
ma
na
gin
g r
eso
urc
es
FA
CIN
G C
HA
LL
EN
GE
S
AN
D C
HA
NG
E
Na
tio
ns th
at su
rviv
e a
nd
su
cce
ed
are
th
ose
th
at
are
ab
le to
fa
ce
ch
alle
ng
es a
nd
de
ve
lop
in
to v
iab
le e
ntitie
s.
Ho
we
ve
r, fa
ilure
to
re
sp
on
d to
th
e c
ha
ng
ing
g
lob
al la
nd
sca
pe
ove
r tim
e m
ay r
esu
lt in
a
na
tio
n fa
din
g in
to
ob
scu
rity
Wh
at ca
n n
atio
ns le
arn
fro
m th
e r
ise
an
d fa
ll o
f V
en
ice
a
s a
city-s
tate
?
Ov
erc
om
ing
th
e O
dd
s a
nd
Fa
din
g in
to O
bs
cu
rity
•
Ca
se
stu
dy o
f V
en
ice
-
facto
rs th
at le
d to
th
e r
ise
of V
en
ice
e.g
. g
oo
d
sta
tesm
an
sh
ip, e
nte
rprisin
g s
pirit
- fa
cto
rs th
at le
d to
th
e d
eclin
e a
nd
fa
ll o
f V
en
ice
e.g
. co
rru
pt le
ad
ers
, co
mp
lace
nt
so
cie
ty, fa
ilure
to
re
sp
on
d to
ne
w c
ha
ng
es
−
lesso
ns fo
r n
atio
ns
Stu
de
nts
will
be
ab
le to
: •
u
nd
ers
tan
d h
ow
Ve
nic
e
ach
ieve
d p
rosp
erity
•
eva
lua
te th
e fa
cto
rs
resp
on
sib
le fo
r th
e d
eclin
e
an
d fa
ll o
f V
en
ice
•
dra
w le
sso
ns th
at n
atio
ns
ca
n le
arn
fro
m th
e r
ise
an
d
de
clin
e o
f V
en
ice
•
lea
de
rsh
ip
•
ad
ap
tab
ility
•
roo
ted
ne
ss
•
co
mm
itm
en
t
15
16
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
GEOGRAPHY ELECTIVE
GCE O Level (Syllabus 2192)
INTRODUCTION The ‘O’ Level Geography Elective syllabus, designed around 56 hours, is to be taught over two years and comprises Physical Geography, Human Geography and geographical skills and techniques. The physical geography topics are Natural Vegetation and Rivers and Coasts. The human geography topics are Geography of Food and Development.
AIMS
The syllabus aims to enable candidates to:
1. Acquire knowledge of the characteristics and distribution of physical and human phenomena;
2. Develop an understanding of the processes affecting the physical and human environments;
3. Provide a holistic understanding of physical-human relationships;
4. Develop skills in acquiring, communicating and applying geographical knowledge;
5. Develop an informed concern about the quality of the environment and the future of the human habitat, and thereby, enhance students’ sense of responsibility for the care of the Earth and its people; and
6. Develop awareness of contrasting opportunities and constraints which people face in local, regional and global environments.
KNOWLEDGE
The syllabus intends that candidates develop knowledge with regard to:
1. Geographical concepts, terms, facts, trends and theories;
2. Components of physical and human environments;
3. Spatial patterns of physical and human phenomena;
4. Relationships and interactions between and within physical and human phenomena at local, regional and global scales; and
5. Spatial and temporal changes in physical and human environments.
17
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
SKILLS
The syllabus intends for candidates to develop the skills to:
1. Identify and classify physical and human features of the environment;
2. Observe, collect and record geographic information from both primary and secondary sources;
3. Extract relevant information from geographical data (numerical, diagrammatic, pictorial and graphical forms);
4. Interpret and recognise patterns in geographical data and deduce relationships;
5. Use and apply geographical concepts, terms and facts learnt to new contexts and issues; and
6. Organise and present information in a coherent manner.
VALUES
Through their geographical training candidates should develop:
1. A sense of appreciation and responsibility for the quality of the environment and the desirability of sustainable development at local, regional and global scales;
2. Sensitivity towards the attitudes, values and beliefs of people in different human environments;
3. An awareness of Singapore’s strategic vulnerabilities and constraints, and the strategies used to overcome them;
4. An instinct for survival and confidence in the future of Singapore; and
5. An ability to make judgements on values and attitudes in the use and management of resources.
ASSESSMENT OBJECTIVES Candidates should be able to: AO1: Knowledge
• Demonstrate relevant factual knowledge – geographical facts, concepts, processes, interactions and trends
AO2: Critical Understanding and Constructing Explanation
• Select, organise and apply concepts, terms and facts learnt
• Make judgements, recommendations and decisions
AO3: Interpreting and Evaluating Geographical data
• Comprehend and extract relevant information from geographical data (numerical, diagrammatic, pictorial and graphical forms)
• Use and apply geographical knowledge and understanding to interpret geographical data
recognise patterns in geographical data and deduce relationships
compare and contrast different views
draw conclusions based on a reasoned consideration of evidence
18
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
ASSESSMENT SPECIFICATION GRID
Assessment Objectives Weighting
AO1+2 25%
AO1+3 25%
Total 50%
Note: AO1 forms part of the testing of AO2 and AO3
EXAMINATION FORMAT
The examination consists of one paper. The paper comprises two sections – Section A (Physical Geography) and Section B (Human Geography). The duration of the paper is 1 hour 30 minutes. Candidates will answer two questions, one from each of the sections. Each question carries equal weighting (25% each). Each question consists of no more than five parts, including sub-division of parts. This includes an open-ended question which will be marked according to level-descriptors and capped at a maximum of 8 marks. Each open-ended question will be marked based on 3 levels.
Section A
Physical Geography
(25%)
Two structured questions will be set based on the following topics:
• Natural Vegetation
• Rivers and Coasts
One question will be set on a specific topic. The other question will be set on a topic or a combination of topics. Each question carries 25 marks.
Candidates are advised to spend 45 min on each question. Candidates must answer one question from this section. This section carries 25 marks.
Section B
Human Geography
(25%)
Two structured questions will be set based on the following topics:
• Geography of Food
• Development
One question will be set on a specific topic. The other question will be set on a topic or a combination of topics. Each question carries 25 marks.
Candidates are advised to spend 45 min on each question. Candidates must answer one question from this section. This section carries 25 marks.
Note:
Stimulus materials will be used where they facilitate the application of content to new contexts and issues. A non-exhaustive list of stimulus materials includes topographic and other maps, photographs, diagrams, sketches and texts. Skills of photograph interpretation, graphic construction, interpretation of data (primary and secondary), and simple descriptive analysis of statistical data may be assessed in the examination. Map reading may only be tested as a sub-part of a question. It will not be set as a full 25 mark question. Candidates may be assessed in the application of geographical knowledge in decision-making processes.
19
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
Candidates should develop skills and techniques to interpret and evaluate geographical data.
Geographical Data and Techniques for Upper Secondary Geography
Maps Base maps, Sketch maps, Topographic maps, Road maps, Atlases, Choropleth maps, Isoline maps, Dot maps, Maps with proportional symbols (circles)
Symbols Proportional circles
Photographs Aerial photographs, Landscape photographs, Satellite images
Graphs Line Graphs: Simple line graphs, Compound line graphs, Comparative line graphs, Divergent line graphs, Flow line
Bar graphs: Simple bar graphs
Others: Triangular graphs, Pie charts, Histograms
Others Texts, Diagrams, Tables, Cartoons
Statistical calculations to show patterns and changes
Percentages
Ratios
Mean, median, mode
Sources of data: books, journals, reports, the media, maps at a range of scales, statistics, censuses, graphs, questionnaires, photographs, remotely sensed images, interviews, information held in Geographic Information Systems and other information technology databases.
Candidates should be able to:
• Describe landscape (physical and human) or geographical phenomena from photographs. Practice in describing physical and human landscapes and the physical-human interrelationships shown on photographs is essential. Attention should be given to drawing simple annotated sketches to illustrate the features recognised and described from photographs. Simple descriptions only are required by examiners but candidates may be required to explain the physical-human interrelationships, physical and/or human features recognised, for example, the processes or factors affecting the physical and human environments. Candidates should be able to recognise patterns and deduce relationships from oblique photographs.
• Extract and interpret information from diagrams, graphs, tables of data and written material. Graphs recommended for interpretation and plotting should include two-dimensional graphs to show a range of geographic information. Candidates should also be familiar with the use and interpretation of pie graphs. Candidates should be able to describe and analyse features and trends from tables of data and suggest relationships. The production of sketch maps should be encouraged as an integral part of the presentation of information. The drawing of sketch maps and sketch sections, especially with annotations, should be seen as a valuable aid in supporting information given in written accounts. This form of presentation is encouraged in the examination.
20
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
Topographical Map Reading Skills
Candidates will be expected to be familiar with the large-scale topographical maps of tropical regions on the scale of 1:50 000 and 1:25 000. It is possible for topographical maps of other regions to be used in questions on Physical Geography. Any map provided will contain a key. Techniques should be practised for describing and for analysing topographical maps.
Candidates should be able to:
• Give grid references (4- and 6-figure grid references) and direction (both compass and bearings from grid north);
• Measure distances (straight-line and winding distances);
• Interpret scales (representative fraction, line/linear and statement);
• Interpret symbols;
• Calculate gradient;
• Describe and annotate cross-sections for interpretations (Candidates will not be asked to construct them);
• Divide a map into broad areas of relief (low river valley region, well-drained plateaux, steep sided uplands);
• Describe the relief using contour intervals;
• Give brief descriptions of cliff, gorge, valley and flood plain using appropriate geographical terms and simple adjectives showing an appreciation of their nature (e.g. broad, flat, steep-sided, deeply-cut, gently sloping, convex, concave);
• Describe patterns and location of vegetation, land-use and communication; and
• Infer human activity from map evidence.
21
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
SECTION A: PHYSICAL GEOGRAPHY
Candidates are required to study TWO topics.
These topics should be studied at a variety of scales from global to local, so as to provide candidates with a broad overview and some detailed exemplification. The issues and management strategies should be illustrated with reference to relevant examples from Developed Countries (DCs) and Less Developed Countries (LDCs).
It is frequently the case that the physical and human aspects of the subject are taught entirely separately. Such an approach is acceptable, but every opportunity should be taken to show the links between the physical and human aspects, as well as within physical and within human aspects of the syllabus.
The list of suggested fieldwork/techniques/strategies is meant to complement classroom learning and facilitate investigative work in Geography. Through fieldwork, candidates can obtain primary data and apply their knowledge and understanding. Candidates will not be assessed on fieldwork methodology.
Examples given are only for guidance and are not exhaustive. Case studies where applicable, are to be studied at greater detail.
NATURAL VEGETATION 1. Types of Natural Vegetation (distribution and characteristics)
• Tropical rainforests and mangroves
• Tropical monsoon forests
• Coniferous forests
2. Adaptation of the Natural Vegetation to the Environment (particularly climate)
• Diversity of plant species
• Structure of the forest
• Density
• Leaves
• Flowers and fruits
• Roots
• Bark
3. Uses of Forests
• Habitat (humans, flora and fauna)
• Water catchment
• ‘Green Lungs of the Earth’
• Timber
• Medical
4. Case Study of Deforestation in a Tropical Rainforest
• Causes of deforestation in a tropical rainforest (agriculture, logging, forest fires, urbanisation, housing, industrial activities and transport)
• Problems caused by deforestation Loss of habitat and extinction of species Changes in the nutrient cycle Changes in water quality (pH level and sediment level) Air pollution (haze)
• Management of tropical rainforests o Sustainable management (controlled logging, afforestation and conservation)
Suggested Fieldwork/Techniques/Strategies
• Make a field sketch of the structure of a tropical forest in Singapore (e.g. Bukit Timah Nature Reserve, Sungei Buloh Nature Reserve)
• Estimate the number of flora species within a stipulated area (e.g. using quadrat sampling)
• Gather evidence on how humans have modified the tropical rainforest
• Debate the effectiveness of sustainable management of forests
22
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
RIVERS AND COASTS 1. River Processes and Their Related Landforms
• River system
• River processes o Erosion (corrasion/abrasion, attrition, hydraulic action and solution) o Transportation (solution, suspension, saltation and traction) o Deposition
• Landforms and features resulting from river processes Waterfalls (e.g. Niagara Falls, USA; Kota Tinggi Falls, Peninsular Malaysia) Gorges (e.g. Rhine Gorge, Germany; Three Gorges, China) Valleys (e.g. Rhine Valley, Germany; Ganges Valley, India)
o Floodplains (e.g. Mississippi, USA; Ganges, India and Bangladesh) Meanders, oxbow lakes and levees
o Deltas (e.g. Yangtze Delta, China; Mekong Delta, Vietnam) Distributaries 2. Coastal Processes and Their Related Landforms
• Coastal processes o Erosion (waves and currents) o Transportation (sediment movement and longshore drift) o Deposition
• Landforms and features resulting from coastal processes o Cliffs (e.g. White Cliffs of Dover, England) o Headlands, shore platforms (e.g. Dorset Coast, England) o Bays (e.g. Emerald Bay, Peninsular Malaysia) o Beaches (e.g. Changi Beach, Singapore) o Spits (e.g. Hurst Spit, England) o Tombolos (e.g. Loch Eriboll, Scotland)
3. River and Coastal Management
• River channel management o Channelisation (re-alignment, re-sectioning, bank protection, planting of vegetation)
• Coastal protection measures Soft engineering (stabilising dunes, planting of vegetation, beach nourishment, encouraging the growth of coral reefs) Hard engineering (seawalls, breakwaters, groynes, gabions) Suggested Fieldwork/Techniques/Strategies
• Collect beach materials (e.g. boulders, pebbles, sediments) and compare their characteristics (e.g. shapes, sizes, texture) in relation to their location
• Sketch a river/beach profile (e.g. Sungei Api Api, East Coast Park, Labrador Park)
• Survey the effectiveness of specific coastal protection measures used in Singapore
23
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
SECTION B: HUMAN GEOGRAPHY
Candidates are required to study TWO topics.
These topics should be studied at a variety of scales from global to local, so as to provide candidates with a broad overview and some detailed exemplification. The issues and management strategies should be illustrated with reference to relevant examples from Developed Countries (DCs) and Less Developed Countries (LDCs).
It is frequently the case that the physical and human aspects of the subject are taught entirely separately. Such an approach is acceptable, but every opportunity should be taken to show the links between the physical and human aspects, as well as within physical and within human aspects of the syllabus.
The list of suggested fieldwork/techniques/strategies is meant to complement classroom learning and facilitate investigative work in Geography. Through fieldwork, candidates can obtain primary data and apply their knowledge and understanding. Candidates will not be assessed on fieldwork methodology. Examples given are only for guidance and are not exhaustive.
GEOGRAPHY OF FOOD 1. Trends in Food Production and Distribution Since 1960
• Variations in food consumption between DCs and LDCs Different levels of food consumption between DCs and LDCs Changing food preferences (e.g. rice, meat, fruits) in DCs and LDCs Production of non-staple food (e.g. coffee, olives) replacing production of staple food in the LDCs
• Reasons for the variations in food consumption between DCs and LDCs (adequacy of food availability, stability of food supply and access to food) and the resulting impact
2. Factors Affecting Intensity of Food Production
• Factors affecting intensity of food production with reference to relevant examples o Physical (relief, soils and climate) o Social (land tenure and land fragmentation) o Economic (demand and capital) o Political (government policy) o Technological advances (Green Revolution and Blue Revolution)
3. Developments in Food Production
• Continuing intensification of food production activities (irrigation and use of chemicals) on water and soil quality
• Development of genetically modified food crops o Benefits (economic and regional development) o Threats (health and native species)
Suggested Fieldwork/Techniques/Strategies
• Make a list of the countries of origin of the food products sold in a supermarket
• Interview a major food distributor to find out the reasons for importing various food products
• Survey food preferences of students and teachers in school
24
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
DEVELOPMENT 1. Variations in Development in the World
• Uneven development exists between DCs and LDCs o Core-periphery relationships between DCs and LDCs
Economic (income per capita, employment structure and employment opportunities) Health (life expectancy, infant mortality rate, water supply and sanitation) Education (literacy rate) 2. Reasons for Variations in Development in the World
• Reasons why uneven development exists between DCs and LDCs o Historical (colonial history) o Physical (raw materials and climate) o Economic (process of cumulative causation) o Social (education) o Political (conflict and leadership)
3. Strategies to Alleviate Uneven Development
• National development (e.g. water supply, population policy, education, health)
• International co-operation o Role of international organisations (World Bank and Asian Development Bank) o International agreements (United Nations Millennium Development Goals and United Nations
Convention on the Laws of the Sea) Suggested Fieldwork/Techniques/Strategies
• Create a multimedia clip to highlight how contrasts in buildings (e.g. along the Singapore River, Katong) reflect the development of Singapore
• Collect statistics (e.g. life expectancy, literacy rate) of ASEAN countries over 30 years
• Simulate a discussion between a government and an international organisation to bring about development (long-term/short-term) to a country or countries
25
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
DE
TA
ILS
OF
SY
LL
AB
US
Secti
on
A:
Ph
ysic
al G
eo
gra
ph
y
Rem
ark
s
TO
PIC
1:
NA
TU
RA
L V
EG
ET
AT
ION
1.
Types o
f N
atu
ral V
egeta
tion (
dis
trib
ution a
nd c
hara
cte
ristics)
2.
Adapta
tion o
f th
e N
atu
ral V
egeta
tion t
o t
he E
nvironm
ent
(part
icula
rly
clim
ate
)
3.
Uses o
f F
ore
sts
4.
Case S
tudy o
f D
efo
resta
tion in a
Tro
pic
al F
ore
st
TO
PIC
2:
RIV
ER
S A
ND
CO
AS
TS
1.
Riv
er
Pro
cesses a
nd T
heir R
ela
ted L
andfo
rms
2.
Coasta
l P
rocesses a
nd T
heir R
ela
ted L
andfo
rms
3.
Riv
er
and C
oasta
l M
anagem
ent
Candid
ate
s a
re r
equired t
o s
tudy T
WO
topic
s.
These t
opic
s s
hould
be s
tudie
d a
t a v
ariety
of
scale
s f
rom
glo
bal
to l
ocal, s
o
as
to
pro
vid
e
candid
ate
s
with
a
bro
ad
overv
iew
and
som
e
deta
iled
exem
plif
ication.
T
he
issu
es
an
d
man
ag
em
en
t str
ate
gie
s
sh
ou
ld
be
illu
str
ate
d
wit
h
refe
ren
ce
to
rele
van
t exam
ple
s
fro
m
Develo
ped
C
ou
ntr
ies (
DC
s)
an
d L
ess D
evelo
ped
Co
un
trie
s (
LD
Cs).
It i
s f
requently t
he c
ase t
hat
the p
hysic
al
and h
um
an a
spects
of
the s
ubje
ct
are
taught
entire
ly s
epara
tely
. S
uch a
n a
ppro
ach i
s a
ccepta
ble
, but
every
opport
unity should
be ta
ken to
show
th
e lin
ks betw
een th
e physic
al
and
hum
an a
spects
, as w
ell
as w
ithin
physic
al
and w
ithin
hum
an a
spects
of
the
sylla
bus.
The lis
t of
suggeste
d f
ield
work
/techniq
ues/s
trate
gie
s is m
eant
to c
om
ple
ment
cla
ssro
om
learn
ing a
nd f
acili
tate
investigative w
ork
in G
eogra
phy.
Thro
ugh
field
work
, candid
ate
s c
an o
bta
in p
rim
ary
data
and a
pply
their k
now
ledge a
nd
unders
tandin
g.
Candid
ate
s w
ill n
ot
be a
ssessed o
n f
ield
work
meth
odolo
gy.
Exam
ple
s g
iven a
re o
nly
for
guid
ance a
nd a
re n
ot
exhaustive.
Case s
tudie
s
where
applic
able
, are
to b
e s
tudie
d a
t gre
ate
r deta
il.
26
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
PH
YS
ICA
L G
EO
GR
AP
HY
: N
AT
UR
AL
VE
GE
TA
TIO
N
Co
nte
nt
Learn
ing
Ou
tco
mes
Main
Co
ncep
ts
Valu
es/A
ttit
ud
es
1. T
yp
es o
f N
atu
ral V
eg
eta
tio
n
(dis
trib
uti
on
an
d c
hara
cte
risti
cs)
S
tudents
will
be a
ble
to:
•
Tro
pic
al ra
info
rests
and m
angro
ves
•
Tro
pic
al m
onsoon fore
sts
•
Conifero
us fore
sts
•
Describe t
he g
lobal dis
trib
ution a
nd
chara
cte
ristics o
f tr
opic
al ra
info
rests
and
mangro
ves, tr
opic
al m
onsoon fore
sts
and c
onifero
us fore
sts
•
Bio
me
•
Ecosyste
m
•
Natu
ral vegeta
tion
•
Everg
reen
•
Decid
uous
•
Tro
pic
al ra
info
rest
•
Mangro
ves
•
Tro
pic
al m
onsoon fore
st
•
Conifero
us fore
st
•
Care
and c
oncern
for
our
natu
ral herita
ge
•
Pride in o
ur
natu
ral
herita
ge
•
Resourc
efu
lness
•
Responsib
ility
tow
ard
s o
ur
natu
ral herita
ge
•
Ste
ward
ship
•
Susta
inable
use o
f re
sourc
es
2. A
dap
tati
on
of
the N
atu
ral
Veg
eta
tio
n t
o t
he E
nvir
on
men
t (p
art
icu
larl
y c
lim
ate
)
•
Habitat
conserv
ation
•
Div
ers
ity o
f pla
nt
specie
s
•
Str
uctu
re o
f th
e fore
st
•
Density
•
Leaves
•
Flo
wers
and fru
its
•
Roots
•
Bark
•
Com
pare
the w
ays in w
hic
h d
iffe
rent
types o
f natu
ral vegeta
tion a
dapt
to t
he
environm
ent
•
Canopy
•
Shape o
f tr
ees
•
Em
erg
ent
•
Buttre
ss r
oot
•
Drip t
ip leaf
•
Needle
-lik
e leaf
•
Epip
hyte
•
Lia
na
•
Halo
phyte
•
Aerial ro
ot
•
Pro
p r
oot
•
Underg
row
th
27
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
PH
YS
ICA
L G
EO
GR
AP
HY
: N
AT
UR
AL
VE
GE
TA
TIO
N C
ON
TIN
UE
D
Co
nte
nt
Learn
ing
Ou
tco
mes
Main
Co
ncep
ts
Valu
es/A
ttit
ud
es
3. U
ses o
f F
ore
sts
•
Habitat (h
um
ans, flora
and fauna)
•
Wate
r catc
hm
ent
•
‘Gre
en L
ungs o
f th
e E
art
h’
•
Tim
ber
•
Medic
al
•
Dis
cuss the u
ses o
f fo
rests
•
Habitat
•
Flo
ra
•
Fauna
•
Wate
r catc
hm
ent
•
‘Gre
en L
ungs o
f th
e E
art
h’
•
Resourc
e
•
Renew
able
resourc
e
4. C
ase S
tud
y o
f D
efo
resta
tio
n in
a
Tro
pic
al R
ain
fore
st
•
Causes o
f defo
resta
tion in a
tro
pic
al
rain
fore
st (a
griculture
, lo
ggin
g,
fore
st fire
s, urb
anis
ation, housin
g,
industr
ial activitie
s a
nd tra
nsport
)
•
Expla
in t
he c
auses o
f defo
resta
tion in a
tr
opic
al ra
info
rest
•
Defo
resta
tion
•
Agriculture
•
Loggin
g
•
Fore
st fire
•
Urb
anis
ation
•
Housin
g
•
Industr
ial activity
•
Tra
nsport
•
Pro
ble
ms c
aused b
y d
efo
resta
tion
Loss o
f habitat and e
xtinction o
f specie
s
C
hanges in the n
utr
ient cycle
Changes in w
ate
r qualit
y (
pH
level
and s
edim
ent le
vel)
A
ir p
ollu
tion (
haze)
•
Dis
cuss the p
roble
ms c
aused b
y
defo
resta
tion
•
Bio
div
ers
ity
•
Extinction o
f specie
s
•
Nutr
ient cycle
•
Bio
mass
•
Wate
r qualit
y
•
pH
level
•
Sedim
ent
level
•
Air
pollu
tion
•
Haze
•
Managem
ent
of
tropic
al ra
info
rests
o
Susta
inable
managem
ent
(contr
olle
d loggin
g,
aff
ore
sta
tion
and c
onserv
ation)
•
Evalu
ate
the e
ffectiveness o
f susta
inable
m
anagem
ent
of
tropic
al ra
info
rests
•
Susta
inable
managem
ent
•
Contr
olle
d loggin
g
•
Affore
sta
tion
•
Conserv
ation
28
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
PH
YS
ICA
L G
EO
GR
AP
HY
: N
AT
UR
AL
VE
GE
TA
TIO
N C
ON
TIN
UE
D
Co
nte
nt
Learn
ing
Ou
tco
mes
Main
Co
ncep
ts
Valu
es/A
ttit
ud
es
Su
gg
este
d F
ield
wo
rk/T
ech
niq
ues/
Str
ate
gie
s
•
Make a
fie
ld s
ketc
h o
f th
e s
tructu
re
of a tro
pic
al fo
rest in
Sin
gapore
(e.g
. B
ukit T
imah N
atu
re R
eserv
e, S
ungei
Bulo
h N
atu
re R
eserv
e)
•
Estim
ate
the n
um
ber
of flora
specie
s
within
a s
tipula
ted a
rea (
e.g
. usin
g
quadra
t sam
plin
g)
•
Gath
er
evid
ence o
n h
ow
hum
ans
have m
odifie
d the tro
pic
al ra
info
rest
•
Debate
the e
ffectiveness o
f susta
inable
managem
ent
of
fore
sts
29
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
PH
YS
ICA
L G
EO
GR
AP
HY
: R
IVE
RS
AN
D C
OA
ST
S
Co
nte
nt
Learn
ing
Ou
tco
mes
Main
Co
ncep
ts
Valu
es/A
ttit
ud
es
1. R
iver
Pro
cesses a
nd
Th
eir
Rela
ted
L
an
dfo
rms
Stu
dents
will
be a
ble
to:
•
Riv
er
syste
m
•
Riv
er
pro
cesses
o
Ero
sio
n (
corr
asio
n/a
bra
sio
n,
attrition, hydra
ulic
action a
nd
solu
tion)
o
Tra
nsport
ation (
solu
tion,
suspensio
n, saltation a
nd
traction)
o
Depositio
n
•
Describe the r
iver
syste
m
•
Expla
in t
he d
iffe
rent
river
pro
cesses
•
Riv
er
•
Upper
cours
e
•
Mid
dle
cours
e
•
Low
er
cours
e
•
Tributa
ry
•
Ero
sio
n
•
Corr
asio
n/a
bra
sio
n
•
Att
rition
•
Hydra
ulic
action
•
Solu
tion
•
Tra
nsport
ation
•
Suspensio
n
•
Saltation
•
Tra
ction
•
Depositio
n
•
Adapta
bili
ty
•
Ingenuity
•
Pra
gm
atism
•
Resourc
efu
lness
•
Landfo
rms a
nd featu
res r
esultin
g
from
riv
er
pro
cesses
W
ate
rfalls
(e.g
. N
iagara
Falls
, U
SA
; K
ota
Tin
ggi F
alls
, P
enin
sula
r M
ala
ysia
)
Gorg
es (
e.g
. R
hin
e G
org
e,
Germ
any; T
hre
e G
org
es, C
hin
a)
V
alle
ys (
e.g
. R
hin
e V
alle
y,
Germ
any; G
anges V
alle
y, In
dia
) o
Flo
odpla
ins (
e.g
. M
issis
sip
pi,
US
A; G
anges, In
dia
and
Bangla
desh)
Meanders
, oxbow
lakes a
nd levees
o
Deltas (
e.g
. Y
angtz
e D
elta,
Chin
a;
Mekong D
elta,
Vie
tnam
)
D
istr
ibuta
ries
•
Expla
in t
he f
orm
ation o
f w
ate
rfalls
, gorg
es a
nd v
alle
ys
•
Expla
in t
he f
orm
ation o
f floodpla
ins a
nd
deltas
•
Vert
ical ero
sio
n
•
Late
ral ero
sio
n
•
Wate
rfall
•
Plu
nge p
ool
•
Gorg
e
•
Valle
y
•
Flo
odpla
in
•
Levees
•
Meander
•
Oxbow
lake
•
Delta
•
Dis
trib
uta
ry
30
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
PH
YS
ICA
L G
EO
GR
AP
HY
: R
IVE
RS
AN
D C
OA
ST
S C
ON
TIN
UE
D
Co
nte
nt
Learn
ing
Ou
tco
mes
Main
Co
ncep
ts
Valu
es/A
ttit
ud
es
2.
Co
asta
l P
rocesses a
nd
Th
eir
R
ela
ted
Lan
dfo
rms
•
Coasta
l pro
cesses
o
Ero
sio
n (
waves a
nd c
urr
ents
) o
Tra
nsport
ation (
sedim
ent
movem
ent and longshore
drift
) o
Depositio
n
•
Expla
in t
he d
iffe
rent
coasta
l pro
cesses
•
Coast
•
Win
d e
nerg
y
•
Fetc
h
•
Wave
•
Sw
ash
•
Backw
ash
•
Tid
e
•
Curr
ent
•
Longshore
drift
•
Landfo
rms a
nd featu
res r
esultin
g
from
coasta
l pro
cesses
o
Clif
fs (
e.g
. W
hite C
liffs
of D
over,
E
ngla
nd)
o
Headla
nds, shore
pla
tform
s
(e.g
. D
ors
et C
oast, E
ngla
nd)
o
Bays (
e.g
. E
mera
ld B
ay,
Penin
sula
r M
ala
ysia
) o
Beaches (e
.g. C
hangi B
each,
Sin
gapore
) o
Spits (
e.g
. H
urs
t S
pit, E
ngla
nd)
o
Tom
bolo
s (
e.g
. Loch E
riboll,
S
cotland)
•
Expla
in t
he f
orm
ation o
f clif
fs,
headla
nds, shore
pla
tform
s
•
Expla
in the form
ation o
f bays, beaches,
spits a
nd t
om
bolo
s
•
Clif
f
•
Headla
nd
•
Wave r
efr
action
•
Shore
pla
tform
•
Bay
•
Beach
•
Spit
•
Tom
bolo
3. R
iver
an
d C
oasta
l M
an
ag
em
en
t
31
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
PH
YS
ICA
L G
EO
GR
AP
HY
: R
IVE
RS
AN
D C
OA
ST
S C
ON
TIN
UE
D
Co
nte
nt
Learn
ing
Ou
tco
mes
Main
Co
ncep
ts
Valu
es/A
ttit
ud
es
•
Riv
er
channel m
anagem
ent
o
Channelis
ation (
re-a
lignm
ent,
re
-sectionin
g, bank p
rote
ction,
pla
nting o
f vegeta
tion)
•
Dis
cuss the e
ffectiveness o
f river
channel m
anagem
ent m
easure
s
•
Channelis
ation
•
Coasta
l pro
tection m
easure
s
S
oft
engin
eering (
sta
bili
sin
g d
unes,
pla
nting o
f vegeta
tion,
beach
nourishm
ent,
encoura
gin
g t
he g
row
th o
f cora
l re
efs
)
Hard
engin
eering (
seaw
alls
, bre
akw
ate
rs, gro
ynes, gabio
ns)
•
Evalu
ate
the s
uccess o
f coasta
l pro
tection m
easure
s
•
Soft
engin
eering
•
Hard
engin
eering
Su
gg
este
d F
ield
wo
rk/T
ech
niq
ues/
Str
ate
gie
s
•
Colle
ct beach m
ate
rials
(e.g
. bould
ers
, pebble
s, sedim
ents
) and
com
pare
their c
hara
cte
ristics (
e.g
. shapes, siz
es, te
xtu
re)
in r
ela
tion to
their location
•
Sketc
h a
riv
er/
beach p
rofile
(e.g
. S
ungei A
pi A
pi, E
ast
Coast
Park
, Labra
dor
Park
)
•
Surv
ey the e
ffectiveness o
f specific
coasta
l pro
tection m
easure
s u
sed in
Sin
gapore
32
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
SE
CT
ION
B:
HU
MA
N G
EO
GR
AP
HY
R
em
ark
s
TO
PIC
1:
GE
OG
RA
PH
Y O
F F
OO
D
1.
Tre
nds in F
ood P
roduction a
nd D
istr
ibution S
ince 1
960
2.
Facto
rs A
ffecting Inte
nsity o
f F
ood P
roduction
3.
Develo
pm
ents
in F
ood P
roduction
TO
PIC
2:
DE
VE
LO
PM
EN
T
1.
Variations in D
evelo
pm
ent in
the W
orld
2.
Reasons for
Variations in D
evelo
pm
ent in
the W
orld
3.
Str
ate
gie
s to A
llevia
te U
neven D
evelo
pm
ent
Candid
ate
s a
re r
equired t
o s
tudy T
WO
topic
s.
These t
opic
s s
hould
be s
tudie
d a
t a v
ariety
of
scale
s f
rom
glo
bal
to l
ocal, s
o
as
to
pro
vid
e
candid
ate
s
with
a
bro
ad
overv
iew
and
som
e
deta
iled
exem
plif
ication.
T
he
issu
es
an
d
man
ag
em
en
t str
ate
gie
s
sh
ou
ld
be
illu
str
ate
d
wit
h
refe
ren
ce
to
rele
van
t exam
ple
s
fro
m
Develo
ped
C
ou
ntr
ies (
DC
s)
an
d L
ess D
evelo
ped
Co
un
trie
s (
LD
Cs).
It i
s f
requently t
he c
ase t
hat
the p
hysic
al
and h
um
an a
spects
of
the s
ubje
ct
are
taught
entire
ly s
epara
tely
. S
uch a
n a
ppro
ach i
s a
ccepta
ble
, but
every
opport
unity should
be ta
ken to
show
th
e lin
ks betw
een th
e physic
al
and
hum
an a
spects
, as w
ell
as w
ithin
physic
al
and w
ithin
hum
an a
spects
of
the
sylla
bus.
The lis
t of
suggeste
d f
ield
work
/techniq
ues/s
trate
gie
s is m
eant
to c
om
ple
ment
cla
ssro
om
learn
ing a
nd f
acili
tate
investigative w
ork
in G
eogra
phy.
Thro
ugh
field
work
, candid
ate
s c
an o
bta
in p
rim
ary
data
and a
pply
their k
now
ledge a
nd
unders
tandin
g.
Candid
ate
s w
ill n
ot
be a
ssessed o
n f
ield
work
meth
odolo
gy.
Exam
ple
s g
iven a
re o
nly
for
guid
ance a
nd a
re n
ot
exhaustive.
33
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
HU
MA
N G
EO
GR
AP
HY
: G
EO
GR
AP
HY
OF
FO
OD
Co
nte
nt
Learn
ing
Ou
tco
mes
Main
Co
ncep
ts
Valu
es/A
ttit
ud
es
1. T
ren
ds in
Fo
od
Pro
du
cti
on
an
d
Dis
trib
uti
on
Sin
ce 1
960
Stu
dents
will
be a
ble
to:
•
Variations in f
ood c
onsum
ption
betw
een D
Cs a
nd L
DC
s
D
iffe
rent
levels
of
food c
onsum
ption
betw
een D
Cs a
nd L
DC
s
C
hangin
g food p
refe
rences (
e.g
. rice, m
eat, fru
its)
in D
Cs a
nd L
DC
s
P
roduction o
f non-s
taple
food (
e.g
. coffee, oliv
es)
repla
cin
g p
roduction o
f sta
ple
food in t
he L
DC
s
•
Describe v
ariations in food c
onsum
ption
betw
een D
Cs a
nd L
DC
s
•
Describe the c
hangin
g food p
refe
rences
in D
Cs a
nd L
DC
s
•
Expla
in the r
easons for
the tre
nd
tow
ard
s p
roducin
g n
on-s
taple
food in the
LD
Cs
•
Food
•
Food d
istr
ibution
•
Food c
onsum
ption p
er
capita
•
Nutr
itio
n
•
Daily
calo
rie inta
ke
•
Sta
ple
food
•
Tra
de
•
Adapta
bili
ty
•
Care
for
the e
nvironm
ent
•
Ingenuity
•
Pra
gm
atism
•
Pre
pare
dness for
any
eventu
alit
y
•
Pru
dence
•
Resourc
efu
lness
•
Surv
ival
•
Reasons for
the v
ariations in food
consum
ption b
etw
een D
Cs a
nd
LD
Cs (
adequacy o
f fo
od a
vaila
bili
ty,
sta
bili
ty o
f fo
od s
upply
and a
ccess
to f
ood)
and t
he r
esultin
g im
pact
•
Expla
in w
hy v
ariations e
xis
t and p
ers
ist
in food c
onsum
ption b
etw
een D
Cs a
nd
LD
Cs
•
Dis
cuss the im
pact of variations in food
consum
ption b
etw
een D
Cs a
nd L
DC
s
•
Food s
ecurity
•
Sto
ck p
iling
•
Food s
ubsid
y
•
Food s
upply
•
Purc
hasin
g p
ow
er
•
Maln
utr
itio
n
•
Sta
rvation
•
Obesity
HU
MA
N G
EO
GR
AP
HY
: G
EO
GR
AP
HY
OF
FO
OD
CO
NT
INU
ED
34
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
Co
nte
nt
Learn
ing
Ou
tco
mes
Main
Co
ncep
ts
Valu
es/A
ttit
ud
es
2. F
acto
rs A
ffecti
ng
In
ten
sit
y o
f F
oo
d
Pro
du
cti
on
•
Facto
rs a
ffecting inte
nsity o
f fo
od
pro
duction w
ith r
efe
rence to r
ele
vant
exam
ple
s
o
Physic
al (r
elie
f, s
oils
and
clim
ate
) o
Socia
l (land tenure
and land
fragm
enta
tion)
o
Econom
ic (
dem
and a
nd c
apital)
o
Polit
ical (g
overn
ment polic
y)
o
Technolo
gic
al advances (
Gre
en
Revolu
tion a
nd B
lue R
evolu
tion)
•
Expla
in the facto
rs a
ffecting the inte
nsity
of fo
od p
roduction
•
Inte
nsific
ation
•
Pro
ductivity (
outp
ut per
unit
are
a/labour
per
unit a
rea)
•
Relie
f
•
Soil
•
Clim
ate
•
Land t
enure
•
Land f
ragm
enta
tion
•
Dem
and
•
Capital
•
Govern
ment polic
y
•
Gre
en R
evolu
tion
•
Blu
e R
evolu
tion
3. D
evelo
pm
en
ts in
Fo
od
Pro
du
cti
on
•
Continuin
g inte
nsific
ation o
f fo
od
pro
duction a
ctivitie
s (
irrigation a
nd
use o
f chem
icals
) on w
ate
r and s
oil
qualit
y
•
Evalu
ate
the e
ffects
of continuin
g
inte
nsific
ation o
f fo
od p
roduction
activitie
s o
n w
ate
r and s
oil
qualit
y
•
Assess w
heth
er
develo
pm
ents
in food
pro
duction w
ill o
verc
om
e t
he p
roble
ms
of
maln
utr
itio
n
•
Irrigation
•
Fert
iliser
•
Pesticid
e
•
Salin
isation
•
Eutr
ophic
ation
•
Wate
r pollu
tion
•
Develo
pm
ent of genetically
modifie
d
food c
rops
o
Benefits
(econom
ic a
nd r
egio
nal
develo
pm
ent)
o
Thre
ats
(health a
nd n
ative
specie
s)
•
Dis
cuss the p
ositiv
e a
nd n
egative e
ffects
of genetically
modifie
d food c
rops
•
Genetically
modifie
d food
•
Bio
div
ers
ity
•
Agri-b
usin
ess
Su
gg
este
d F
ield
wo
rk/T
ech
niq
ues/
Str
ate
gie
s
35
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
HU
MA
N G
EO
GR
AP
HY
: G
EO
GR
AP
HY
OF
FO
OD
CO
NT
INU
ED
Co
nte
nt
Learn
ing
Ou
tco
mes
Main
Co
ncep
ts
Valu
es/A
ttit
ud
es
•
Make a
lis
t of th
e c
ountr
ies o
f origin
of
the f
ood p
roducts
sold
in a
superm
ark
et
•
Inte
rvie
w a
majo
r fo
od d
istr
ibuto
r to
find o
ut th
e r
easons for
import
ing
various food p
roducts
•
Surv
ey food p
refe
rences o
f stu
dents
and teachers
in s
chool
36
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
HU
MA
N G
EO
GR
AP
HY
: D
EV
EL
OP
ME
NT
Co
nte
nt
Learn
ing
Ou
tco
mes
Main
Co
ncep
ts
Valu
es/A
ttit
ud
es
1. V
ari
ati
on
s in
Develo
pm
en
t in
th
e
Wo
rld
Stu
dents
will
be a
ble
to:
•
Uneven d
evelo
pm
ent exis
ts
betw
een D
Cs a
nd L
DC
s
o
Core
-periphery
rela
tionship
s
betw
een D
Cs a
nd L
DC
s
E
conom
ic (
incom
e p
er
capita,
em
plo
ym
ent str
uctu
re a
nd e
mplo
ym
ent
opport
unitie
s)
H
ealth (
life e
xpecta
ncy, in
fant
mort
alit
y r
ate
, w
ate
r supply
and
sanitation)
E
ducation (
litera
cy r
ate
)
•
Describe the c
hara
cte
ristics o
f uneven
develo
pm
ent betw
een D
Cs a
nd L
DC
s
•
Dis
cuss the d
iffe
rences in q
ualit
y o
f lif
e
and s
tandard
of liv
ing b
etw
een D
Cs a
nd
LD
Cs
•
Develo
pm
ent
•
Core
•
Periphery
•
Hum
an D
evelo
pm
ent
Index
•
Incom
e p
er
capita
•
Em
plo
ym
ent str
uctu
re
•
Health
•
Life e
xpecta
ncy
•
Infa
nt
mort
alit
y r
ate
•
Wate
r supply
•
Sanitation
•
Education
•
Litera
cy r
ate
•
Qualit
y o
f lif
e
•
Sta
ndard
of liv
ing
•
Adapta
bili
ty
•
Com
petitiveness
•
Ente
rprise
•
Ingenuity
•
Co-o
pera
tion
•
Good g
overn
ance
•
Nurt
uring t
he indiv
idual
•
Pra
gm
atism
•
Pro
motion o
f hum
an
welfare
•
Resili
ence
•
Resourc
efu
lness
•
Respect fo
r div
ers
ity
•
Ris
k-t
akin
g
•
Surv
ival
2. R
easo
ns f
or
Vari
ati
on
s in
D
evelo
pm
en
t in
th
e W
orl
d
•
Reasons w
hy u
neven d
evelo
pm
ent
exis
ts b
etw
een D
Cs a
nd L
DC
s
o
His
torical (c
olo
nia
l his
tory
) o
Physic
al (r
aw
mate
rials
and
clim
ate
) o
Econom
ic (
pro
cess o
f cum
ula
tive c
ausation)
o
Socia
l (e
ducation)
o
Polit
ical (c
onflic
t and leaders
hip
)
•
Expla
in w
hy u
neven d
evelo
pm
ent exis
ts
betw
een D
Cs a
nd L
DC
s
•
Colo
nia
lism
•
Raw
mate
rial
•
Clim
ate
•
Cum
ula
tive c
ausation
•
Backw
ash e
ffect
•
Spre
ad e
ffect
•
Conflic
t
•
Leaders
hip
37
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
HU
MA
N G
EO
GR
AP
HY
: D
EV
EL
OP
ME
NT
CO
NT
INU
ED
Co
nte
nt
Learn
ing
Ou
tco
mes
Main
Co
ncep
ts
Valu
es/A
ttit
ud
es
3. S
trate
gie
s t
o A
llevia
te U
neven
D
evelo
pm
en
t
•
National develo
pm
ent (e
.g. w
ate
r supply
, popula
tion p
olic
y,
education,
health)
•
Inte
rnational co-o
pera
tion
o
Role
of in
tern
ational
org
anis
ations (
World B
ank a
nd
Asia
n D
evelo
pm
ent B
ank)
o
Inte
rnational agre
em
ents
(U
nited N
ations M
illenniu
m
Develo
pm
ent G
oals
and U
nited
Nations C
onvention o
n t
he L
aw
s
of
the S
ea)
•
Evalu
ate
the s
uccess o
f str
ate
gie
s u
sed
to p
rom
ote
national develo
pm
ent
in a
countr
y
•
Dis
cuss the e
ffort
s m
ade to a
llevia
te
uneven d
evelo
pm
ent
in t
he w
orld
•
Govern
ance
•
Short
-term
pla
n (≤ 5
years
)
•
Long-t
erm
pla
n
•
National develo
pm
ent
•
Inte
rnational co-o
pera
tion
•
Aid
•
Inte
rnational agre
em
ent
Su
gg
este
d F
ield
wo
rk/T
ech
niq
ues/
Str
ate
gie
s
•
Cre
ate
a m
ultim
edia
clip
to h
ighlig
ht
how
contr
asts
in b
uild
ings (
e.g
. alo
ng t
he S
ingapore
Riv
er,
Kato
ng)
reflect th
e d
evelo
pm
ent of
Sin
gapore
•
Colle
ct sta
tistics (
e.g
. lif
e
expecta
ncy, lit
era
cy r
ate
) of A
SE
AN
countr
ies o
ver
30 y
ears
•
Sim
ula
te a
dis
cussio
n b
etw
een a
govern
ment and a
n inte
rnational
org
anis
ation t
o b
ring a
bout
develo
pm
ent (long-t
erm
/short
-term
) to
a c
ountr
y o
r countr
ies
38
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
Lis
t o
f C
om
ma
nd
Wo
rds
(in
alp
ha
be
tic
al o
rde
r)
Co
mm
an
d W
ord
s
Wh
at
is e
xp
ecte
d o
f th
e c
an
did
ate
s in
ord
er
to g
ain
cre
dit
Account fo
r �
Giv
e r
easons for/
Suggest re
asons for/
How
mig
ht
Analy
se
�
Sta
te w
hat
you c
an t
ell
�
Bre
akdow
n t
he c
onte
nt
of
a t
opic
into
its
constitu
ent
part
s
�
Giv
e a
n in-d
epth
account
�
Write
a r
ela
tively
long p
iece o
f pro
se
�
Pre
sent
a logic
al, r
ele
vant
and w
ell-
org
anis
ed a
ccount
Annota
te
�
Add n
ote
s o
f expla
nation
�
Label w
ith s
hort
com
ments
a d
iagra
m,
map o
r photo
gra
ph t
o d
escribe o
r expla
in
�
If a
sked 'U
sin
g o
nly
an a
nnota
ted d
iagra
m…
' o
nly
the d
iagra
m a
nd a
ttached n
ote
s w
ill b
e m
ark
ed
Assess
�
Usin
g a
ll th
e k
now
n f
acts
about
the s
ituation
�
Decid
e o
n t
he s
ignific
ance,
valu
e o
r qualit
y o
f know
n f
acts
aft
er
care
fully
weig
hin
g t
he g
ood a
nd b
ad f
eatu
res
�
Weig
h t
he m
erits
and d
isadvanta
ges o
f th
e p
ositio
n t
aken
Calc
ula
te
�
Pro
vid
e a
num
erical answ
er
�
Show
the w
ork
ing e
specia
lly if tw
o o
r m
ore
ste
ps a
re involv
ed
Com
pare
�
Pro
vid
e a
poin
t by p
oin
t account of th
e s
imila
rities a
nd d
iffe
rences b
etw
een tw
o s
ets
of in
form
ation o
r tw
o a
reas
�
Must use c
om
para
tive a
dje
ctives (
e.g
. la
rger
than, sm
alle
r th
an, m
ore
ste
ep than, le
ss g
entle than)
�
Question m
ay a
lso b
e w
ritt
en a
s 'L
ist/
Sta
te/D
escribe e
tc the s
imila
rities a
nd d
iffe
rences b
etw
een…
'
�
Tw
o s
ets
of descriptions d
oes n
ot
make a
com
parison
Com
ple
te
�
To a
dd t
he r
em
ain
ing d
eta
il or
deta
ils r
equired
Contr
ast
�
Identify
cle
arly the p
oin
t(s)
of diffe
rence
�
Must use c
om
para
tive a
dje
ctives (
e.g
. la
rger
than, sm
alle
r th
an, m
ore
ste
ep than, le
ss g
entle than)
�
Question m
ay a
lso b
e w
ritten a
s ‘H
ow
are
… d
iffe
rent?
’
Define
�
Giv
e a
rela
tively
short
answ
er,
usually
tw
o o
r th
ree s
ente
nces, w
ith a
pre
cis
e d
efinitio
n/m
eanin
g o
f a term
�
Giv
e a
n e
xam
ple
where
help
ful
�
Question m
ay a
lso b
e w
ritt
en a
s ‘S
tate
/Expla
in the m
eanin
g o
f’ o
r ‘W
hat is
meant by’
Describe
�
Giv
e a
written f
actu
al account
of
the d
istinctive f
eatu
res o
f an ite
m
�
Do n
ot
att
em
pt to
expla
in
Describe t
he c
hanges
in
In r
ela
tion to a
gra
ph o
r a s
eries o
f gra
phs:
�
Requires a
good u
se o
f adverb
s (
e.g
. ra
pid
ly, ste
eply
, gently e
tc)
�
Avoid
use o
f ‘steadily
’ as b
oth
ste
ep a
nd g
entle g
radie
nt
can b
e r
egard
ed a
s b
ein
g s
teady
�
Quote
rele
vant figure
s to s
upport
your
description o
f a g
raph
39
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
Co
mm
an
d W
ord
s
Wh
at
is e
xp
ecte
d o
f th
e c
an
did
ate
s in
ord
er
to g
ain
cre
dit
Describe the
chara
cte
ristics o
f �
Describe w
hat
the f
eatu
re looks lik
e (
e.g
. fo
r a landfo
rm –
its
shape,
dim
ensio
ns,
com
positio
n,
location)
Describe/Identify
date
s/t
ime e
lem
ents
In
rela
tion to a
gra
ph o
r a s
eries o
f gra
phs
�
Giv
e a
n o
vera
ll pic
ture
�
Do n
ot fo
cus o
n indiv
idual changes
�
Inclu
de indiv
idual changes o
nly
if th
ey a
re m
ajo
r exceptions to a
n o
vera
ll tr
end
�
Quote
rele
vant figure
s to s
upport
your
description
Describe the
diffe
rences b
etw
een
�
Giv
e o
nly
the d
iffe
rences b
etw
een tw
o s
ets
of data
(see ‘C
ontr
ast’)
Describe t
he location
of/W
here
are
In
conju
nction w
ith a
map o
r a s
et
of
maps
�
Describe the locations o
f hig
h c
oncentr
ations o
f a v
ariable
togeth
er
with a
description o
f th
ose a
reas w
ith a
low
er
concentr
ation
�
Identify
anom
alo
us a
reas, or
are
as w
hic
h g
o a
gain
st an o
vera
ll tr
end in the d
istr
ibution
Describe w
hat
happened w
hen
�
Giv
e a
factu
al account of th
e c
onsequences o
f an e
vent
Describe a
nd
com
ment on
�
Giv
e a
description a
nd m
ake a
judgem
ent on the d
escription, possib
ly to o
ffer
som
e e
xpla
nation o
r to
infe
r som
eth
ing w
hic
h
could
be r
esponsib
le for,
or
develo
p fro
m, th
e d
escription r
efe
rred to
Devis
e
�
Cre
ate
a m
eth
od o
f achie
vin
g t
he s
tate
d o
bje
ctive/s
Dis
cuss
�
Giv
e a
thoro
ugh d
escription fro
m d
iffe
rent poin
ts o
f vie
w
Dra
w
�
Make a
sketc
h o
f a g
eogra
phic
al fo
rm
�
Inclu
de labels
to the d
iagra
m
�
Question m
ay b
e w
ritten a
s ‘U
sin
g a
dia
gra
m’ or
‘Illu
str
ate
with a
sketc
h’
Expla
in
�
Giv
e a
sta
tem
ent as to w
hy s
om
eth
ing o
ccurs
�
Show
an a
bili
ty to k
now
or
unders
tand w
hy o
r how
som
eth
ing h
appens
�
Question m
ay b
e w
ritten a
s ‘A
ccount fo
r’, ‘G
ive r
easons for’, ‘S
uggest re
asons for’ o
r ‘H
ow
mig
ht’
Evalu
ate
�
See ‘A
ssess’
Giv
e a
n e
xpla
nato
ry
account/G
ive a
re
asoned a
ccount
�
Pro
vid
e a
description o
f a f
eatu
re t
ogeth
er
with a
n e
xpla
nation f
or
it
�
Make lin
ked s
tate
ments
to s
how
this
�
A long p
iece o
f pro
se is e
xpecte
d
�
Giv
e a
logic
al account th
at is
both
rele
vant and w
ell
org
anis
ed
How
�
Pro
ve/d
em
onstr
ate
/show
(dependin
g o
n q
uestion)
in w
hat w
ay/to w
hat exte
nt/fo
r w
hat re
ason/b
y w
hat m
eans o
r m
eth
od
Identify
/Nam
e/
Sta
te/G
ive
�
Giv
e a
short
sente
nce o
r a s
ingle
word
answ
er
40
2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2011)
Co
mm
an
d W
ord
s
Wh
at
is e
xp
ecte
d o
f th
e c
an
did
ate
s in
ord
er
to g
ain
cre
dit
Illu
str
ating y
our
answ
ers
with
�
Account fo
r by w
riting s
pecific
exam
ple
s o
r dia
gra
ms
�
Inclu
de r
ele
vant w
ord
s o
r te
rms to identify
part
icula
r fe
atu
res
Insert
/Label
�
Pla
ce s
pecific
nam
es o
r deta
ils to a
n illu
str
ative techniq
ue
Justify
�
Giv
e a
n e
xpla
nation w
hy s
om
eth
ing is c
hosen o
r w
hy it is
done in a
part
icula
r m
anner
or
why a
part
icula
r positio
n/s
tand is
taken
Lis
t �
Identify
or
nam
e a
num
ber
of specific
featu
res to m
eet a p
art
icula
r purp
ose
Locate
�
Fin
d the p
lace
Matc
h
�
Identify
tw
o o
r m
ore
sta
tem
ents
or
illustr
ative techniq
ues in w
hic
h there
is a
n e
lem
ent of sim
ilarity
or
inte
r-re
lationship
Nam
e
�
Sta
te/s
pecify/identify
usin
g a
word
or
word
s b
y w
hic
h a
specific
featu
re is k
now
n
�
Giv
e e
xam
ple
s w
hic
h illu
str
ate
a p
art
icula
r fe
atu
re
Pre
dic
t �
Use y
our
ow
n k
now
ledge a
nd u
nders
tandin
g a
long w
ith info
rmation p
rovid
ed to s
tate
what m
ight happen n
ext
Pla
n
�
See ‘D
evis
e’
Refe
r to
/With
refe
rence to
�
Write
an a
nsw
er
whic
h u
ses s
om
e o
f th
e ideas p
rovid
ed in a
n illu
str
ative t
echniq
ue o
r oth
er
additio
nal m
ate
rial such a
s a
case
stu
dy
�
Refe
rence to s
tate
d m
ate
rials
is n
eeded
Sta
te
�
Write
in b
rief deta
il by a
short
sta
tem
ent or
a s
ingle
word
Stu
dy
�
Exam
ine c
losely
, pay s
pecia
l att
ention to, lo
ok c
are
fully
at and inte
rpre
t
Suggest
�
Write
dow
n t
heir ideas o
n,
or
know
ledge o
f a p
art
icula
r fe
atu
re
�
Pro
pose o
r put fo
rward
ideas for
consid
era
tion
�
Giv
e a
n e
xpla
nato
ry s
tate
ment re
ferr
ing to p
art
icula
r fe
atu
re o
r fe
atu
res if question is ‘S
uggest w
hy’ or
‘Suggest re
asons for’
Use/U
sin
g the
info
rmation p
rovid
ed
�
Base a
nsw
er
on info
rmation p
rovid
ed
�
Refe
r to
the s
tate
d m
ate
rials
Why
�
Pro
vid
e t
he c
ause o
r re
ason
With t
he h
elp
of
�
Use s
om
e o
f th
e info
rmation p
rovid
ed a
s w
ell
as a
dditio
nal m
ate
rial
�
Refe
r to
sta
ted m
ate
rials
41
42
2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2011)
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 At the end of the course, students should be able to:
• understand History in its setting
− show a clear understanding of continuity and change over different time periods by drawing out similarities and differences;
− grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalisations;
− appreciate the often tentative nature of judgements about the past;
− recognise the importance of individuals who have made a difference in history, and the significance of personal character for both good and ill.
• understand points of view in History
− recognise that there may be bias in history writing;
− distinguish between fact and opinion in history writing.
43
2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2011)
• process historical information
− understand the nature of evidence by emphasising history as a process of enquiry and by developing the range of skills required to interpret source materials;
− acquire information derived from different types of historical evidence such as written records or oral history;
− organise and present information from historical sources using a variety of appropriate forms;
− evaluate and use information effectively from a variety of sources;
− draw conclusions from the study of evidence and appreciate that historical conclusions are liable to reassessment in the light of new or reinterpreted evidence.
• develop critical and creative thinking
− apply these skills in the learning of history;
− develop positive habits which would enable students to become critical, creative and self-regulated learners.
VALUES At the end of the course, students should be able to:
• develop an interest in the past and an appreciation for history, and of human achievements and aspirations;
• understand the significance of the past to their own lives, community and society which will provide a sound basis for further study and the pursuit of personal interest;
• develop an empathy for and sensitivity towards different political experiences;
• appreciate that different societies hold different beliefs, values and attitudes at different times; and
• instil a sense of respect for evidence, and tolerance of a range of opinions.
ASSESSMENT OBJECTIVES Assessment Objective 1: Testing Knowledge Candidates should be able to:
• demonstrate relevant factual knowledge. Assessment Objective 2: Constructing Explanations Candidates should be able to:
• demonstrate an understanding of concepts and terms appropriate to the syllabus;
• select, organise and apply the concepts, terms and facts learnt; and
• make judgement, recommendations and decisions.
Assessment Objective 3: Interpreting and Evaluating Source Materials Using source materials, candidates should be able to:
• comprehend and extract relevant information;
• draw inferences from given information;
• analyse and evaluate evidence;
• compare and contrast different views;
• distinguish between fact, opinion and judgement;
• recognise values and detect bias; and
• draw conclusions based on a reasoned consideration of evidence and arguments.
44
2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2011)
ASSESSMENT SPECIFICATION GRID
Assessment Objectives Weighting
AO1 + AO2 25%
AO1 + AO3 25%
Total 50%
ASSESSMENT MODE Assessment modes include source-based questions and structured-essay questions.
ASSESSMENT FORMAT Candidates will sit for one paper of which the duration is 1 hour 30 minutes. 20
th Century World History, 1910s–1991
This paper will comprise the following two sections: Section A: Source-based Question Section B: Structured-essay Questions
Candidates are required to answer one compulsory source-based question from Section A and one structured-essay question from Section B. The source-based question in Section A will be set on one of the topics indicated by the symbol (*) in the syllabus outline. Structured-essay questions will be set on all topics in the syllabus including the subject matter covered by a source-based topic. All questions carry equal weighting (25% each).
Source-based
Questions Structured-essay
Questions Weighting by Paper
PAPER No. set No. attempted
No. set No. attempted
20th Century World History,
1910s–1991 1 1 3 1 50%
Weighting 25% 25% 50%
Source-based Questions
Source-based questions will be based on sources. Candidates are expected to have a sound knowledge of the prescribed topics and an acquaintance with the kinds of sources available and their uses. Candidates are also expected to have an understanding of the ways in which sources may be evaluated.
Various types of sources such as textual, statistical/numerical, and graphical/pictorial, may be used. Candidates are expected to use their knowledge, skills and conceptual understanding developed during the course to help them use the given sources to answer the questions.
Question construction No more than six sources may be set for the source-based question. One or more differing accounts of the same situation might be set, showing different views as time progresses or in communicating to different audiences, or one or more accounts on the same topic.
No individual source will exceed 150 words. Sources may be simplified where necessary. Obscure terms (other than those which should be known to those who have studied the syllabus) will be annotated.
45
2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2011)
Each source-based question will have four sub-questions testing Objectives 1 and 3. The weighting for each sub-question will be indicated in brackets. Sub-questions will involve higher-order thinking skills as defined in the Assessment Objectives. Answers to the sub-questions will be graded according to the coherence and consistency of the argument. Credit will be given to points offered by candidates that are not on the suggested marking schemes as long as the points are logical and sufficiently substantiated. A ‘Levels of Response Mark scheme (LORMs)’ will be used to assess candidates’ answers.
Structured-essay Questions A structured-essay question is an essay question which consists of two clearly separate sub-questions. The weighting for each sub-question will be indicated within brackets, as an indication of the length of the answer expected. Question construction Three structured-essay questions will be set. Candidates have to answer one structured-essay question which tests Objectives 1 and 2. Each structured-essay question comprises two sub-questions. The two sub-questions will test candidates’ ability to explain, analyse and make judgements on events and/or issues. Both sub-questions will be marked using the ‘Levels of Response Mark scheme (LORMs)’. Structured-essay questions will be set on all topics in the syllabus outline including the subject matter covered by the source-based topic.
SYLLABUS OUTLINE
20th
Century World History, 1910s-1991 The paper is a study of the historical forces such as war, ideology and nationalism that shaped the twentieth century. An issues-based approach is adopted for this study. Unit 1: Impact of World War I Did World War I change the world?
� The world at war and the immediate aftermath Note: This unit is taught as a backdrop to the study of world developments in the twentieth century. It is non-examinable.
Unit 2: Hope for a Better World? In what ways were the years between World War I and World War II a time of both new hopes and great troubles?
� Establishing peace � *Rise of authoritarian regimes
Unit 3: The Breakdown of World Order Why had international peace collapsed by 1939?
� *War in Europe � War in the Asia Pacific
Unit 4: A World Divided and United How stable was the post-World War II era?
� *The outbreak and escalation of the Cold War � End of the Cold War
Source-based questions will only be set on the specific sub-topics within the topics indicated by the symbol *. Teachers should note that for 20
th Century World History, detailed study of the
military campaigns of World War II is not required.
46
2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2011)
20TH C
EN
TU
RY
WO
RL
D H
IST
OR
Y,
1910s–1991
Un
it 1
– Im
pact
of
Wo
rld
War
I (N
on
-Exam
inab
le)
En
qu
iry Q
uesti
on
: D
id W
orl
d W
ar
I ch
an
ge t
he w
orl
d?
To
pic
s
Key Issu
es/C
on
ten
t F
ocu
s
Learn
ing
Ou
tco
mes
Co
ncep
ts
Valu
es
The w
orld a
t w
ar
and t
he
imm
edia
te
afterm
ath
•
What caused W
orld W
ar
I?
- N
ationalis
m
- C
olo
nia
l and tra
de r
ivalry
- M
ilita
rism
-
Syste
m o
f alli
ances
•
What w
as the im
media
te im
pact of W
orld W
ar
I?
- N
ationalis
m a
nd c
reation o
f nation-s
tate
s
- S
elf-d
ete
rmin
ation
- S
ocia
l and e
conom
ic insta
bili
ty (
cla
ss, gender
and e
thnic
ity)
T
his
brief
intr
oduction to
th
e F
irst
World W
ar
has to
be
taught
to p
rovid
e t
he c
onte
xt
for
a b
ett
er
unders
tandin
g o
f th
e d
evelo
pm
ents
that
follo
wed t
he F
irst
World W
ar.
T
his
u
nit
is N
ON
-EX
AM
INA
BL
E.
Stu
dents
will
be a
ble
to:
•
explo
re the r
easons for
the b
reakdow
n o
f th
e ‘old
ord
er’ a
nd the o
nset of
World W
ar
I
•
analy
se the im
media
te
impact of W
orld W
ar
I
•
alli
ance
•
arm
s r
ace
•
bala
nce o
f pow
er
•
nationalis
m
•
cla
ss r
ivalry
•
self-
dete
rmin
ation
•
eth
nic
ity
•
change a
nd
continuity
•
sim
ilarities a
nd
diffe
rences
•
self-r
elia
nce
•
resourc
efu
lness
•
thrift a
nd
pru
dence
•
vis
ion
•
leaders
hip
•
dete
rmin
ation
•
dis
cip
line
•
patr
iotism
•
far-
sig
hte
dness
•
righte
ousness
•
loyalty
•
endura
nce
47
2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2011)
Un
it 2
– H
op
e f
or
a B
ett
er
Wo
rld
?
En
qu
iry Q
uesti
on
: In
wh
at
ways w
ere
th
e y
ears
betw
een
Wo
rld
War
I an
d W
orl
d W
ar
II a
tim
e o
f b
oth
new
ho
pes a
nd
gre
at
tro
ub
les?
To
pic
s
Key Issu
es/C
on
ten
t F
ocu
s
Learn
ing
Ou
tco
mes
Co
ncep
ts
Valu
es
Esta
blis
hin
g
peace
•
Were
the h
opes o
f th
e w
orld in p
reventing a
noth
er
world w
ar
fulfill
ed in t
he 1
920s?
- P
eace M
akin
g
o
Tre
aty
of
Vers
aill
es:
its inte
nt
and G
erm
an
reaction
o
League o
f N
ations: re
asons for
its form
ation;
successes a
nd f
ailu
res in t
he 1
920s
o
Dis
arm
am
ent: r
ole
of th
e U
S
o
Re-c
onstr
uction a
nd R
ecovery
: aid
to
Germ
any
Stu
dents
will
be a
ble
to:
•
analy
se t
he inte
nt
of
the
Tre
aty
of V
ers
aill
es a
nd
Germ
an r
eaction to the
treaty
•
exam
ine the r
easons for
the f
orm
ation o
f th
e L
eague
of N
ations a
nd its
role
in
pro
moting w
orld p
eace in
the 1
920s
•
expla
in t
he e
ffort
s in
dis
arm
am
ent in
the 1
920s
•
analy
se t
he e
ffectiveness o
f aid
giv
en t
o G
erm
any
•
colle
ctive
security
•
cause a
nd
consequence
•
dis
arm
am
ent
•
self-r
elia
nce
•
resourc
efu
lness
•
dete
rmin
ation
•
str
ate
gic
and
econom
ic
surv
ival
•
patr
iotism
•
loyalty
Ris
e o
f auth
orita
rian
regim
es
•
Was t
he r
ise o
f auth
orita
rian r
egim
es inevitable
, and
did
they b
ring m
ore
harm
than g
ood?
- *C
ase s
tudy o
f C
om
munis
t R
ussia
o
R
easons for
Sta
lin’s
ris
e to p
ow
er
o
Impact of S
talin
’s d
icta
tors
hip
on the
lives o
f th
e R
ussia
n p
eople
- *C
ase s
tudy o
f N
azi G
erm
any
o
Reasons for
Hitle
r’s r
ise to p
ow
er
o
Impact of H
itle
r’s d
icta
tors
hip
on the
lives o
f th
e G
erm
an p
eople
- C
ase s
tudy o
f F
ascis
t Japan
o
Circum
sta
nces leadin
g t
o t
he r
ise o
f th
e m
ilita
ry in t
he 1
930s
o
Impact of m
ilita
rism
on the liv
es o
f th
e
Japanese p
eople
Stu
dents
will
be a
ble
to:
•
analy
se the c
ircum
sta
nces
contr
ibuting t
o t
he f
ailu
re o
f dem
ocra
cy a
nd the r
ise o
f auth
orita
rian r
egim
es
•
exam
ine t
he im
pact
of
auth
orita
rian r
egim
ens o
n
the p
eople
(usin
g R
ussia
, G
erm
any a
nd J
apan a
s
case s
tudie
s)
•
econom
ic
depre
ssio
n
•
sto
ck m
ark
et
•
econom
ic b
oom
•
com
munis
m
•
fascis
m
•
Nazis
m
•
mili
tarism
•
self-r
elia
nce
•
resourc
efu
lness
•
thrift a
nd
pru
dence
•
vis
ion
•
leaders
hip
•
dete
rmin
ation
•
dis
cip
line
•
patr
iotism
•
far-
sig
hte
dness
•
righte
ousness
•
loyalty
•
endura
nce
48
2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2011)
Un
it 3
– T
he B
reakd
ow
n o
f W
orl
d O
rder
En
qu
iry Q
uesti
on
: W
hy h
ad
in
tern
ati
on
al p
eace c
ollap
sed
by 1
939?
To
pic
s
Key Issu
es/C
on
ten
t F
ocu
s
Learn
ing
Ou
tco
mes
Co
ncep
ts
Valu
es
War
in E
uro
pe
•
*Could
war
in E
uro
pe b
e a
void
ed?
- R
e-a
rmam
ent
- P
rote
ctionis
m a
nd e
conom
ic c
o-o
pera
tion
- H
itle
r’s fore
ign p
olic
y, 1933–1939
- A
ppeasem
ent polic
y
- F
ailu
re o
f th
e L
eague o
f N
ations in the 1
930s
Stu
dents
will
be a
ble
to:
•
investigate
the e
xte
nt to
w
hic
h p
eace w
as
challe
nged in E
uro
pe in t
he
1930s
•
analy
se the r
easons for
the
onset of W
orld W
ar
II in
Euro
pe
•
appeasem
ent
•
cause a
nd
consequence
•
racis
m
•
terr
itorial
aggre
ssio
n
•
colle
ctive
security
•
self-r
elia
nce
•
resourc
efu
lness
•
str
ate
gic
and
econom
ic
surv
ival
•
patr
iotism
•
loyalty
War
in the
Asia
Pacific
•
Could
war
in t
he A
sia
Pacific
be a
void
ed?
- P
rote
ctionis
m
- Japan’s
fore
ign p
olic
y, 1931–1941
- F
ailu
re o
f th
e L
eague o
f N
ations in the 1
930s
Stu
dents
will
be a
ble
to:
•
investigate
the e
xte
nt to
w
hic
h p
eace w
as
challe
nged in t
he A
sia
P
acific
in t
he 1
930s
•
analy
se the r
easons for
the
onset of W
orld W
ar
II in the
Asia
Pacific
•
cause a
nd
consequence
•
racis
m
•
terr
itorial
aggre
ssio
n
•
colle
ctive
security
•
self-r
elia
nce
•
resourc
efu
lness
•
str
ate
gic
and
econom
ic s
urv
ival
•
patr
iotism
•
loyalty
49
2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2011)
Un
it 4
– A
Wo
rld
Div
ided
An
d U
nit
ed
?
En
qu
iry Q
uesti
on
: H
ow
sta
ble
was t
he p
ost-
Wo
rld
War
II e
ra?
To
pic
s
Key Issu
es/C
on
ten
t F
ocu
s
Learn
ing
Ou
tco
mes
Co
ncep
ts
Valu
es
The o
utb
reak
and e
scala
tion
of
the C
old
W
ar
•
Was t
he p
ost-
World W
ar
II e
ra a
period o
f sta
bili
ty?
-
Impact of th
e b
reakdow
n o
f w
art
ime a
lliance
betw
een U
SA
and U
SS
R a
nd t
he d
ivis
ion o
f E
uro
pe
-
Impact of C
om
munis
t vic
tory
in C
hin
a o
n the C
old
W
ar
-
Impact of econom
ic r
ecovery
, coopera
tion a
nd
develo
pm
ent: M
ars
hall
Pla
n,
CO
ME
CO
N
-
*Circum
sta
nces leadin
g t
o t
he K
ore
an W
ar
and its
im
pact
-
*Circum
sta
nces leadin
g t
o t
he C
uban M
issile
C
risis
and its
im
pact
Stu
dents
will
be a
ble
to:
•
expla
in h
ow
diffe
rences in
ideolo
gy c
ould
lead t
o
conflic
ts b
etw
een c
ountr
ies
•
assess the im
pact of
ideolo
gic
al conflic
ts o
n
Euro
pe
•
exam
ine the e
ffects
of th
e
Cold
War
on t
he w
orld
(usin
g K
ore
a a
nd C
uba a
s
case s
tudie
s)
•
ideolo
gy
•
capitalis
m
•
Cold
War
•
Iron C
urt
ain
•
conta
inm
ent
•
sate
llite
sta
tes
•
tota
litarianis
m
•
dem
ocra
cy
•
conta
inm
ent
•
ideolo
gy
•
dem
ocra
cy
•
Cold
War
•
arm
s r
ace
•
brinkm
anship
•
pre
serv
ing p
eace
•
safe
guard
ing
dem
ocra
cy
End o
f th
e
Cold
War
•
Was the e
nd o
f th
e C
old
War
inevitable
?
- W
eaknesses o
f th
e c
om
mand e
conom
y a
nd
com
munis
t syste
m
- G
orb
achev’s
polic
ies o
f pere
str
oik
a a
nd g
lasnost,
and their c
onsequences o
n E
aste
rn E
uro
pe
- E
nd o
f th
e S
ovie
t U
nio
n
Stu
dents
will
be a
ble
to:
•
evalu
ate
the r
easons for
the
colla
pse o
f com
munis
m in
Easte
rn E
uro
pe a
nd t
he
Sovie
t U
nio
n
•
pere
str
oik
a
•
gla
snost
•
com
mand
econom
y
•
pre
serv
ing p
eace
•
safe
guard
ing
dem
ocra
cy
Sourc
e-b
ased q
uestions w
ill o
nly
be s
et on the s
pecific
sub-t
opic
s w
ithin
the topic
s indic
ate
d b
y the s
ym
bol *.
T
eachers
should
note
that
for
20th C
entu
ry
World H
isto
ry, a d
eta
iled s
tudy o
f th
e m
ilita
ry c
am
paig
ns o
f W
orld W
ar
II is n
ot re
quired.
50
2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2011)
LITERATURE ELECTIVE
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
2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2011)
ASSESSMENT OBJECTIVES
Candidates should be able to: (i) Demonstrate, through close analysis, knowledge of the literary texts studied; (ii) Respond with knowledge and understanding to a variety of literary texts of different forms; (iii) Demonstrate understanding of the ways in which writers’ choices of form, structure and language
shape meanings; (iv) Communicate a sensitive and informed personal response to what is read; and (v) Express responses clearly and coherently, using textual evidence where appropriate. The Assessment Objectives are inter-related and it will not normally be either possible or desirable to assess them in isolation.
EXAMINATION One paper will be set (Paper 2192/4). Candidates are expected to answer a total of two questions. Total examination time will be 1 hr 40 minutes. Please see table below.
Paper Duration and Weighting
Details of Paper and Sections
Prose and Unseen Texts
1 hour 40 minutes [50%]
• There will be two sections in this paper.
• Candidates will select one question from each of the two sections.
• In total, candidates will answer two questions.
• Each question is 25% of the total weighting. Section 1A: Prose (Open Selection) [25%]
• Candidates will read one set text from any of the seven texts in this section.
• They will answer one question on the selected text [25%].
• For each of the seven texts, one passage-based question and two essay questions will be set.
• For every year of examination, one to two Singaporean/ Malaysian texts will be set.
Section 1B: Unseen Prose & Poetry (Open Selection)
[25%]
• There are no prescribed texts.
• There will be two questions set, one on an unseen prose extract, and one on an unseen poem.
• Candidates will answer one question [25%].
• For every year of examination, one question will be set on a Singaporean/Malaysian text.
52
2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2011)
TABLE COMPARING ‘N’ AND ‘O’ LEVEL
FULL AND ELECTIVE LITERATURE IN ENGLISH
Syllabus Level Full Literature (4 periods) Elective Literature (2 periods)
Sec 3N Sec 4N
• Candidates offer ‘N’ level Papers 1 and 2
• Assessment is in the form of passage-based & essay questions
• Over two years, they study two set texts and the Unseen
• Candidates offer only 1 paper, which is the same as the ‘N’ level Paper 1
• Assessment is in the form of passage-based & essay questions
• Over two years, they study one set prose text and the Unseen
‘N’ Level
Sec 5N • Candidates offer ‘O’ level Papers 1 and 2
• Assessment is in the form of passage-based & essay questions
• Candidates do not have to study a new text at Sec 5
• Over three years, they study two set texts and the Unseen component
• Candidates offer only 1 paper, which is the same as the ‘O’ level Paper 1
• Assessment is in the form of passage-based & essay questions
• Candidates do not have to study a new text at Sec 5
• Over three years, they study one set prose text and the Unseen
‘O’ Level Sec 3 Sec 4
• Candidates offer Papers 1 and 2
• Assessment is in the form of passage-based & essay questions
• Over two years, they study two set texts and the Unseen
• Candidates offer only 1 paper, which is the same as the ‘O’ level Paper 1
• Assessment is in the form of 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. Chinua Achebe: Things Fall Apart
2. Ray Bradbury: Fahrenheit 451*
3. Anita Desai: Games at Twilight*
4. Merle Hodge: Crick Crack, Monkey
5. Poon, A. and Sim, W.C., eds: Island Voices: A Collection of Short Stories from Singapore*
6. Daren Shiau: Heartland (2006 academic edition)*
7. John Wyndham: The Chrysalids
Note: 2011 will be the last year of examination for texts marked with an asterisk (*).
53
2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2011)
AREAS OF STUDY
Areas of study refer to the various elements that make up a literary text. They are applicable to both ‘N’ and ‘O’ level candidates. The areas of study and their subsidiary points have been listed in no particular order of difficulty or importance, and there is likely to be a degree of overlap between them. The areas of study should not be taught in isolation, but should lead students to a holistic and meaningful appreciation of the text. It is also likely that not all texts will lend themselves to every area of study, e.g. some poems will not be appropriate for a study of characterisation. Each of the five areas of study provides a framework within which students will be encouraged to comprehend, interpret and respond to all types of literary texts.
Viewpoint
• the writer’s intention and point of view in a text (i.e. the treatment of themes and issues)
• the historical, social or personal influences on a writer’s point of view
• the means by which the writer’s viewpoint is conveyed to the reader or audience
Setting/Atmosphere
• the important factors in the background to the text (e.g. geographical; historical; cultural)
• the influence and effect of the setting/atmosphere of a text
• the significance of changes in setting and/or atmosphere in a text
• the means by which a writer creates a particular mood or atmosphere in a scene/text
Areas
of Study
Style
• the means by which a writer uses language to produce certain effects in a text (i.e. diction; sentence structure and syntax; figurative language; patterns of rhythm; rhyme, alliteration; onomatopoeia)
Plot and Structure • the sequential development of events in a text
• the significance and impact of individual scenes/events in a text on its overall plot and structure
• the effect the choice of a particular genre, or form within that genre, has had on the message the writer wishes to convey
• the effects produced by the writer’s use of, or deviation from, conventional structures (e.g. chronological sequence of events; standard dramatic and poetic forms)
Characterisation
• the characteristics (i.e. character traits) of the various characters in a text
• the similarities and differences between characters in a text or in different texts
• the development of characters in the course of a text
• the relationships between characters (e.g. the effect one character has on another in a text)
• the different literary roles (e.g. hero; villain; minor character) and/or functions (e.g. narrating the story; observing and commenting on events; providing realism to the setting) that characters perform in a text
• the techniques used by a writer to convey his/her character/s to the reader or audience (e.g. authorial description; other characters’ observations; character’s thoughts, speech, physical appearance; use of contrast/juxtaposition)
54
2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2011)
SPECTRUM OF SKILLS
Students are to be equipped with the following spectrum of skills in order to read and respond to the various areas of study. For example, the skill of comparison can be applied to comparing characters, situations, genres, effects of style and viewpoints of various writers.
The main skills have been listed with examples given. All the main skills should be introduced and reinforced at every level, but the levels of mastery of these skills will vary according to the ability of the students.
The skills overlap each other, and some skills may lead to the teaching of other skills. The distinction between skills should not be too rigidly followed.
Remembering skills
• linking and/or
organising information for systematic retrieval
• recalling prior knowledge, feelings and experiences in responding to a text/s
Evaluating skills
• assessing the quality of a work
based on established criteria
• evaluating the reasonableness of the writer’s intentions
• evaluating the viewpoint/s present in a text/s
• assessing the value and appeal of ideas held by one’s peers
• constructing a personal response with appropriate support and justification
Organising skills
• comparing and/or contrasting
elements (e.g. characters; viewpoints; setting; style) within a text or between texts
• classifying and categorising information in order to draw conclusions or justify responses
• sequencing of details and events
• ordering elements according to a given criterion (e.g. ranking characters in order of significance; ranking events in order of importance)
Spectrum of
Skills
Focusing skills
• defining and/or clarifying
the literary task
• directing attention to relevant information (e.g. identifying appropriate examples)
Generating skills
• inferring from details
• interpreting examples in order to draw generalisations
• predicting outcomes based on available information
• supporting an argument/opinion with appropriate examples and information
• recombining related information in order to develop new or different perspectives of a text/s
Analysing skills
• identifying attributes in a text/s in
terms of its elements (e.g. plot and structure; setting/atmosphere; style) and its genre
• identifying patterns and relationships (e.g. with respect to characters, events, style and viewpoints) within a text or between texts
• examining points of agreement and disagreement in opinions
Information-gathering
skills • observing/noting
details
• formulating questions about a text/s in order to justify, clarify and add information
• obtaining relevant information from various sources
Integrating skills
• building meaningful connections
between new information and existing knowledge
• modifying and/or extending existing ideas and perspectives in the light of new information
• applying existing knowledge to new situations
55
2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2011)
BA
ND
DE
SC
RIP
TO
RS
FO
R S
ET
TE
XT
QU
ES
TIO
NS
N
OR
MA
L (
AC
AD
EM
IC)
N
OR
MA
L
DE
SC
RIP
TIO
N
21–25
•
Rele
vant and a
pt sele
ction o
f te
xtu
al deta
il. A
nsw
ers
are
genera
lly w
ell
focused.
•
Answ
ers
dem
onstr
ate
unders
tandin
g o
f th
e text’s m
ain
concern
s a
nd s
om
e k
now
ledge o
f how
the a
uth
or
conveys these.
•
Substa
ntiation o
f re
sponse is r
ele
vant and d
evelo
ped.
•
Cle
ar
and c
om
pete
nt w
ork
, genera
lly w
ell
support
ed b
y textu
al evid
ence b
ut la
boure
d a
rgum
ents
may b
e p
resent. M
ay lapse into
narr
ative
occasio
nally
.
18–20
•
Answ
er
is r
ele
vant to
the m
ain
thru
st of th
e q
uestion. A
ppro
priate
sele
ction o
f te
xtu
al deta
il, though n
ot consis
tently d
one.
•
Answ
ers
may r
eveal som
e u
nders
tandin
g o
f th
e m
ore
obvio
us f
eatu
res o
f th
e t
ext
but
fail
to n
ote
the w
ider
implic
ations.
Attem
pts
to
analy
se a
nd e
valu
ate
are
oft
en n
ot
successfu
lly d
one.
•
Dem
onstr
ate
s a
n a
ttem
pt to
respond to a
ppro
priate
mate
rial in
the text.
S
uch a
response s
hould
be s
ubsta
ntiate
d.
•
Genera
lly c
ohere
nt w
ork
, w
ith e
vid
ence o
f th
e d
evelo
pm
ent of an a
rgum
ent w
ith tra
cts
of narr
ative.
15–17
•
Sele
ction o
f te
xtu
al deta
il is
genera
lly r
ele
vant
to t
he q
uestion t
hough t
he lin
k m
ay n
ot
be m
ade.
•
Answ
ers
reveal som
e u
nders
tandin
g o
f th
e b
asic
featu
res o
f th
e text but do n
ot show
any a
ttem
pt at in
terp
reta
tion.
•
There
is e
vid
ence o
f pers
onal engagem
ent but in
the form
of genera
lisations.
•
Larg
ely
narr
ative in a
ppro
ach a
nd s
ketc
hy in d
evelo
pm
ent, b
ut a s
ense o
f a v
ery
basic
arg
um
ent can b
e d
iscern
ed.
12–14
•
Periphera
l bearing o
n t
he q
uestion o
nly
. O
ften inclu
des larg
e t
racts
of
info
rmation f
rom
the t
ext
without
perc
eiv
ing t
heir s
ignific
ance.
•
Show
s lim
ited u
nders
tandin
g o
f th
e t
ext.
•
Manages to c
om
munic
ate
with s
om
e d
ifficulty.
0–11
•
No b
earing o
n the q
uestion w
hats
oever.
S
lavis
h c
opyin
g o
f irre
levant m
ate
rial. A
nsw
ers
that are
obvio
usly
pre
pare
d s
cripts
but have little
to d
o w
ith t
he q
uestion b
elo
ng in t
his
cate
gory
.
•
Show
s s
erious fla
ws in u
nders
tandin
g the text.
•
Answ
er
is m
arr
ed b
y incohere
nce a
nd lacks d
irection o
r fo
cus. It m
ay a
lso b
e e
xtr
em
ely
brief.
Sh
ort
wo
rk:
Can b
e p
resente
d i
n v
arious f
orm
s,
e.g
. note
form
or
a s
eries o
f hurr
iedly
sketc
hed-in p
ara
gra
phs.
It
is e
ssential
that
Exam
iners
mark
short
work
str
ictly o
n the b
asis
of w
hat is
giv
en. T
he w
ork
should
not be
mark
ed o
n the g
rounds o
f qualit
y e
lsew
here
in the s
cript as this
can lead to u
nfa
irness.
56
2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2011)
BA
ND
DE
SC
RIP
TO
RS
FO
R S
ET
TE
XT
QU
ES
TIO
NS
E
XP
RE
SS
EX
PR
ES
S
DE
SC
RIP
TIO
N
21–25
•
Dis
crim
inating s
ele
ction o
f te
xtu
al deta
il w
ith c
lose a
ttention to the term
s o
f th
e q
uestion. T
op a
nsw
ers
take a
dvanta
ge o
f th
e
opport
unitie
s o
ffere
d b
y the q
uestion.
•
Conscie
ntious a
nsw
ers
that dem
onstr
ate
good u
nders
tandin
g o
f th
e text and q
uestion. B
etter
answ
ers
reveal som
e insig
hts
into
the
text’s m
ain
concern
s a
nd the e
ffects
achie
ved b
y the a
uth
or.
•
Response d
em
onstr
ate
s a
consis
tent vie
wpoin
t w
ith a
ppro
priate
substa
ntiation.
•
Cle
ar,
org
anis
ed a
nd c
ohere
nt w
ork
.
18–20
•
Rele
vant and a
pt sele
ction o
f te
xtu
al deta
il. A
nsw
ers
are
genera
lly w
ell
focused.
•
Answ
ers
dem
onstr
ate
unders
tandin
g o
f th
e text’s m
ain
concern
s a
nd s
om
e k
now
ledge o
f how
the a
uth
or
conveys these.
•
Substa
ntiation o
f re
sponse is r
ele
vant and d
evelo
ped.
•
Cle
ar
and c
om
pete
nt w
ork
, genera
lly w
ell
support
ed b
y textu
al evid
ence b
ut la
boure
d a
rgum
ents
may b
e p
resent. M
ay lapse into
narr
ative o
ccasio
nally
.
15–17
•
Answ
er
is r
ele
vant to
the m
ain
thru
st of th
e q
uestion. A
ppro
priate
sele
ction o
f te
xtu
al deta
il, though n
ot consis
tently d
one.
•
Answ
ers
may r
eveal som
e u
nders
tandin
g o
f th
e m
ore
obvio
us f
eatu
res o
f th
e t
ext
but
fail
to n
ote
the w
ider
implic
ations.
Attem
pts
to
analy
se a
nd e
valu
ate
are
oft
en n
ot
successfu
lly d
one.
•
Dem
onstr
ate
s a
n a
ttem
pt to
respond to a
ppro
priate
mate
rial in
the text.
S
uch a
response s
hould
be s
ubsta
ntiate
d.
•
Genera
lly c
ohere
nt w
ork
, w
ith e
vid
ence o
f th
e d
evelo
pm
ent of an a
rgum
ent w
ith tra
cts
of narr
ative.
12–14
•
Sele
ction o
f te
xtu
al deta
il is
genera
lly r
ele
vant
to t
he q
uestion t
hough t
he lin
k m
ay n
ot
be m
ade.
•
Answ
ers
reveal som
e u
nders
tandin
g o
f th
e b
asic
featu
res o
f th
e text but do n
ot show
any a
ttem
pt at in
terp
reta
tion.
•
There
is e
vid
ence o
f pers
onal engagem
ent but in
the form
of genera
lisations.
•
Larg
ely
narr
ative in a
ppro
ach a
nd s
ketc
hy in d
evelo
pm
ent, b
ut a s
ense o
f a v
ery
basic
arg
um
ent can b
e d
iscern
ed.
9–11
•
Periphera
l bearing o
n t
he q
uestion o
nly
. O
ften inclu
des larg
e t
racts
of
info
rmation f
rom
the t
ext
without
perc
eiv
ing t
heir s
ignific
ance.
•
Show
s lim
ited u
nders
tandin
g o
f th
e t
ext.
•
Manages to c
om
munic
ate
with s
om
e d
ifficulty.
0–8
•
No b
earing o
n the q
uestion w
hats
oever.
S
lavis
h c
opyin
g o
f irre
levant m
ate
rial. A
nsw
ers
that are
obvio
usly
pre
pare
d s
cripts
but have
little t
o d
o w
ith t
he q
uestion b
elo
ng in t
his
cate
gory
.
•
Show
s s
erious fla
ws in u
nders
tandin
g the text.
•
Answ
er
is m
arr
ed b
y incohere
nce a
nd lacks d
irection o
r fo
cus. It m
ay a
lso b
e e
xtr
em
ely
brief.
Sh
ort
wo
rk:
Can b
e p
resente
d i
n v
arious f
orm
s,
e.g
. note
form
or
a s
eries o
f hurr
iedly
sketc
hed-in p
ara
gra
phs.
It
is e
ssential
that
Exam
iners
mark
short
work
str
ictly o
n the b
asis
of w
hat is
giv
en. T
he w
ork
should
not be
mark
ed o
n the g
rounds o
f qualit
y e
lsew
here
in the s
cript as this
can lead to u
nfa
irness.
57
2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2011)
BA
ND
DE
SC
RIP
TO
RS
FO
R U
NS
EE
N Q
UE
ST
ION
S
NO
RM
AL
(A
CA
DE
MIC
)
NO
RM
AL
D
ES
CR
IPT
ION
21–25
•
Com
pete
nt gra
sp o
f subje
ct m
atter.
E
vid
ence o
f analy
sis
and e
valu
ation w
hic
h is lik
ely
to r
eflect conscie
ntiousness r
ath
er
than
sophis
tication. A
nsw
ers
will
be r
ela
ted to the q
ue
stion b
ut m
ay n
ot addre
ss s
om
e o
f th
e k
ey issues.
•
Evid
ence o
f clo
se r
eadin
g, th
ough this
may n
ot be s
usta
ined thro
ughout th
e a
nsw
er.
T
he c
andid
ate
makes a
pers
onal re
sponse to
the
text, o
ften p
rovid
ing r
ele
vant substa
ntiation.
•
Answ
ers
purs
ue a
thoro
ugh,
though r
ath
er
unsophis
ticate
d,
arg
um
ent.
Work
is g
enera
lly c
ohere
nt
and c
lear,
though it
may lack p
olis
h a
nd
subtlety
of expre
ssio
n.
18–20
•
Show
s s
ound b
asic
unders
tandin
g o
f th
e t
ext
and o
f how
to r
espond to it. T
he q
uestion is a
ddre
ssed a
nd there
is s
om
e e
vid
ence
of
analy
sis
and e
valu
ation,
though t
hese m
ay b
e b
rief,
mechanic
al or
naïv
e.
•
Show
s s
om
e e
ngagem
ent,
substa
ntiate
d w
ith a
ppro
priate
refe
rences t
o t
he t
ext.
•
The c
andid
ate
com
munic
ate
s c
learly a
nd p
uts
forw
ard
a c
ohere
nt arg
um
ent.
15–17
•
Som
e a
ware
ness o
r unders
tandin
g o
f th
e text is
dem
onstr
ate
d, la
rgely
thro
ugh p
ara
phra
se. H
ow
ever,
the c
andid
ate
has n
ot re
spo
nded
fully
to the d
em
ands o
f th
e q
uestion. T
here
may b
e s
om
e m
isre
adin
g, but not enough to u
nderm
ine s
ignific
antly the g
enera
l id
ea
s p
ut
forw
ard
.
•
Show
s e
ngagem
ent w
ith the text but w
ith inappro
priate
substa
ntiation.
•
The c
andid
ate
is a
ble
to c
om
munic
ate
fairly
cohere
ntly. E
xpre
ssio
n m
ay b
e h
am
pere
d b
y a
lack o
f cla
rity
or
accura
cy b
ut th
e m
eanin
g is
still
conveyed.
12–14
•
Show
s o
nly
superf
icia
l unders
tandin
g o
f th
e text. T
here
is little a
ware
ness o
f th
e d
em
ands o
f th
e q
uestion. T
hus, th
e r
espon
se is larg
ely
irre
levant or
confu
sed.
•
Engagem
ent w
ith the text w
ill b
e m
inim
al.
•
Manages to c
om
munic
ate
with s
om
e d
ifficulty.
0–11
•
Str
uggle
s u
nsuccessfu
lly to d
em
onstr
ate
com
pre
hensio
n o
f th
e text and the q
uestion.
•
Answ
er
is incohere
nt, w
ith m
eanin
g o
bscure
d b
y p
oor
expre
ssio
n.
Sh
ort
wo
rk:
Can b
e p
resente
d i
n v
arious f
orm
s,
e.g
. note
form
or
a s
eries o
f hurr
iedly
sketc
hed-in p
ara
gra
phs.
It
is e
ssential
that
Exam
iners
mark
short
work
str
ictly o
n the b
asis
of w
hat is
giv
en. T
he w
ork
should
not be
mark
ed o
n the g
rounds o
f qualit
y e
lsew
here
in the s
cript as this
can lead to u
nfa
irness.
58
2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2011)
BA
ND
DE
SC
RIP
TO
RS
FO
R U
NS
EE
N Q
UE
ST
ION
S
EX
PR
ES
S
EX
PR
ES
S
DE
SC
RIP
TIO
N
21–25
•
Inte
lligent gra
sp o
f subje
ct m
atter.
A
nsw
ers
dem
onstr
ate
a fre
shness o
f in
sig
ht. G
ood a
naly
sis
and e
valu
ation o
f conte
nt and
pre
senta
tion,
and w
here
appro
priate
, evid
ence o
f th
e a
bili
ty t
o c
ritically
appre
cia
te t
he t
ext.
W
ell
focused o
n t
he q
uestion a
nd a
ddre
sses
most of its k
ey issues.
•
Active a
nd c
lose e
ngagem
ent w
ith the text.
S
ensitiv
e a
nd info
rmed p
ers
onal re
sponse.
•
Ideas d
evelo
ped e
ffectively
and w
ell
support
ed b
y textu
al evid
ence. A
nsw
er
reflects
a h
ighly
cohere
nt arg
um
ent and c
larity
of
thought
and e
xpre
ssio
n.
18–20
•
Com
pete
nt gra
sp o
f subje
ct m
atter.
E
vid
ence o
f analy
sis
and e
valu
ation w
hic
h is lik
ely
to r
eflect conscie
ntiousness r
ath
er
than
sophis
tication. A
nsw
ers
will
be r
ela
ted to the q
ue
stion b
ut m
ay n
ot addre
ss s
om
e o
f th
e k
ey issues.
•
Evid
ence o
f clo
se r
eadin
g, th
ough this
may n
ot be s
usta
ined thro
ughout th
e a
nsw
er.
T
he c
andid
ate
makes a
pers
onal re
sponse to
the
text, o
ften p
rovid
ing r
ele
vant substa
ntiation.
•
Answ
ers
purs
ue a
thoro
ugh,
though r
ath
er
unsophis
ticate
d,
arg
um
ent.
Work
is g
enera
lly c
ohere
nt
and c
lear,
though it
may lack p
olis
h
and s
ubtlety
of expre
ssio
n.
15–17
•
Show
s s
ound b
asic
unders
tandin
g o
f th
e t
ext
and o
f how
to r
espond to it. T
he q
uestion is a
ddre
ssed a
nd there
is s
om
e e
vid
ence
of
analy
sis
and e
valu
ation,
though t
hese m
ay b
e b
rief,
mechanic
al or
naïv
e.
•
Show
s s
om
e e
ngagem
ent,
substa
ntiate
d w
ith a
ppro
priate
refe
rences t
o t
he t
ext.
•
The c
andid
ate
com
munic
ate
s c
learly a
nd p
uts
forw
ard
a c
ohere
nt arg
um
ent.
12–14
•
Som
e a
ware
ness o
r unders
tandin
g o
f th
e text is
dem
onstr
ate
d, la
rgely
thro
ugh p
ara
phra
se. H
ow
ever,
the c
andid
ate
has n
ot re
spo
nded
fully
to the d
em
ands o
f th
e q
uestion. T
here
may b
e s
om
e m
isre
adin
g, but not enough to u
nderm
ine s
ignific
antly the g
enera
l id
ea
s p
ut
forw
ard
.
•
Show
s e
ngagem
ent w
ith the text but w
ith inappro
priate
substa
ntiation.
•
The c
andid
ate
is a
ble
to c
om
munic
ate
fairly
cohere
ntly. E
xpre
ssio
n m
ay b
e h
am
pere
d b
y a
lack o
f cla
rity
or
accura
cy b
ut th
e m
eanin
g is
still
conveyed.
9–11
•
Show
s o
nly
superf
icia
l unders
tandin
g o
f th
e text. T
here
is little a
ware
ness o
f th
e d
em
ands o
f th
e q
uestion. T
hus, th
e r
espon
se is larg
ely
irre
levant or
confu
sed.
•
Engagem
ent w
ith the text w
ill b
e m
inim
al.
•
Manages to c
om
munic
ate
with s
om
e d
ifficulty.
0–8
•
Str
uggle
s u
nsuccessfu
lly to d
em
onstr
ate
com
pre
hensio
n o
f th
e text and the q
uestion.
•
Answ
er
is incohere
nt, w
ith m
eanin
g o
bscure
d b
y p
oor
expre
ssio
n.
Sh
ort
wo
rk:
Can b
e p
resente
d i
n v
arious f
orm
s,
e.g
. note
form
or
a s
eries o
f hurr
iedly
sketc
hed-in p
ara
gra
phs.
It
is e
ssential
that
Exam
iners
mark
short
work
str
ictly o
n the b
asis
of w
hat is
giv
en. T
he w
ork
should
not be
mark
ed o
n the g
rounds o
f qualit
y e
lsew
here
in the s
cript as this
can lead to u
nfa
irness.
59
60
2192 COMBINED HUMANITIES O LEVEL LITERATURE IN CHINESE ELECTIVE (2011)
LITERATURE IN CHINESE ELECTIVE
华文文学(配对课程)
GCE O Level (Syllabus 2192)
说明
1. 华文文学(配对课程)(Literature in Chinese Elective) (2192/5) 与社会科 (Social
Studies)配对组成剑桥普通水准考试的另一个完整的人文科目“综合人文科”
(Combined Humanities)。
考生
2. 本科供修读中学特别课程/快捷课程/普通(学术)课程的学生选考。
试卷
3. 华文文学(配对课程)只有一个试卷(即试卷五 2192/5)。
4. 作答时间:1 小时 30 分。
考试范围
5. 范围包括:
5.1 现当代文学作品选读
5.2 课外文学作品赏析。
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN CHINESE ELECTIVE (2011)
6. 现当代文学作品选读
6.1 包括现当代小说与新诗两类:
序号 微型小说篇名 作者 备注
1 《苹果核》 毕淑敏 中国
2 《认真面具》 希尼尔 新加坡
3 《行人道上的镜子》 朵拉 马来西亚
序号 短篇小说篇名 作者 备注
1 《百合花》 茹志鹃 中国
2 《我爱玛丽》 黄春明 台湾
3
《射雕英雄传》
(节选第 35~36 回:这时厮杀之
声渐远渐低……不由得叹了一口
气,纵下地来,绰枪北行。)
金庸 香港
序号 新诗篇名 作者 备注
1 《偶然》 徐志摩 中国
2 《死水》 闻一多 中国
3 《致橡树》 舒婷 中国
4 《等你,在雨中》 余光中 台湾
5 《土》 吴晟 台湾
6 《停电》 李男 台湾
7 《皮影戏》 王润华 新加坡
8 《回声》 梁文福 新加坡
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN CHINESE ELECTIVE (2011)
7. 课外文学作品赏析
7.1 无规定文本。
7.2 以短篇小说、微型小说、新诗、散文等为主,强化鉴赏及分析文学作品的能 力。
8.试卷蓝图
试卷 组别 方式 题数 分数 考查方式 具体内容 备注
A 组 问答 2 选 1 25
(25%)
现当代文学
作品选读
• 短篇小说
• 微型小说
• 新诗
B 组 问答 2 选 1 25
(25%)
课外文学作
品赏析
• 短篇小说
• 微型小说
• 新诗
• 散文
• 1½ 小时
• B 组考查学生
分析与鉴赏文
学作品的能力
(课外节选篇章)
五
计 2 50
(50%)
* B 组用于考查的文学作品为课外节选篇章,旨在考查学生分析与鉴赏文学作品的能力。
-完-
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN MALAY ELECTIVE (2011)
LITERATURE IN MALAY ELECTIVE (KESUSASTERAAN MELAYU ELEKTIF)
GCE O LEVEL (Syllabus 2192)
MATLAMAT Pembelajaran Kesusasteraan Melayu di peringkat menengah bertujuan untuk memberikan pengetahuan kepada pelajar tentang unsur-unsur kesusasteraan dan nilai-nilai murni agar mereka dapat menghayati dan menghargai bahasa, kesusasteraan dan nilai masyarakat Melayu. Melalui bahan sastera dan aktiviti pengajaran dan pembelajaran yang dijalankan, para pelajar akan dididik untuk berfikir secara analitis, kritis dan kreatif. Selanjutnya diharapkan mereka akan mampu meningkatkan keupayaan berbahasa dan membina kepekaan estetik apabila membaca dan mengkaji hasil sastera Melayu. OBJEKTIF Pada akhir pembelajaran pelajar dapat: 1. Memahami isi dan menganalisis aspek sastera;
2. Memahami dan menghayati unsur-unsur dan nilai-nilai murni dari segi moral, kemanusiaan sejagat, keagamaan, kemasyarakatan, kebudayaan dan kenegaraan untuk membina sahsiah yang seimbang;
3. Menghargai dan menghayati keindahan bahasa yang terdapat dalam teks sastera;
4. Membuat interpretasi dan memberikan respons yang sesuai tentang teks sastera secara tersusun dan meyakinkan;
5. Menanam minat membaca karya sastera. OBJEKTIF PENILAIAN Calon dapat: 1. Mengenal pasti isi teks kesusasteraan berdasarkan aspek-aspek pembelajaran
kesusasteraan yang dipelajari seperti tema, persoalan, watak dan perwatakan;
2. Menunjukkan pemahaman tentang teks, baik yang tersurat mahupun yang tersirat;
3. Memilih, menyusun dan mengaplikasikan aspek sastera yang telah dipelajari;
4. Memahami dan memetik maklumat yang relevan untuk menyokong hujah;
5. Membuat interpretasi dan menyatakan respons peribadi terhadap teks;
6. Menganalisis dan menilai maklumat atau bukti.
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN MALAY ELECTIVE (2011)
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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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN MALAY ELECTIVE (2011)
PEPERIKSAAN Calon menduduki Kertas 6 (Bahagian A dan Bahagian B) sahaja. Kertas ini merupakan sebahagian daripada kertas Kesusasteraan Melayu (2096). Calon dikehendaki menjawab satu soalan daripada setiap Bahagian. Berikut ialah Jadual Pengkhususan bagi Kesusasteraan Melayu Elektif GCE Peringkat O.
Kertas/ Masa
Bahagian Jenis soalan Bilangan soalan
Bilangan soalan yang dijawab
Timbangan
Bahagian A Prosa Moden & Sajak * Esei berstruktur 2 1 25%
6 (1 jam 30
minit) Bahagian B Analisis Sastera (Teks bebas: prosa moden / sajak)
Esei berstruktur 2 1 25%
Jumlah soalan 4 2 50%
* Soalan yang diuji boleh terdiri daripada genre yang berlainan ataupun yang sama.
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN TAMIL ELECTIVE (2011)
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN TAMIL ELECTIVE (2011)
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN TAMIL ELECTIVE (2011)
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