SOCIAL STUDIES Tuition

Don't get left behind - your grades determine the class, school, junior college, polytechnic and university that you are accepted into

About 70% of our customers are repeat clients – they either hire tutors from us for additional subject(s) for the same child, or they hire tutors for their other children.

Learn Fast is trusted. Because our tutoring methods work.

Since 2009, we have transformed our students' fail grades to b's and A's at the national exams

Write your own social studies success story. Starting today

Singapore's Most trusted tuition agency

  • 37,000 qualified and experienced tuition teachers
  • Over 35% of our tutors have PhD’s, Master’s, or are NIE-trained current/ex-MOE teachers
  • 85% of our tutors are graduates or undergraduates from Singapore’s best publicly-funded universities (NUS, NTU, SMU, SUTD, SUSS and SIT)
  • Over 96% of tutors who apply to join the Learn Fast team have at least a Bachelor’s – or are about to achieve one – from the top local universities or the best universities globally (Oxford, Cambridge, Ivy League)
  • All of our tutors scored A’s in the subjects that they are teaching
  • Our tutors have between 2 to over 30 years of home tuition experience
  • All of the tutors whose profiles we show you have strong proven records of rapidly boosting their students’ grades 
  • Non-performing tutors are not included in our database

transform your grades. today.

social studies tuition

Whatsapp: 97788-200

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Hire singapore's most effective social studies Tuition Teacher

How to choose a good tuition agency

Good tutors want to be represented by a reputable tuition agency

The size of the tutoring team is very important. The larger the team, the better the chances that the tuition coordinator can find the best tutor whose experience and qualifications suit your requirements. You should choose agencies that have a minimum of 20,000 home tuition teachers in their database.

At least 30% of a credible tuition agency should consist of tutors who have PhD’s, Master’s or are NIE-trained MOE current/ex teachers. The better tuition teachers want to join only the best tuition agencies. They know that dependable tutor agencies have more clients, and numerous good assignments for them to choose from every day.

Many of our parents/students avoid agencies that have more than 20% of their tutors whose highest academic qualifications are polytechnic diploma’s or junior college certificates. The market rate of hourly fees charged by experienced university undergraduates is $30/hr, and the rates tutors who had stopped studying at JC or polytechnic levels is $20/hr to $25/hr. 

How would you be able to know if a tuition agency’s database comprises mainly of lower-qualified tutors? Their websites will always emphasize “affordable tuition rates” as their main or only attraction. Given that the difference in monthly rates between a polytechnic graduate and a university graduate is only about $30 – and in most cases, are at the same rates or sometimes even lower than group tuition – “affordable tuition rates” shows up in websites whenever a tuition agency does not have tutors whose other clients are already paying them higher rates. 

Parents would pay rates that they feel are fair and appropriate, according to the tutor’s track record, academic qualifications, and number of years of experience. Tutors accept an assignment based on hourly rates, the grade target/current level of skills of the student, and the availability of slots in their teaching schedules.

University undergraduates or graduated tutors tend to have easily scored comfortable A’s in the subjects that they teach, and most parents would of course prefer that their children are taught the correct content, as well as skills in answering difficult questions. If the tutor was not able to score A in say Physics, can he/she help you score an A?

Good tuition agencies require that their tutors have at least 2 years of tutoring experience before including their details into the tuition agency database. This is to ensure that the tutor has the requisite commitment to being a good tutor, as well as the relevant experience and track record of improving their students’ grades, and are not experimenting with your child’s academic future.

Be wary of tuition agencies that promise to show you profiles “immediately”. If a tuition agency has a large pool of eligible and qualified tutors to reach out to for your assignment, it takes time for good tuition teachers to respond. Agencies that get back to you “immediately” with tutor profiles are either not thorough, or worse, have only a very small tutor database. Good home tutors might not respond immediately when they receive tuition assignment messages – because they are very likely to be busy teaching during that time and are not desperately and idly sitting around hoping for messages to arrive. Tuition teachers typically apply for assignments between 4 to 18 hours after they have received the assignment message. If a tutor waits too long, it might indicate that the tutor is not keen to take on more assignments at that hourly rate, or worse, has time management/punctuality issues. A good timeframe for a dependable tuition agency to get back to you with profiles of responsible tuition teachers should be 1 to 2 working days after you have given them the description of what you are expecting of your tutor. 

Trustworthy tuition agencies hire university graduates as their tuition coordinators because graduated coordinators can properly understand the academic and learning needs of tuition students. There is no difference in the hourly rate that you pay to your home tutor, so you might as well get the best value for money and professional service when you are looking for a good home tuition agency.

Tuition coordinators who are university graduates will be able to ask the assignment applicants the right questions in order to assess if he or she is truly able to teach according to your requirements – even if the tutor claims to have 8 to 10 years of tuition experience. Because at least 70% of each age cohort has at least a Bachelor’s degree, it will be easy to find tuition agencies that hire only university graduates as their tuition coordinators.  How would you know if the coordinator is likely to have at least a Bachelor’s? His or her English grammar and vocabulary, when you call or Whatsapp the agency.

Look at the tuition agency’s Facebook posts. The passion that the tuition coordinators and management have for the MOE subjects clearly shows if the agency is really qualified to help you find suitable tutors. If the tuition agency cannot be bothered to post the latest content and interesting developments that engage their discerning tutors, parents and students, would this tutor agency genuinely have enough outstanding tuition teachers? 

The way that the tuition agency prepares the tutor profiles indicates the quality of the tutor. Parents tell us that “testimonials” that are featured on websites of some tuition agencies are dodgy – who knows if these are real or made-up, even when there are “screenshots of comments by parents/students”? When you read the tutor profiles that tuition agencies send to you, the tuition teachers who are truly successful would be able to clearly elaborate on their teaching achievements, the schools and university that they and their students attended, and MOST importantly, the type of grade improvements they helped their students achieve. If a tutor does not describe all this important information well, then their teaching method might be blunt, cold, and might not tailor the teaching suit your learning style. And this tutor probably has limited abilities to help your grades improve.

give your social studies grades a makeover

you are scoring low c's or high b's, and want a strong a

You will lose valuable marks when you simply just memorize formulas and content, but do not REALLY know when and how to use or apply them.

Carelessness and nervousness also cause students to lose marks.

Some tuition teachers are lazy, and they would take up the entire 1.5 or 2 hours with their students by making them practice on workbooks again and again.

Or worse still, they make you memorize “model” answers in the hope of being able to “guess” or “predict” the topics and questions that will be tested.

These methods are dangerous. 

Imagine how terrified you will feel when you find that most of the actual questions in your school or national exam are not the ones that your tutor and you “spotted”.

If you do not know why and what are the exact mistakes that you are making, you are training yourself to keep repeating the bad habits of using the wrong content and answering methods.

When you start to get used to these very unacceptable routines, you will have more difficulty in nurturing your capacity to logically and calmly analyze what the exam question wants you to do.

Any effective tuition teacher who had himself/herself scored an A for that subject (and who has extensive tutoring experience) would know that the current MOE syllabus arranges all the topics within the curriculum in an integrated way, to test the student’s ability to apply the fundamental and advanced knowledge that was learnt.

Professional and experienced tuition teachers from Learn Fast will help you connect the concepts across topics, which is a very important skill that you absolutely need to have, in order to get your A.

hire a winner

It is very easy for parents to find tuition teachers who are university graduates or undergraduates – because there are already so many of them now, in Singapore.

Every year, there are over 40,000 Singaporean students (Year 1 to Year 4, Master’s, PhD etc) studying at the NUS campus alone.

At least 40% of each cohort of people born in the same year are accepted into the government-funded universities (NUS, NTU, SMU, SUSS, SIT and SUTD).

Another 20% to 30% of this same cohort would have graduated from university-level programmes offered by private institutions, after they completed their polytechnic or junior college studies.

This means that 70% of every cohort of people born in a certain year would have at least a Bachelor’s degree.

Over 96% of tutors who apply to join the Learn Fast team have at least a Bachelor’s – or are about to achieve one – from the top local universities or the best universities globally (Oxford, Cambridge, Ivy League).

Our agency selects only experienced undergraduate or graduated tutors who are patient, committed, and who are professional tuition teachers. 

Most of all, they MUST have a proven track record of delivering improvements of 10 to 30 marks for their recent students, before we include them in our database and tutoring team.

This way, our clients know that they are hiring winners who can quickly help their children’s grades improve dramatically within 1 to 2 semesters.

The latest Moe syllabus does not reward STUDENTS WHO BLINDLY MEMORIZE

You can score much higher marks once you can successfully answer exam questions that require you to analyze and connect concepts across 2 or more topics.

A textbook is only as good as the teacher who uses it.

The textbook is designed as the main source of information.

However, we all know that national exams often ask questions that are not found in the textbook.

Students from average mainstream schools wrongly assume that learning is simply just a collection of basic facts and figures. And that their textbook has all the answers to all the questions that appear in exams.

Weaker students tend to see learning as an accumulation of “correct answers”. They would therefore think that plainly memorizing these “correct answers” will help them to pass or achieve a B3.

It is very risky for you to look at crucial content from only one perspective, or to focus purely on the content that is recommended in the textbook.

Students in the good schools never rely on only one source of information because they know that the exam questions expect them to be able to connect SEVERAL related or seemingly-unrelated concepts in order to arrive at the acceptable answer for challenging and tricky exam questions. 

The main reason for scoring low grades IS: "I can't understand the content"

Different students have different starting points.

Something that may be easy for one student (or one of your children) may not be so easy for someone else.

Everyone learns differently, whether it be faster or slower than normal. Some of us learn better by writing, reading or discussing. 

Catch up now, before you continue lagging behind even further, during the remainder of the academic year.

Right now is the perfect time for you to close up your learning gaps in that difficult chapter.

If these gaps aren’t addressed before the next chapter starts,
these learning gaps will only WIDEN, and you will find it much harder to catch up to your peers. Your grades will suffer, and you will hate that subject. While your classmates are able to go on to score an A.

Studying is easier when you are taught proven methods to learn what is difficult to you.

Learn Fast has the expertise to help you to do very well. 

We will teach you how to focus on processes and techniques that produce higher marks, instead of requiring you to memorize and write useless notes and answers.

Our exceptional tuition teachers will show you the quickest and most efficient way to understand complicated content, so that you can swiftly achieve subject mastery in Social Studies.

Achieve a breakthrough in the subject you are now dreading

Our tutors are approachable and friendly

All because we are expert tuition teachers, it does not mean that our lessons have to be boring.

Many students start lessons with our tuition teachers feeling afraid of the subject, because they are discouraged by their previous experience and feel too overwhelmed (or embarrassed) to approach the subject positively.

Home tutors that are skillful in listening and observing often pick up on what isn’t being said – such as any underlying anxieties that a student may have. 

Indeed, if an educator can truly understand a student, he or she can then target the root causes of the student’s low marks. This  will open the door for the student to readily receive and learn the content that is being taught.

An effective tutor needs to be adaptable. This is because students often have different moods (enthusiastic, desperate, reluctant, friendly) during each of the tuition sessions. The tuition teacher has to adapt the teaching strategy to handle each of these moods, in order to be productive.

If you were to imagine the perfect teacher that you want to be teaching you that difficult content or subject, you’re going to want someone who is very engaging in front of the student.

Our tuition teachers know that it is so important to be observant, patient, flexible, empathetic and to always have a positive attitude.

Singapore's Most trusted tuition agency

  • 37,000 qualified and experienced tuition teachers
  • Over 35% of our tutors have PhD’s, Master’s, or are NIE-trained current/ex-MOE teachers
  • 85% of our tutors are graduates or undergraduates from Singapore’s best publicly-funded universities (NUS, NTU, SMU, SUTD, SUSS and SIT)
  • Over 96% of tutors who apply to join the Learn Fast team have at least a Bachelor’s – or are about to achieve one – from the top local universities or the best universities globally (Oxford, Cambridge, Ivy League)
  • All of our tutors scored A’s in the subjects that they are teaching
  • Our tutors have between 2 to over 30 years of home tuition experience
  • All of the tutors whose profiles we show you have strong proven records of helping their students’ grades improve
  • Non-performing tutors are not included in our database

Mr ATP has 10 years of Social Studies tuition experience. He has a Master’s in Political Science from NUS, and a Bachelor’s in History (2nd Upper Class Honours) from NUS. Mr ATP’s private tuition students attended St. Margaret’s Secondary School, Serangoon Garden Secondary School, Ahmad Ibrahim Secondary School, Bedok South Secondary School, Cedar Girls’ Secondary School, and Christ Church Secondary School.

Ms JS has 13 years of Social Studies tuition experience. She has a Master’s and Bachelor’s (2nd Upper Class Honours) from NUS, and was an MOE contract teacher for 8 years. Ms JS’s private tuition students attended Maris Stella High School, Jurong Secondary School, CHIJ St Theresa’s Convent, Balestier Hill Secondary School, Bukit Merah Secondary School, and Cedar Girls’ Secondary School.

Ms CRF has 8 years of Social Studies tuition experience. She has a Master’s in History from Oxford University and is NIE-trained. Ms CRF has a Bachelor’s from NUS, majoring in History. Ms CRF taught at MOE schools for 7 years and is a private tutor. Her home tuition students attended St. Andrew’s Secondary School, Tanjong Katong Girls’ School, Xinmin Secondary School, Temasek Junior College (Integrated Programme), Pioneer Secondary School, and Nan Hua High School.

Ms TYN has 7 years of Social Studies tuition experience. She has a Bachelor’s from NTU, and had taught at tuition centres for 4 years. Ms TYN’s private tuition students attended Dunman Secondary School, Greendale Secondary School, Maris Stella High School, St. Anthony’s Canossian Secondary School, Zhenghua Secondary School, and Woodlands Ring Secondary School.

Mr SE has 12 years of Social Studies tuition experience. He has a Bachelor’s from NTU, majoring in Geography (Honours). He taught at a tuition centre for 7 years, and he wrote the Social Studies curriculum for that group of tuition centres. Mr SE’s home tuition students attended Outram Secondary School, Manjusri Secondary School, Methodist Girls’ School (Secondary), Clementi Woods Secondary School, CHIJ Secondary (Toa Payoh), and Anglo-Chinese School (Independent).

Ms RL has 15 years of Social Studies tuition experience. She is NIE-trained and taught at MOE schools for 9 years. Ms RL has a Bachelor’s in Political Science from NUS (2nd Upper Honours). Her tuition students attended East View Secondary School, Guangyang Secondary School, Kranji Secondary School, Hillgrove Secondary School, Sembawang Secondary School, and Tanjong Katong Girls’ School.

Learn Fast

Ms OL has 7 years of Social Studies tuition experience. She has a Bachelor’s in Economics from NUS (2nd Upper Class Honours) and was a contract teacher at MOE schools for 5 years. Ms OL’s private tuition students attended Paya Lebar Methodist Girls’ School (Secondary), Northbrooks Secondary School, Montfort Secondary School, Junyuan Secondary School, Guangyang Secondary School, and Hwa Chong Institution (Integrated Programme).

Ms KKS has 11 years of Social Studies tuition experience. She has a Bachelor’s in Geography from NUS. Ms KKS taught at tuition centres for 6 years. Her private tuition students attended Pei Hwa Secondary School, Nanyang Girls’ High School, Jurongville Secondary School, Punggol Secondary School, Raffles Institution, and Si Ling Secondary School.

Mr WSB has 4 years of Social Studies tuition experience. He has a PhD in History from NUS and his Bachelor’s in History (First Class Honours) was also from NUS. Mr WSB was the Head of Humanities at a large group of tuition centres. His private tuition students attended Hwa Chong Institution (Integrated Programme), Maris Stella High School, Raffles Girls’ School (Secondary), River Valley High School, St. Gabriel’s Secondary School, and Victoria School (Integrated Programme).

Mr ST has 5 years of Social Studies tuition experience. He has a Master’s in Geography from the University of Wisconsin and a Bachelor’s in Geography from NUS (2nd Upper Class Honours). Mr ST was a contract teacher at a top MOE school for 2 years. His private tuition students attended St. Anthony’s Canossian Secondary School, Temasek Junior College (Integrated Programme), Westwood Secondary School, Kent Ridge Secondary School, CHIJ St Theresa’s Convent, and Dunman High School.

Mr GC has 6 years of Social Studies tuition experience. He has a Bachelor’s from NTU, majoring in Literature. He taught at a tuition centre for 2 years. His private tuition students attended Henderson Secondary School, Evergreen Secondary School, CHIJ St Nicholas Girls’ School, Bedok North Secondary School, Anglican High School, and Crescent Girls’ School.

Ms NN has 10 years of Social Studies tuition experience. She has a Bachelor’s in History (Honours) from NTU. Ms NN was an MOE contract teacher for 4 years. Her private tuition students attended Greenview Secondary School, Maris Stella High School, Nan Chiau High School, Montfort Secondary School, National Junior College (Integrated Programme), and Pasir Ris Crest Secondary School.

Mr KL has 13 years of Social Studies tuition experience. He has a Master’s in Applied Linguistics from the University of Michigan and a Bachelor’s in English language and English Literature from NUS (First Class Honours). He was the Head of Humanities at a large tuition centre group for 6 years and is also a private tutor. Mr KL’s home tuition students attended Catholic High School, CHIJ St Joseph’s Convent, Deyi Secondary School, Raffles Institution, Orchid Park Secondary School, and Queensway Secondary School.

Ms YJE has 4 years of Social Studies tuition experience. She has a Bachelor’s from NUS in English language and English Literature. Ms YJE taught at tuition centres for 2 years. Her private tuition students attended Yio Chu Kang Secondary School, Zhonghua Secondary School, Nan Chiau High School, Hougang Secondary School, Greenridge Secondary School, and Anglo-Chinese School (Independent).

Ms MSE has 7 years of Social Studies tuition experience. She has a Master’s in Geography from Oxford University and a Bachelor’s in Geography from NUS (First Class Honours). Ms MSE’s private tuition students attended Crescent Girls’ School, Anglican High School, Catholic High School, CHIJ St Nicholas Girls’ School, Methodist Girls’ School (Secondary), and National Junior College (Integrated Programme).

Mr CCH has 8 years of Social Studies tuition experience. He has a Bachelor’s in Political Science from NUS (2nd Upper Class Honours) and taught in a tuition centre for 4 years. His private tuition students attended Pioneer Secondary School, River Valley High School, New Town Secondary School, National Junior College (Integrated Programme), Marsiling Secondary School, and Jurong West Secondary School.

Ms LRL has 12 years of Social Studies tuition experience. She is NIE-trained and taught at MOE schools for 9 years. Ms LRL has a Bachelor’s from NTU, majoring in History (Honours). Her private tuition students attended Marsiling Secondary School, Northland Secondary School, Raffles Girls’ School (Secondary), River Valley High School, St. Anthony’s Canossian Secondary School, and Victoria School (Integrated Programme).

Mr BK has 9 years of Social Studies tuition experience. He has a Bachelor’s from NUS, majoring in Geography (Honours). Mr BK’s private tuition students attended Tanjong Katong Girls’ School, Xinmin Secondary School, St. Hilda’s Secondary School, St. Patrick’s School, Cedar Girls’ Secondary School, and Bowen Secondary School.

Ms GWN has 9 years of Social Studies tuition experience. She has a PhD in Economics from the University of Birmingham. Ms GWN has a Bachelor’s in Economics (First Class Honours) from NUS. Her private tuition students attended Kuo Chuan Presbyterian Secondary School, National Junior College (Integrated Programme), Raffles Girls’ School (Secondary), Anglo-Chinese School (Independent), Catholic High School, and Cedar Girls’ Secondary School.

Ms JC has 12 years of Social Studies tuition experience. She has a Bachelor’s in Geography from NUS, and taught at tuition centres for 3 years. Ms JC’s private tuition students attended CHIJ Katong Convent, Bedok South Secondary School, Anglo-Chinese School (Independent), Chua Chu Kang Secondary School, Woodgrove Secondary School, and Unity Secondary School.

Ms TNK has 15 years of Social Studies tuition experience. She is NIE-trained and taught at MOE schools for 8 years. Ms TNK has a Bachelor’s in English language and English Literature from NUS (2nd Upper Class Honours). Her private tuition students attended Peirce Secondary School, Presbyterian High School, Raffles Institution, Clementi Town Secondary School, Catholic High School, and Anglican High School.

Mr LKB has 9 years of Social Studies tuition experience. He has a Bachelor’s in Political Science from NUS (Honours) and was an MOE contract teacher for 4 years. Mr LKB’s private tuition students attended North Vista Secondary School, Raffles Institution, Naval Base Secondary School, MacPherson Secondary School, Juying Secondary School, and Nanyang Girls’ High School.

Ms PHM has 5 years of Social Studies tuition experience. She has a Master’s in Economics from the London School of Economics and a Bachelor’s in Economics (First Class Honours) from NTU. Ms PHM’s private tuition students attended River Valley High School, St. Joseph’s Institution, Singapore Chinese Girls’ School, Peicai Secondary School, Ngee Ann Secondary School, and Hwa Chong Institution (Integrated Programme).

Mr GJM has 14 years of Social Studies tuition experience. He has a PhD in Political Science from the University of California at Berkeley and a Bachelor’s in History from NUS (First Class Honours). Mr GJM’s tuition students attended Bishan Park Secondary School, Ahmad Ibrahim Secondary School, Kuo Chuan Presbyterian Secondary School, Nanyang Girls’ High School, NUS High School of Mathematics and Science, and Raffles Girls’ School (Secondary).

Mr DN has 7 years of Social Studies tuition experience. He has a Bachelor’s in Geography from NUS and taught at tuition centres for 5 years. Mr DN’s private tuition students attended Henderson Secondary School, Fuchun Secondary School, Maris Stella High School, Nanyang Girls’ High School, Paya Lebar Methodist Girls’ School (Secondary), and Pioneer Secondary School.

Mr PLJ has 8 years of Social Studies tuition experience. He has a Bachelor’s in History from NUS. Mr PLJ wrote the O Level and A Level History syllabus for a large group of tuition centres and taught there for 6 years. Mr PLJ’s private tuition students attended Bukit Panjang Secondary School, Chong Boon Secondary School, Crescent Girls’ School, Methodist Girls’ School (Secondary), Nan Chiau High School, and National Junior College (Integrated Programme).

Ms TY has 13 years of Social Studies tuition experience. She was Head of Humanities at a tuition centre. Ms TY has a Bachelor’s in Political Science from NUS (First Class Honours). Her home tuition students attended Ngee Ann Secondary School, Raffles Girls’ School (Secondary) Integrated Programme, Geylang Methodist School (Secondary), Christ Church Secondary School, CHIJ Katong Convent, and Dunman High School.

The MOE states that students must be familiar with:

“The issue of the case study will be related to the syllabus and may or may not be covered in the syllabus content. 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.

Syllabus content is anchored in a set of knowledge skills and values outcomes. The three Issues correspond to societal issues that have been shaping Singapore society and the world. The knowledge, skills and values acquired through a study of these Issues will enable students to enrich and deploy their competencies to respond to real world issues and in the process, strengthen their values as citizens.”

How to study social studies, using the latest Singapore MOE syllabus:

  • Exploring Citizenship and Governance
  • Living in a Diverse Society
  • Being Part of a Globalised World
  • Working for the good of society: Whose responsibility is it?
  • Citizenship
  • Governance
  • The functions of government and how they work for the good of society
  • Examine societal issues critically
  • Reasons for movement of people to Singapore
  • Immigration policy
  • Economic opportunities
  • Socio-cultural environment and diversity
  • Cultural exchange and appreciation
  • Prejudice and misconceptions
  • Exchange and appreciation of ideas, skills and experiences
  • Competition for resources
  • Reasons for movement of people to Singapore
  • Immigration policy
  • Economic opportunities
  • Socio-cultural environment and diversity
  • Cultural exchange and appreciation
  • Prejudice and misconceptions
  • Exchange and appreciation of ideas, skills and experiences
  • Competition for resources
  • Different responses to tensions arising from some economic impacts of globalization
  • Different responses to tensions arising from some security impacts of globalisation
  • Hybridisation
  • What does it mean to live in a globalised world?
  • How do we respond to tensions arising from some economic impacts of globalisation?
  • Extract relevant information from geographical data
  • Interpret and recognise patterns in geographical data and deduce relationships
  • Organise and present geographic information in a coherent way
  • Analyse, evaluate and synthesise geographical data to make informed and sound decisions
  • Demonstrate relevant factual knowledge – geographical facts, concepts, processes, interactions and trends
  • Geographical Data and Techniques
  • Geographical Investigations
  • Why are some areas more prone to tectonic hazards?
  • What landforms and associated tectonic phenomena are found at plate boundaries?
  • How do people prepare for and respond to earthquakes?
  • Variable Weather and Changing Climate – A continuing challenge?
  • Why do different places experience different weather and climate?
  • Outline the main types of natural hazards
  • Describe the internal structure of the Earth
  • Explain the movement of tectonic plates
  • Continental crust and oceanic crust
  • Mantle
  • Continental crust
  • Oceanic crust
  • Tectonic plate
  • Explain the causes of landforms and phenomena associated with plate
  • movements
  • Explain how human activities lead to enhanced greenhouse effect
  • Anthropogenic factors
  • Honeypot tourism
  • Medical tourism
  • Film-induced tourism
  • Heritage tourism
  • Eutrophication
  • Biofuel
  • Food security
  • Food distribution
  • Case study of Nazi Germany
  • World War II in Europe and the Asia–Pacific
  • Reasons for outbreak of WWII in Europe
  • Reasons for outbreak of WWII in the Asia–Pacific
  • Reasons for the defeat of Germany
  • Reasons for the defeat of Japan
  • Bi-Polarity and the Cold War
  • How did the Cold War impact the world order in the post-1945 years?
  • Case study of Nazi Germany
  • World War II in Europe and the Asia–Pacific
  • Reasons for outbreak of WWII in Europe
  • Reasons for outbreak of WWII in the Asia–Pacific
  • Reasons for the defeat of Germany
  • Reasons for the defeat of Japan
  • Bi-Polarity and the Cold War
  • How did the Cold War impact the world order in the post-1945 years?
  • Peace Settlement Aims and terms of the Treaty of Versailles and its
  • immediate impact on Germany
  • Attempts at collective security by the League of Nations – Successes and
  • failures of the League of Nations in the 1920s and 1930s
  • Rise of authoritarian regimes and their impact in the interwar years (up to 1939)
  • Reasons for the rise of Stalin in Russia
  • Circumstances after Lenin’s death
  • The rise of authoritarian regimes and their impact on the political, social and economic context of countries and the world order
  • The reasons for the outbreak of World War II in Europe and the Asia–Pacific
  • The roles of key players in shaping particular forces and developments during this period
  • Appeasement
  • Balance of power
  • The reasons for the outbreak of World War II in Europe and the Asia–Pacific
  • The reasons for the defeat of Germany and Japan in World War II
  • The roles of key players in shaping particular forces and developments during this period
  • Case study of Nazi Germany
  • Reasons for the rise of Hitler in Germany
  • Weaknesses of the Weimar government
  • Hitler’s leadership
  • Over-extension of Hitler’s army on many fronts
  • Reasons for the defeat of Japan
  • Allied victory in Europe
  • Economic and military might of USA
  • Over-extension of Japanese empire
  • Cold War and the Bi-polar World Order
  • Reasons for the Cold War in Europe
  • Manifestation of the Cold War Outside Europe
  • Role of external powers in the conflict: USA, USSR and China
  • Case study of Cuban Missile Crisis, 1962
  • Cuba’s strategic importance to USA
  • Tensions between USA and Cuba: Castro’s policies and American
  • responses
  • Role of external powers in the conflict: USA and USSR (Kennedy and
  • Khrushchev)
  • End of the Cold War
  • Exploring Citizenship and Governance
  • Living in a Diverse Society
  • Being Part of a Globalised World
  • Working for the good of society: Whose responsibility is it?
  • Citizenship
  • Governance
  • The functions of government and how they work for the good of society
  • Examine societal issues critically
  • The reasons for greater diversity in Singapore
  • The experiences and effects of living in a diverse society
  • Identity
  • Diversity
  • Harmony
  • Assimilation
  • Integration
  • Demonstrate perspective-taking when encountering differing views
  • Management and impact of socio-cultural diversity
  • Assimilation
  • Integration
  • Market-based approach
  • Shared responsibility approach
  • Government-financed approach
  • Globalisation creates tensions due to the uneven impacts
  • Homogenisation
  • Different responses to tensions arising from some economic impacts of globalization
  • Different responses to tensions arising from some security impacts of globalisation
  • Hybridisation
  • What does it mean to live in a globalised world?
  • How do we respond to tensions arising from some economic impacts of globalisation?
  • Demonstrate knowledge of relevant fieldwork techniques – identification of geographical questions, sequence of fieldwork inquiry, primary and secondary data collection methods
  • Living with Tectonic Hazards – Risk or opportunity?
  • Variable Weather and Changing Climate – A continuing challenge?
  • Global Tourism – Is tourism the way to go?
  • Food Resources – Is technology a panacea for food shortage?
  • Topographical Map Reading Skills
  • What is happening to the Earth’s climate?
  • Global Tourism – Is tourism the way to go?
  • How does the nature of tourism vary from place to place?
  • Why has tourism become a global phenomenon?
  • Developing tourism at what cost?
  • Food Resources – Is technology a panacea for food shortage?
  • How and why have food consumption patterns changed since the 1960s?
  • What are the trends and challenges in the production of food crops?
  • Slab-pull force
  • Convection current
  • Describe the global distribution of tectonic plates and types of plate boundaries
  • Divergent: oceanic-oceanic (e.g. Mid-Atlantic Ridge), continental-continental (e.g. Great Rift Valley of East Africa)
  • Convergent: oceanic-oceanic (e.g. Mariana Trench), continental-continental (e.g. Himalayas), oceanic-continental (e.g. Andes) Transform
  • Subsistence farming
  • Commercial farming
  • Agri-business
  • Green Revolution
  • The effects of intensification of food production activities on water
  • and soil quality
  • The causes of food shortage
  • Salinisation
  • Causation, consequence, continuity, change and significance within a historical context
  • The World in Crisis
  • What forces and developments changed Europe and the Asia–Pacific in the first half of the 20th century?
  • Impact of World War I
  • Rise of authoritarian regimes and its impact in the interwar years
  • Case study of Communist Russia
  • Cold War and the bi-polar world order
  • Reasons for the Cold War in Europe
  • Manifestation of the Cold War outside Europe
  • Case study of Korean War, 1950–53
  • Case study of Cuban Missile Crisis, 1962
  • Reasons for the end of the Cold War
  • Impact of World War I
  • Case study of Communist Russia
  • Stalin’s manipulations
  • Impact of Stalin’s rule on Russia
  • Political: Stalin’s dictatorship,culture of fear, persecution and personality
  • cult
  • Economic: modernisation of Soviet industry and agriculture
  • Social: controlled society, culture of fear, policies on minorities
  • The impact of World War I on Europe
  • The reasons for the defeat of Germany and Japan in World War II
  • Communism
  • Fascism
  • League of Nations
  • Nazism
  • Militarism
  • Authoritarianism
  • The rise of authoritarian regimes and their impact on the political, social and economic context of countries and the world order
  • Impact of Hitler’s rule on Germany
  • Political: consolidation of power, one-party rule
  • Economic: Recovery and Nazi control of the economy, and militarization
  • Social: Controlled society, culture of fear, persecution of Jewish people
  • and other minority groups
  • World War II in Europe and the Asia–Pacific
  • Reasons for the outbreak of WWII in Europe
  • Weaknesses of the League of Nations
  • Hitler’s aggressive foreign policy
  • Policy of appeasement
  • Reasons for the outbreak of WWII in the Asia–Pacific
  • Economic crisis in Japan
  • Japan’s expansionist foreign policy
  • Japan’s worsening relations with the USA
  • Reasons for the defeat of Germany
  • USA’s entry into WWII
  • Post-WWII rise of USA and USSR as superpowers: collapse and decline
  • of old European powers
  • US-Soviet mistrust and rivalry: breakdown of wartime alliances, division of
  • Europe after WWII, differences in ideology, American containment policy
  • and Soviet responses, military alliances
  • Case study of Korean War, 1950–53
  • Partition of Korea after World War II
  • Emergence of communist China
  • Reasons for the end of the Cold War
  • Impact of glasnost and perestroika on the USSR and Eastern Europe
  • Ray Bradbury: Fahrenheit 451
  • Kiran Desai: Hullabaloo in the Guava Orchard
  • Philip Holden (ed.): Hook and Eye: Stories from the Margins
  • Dalene Matthee: Fiela’s Child
  • Ngugi wa Thiong’o: The River Between
  • Elizabeth Wein: Code Name Verity

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