Professional Documents
Culture Documents
CONTENTS
Page
SOCIAL STUDIES 3
GEOGRAPHY ELECTIVE 17
HISTORY ELECTIVE 43
LITERATURE ELECTIVE 51
LITERATURE IN CHINESE ELECTIVE 61
LITERATURE IN MALAY ELECTIVE 65
LITERATURE IN TAMIL ELECTIVE 69
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2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)
SOCIAL STUDIES
GCE Ordinary Level
(Syllabus 2192)
AIMS
The proposed syllabus is organised around two core ideas – “Being Rooted” and “Living
Global”. Through these two ideas, the syllabus aims to develop our students into well-
informed, responsible citizens with a sense of national identity and a global perspective.
The aims of the revised syllabus are to enable students to:
• understand issues that affect the socio-economic development, the governance and
the future of Singapore;
• learn from the experiences of other countries to build and sustain a politically viable,
socially cohesive and economically vibrant Singapore;
• develop thinking and process skills which are essential for lifelong and independent
learning;
• 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
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:
• 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
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2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)
• 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;
- 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.
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2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)
ASSESSMENT FORMAT
O LEVEL SOCIAL STUDIES
• Candidates are required to answer the compulsory source-based case study from
Section A and 1 structured-essay question from Section B.
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.
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2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)
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.
Three structured-essay questions will be set, each on a different theme in the syllabus.
The questions set may be on the same theme as the source-based case study, but not on the
same topic. Candidates have to answer one structured-essay question which tests
Objectives 1 and 2. Each structured-essay question comprises two sub-questions.
The weighting for each sub-question will be indicated within brackets. The two sub-questions
will test candidates’ ability to explain, analyse and make judgements on events and/or issues.
A ‘Levels of Response Mark Scheme (LORMS)’ will be used to assess candidates’ answers.
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2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)
Facing
Challenges
and Change
Sustaining Managing
Economic International
Development Relations
STUDENTS
1. At the heart of the framework is the ‘student’, the focus of the revised syllabus.
Encircling the ‘student’ are two core ideas ‘Being Rooted’ and ‘Living Global’, around
which the revised syllabus is built. These core ideas are derived from the aims and
objectives of the syllabuses which are aligned with the six National Education (NE)
messages.
2. The twin core ideas are delivered through six themes reflecting the topics from
disciplines such as History, Geography, Political Science, Sociology and Economics.
The three themes that deliver the idea of ‘Being Rooted’ are positioned in the lower
half of the circle. The first theme, Singapore as a Nation in the World, gives an
overview of the challenges faced by newly independent nations. This theme provides
a backdrop for the discussion of the inherent challenges faced by small nations like
Singapore. It also sets the stage for understanding the subsequent themes. This
theme is flanked by the other two themes, Understanding Governance and Conflict
and Harmony in Multi-Ethnic Societies which examine the importance of good
governance in sustaining a socially cohesive, multi-ethnic nation.
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2192 COMBINED HUMANITIES O LEVEL SOCIAL STUDIES SYLLABUS (2010)
3. The three themes that develop the core idea of ‘Living Global’ are positioned in the
upper half of the circle. Using Singapore as an example, the two themes Managing
International Relations and Sustaining Economic Development address issues such
as providing for the defence and security of nations and how friendships are
cultivated among nations of the world, to build a politically stable and economically
vibrant global community. The final theme, Facing Challenges and Change, reviews
and integrates the topics in the other five themes. This theme looks at how nations
overcome challenges to survive through the study of the rise and fall of Venice.
4. For each of the six themes, there are topics comprising knowledge, skills, values and
attitudes. The intended learning outcomes to be demonstrated by students in these
three domains are shown in the outermost circle.
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THEME CONTENT LEARNING OUTCOMES CONCEPTS VALUES/
ATTITUDES
SINGAPORE AS A How do nations come into being and what challenges do Students will be able to:
NATION IN THE WORLD they face?
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THEME CONTENT LEARNING OUTCOMES CONCEPTS VALUES/
ATTITUDES
Why is governance important? Students will be able to:
UNDERSTANDING
GOVERNANCE
Policy Process: Formulation and Implementation
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THEME CONTENT LEARNING OUTCOMES CONCEPTS VALUES/
ATTITUDES
CONFLICT AND Why is harmony in a multi-ethnic society important to the Students will be able to:
HARMONY IN MULTI- development and viability of a nation?
ETHNIC SOCIETIES
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THEME CONTENT LEARNING OUTCOMES CONCEPTS VALUES/
ATTITUDES
MANAGING How important is deterrence and diplomacy in Students will be able to:
INTERNATIONAL maintaining international relations among nations?
RELATIONS
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THEME CONTENT LEARNING OUTCOMES CONCEPTS VALUES/
ATTITUDES
How Conflict in One Region can Affect the Rest of
the World
13
THEME CONTENT LEARNING OUTCOMES CONCEPTS VALUES/ ATTITUDES
SUSTAINING How do nations sustain their economic development in Students will be able to:
ECONOMIC a globalised world?
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THEME CONTENT LEARNING OUTCOMES CONCEPTS VALUES/ ATTITUDES
o optimising human capital e.g. continuous • appreciate that not all
learning and training, developing ventures are successful
innovation and enterprise; attracting and • recognise that risk-taking is
FACING CHALLENGES What can nations learn from the rise and fall of Venice Students will be able to:
AND CHANGE as a city-state?
Nations that survive and Overcoming the Odds and Fading into Obscurity
succeed are those that
are able to face • Case study of Venice • understand how Venice • leadership • rootedness
challenges and develop - factors that led to the rise of Venice e.g. good achieved prosperity • adaptability • commitment
into viable entities. statesmanship, enterprising spirit • evaluate the factors
However, failure to - factors that led to the decline and fall of responsible for the decline
respond to the changing Venice e.g. corrupt leaders, complacent and fall of Venice
global landscape over society, failure to respond to new changes • draw lessons that nations
time may result in a − lessons for nations can learn from the rise and
nation fading into decline of Venice
obscurity
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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)
GEOGRAPHY ELECTIVE
GCE O Level
(Syllabus 2192)
INTRODUCTION
The ‘O’ Level Geography Elective syllabus, designed around 56 hours, is to be taught over two years
and comprises Physical Geography, Human Geography and geographical skills and techniques.
The physical geography topics are Natural Vegetation and Rivers and Coasts. The human geography
topics are Geography of Food and Development.
AIMS
The syllabus aims to enable candidates to:
1. Acquire knowledge of the characteristics and distribution of physical and human phenomena;
2. Develop an understanding of the processes affecting the physical and human environments;
3. Provide a holistic understanding of physical-human relationships;
4. Develop skills in acquiring, communicating and applying geographical knowledge;
5. Develop an informed concern about the quality of the environment and the future of the human
habitat, and thereby, enhance students’ sense of responsibility for the care of the Earth and its
people; and
6. Develop awareness of contrasting opportunities and constraints which people face in local, regional
and global environments.
KNOWLEDGE
The syllabus intends that candidates develop knowledge with regard to:
1. Geographical concepts, terms, facts, trends and theories;
2. Components of physical and human environments;
3. Spatial patterns of physical and human phenomena;
4. Relationships and interactions between and within physical and human phenomena at local,
regional and global scales; and
5. Spatial and temporal changes in physical and human environments.
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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)
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
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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)
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.
Note:
Stimulus materials will be used where they facilitate the application of content to new contexts and
issues. A non-exhaustive list of stimulus materials includes topographic and other maps,
photographs, diagrams, sketches and texts. Skills of photograph interpretation, graphic construction,
interpretation of data (primary and secondary), and simple descriptive analysis of statistical data may
be assessed in the examination. Map reading may only be tested as a sub-part of a question. It will
not be set as a full 25 mark question. Candidates may be assessed in the application of geographical
knowledge in decision-making processes.
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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)
Candidates should develop skills and techniques to interpret and evaluate geographical data.
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.
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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)
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.
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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)
NATURAL VEGETATION
1. Types of Natural Vegetation (distribution and characteristics)
• Tropical rainforests and mangroves
• Tropical monsoon forests
• Coniferous forests
3. Uses of Forests
• Habitat (humans, flora and fauna)
• Water catchment
• ‘Green Lungs of the Earth’
• Timber
• Medical
Suggested Fieldwork/Techniques/Strategies
• Make a field sketch of the structure of a tropical forest in Singapore (e.g. Bukit Timah Nature
Reserve, Sungei Buloh Nature Reserve)
• Estimate the number of flora species within a stipulated area (e.g. using quadrat sampling)
• Gather evidence on how humans have modified the tropical rainforest
• Debate the effectiveness of sustainable management of forests
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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)
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
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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)
GEOGRAPHY OF FOOD
1. Trends in Food Production and Distribution Since 1960
• Variations in food consumption between DCs and LDCs
o Different levels of food consumption between DCs and LDCs
o Changing food preferences (e.g. rice, meat, fruits) in DCs and LDCs
o Production of non-staple food (e.g. coffee, olives) replacing production of staple food in the
LDCs
• Reasons for the variations in food consumption between DCs and LDCs (adequacy of food
availability, stability of food supply and access to food) and the resulting impact
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
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2192 COMBINED HUMANITIES O LEVEL GEOGRAPHY ELECTIVE (2010)
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)
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
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DETAILS OF SYLLABUS
Section A: Physical Geography Remarks
TOPIC 1: NATURAL VEGETATION Candidates are required to study TWO topics.
1. Types of Natural Vegetation (distribution and characteristics)
Examples given are only for guidance and are not exhaustive. Case studies
where applicable, are to be studied at greater detail.
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PHYSICAL GEOGRAPHY: NATURAL VEGETATION
Content Learning Outcomes Main Concepts Values/Attitudes
1. Types of Natural Vegetation
(distribution and characteristics)
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PHYSICAL GEOGRAPHY: NATURAL VEGETATION CONTINUED
Content Learning Outcomes Main Concepts Values/Attitudes
3. Uses of Forests
• Habitat (humans, flora and fauna) • Discuss the uses of forests • Habitat
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PHYSICAL GEOGRAPHY: NATURAL VEGETATION CONTINUED
Content Learning Outcomes Main Concepts Values/Attitudes
Suggested Fieldwork/Techniques/
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PHYSICAL GEOGRAPHY: RIVERS AND COASTS
Content Learning Outcomes Main Concepts Values/Attitudes
1. River Processes and Their Related
Landforms Students will be able to:
• River system • Describe the river system • River • Adaptability
• Landforms and features resulting • Explain the formation of waterfalls, • Vertical erosion
from river processes gorges and valleys • Lateral erosion
o Waterfalls (e.g. Niagara Falls, • Explain the formation of floodplains and • Waterfall
USA; Kota Tinggi Falls, deltas • Plunge pool
Peninsular Malaysia) • Gorge
o Gorges (e.g. Rhine Gorge, • Valley
Germany; Three Gorges, China) • Floodplain
o Valleys (e.g. Rhine Valley, • Levees
Germany; Ganges Valley, India)
• Meander
o Floodplains (e.g. Mississippi,
• Oxbow lake
USA; Ganges, India and
Bangladesh) • Delta
- Meanders, oxbow lakes and • Distributary
levees
o Deltas (e.g. Yangtze Delta,
China; Mekong Delta, Vietnam)
- Distributaries
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PHYSICAL GEOGRAPHY: RIVERS AND COASTS CONTINUED
Content Learning Outcomes Main Concepts Values/Attitudes
2. Coastal Processes and Their
Related Landforms
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PHYSICAL GEOGRAPHY: RIVERS AND COASTS CONTINUED
Content Learning Outcomes Main Concepts Values/Attitudes
3. River and Coastal Management
• River channel management • Discuss the effectiveness of river • Channelisation
o Channelisation (re-alignment, channel management measures
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
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SECTION B: HUMAN GEOGRAPHY Remarks
TOPIC 1: GEOGRAPHY OF FOOD Candidates are required to study TWO topics.
1. Trends in Food Production and Distribution Since 1960
2. Factors Affecting Intensity of Food Production These topics should be studied at a variety of scales from global to local, so
Examples given are only for guidance and are not exhaustive.
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HUMAN GEOGRAPHY: GEOGRAPHY OF FOOD
Content Learning Outcomes Main Concepts Values/Attitudes
1. Trends in Food Production and
Distribution Since 1960 Students will be able to:
• Variations in food consumption • Describe variations in food consumption • Food • Adaptability
• •
• Reasons for the variations in food • Explain why variations exist and persist • Food security
consumption between DCs and in food consumption between DCs and • Stock piling
LDCs (adequacy of food availability, LDCs • Food subsidy
stability of food supply and access • Discuss the impact of variations in food • Food supply
to food) and the resulting impact consumption between DCs and LDCs • Purchasing power
• Malnutrition
• Starvation
• Obesity
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HUMAN GEOGRAPHY: GEOGRAPHY OF FOOD CONTINUED
Content Learning Outcomes Main Concepts Values/Attitudes
2. Factors Affecting Intensity of Food
Production
• Development of genetically modified • Discuss the positive and negative effects • Genetically modified food
food crops of genetically modified food crops • Biodiversity
o Benefits (economic and regional • Agri-business
development)
o Threats (health and native
species)
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HUMAN GEOGRAPHY: GEOGRAPHY OF FOOD CONTINUED
Content Learning Outcomes Main Concepts Values/Attitudes
Suggested Fieldwork/Techniques/
Strategies
• Make a list of the countries of origin
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HUMAN GEOGRAPHY: DEVELOPMENT
Content Learning Outcomes Main Concepts Values/Attitudes
1. Variations in Development in the
World Students will be able to:
• Uneven development exists • Describe the characteristics of uneven • Development • Adaptability
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HUMAN GEOGRAPHY: DEVELOPMENT CONTINUED
Content Learning Outcomes Main Concepts Values/Attitudes
3. Strategies to Alleviate Uneven
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
38
List of Command Words (in alphabetical order)
Command Words What is expected of the candidates in order to gain credit
Account for Give reasons for/Suggest reasons for/How might
Analyse State what you can tell
Breakdown the content of a topic into its constituent parts
39
Command Words What is expected of the candidates in order to gain credit
Describe the Describe what the feature looks like (e.g. for a landform – its shape, dimensions, composition, location)
characteristics of
Describe/Identify In relation to a graph or a series of graphs
dates/time elements Give an overall picture
40
Command Words What is expected of the candidates in order to gain credit
Illustrating your Account for by writing specific examples or diagrams
answers with Include relevant words or terms to identify particular features
Insert/Label Place specific names or details to an illustrative technique
Justify Give an explanation why something is chosen or why it is done in a particular manner or why a particular position/stand is
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2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2010)
HISTORY ELECTIVE
GCE Ordinary Level
(Syllabus 2192)
INTRODUCTION
The History syllabus has been revised to provide students with a global perspective of the
complexities of international relations. It highlights the importance of understanding and
interpreting history in all its complexity – its people, events, issues, periods, turning points,
themes and sources. The syllabus also equips students with the necessary skills to make
reasoned and informed decisions.
AIMS
The History syllabus aims to develop students in the areas of Content, Skills and Values.
CONTENT
At the end of the course, students should be able to:
• grasp the broad fundamental concepts common to all historical explanations and also a
range of more specific ones;
• understand international affairs and the forces that shaped twentieth-century world history.
SKILLS
At the end of the course, students should be able to:
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2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2010)
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
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2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2010)
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.
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
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.
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.
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2192 COMBINED HUMANITIES O LEVEL HISTORY SYLLABUS (2010)
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.
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
Source-based questions will only be set on the specific sub-topics within the topics indicated by
the symbol *. Teachers should note that for 20th Century World History, detailed study of the
military campaigns of World War II is not required.
46
20TH CENTURY WORLD HISTORY, 1910s–1991
47
Unit 2 – Hope for a Better World?
Enquiry Question: In what ways were the years between World War I and World War II a time of both new hopes and great troubles?
48
Unit 3 – The Breakdown of World Order
Enquiry Question: Why had international peace collapsed by 1939?
49
Unit 4 – A World Divided And United?
Enquiry Question: How stable was the post-World War II era?
Source-based questions will only be set on the specific sub-topics within the topics indicated by the symbol *. Teachers should note that for 20th Century
World History, a detailed study of the military campaigns of World War II is not required.
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2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2010)
LITERATURE ELECTIVE
GCE Ordinary Level
(Syllabus 2192)
VALUES
The study of Literature in English can be an effective means for students to explore moral and social issues.
Moral Issues
• Via the study of literary texts, students explore the human condition and are able to better understand
their own existence and values in relation to society;
• Literature addresses a wide range of psychological and social issues. At the heart of literary works are
issues of conflict and a range of human desires that contribute to such conflict; and
• Such exposure will encourage an understanding of moral and ethical issues, prompting students to
develop an awareness of the world they live in.
Social Issues
• The study of Literature in English encourages students to explore literary contexts that promote an
awareness of social factors that influence people; and
• Literary works provide an effective way for students to appreciate and understand the different aspects
of human nature, values and perspectives.
AIMS
The aims of the syllabus are the same for all students. The aims are set out below and describe the
educational purposes of a course in Literature for the GCE examination.
• 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.
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2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2010)
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.
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2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2010)
‘O’ Level Sec 3 • Candidates offer Papers 1 and 2 • Candidates offer only 1 paper,
Sec 4 • Assessment is in the form of which is the same as the ‘O’ level
passage-based & essay questions Paper 1
• Over two years, they study two set • Assessment is in the form of
texts and the Unseen passage-based & essay questions
• Over two years, they study one
set prose text and the Unseen
Band descriptors are differentiated for ‘N’ and ‘O’ level candidates, that is, the band descriptors for grading
‘O’ level answers will be scaled one level higher compared to those for the ‘N’ level.
PRESCRIBED TEXTS
This syllabus will prescribe texts from various parts of the world, originally written in English.
Note: 2010 will be the last year of examination for texts marked with an asterisk (*). They will be
replaced with other texts from 2011 onwards.
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2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2010)
AREAS OF STUDY
Areas of study refer to the various elements that make up a literary text. They are applicable to both ‘N’ and
‘O’ level candidates.
The areas of study and their subsidiary points have been listed in no particular order of difficulty or
importance, and there is likely to be a degree of overlap between them. The areas of study should not be
taught in isolation, but should lead students to a holistic and meaningful appreciation of the text.
It is also likely that not all texts will lend themselves to every area of study, e.g. some poems will not be
appropriate for a study of characterisation.
Each of the five areas of study provides a framework within which students will be encouraged to
comprehend, interpret and respond to all types of literary texts.
Viewpoint Setting/Atmosphere
• the writer’s intention and point of view in a text • the important factors in the background to
(i.e. the treatment of themes and issues) the text (e.g. geographical; historical;
• the historical, social or personal influences on cultural)
a writer’s point of view • the influence and effect of the
• the means by which the writer’s viewpoint is setting/atmosphere of a text
conveyed to the reader or audience • the significance of changes in setting
and/or atmosphere in a text
• the means by which a writer creates a
particular mood or atmosphere in a
scene/text
Style
• the means by which a writer uses
language to produce certain Areas
effects in a text (i.e. diction; of
sentence structure and syntax; Study
figurative language; patterns of
rhythm; rhyme, alliteration;
onomatopoeia) Characterisation
• the characteristics (i.e. character traits) of
the various characters in a text
• the similarities and differences between
characters in a text or in different texts
Plot and Structure
• the development of characters in the
• the sequential development of events in a text course of a text
• the relationships between characters
• the significance and impact of individual
scenes/events in a text on its overall plot and (e.g. the effect one character has on
structure another in a text)
• the different literary roles (e.g. hero; villain;
• the effect the choice of a particular genre, or
form within that genre, has had on the minor character) and/or functions
message the writer wishes to convey (e.g. narrating the story; observing and
commenting on events; providing realism to
• the effects produced by the writer’s use of, or the setting) that characters perform in a
deviation from, conventional structures text
(e.g. chronological sequence of events;
• the techniques used by a writer to convey
standard dramatic and poetic forms)
his/her character/s to the reader or
audience (e.g. authorial description; other
characters’ observations; character’s
thoughts, speech, physical appearance;
use of contrast/juxtaposition)
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2192 COMBINED HUMANITIES O LEVEL LITERATURE ELECTIVE (2010)
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.
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BAND DESCRIPTORS FOR SET TEXT QUESTIONS
NORMAL (ACADEMIC)
NORMAL DESCRIPTION
• Relevant and apt selection of textual detail. Answers are generally well focused.
• Answers demonstrate understanding of the text’s main concerns and some knowledge of how the author conveys these.
Short work: Can be presented in various forms, e.g. note form or a series of hurriedly sketched-in paragraphs. It is essential that Examiners mark short work
strictly on the basis of what is given. The work should not be marked on the grounds of quality elsewhere in the script as this can lead to unfairness.
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BAND DESCRIPTORS FOR SET TEXT QUESTIONS
EXPRESS
EXPRESS DESCRIPTION
• Discriminating selection of textual detail with close attention to the terms of the question. Top answers take advantage of the
Short work: Can be presented in various forms, e.g. note form or a series of hurriedly sketched-in paragraphs. It is essential that Examiners mark short work
strictly on the basis of what is given. The work should not be marked on the grounds of quality elsewhere in the script as this can lead to unfairness.
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BAND DESCRIPTORS FOR UNSEEN QUESTIONS
NORMAL (ACADEMIC)
NORMAL DESCRIPTION
• Competent grasp of subject matter. Evidence of analysis and evaluation which is likely to reflect conscientiousness rather than
sophistication. Answers will be related to the question but may not address some of the key issues.
Short work: Can be presented in various forms, e.g. note form or a series of hurriedly sketched-in paragraphs. It is essential that Examiners mark short work
strictly on the basis of what is given. The work should not be marked on the grounds of quality elsewhere in the script as this can lead to unfairness.
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BAND DESCRIPTORS FOR UNSEEN QUESTIONS
EXPRESS
EXPRESS DESCRIPTION
• Intelligent grasp of subject matter. Answers demonstrate a freshness of insight. Good analysis and evaluation of content and
Short work: Can be presented in various forms, e.g. note form or a series of hurriedly sketched-in paragraphs. It is essential that Examiners mark short work
strictly on the basis of what is given. The work should not be marked on the grounds of quality elsewhere in the script as this can lead to unfairness.
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN CHINESE ELECTIVE (2010)
GCE O Level
(Syllabus 2192)
说明
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 (2010)
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
3 《行人道上的镜子》 朵拉 马来西亚
序号 短篇小说篇名 作者 备注
1 《百合花》 茹志鹃 中国
2 《我爱玛丽》 黄春明 台湾
《射雕英雄传》
(节选第 35~36 回:这时厮杀之
3 金庸 香港
声渐远渐低……不由得叹了一口
气,纵下地来,绰枪北行。)
序号 新诗篇名 作者 备注
1 《偶然》 徐志摩 中国
2 《死水》 闻一多 中国
3 《致橡树》 舒婷 中国
4 《等你,在雨中》 余光中 台湾
5 《土》 吴晟 台湾
6 《停电》 李男 台湾
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN CHINESE ELECTIVE (2010)
7. 课外文学作品赏析
7.1 无规定文本。
7.2 以短篇小说、微型小说、新诗、散文等为主,强化鉴赏及分析文学作品的能 力。
8.试卷蓝图
试卷 组别 方式 题数 分数 考查方式 具体内容 备注
五 A组 问答 2 选 1 25 现当代文学 • 短篇小说
(25%) 作品选读
• 微型小说 • 1½ 小时
• 新诗 • B 组考查学生
• 散文
计 2 50
(50%)
* B 组用于考查的文学作品为课外节选篇章,旨在考查学生分析与鉴赏文学作品的能力。
-完-
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN MALAY ELECTIVE (2010)
GCE O LEVEL
(Syllabus 2192)
MATLAMAT
OBJEKTIF
OBJEKTIF PENILAIAN
Calon dapat:
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN MALAY ELECTIVE (2010)
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
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
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN MALAY ELECTIVE (2010)
PEPERIKSAAN
Calon menduduki Kertas 6 (Bahagian A dan Bahagian B) sahaja. Kertas ini merupakan
sebahagian daripada kertas Kesusasteraan Melayu (2096).
Berikut ialah Jadual Pengkhususan bagi Kesusasteraan Melayu Elektif GCE Peringkat O.
Bahagian A
6 Prosa Moden & Sajak * Esei berstruktur 2 1 25%
(1 jam 30
minit)
Bahagian B
Analisis Sastera (Teks Esei berstruktur 2 1 25%
bebas: prosa moden /
sajak)
* Soalan yang diuji boleh terdiri daripada genre yang berlainan ataupun yang sama.
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN TAMIL ELECTIVE (2010)
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN TAMIL ELECTIVE (2010)
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN TAMIL ELECTIVE (2010)
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN TAMIL ELECTIVE (2010)
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2192 COMBINED HUMANITIES O LEVEL LITERATURE IN TAMIL ELECTIVE (2010)
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