Humanities

• Chapter 1 – Was there Singapore Before 1819
• Chapter 2 – Who was Founder of Singapore
• Chapter 3 – What Part did the Different Immigrant Communities Play in Singapore Development
• Chapter 4 – How did the British Govern Singapore Before WW2
• Chapter 5 – How did External events before WW2 affect Singapore
• Chapter 6 – How did WW2 affect Singapore

• Chapter 7 – How did the local people respond to British rule after WW2
• Chapter 8 – How did Singapore progress to Internal Self-Government (1955 – 59)
• Chapter 9 – How did Singapore achieve Independence
• Chapter 10 – How did Singapore tackle its challenges in its early years of independence
• Social Studies Chapter1 – Singapore: A Nation in the World (non-examinable for GCE ‘O’)

What is your son learning in UPPER SECONDARY ELECTIVE HISTORY?

1. Student-centred teaching
   Cooperative lessons are carried out to enable pupils to learn inter-dependently. At the Lower Secondary, Inter-Disciplinary Project Work is carried out which enables pupils to master two or more content at the same time.
   
   
2. Modular programme at the Lower Secondary Level
   There are two reasons why the Department undertook this approach.
   
   Firstly, for the welfare of our Lower Sec pupils (esp. our Sec 1s). We help them to ease into the secondary school environment by having one less subject to focus per semester. For the Sec 2s, we help them to excel in BOTH humanities by them having to study only one subject per semester.
   
   Secondly, to enable our teachers to have more time to carry out innovative and student-centred teaching. This is possible as the number of weekly periods is now doubled to six.
   
   
3. Learning Journeys
   These are organized to bring to life what the Saints learn in the classrooms. Such out of class learning are in line with the MOE’s initiative of Teach Less Learn More (TLLM) and National Education (NE). 
   
   
4. Humanities I&E programme - “All Who Passed Before Us”
   This is for the Sec 2 pupils in the 2nd semester. The purpose is to pique their interest in the history of the School. Their attention is drawn for example to Mr. David Marshall and Mrs Elizabeth Choy, both of whom are important historical figures of the nation and of the School. History cannot be any more real and authentic!

1. PLATE TECTONICS AND THE RESULTING LANDFORMS
2. WEATHER AND CLIMATE
3. NATURAL VEGETATION
4. RIVERS AND COASTS

1. GEOGRAPHY OF FOOD
2. THE INDUSTRIAL WORLD
3. TOURISM
4. DEVELOPMENT

1. Student-centred teaching
   Cooperative lessons are carried out to enable pupils to learn inter-dependently. At the Lower Secondary, Inter-Disciplinary Project Work is carried out which enables pupils to master two or more content at the same time.
   
   
2. Modular programme at the Lower Secondary Level
   There are two reasons why the Department undertook this approach.
   
   Firstly, for the welfare of our Lower Sec pupils (esp. our Sec 1s). We help them to ease into the secondary school environment by having one less subject to focus per semester.
   
   For the Sec 2s, we help them to excel in BOTH humanities by them having to study only one subject per semester. Secondly, to enable our teachers to have more time to carry out innovative and student-centred teaching. This is possible as the number of weekly periods is now doubled to six.
   
   
3. Learning Journeys
   These are organized to bring to life what the SAINTS learn in the classrooms. Such out of class learning are in line with the MOE’s initiative of TLLM and NE.
   
   
4. Down-streaming of topics
   Lower Sec Geography topics now dove-tail with the Upper Sec Geography (2235) syllabus as some of the topics are “down streamed” and taught at the lower secondary level. This is beneficial in two ways. Firstly, it frees up time at the Upper Secondary level (Sec 4) for drilling of exams skills. Secondly, pupils who choose to study Geography Elective would have more time to master the more difficult content, having done the less challenging topics at lower secondary.

• 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.”(Source: CPDD, Social Studies Unit)

What is your son LEARNING in SOCIAL STUDIES? (2192/1 & 2193/1)

• Singapore as a Nation in the World
• Understanding Governance
• Conflict and Harmony in Multi-ethnic Societies
• Managing International Relations
• Sustaining Economic Development
• Facing Challenges and Change

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

• master relevant factual knowledge
• select, organise and apply the concepts, terms and facts learnt;
• make judgements, recommendations and decisions. 

• comprehend and extract relevant information;
• draw inferences from given information;
• analyse and evaluate evidence;
• compare and contrast different views;
• distinguish between fact, opinion and judgment;
• recognise values and detect bias;
• draw conclusions based on reasoned consideration of evidence and arguments.

How can your son DO WELL in SOCIAL STUDIES

1. For KNOWLEDGE acquisition
• create own question bank based on the content in the textbook
• answer your question AFTER you have studied the details
• independently creating notes
2. For ANALYTICAL skills development
• improve on English Language proficiency by reading main stream articles / materials
• RANK and JUSTIFY factors / reasons causes / effects (taught in the textbook) based on the principle of “First Things First”
• be very familiar with LORMS (level of response marking scheme) and know what and how to craft an answer to achieve a higher level answer
• be very familiar with how the 4 types of Source-based Question i.e. Inference, Comparison, Utility and Reliability are to be answered
3. For WEEKLY class lessons
• pay attention to teacher in classü clarify doubts either personally or Email
• keep all notes properly in the file
• do consistent revision
• study for all tests and exams

ELEMENTS OF BUSINESS SKILLS

• Introduction to Business Activities

• Retail Industry
• Travel and Tourism Industry
• Hospitality Industry

• Aspects of Marketing
• Planning and Promotion

• Customer service
• Communicating with the customer