Humanities (Syllabus 2260) : (Social Studies, Geography)

Singapore–Cambridge General Certificate of Education
Ordinary Level (2024)
Humanities
(Social Studies, Geography)
(Syllabus 2260)
(First year of examination in 2024)
© MOE & UCLES 2022

2260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS
CONTENTS
Page
INTRODUCTION 3
SOCIAL STUDIES 4
GEOGRAPHY 16
APPENDIX A 44
2
Humanities
(Social Studies, Geography)
Singapore–Cambridge General Certificate of Education
Ordinary Level (2024)
(Syllabus 2260)
INTRODUCTION
This Humanities syllabus aims to enable students to acquire knowledge and understanding of events and
phenomenon, issues and perspectives, and human actions and behaviours.
Humanities syllabus (2260) comprises two components: Social Studies and Geography. Both components are
compulsory.
The examination format is shown in the table below.
Paper No. Component Marks Weighting Duration
1 Social Studies 50 50% 1 hr 45 min
2 Geography 50 50% 1 hr 45 min
3
Paper 1
Social Studies
INTRODUCTION
Philosophy of the Singapore Social Studies Curriculum
At the heart of the Singapore Social Studies curriculum is the preparation of students to be effective citizens by
helping them to better understand the interconnectedness of Singapore and the world they live in and
appreciate the complexities of the human experience.
Drawing on aspects of society that are of meaning and interest to students, Social Studies seeks to ignite
students’ curiosity to inquire into real-world issues that concern their lives. Through inquiry and authentic
learning experiences, Social Studies helps students to attain relevant knowledge and understanding about
these issues, develop critical and reflective thinking skills, and appreciate multiple perspectives.
Social Studies seeks to inculcate in students a deeper understanding of the values that define the Singapore
society, nurture dispositions that will inspire them to show concern for the society and the world in which they
live and demonstrate empathy in their relationships with others. The curriculum therefore envisions students as
informed, concerned and participative citizens, competent in decision-making with an impassioned spirit to
contribute responsibly to the society and world they live in.
Figure 1.1 reflects the philosophy underpinning the Singapore Social Studies curriculum.
Figure 1.1 The Singapore Social Studies Curriculum
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The syllabus content is organised around three Issues and is anchored in a set of knowledge, skills and values
outcomes. The three Issues correspond to societal issues that have been shaping Singapore, the region and
the world. The knowledge, skills and values acquired through exploring these Issues will develop students’
competencies to be informed, concerned and participative citizens. The following table shows an overview of
the three Issues in the Social Studies O-Level syllabus.
Issue 1: Exploring Citizenship and Governance
Inquiry Focus – Working for the good of society: Whose responsibility is it?
Why this Issue matters
This Issue invites students to begin exploring what it means to be an informed, concerned and participative
citizen. Students will deepen their understanding of citizenship and governance and learn how citizens and
government play complementary roles in working for the good of society. In a complex society and world,
understanding their roles as citizens will influence how they respond to various situations and issues in
Singapore and the world. This will serve to develop a stronger sense of civic consciousness, enhancing the
roles they play as citizens who are rooted in Singapore with a global outlook.
Key Understandings
• Citizenship is varied and complex.
• Government is a political institution with important functions and roles to govern.
• Different groups of people in society have differing needs, interests and priorities, and experience
unequal sharing of costs. Managing these differences often requires trade-offs to be made.
• Both citizens and government can play complementary roles in working for the good of society.
Issue 2: Living in a Diverse Society
Inquiry Focus – Living in a diverse society: Is harmony achievable?
This Issue helps students appreciate diversity and the importance of harmony. Students will develop an
understanding of who they are as individuals and accept, respect and celebrate diversity as well as common
practices and values in a diverse society. This will heighten students’ awareness of the need to develop
personal and collective responsibility in promoting and maintaining harmony in a diverse society.
Key Understandings
• Identities are diverse and complex.
• Living harmoniously in a diverse society means respecting our differences and appreciating what we
share in common.
• People respond to diversity in a variety of ways to achieve harmony.
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Issue 3: Being Part of a Globalised World
Inquiry Focus – Being part of a globalised world: How can we respond to globalisation?
This Issue helps students understand and make meaning of their lives in a globalised world where countries
and individuals are interconnected and interdependent. Students will explore the impacts of globalisation in
three areas: economy, culture and security. They will understand the complex process of globalisation
through examining how the impacts of globalisation in these areas result in trade-offs and different
responses from countries and individuals. Students will therefore appreciate the complex decision-making
process behind the responses towards the impacts of globalisation. This understanding will help them to
make well-reasoned and responsible decisions as informed, concerned and participative citizens in a
globalised world.
Key Understandings
• Globalisation shapes the interconnections and interdependence among countries and people.
• Globalisation creates impacts in the economy, culture and security.
• The impacts of globalisation result in differing responses from countries and people.
AIMS
As informed citizens, students would:
• understand the rights and responsibilities of citizens and the role of the government in society
• understand their identity as Singaporeans, with a regional and global outlook
• understand the Singapore perspective on key national, regional and global issues
• analyse and negotiate complex issues through evaluating multiple sources with different perspectives; and
• arrive at well-reasoned, responsible decisions through reflective thought and discernment.
As concerned citizens, students would:

• have a sense of belonging to the nation, appreciate and be committed to building social cohesion in a
diverse society
• be motivated to engage in issues of societal concern; and
• reflect on the ethical considerations and consequences of decision-making.
As participative citizens, students would:

• take responsible personal and collective actions to effect change for the good of society; and
• be resilient in addressing concerns of society in spite of challenges faced.
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ASSESSMENT OBJECTIVES
AO1 – Knowledge with Understanding
Candidates should be able to:

• demonstrate an understanding of societal issues.
AO2 – Interpreting and Evaluating Sources/Given Information

• comprehend and extract relevant information
• draw inferences from given information
• analyse and evaluate evidence
• compare and contrast different views
• distinguish between fact, opinion and judgement
• recognise values and detect bias
• draw conclusions based on reasoned consideration of evidence and arguments.
AO3 – Constructing Explanations

• analyse societal issues through different perspectives
• construct reasoned arguments and make informed judgement and recommendations.
O-LEVEL ASSESSMENT SPECIFICATION GRID FOR SOCIAL STUDIES
Assessment Objective Weighting
Objective 1 + Objective 2 35%
Objective 1 + Objective 3 15%
Total 50%
Note: Objective 1 is inevitably part of the testing of Objectives 2 and 3.
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SCHEME OF ASSESSMENT
O-LEVEL SOCIAL STUDIES
• One paper of 1 hour 45 minutes.
• Paper comprises 2 sections:
Section A: (35 marks)

One source-based case study testing Assessment Objectives 1 and 2.
Section B: (15 marks)

Two structured-response questions testing Assessment Objectives 1 and 3.
• Candidates are required to answer the compulsory source-based case study from Section A and the
compulsory structured-response questions from Section B.
Source-Based Case Study
The compulsory source-based case study can be set on any of the three Issues:
• Exploring Citizenship and Governance
• Living in a Diverse Society
• Being Part of a Globalised World.
Candidates will be expected to have an understanding of the ways in which sources may be evaluated. The
case study will be set on one of the three Issues of the syllabus and will require the skills and concepts taught
during the course. 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.
The source-based case study comprises five questions:
Question Skills Tested Mark Allocation
1–4 • Source-handling skills on specific sources 25
5 • Source-handling skills requiring use of multiple sources – 10

question will require candidates to consider the issue of the case
study from a different perspective
A ‘Levels of Response Marking Scheme’ (LORMS) will be used to assess candidates’ responses.
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Structured-Response Questions
The compulsory structured-response questions will be set on any of the three Issues in the syllabus. However,
in an examination, the question set will not be on the same Issue as the source-based case study.
The structured-response questions comprise two questions:
Question Skills Tested Mark Allocation
6 • Constructing explanation by giving reasoned argument and/or 7

making recommendation on an issue (multiple strategies/multi-
causal)
– question will require candidates to consider the issue in the
context of Singapore
7 • Constructing explanation of two factors / perspectives on an 8

issue and making judgement on the relative importance of
factors or giving balanced conclusion on the issue
A ‘Levels of Response Marking Scheme’ (LORMS) will be used to assess candidates’ responses.
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Descriptor Key Understandings
Inquiry Focus – Working for the good of society: Whose responsibility is it? • Citizenship is varied and complex.
Why this Issue matters • Government is a political institution with important functions and roles to
This Issue invites students to begin exploring what it means to be an informed, govern.
concerned and participative citizen. Students will deepen their understanding of
citizenship and governance, and learn how citizens and government play • Different groups of people in society have differing needs, interests and
complementary roles in working for the good of society. In a complex society priorities, and experience unequal sharing of costs. Managing these
and world, understanding their roles as citizens will influence how they respond differences often requires trade-offs to be made.
to various situations and issues in Singapore and the world. This will serve to
develop a stronger sense of civic consciousness, enhancing the roles they play • Both citizens and government can play complementary roles in working for
as citizens who are rooted in Singapore with a global outlook. the good of society.
Knowledge Outcomes Skills Outcomes Concepts
Students will be able to understand: Students will be able to: • Citizenship

• different attributes can shape one’s • examine societal issues critically by gathering, interpreting, analysing and
• Governance
understanding of citizenship evaluating information from different sources to make well-reasoned and
substantiated arguments, recommendations and conclusions on societal issues
• Trade-offs
• the functions and roles of government in
working for the good of society • demonstrate sound reasoning and responsible decision-making that considers
− Singapore’s unique contexts, constraints and vulnerabilities; and
• the challenges of determining what is − the consequences of one’s actions on those around them
good for a society, with decisions guided
by the principles of governance • demonstrate perspective-taking when encountering differing views
• how citizens and government can work • demonstrate reflective thinking when reviewing their understanding of societal
together for the good of society. issues and examining personal assumptions and beliefs about others.
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Guiding Questions Content
1 What does citizenship mean to me? • Attributes can shape one’s understanding of citizenship
− Legal status
o Rights and obligations of citizens
− A sense of identity
− Shared values
− Civic participation
o Participate in public affairs as individuals and community groups
2 What are the functions and roles of • Functions and roles of government in a representative democracy
government in working for the good of − Functions of government
society? o Makes and passes laws
o Implements and enforces laws
o Interprets and applies laws
− Roles of government
o Maintains law and order
o Ensures economic and social well-being of citizens
o Promotes and protects a country’s national interests
3 How do we decide what is good for • Deciding what is good for society
society? − Challenges in deciding what is good for society
o Differing needs and interests
o Differing priorities
o Unequal sharing of costs
− Managing trade-offs
− Principles shaping governance
o Having good leadership
o Anticipating change and staying relevant
o A stake for everyone, opportunities for all
o Practising meritocracy
4 How can we work together for the good • Citizens and government working together for the good of society
of society? − Addressing the needs of society
− Influencing decision-making in public affairs
− Strengthening citizens’ sense of belonging
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Inquiry Focus – Living in a diverse society: Is harmony achievable? • Identities are diverse and complex.
Why this Issue matters • Living harmoniously in a diverse society means respecting our differences
This Issue helps students appreciate diversity and the importance of harmony. and appreciating what we share in common.
Students will develop an understanding of who they are as individuals and
accept, respect and celebrate diversity as well as common practices and • People respond to diversity in a variety of ways to achieve harmony.
values in a diverse society. This will heighten students’ awareness of the need
to develop personal and collective responsibility in promoting and maintaining
harmony in a diverse society.
Students will be able to understand: Students will be able to: • Identity

• the factors that shape identities of people • examine societal issues critically by gathering, interpreting, analysing and
• Diversity
and contribute to a diverse society evaluating information from different sources to make well-reasoned and
substantiated arguments, recommendations and conclusions on societal issues
• Harmony
• the experiences and effects of living in a
diverse society • demonstrate sound reasoning and responsible decision-making that considers
• the various ways in which individuals, − the consequences of one’s actions on those around them
communities and governments can
respond to the effects of living in a • demonstrate perspective-taking when encountering differing views
diverse society.
• demonstrate reflective thinking when reviewing their understanding of societal
issues and examining personal assumptions and beliefs about others.
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1 What are the factors that shape the • Factors that shape the identities of people and contribute to a diverse society
identities of people and contribute to a − Race and ethnicity
diverse society? − Religion
− Socio-economic status
− Nationality
2 What are the experiences and effects of • Interactions in a diverse society and common space
living in a diverse society? • Experiences and effects of living in a diverse society
− Cultural exchange and appreciation
− Exchange of knowledge and skills
− Stereotypes, prejudice and discrimination
− Competition for resources
3 How can we respond to diversity in • Citizens and government responding to socio-cultural diversity
society? − Responses of citizens as individuals and community groups
− Responses of government
o Assimilationist policy and its tensions
o Integration policy and its tensions
• Citizens and government responding to socio-economic diversity
− Responses of citizens as individuals and community groups
− Responses of government
o A government-financed approach and its challenges
o A shared responsibility approach and its challenges
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Inquiry Focus – Being part of a globalised world: How can we respond to • Globalisation shapes the interconnections and interdependence among
globalisation? countries and people.
Why this Issue matters • Globalisation creates impacts in the economy, culture and security.
This Issue helps students understand and make meaning of their lives in a
globalised world where countries and individuals are interconnected and • The impacts of globalisation result in differing responses from countries
interdependent. Students will explore the impacts of globalisation in three and people.
areas: economy, culture and security. They will understand the complex
process of globalisation through examining how the impacts of globalisation in
these areas result in trade-offs and different responses from countries and
individuals. Students will therefore appreciate the complex decision-making
process behind the responses towards the impacts of globalisation. This
understanding will help them to make well-reasoned and responsible decisions
as informed, concerned and participative citizens in a globalised world.
Students will be able to understand: Students will be able to: • Globalisation

• the key driving forces of globalisation • examine societal issues critically by gathering, interpreting, analysing and
• Interconnectedness
evaluating information from different sources to make well-reasoned and
• different responses of countries and substantiated arguments, recommendations and conclusions on societal issues
• Interdependence
individuals to economic, cultural and
security impacts of globalisation. • demonstrate sound reasoning and responsible decision-making that considers
− the consequences of one’s actions on those around them
• demonstrate perspective-taking when encountering differing views
• demonstrate reflective thinking when reviewing their understanding of societal

issues and examining personal assumptions and beliefs about others.
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1 What are the factors that contribute to • Driving forces of globalisation

globalisation? − Technological advancements
o Developments in transportation
o Developments in digital technology
− Growth of Multinational Corporations
2 How can we respond to the economic • Economic impacts of globalisation and responses of countries and individuals
impacts of globalisation? − Economic impacts of globalisation
o Economic growth and economic vulnerability experienced by countries
o Employment opportunities and challenges experienced by individuals
− Responses to economic impacts of globalisation
o Government support
o Acquisition of knowledge and skills by individuals
3 How can we respond to the cultural • Cultural impacts of globalisation and responses of countries and individuals
impacts of globalisation? − Cultural impacts of globalisation
o Spread of culture
o Dilution of culture
− Responses to cultural impacts of globalisation
o Varying degrees of acceptance and rejection
4 How can we respond to the security • Security impacts of globalisation and responses of countries and individuals
impacts of globalisation? − Security impacts of globalisation
o Transnational terrorism
o Cyber threats
− Responses to security impacts of globalisation
o Vigilance by individuals
o Security measures by governments within their countries
o Cooperation among countries
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Paper 2
Geography
INTRODUCTION
At all levels of study, Geography bridges the humanities, social and natural sciences. It is a holistic subject that
provides students with integrative ways of understanding the real world. Students will explore Earth, its natural
and man-made environments, and examine the interactions of humans with these environments, from the
personal to global scales. Geography fascinates and inspires students, enabling them to gain a deep
appreciation of Earth’s beauty, the immense power of natural forces, and the ingenious ways humans thrive
under different circumstances. Through Geography, students will understand how places and landscapes
evolve, deliberate on consequences arising from our everyday decisions, and experience the mosaic of cultures
and societies.
Fieldwork satisfies and nourishes students’ curiosity about contemporary issues that affect their communities.
Through fieldwork, students apply their classroom learning in the real world to make new discoveries. They also
get to hone their abilities to generate innovative solutions and help make our world a better place. Such learning
experiences make Geography a vital resource, in enabling students living in an interconnected world to discover
what it means to live sustainably and exist harmoniously with one another and with other living species.
The Geography Curriculum Concept

The Geography Curriculum Concept (Figure 1) articulates the aspirations of Geography education in Singapore,
from Secondary to Pre-University. It signals a shared belief regarding the nature, purpose and structure of
Geography for all levels of study so that all stakeholders can better support students’ growth as they progress
from one level of study to the next.
.
Figure 1: The Geography Curriculum Concept
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AIMS AND LEARNING OUTCOMES

AIMS
This syllabus enables students to:
1 acquire knowledge and skills to describe, explain and analyse geographical phenomena and processes
that occur in Singapore and beyond
2 examine selected geographical phenomena and processes by analysing data
3 be aware of different value orientations towards the environment, which influence people’s actions
4 be imbibed with a sense of responsibility towards the environment
5 be provided with opportunities to discuss solutions and take actions to achieve a more sustainable world.
LEARNING OUTCOMES
Knowledge and Understanding
This syllabus develops students with the knowledge and understanding of:
• geographical phenomena and processes that occur in Singapore and beyond
• geographical concepts associated with selected natural and human phenomena
• geographical methods of inquiry to investigate selected natural and human phenomena and processes
• sustainable development and approaches that enhance the sustainability of our world at various scales.
Skills
This syllabus seeks to equip students with skills to:
• analyse geographical data
• interpret geographical data to recognise patterns and trends, and suggest relationships
• pose relevant geographical questions to learn about natural and human phenomena and processes
• apply selected geographical concepts and methods to investigate natural and human phenomena and
processes
• evaluate geographical information to make reasoned decisions.
Values and Attitudes
This syllabus seeks to nurture in students:
• an awareness of different value orientations towards the environment, which influence people’s actions; and
• a sense of responsibility towards the environment, and a desire to contribute towards building a sustainable
future.
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ASSESSMENT OBJECTIVES
AO1: Knowledge with Understanding
Candidates should be able to construct responses based on understanding of theories, generalisations, models
and concepts. This will be demonstrated by the ability to:
(a) identify, describe or explain theories, generalisations, models, concepts and methods
(b) classify environments, events, methods, objects, people, processes and places into categories according to
their common features
(c) explain how events, objects and processes cause changes to environments, people and places.
AO2: Skills and Analysis
Candidates should be able to apply their understanding to break down information into its component parts or to
carry out an investigation. This will be demonstrated by the ability to:
(a) support conclusions using relevant material from information provided
(b) identify, describe or compare characteristics, relationships, patterns and trends shown in graphs, maps,
photographs, diagrams, tables and texts
(c) compare similarities and differences between environments, events, methods, objects, people, processes
and places
(d) describe or explain how to collect, process, interpret and present quantitative and qualitative data
(e) adapt methods to manage risks, limitations and achieve investigation objectives.
AO3: Judgement and Decision-Making
Candidates should be able to use defined criteria and standards to evaluate methods, outcomes and proposals.
This will be demonstrated by the ability to:
(a) arrive at an overall evaluation by considering constraints and opportunities in the environment, people’s
varying needs, attitudes and beliefs, or the importance of sustainable development
(b) evaluate the reliability and validity of investigation findings.
Assessment Specification Grid
The table below shows the approximate weighting of the Assessment Objectives in the syllabus.
Assessment Objectives Weighting for Paper 2
AO1: Knowledge with Understanding 15%
AO2: Skills and Analysis 20%
AO3: Judgement and Decision-Making 15%
Total 50%
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SCHEME OF ASSESSMENT
1h 45min Candidates answer Questions 1 and 2 in Section A, and either Question 3 or 4 in

Section B.
50 marks
Section A
50% • Question 1: Cluster 1 – Geography in Everyday Life (14 marks)
• Question 2: Cluster 2 – Tourism (18 marks)
Section B
Either
• Question 3: Cluster 3 – Climate (18 marks)
Or
• Question 4: Cluster 4 – Tectonics (18 marks)
Each structured question will consist of no more than 8 sub-parts.
Candidates will be required to answer one 9-mark question testing AO3 in either
Question 2 or Question 3/Question 4. This question will be marked using generic level
descriptors. All other questions in this paper will be point-marked.
USE OF CALCULATORS
An approved calculator may be used in this paper.
SYLLABUS FRAMEWORK AND OUTLINE

The O-Level Geography syllabus is organised by topics that are grouped according to clusters to achieve a
balance between breadth and depth of content coverage. A key feature is the close examination of students’
everyday experiences using geographical concepts and methods in the Geography in Everyday Life Cluster.
This would elevate the relevance and applicability of Geography learning. Additionally, this would enable
students to learn new concepts and skills in familiar environments, before applying them to understand different
contexts featured in the subsequent clusters. Students shall undertake bite-sized fieldwork to complement their
classroom learning.
Content Overview
This syllabus is divided into four clusters of three topics.
Cluster 1: Geography in Everyday Life

• Topic 1.1 – Thinking Geographically
• Topic 1.2 – Sustainable Development
• Topic 1.3 – Geographical Methods
Cluster 2: Tourism
• Topic 2.1 – Tourism Activity
• Topic 2.2 – Tourism Development
• Topic 2.3 – Sustainable Tourism Development
EITHER OR
Cluster 3: Climate Cluster 4: Tectonics

• Topic 3.1 – Weather and Climate • Topic 4.1 – Plate Tectonics
• Topic 3.2 – Climate Change • Topic 4.2 – Earthquakes and Volcanoes
• Topic 3.3 – Climate Action • Topic 4.3 – Disaster Risk Management
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SYLLABUS CONTENT
Cluster 1: Geography in Everyday Life
TOPIC 1.1: THINKING GEOGRAPHICALLY
Geography is more than a world knowledge. Geographers make sense of their everyday lives and the world
around them by viewing it through a ‘geographical lens’ or concept. Concepts introduce the diversity of ways to
think geographically and investigate using geographical methods, the connections and relationships between
places and spaces. Learning Geography is to engage mentally with questions about people, society,
environment and the planet. Geographers studying sustainable development explore how people attach values
to the environment and consider people’s varied responses to sustainability challenges in context.
About this Topic
Notwithstanding the diversity of practices among geographers worldwide, disciplinary concepts are commonly
used by geography teachers to support students in classifying and establishing their understanding of concepts
and phenomena. These disciplinary concepts exemplify how geographers conduct research, providing a
meaningful structure that helps students to organise conceptual and factual knowledge. Equipped with the
ability to think geographically would make students’ knowledge powerful, enriching their civic participation and
enabling them to contribute productively in cross-disciplinary teams.
Key Questions Content
1 What is the relationship 1 Relationship between people and nature

between people and (a) local communities and nearby nature areas are dependent upon
nature in their each other
neighbourhoods? (b) local communities and nearby nature areas mutually affect each
other
2 Benefits enjoyed by people and nature

(a) nature areas lower air temperatures, remove pollutants and provide
space for recreation
(b) community activities promote the importance of environmental
protection
3 Disadvantages to people and nature

(a) wildlife from nearby nature areas may harm people and
environmental protection limits development
(b) visitors to nature areas cause soil erosion, damage vegetation,
worsen pollution and disturb wildlife
2 How do people acquire a 1 Sense of place

sense of place in their (a) people associate importance, meanings and memories with specific
neighbourhoods? locations in their neighbourhoods
(b) people’s experiences with natural and built environments, and
interaction with others at these locations
2 Acquiring a sense of place

(a) individuals repeatedly encounter people and objects along familiar
paths or roads during regular travel
(b) individuals experience significant or memorable events at local
landmarks and gathering places
3 Representing a sense of place

(a) individuals and organisations use different forms and types of media
to express people’s sense of place
(b) individuals’ sense of place could be enhanced or contradicted by
these different representations
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3 What is the relationship 1 Regions

between locations in a (a) areas with similar physical and/or human characteristics or are
neighbourhood? known for something
(b) spheres of influence of services, events and objects on other
locations in the area
2 Spatial patterns
(a) non-random arrangement of services, events and objects in an area
(b) services, events and objects arranged in recognisable shapes,
geometry, clusters or at regular intervals
3 Spatial associations
(a) tendency of a pair of services, events and objects to locate near each
other
(b) tendency suggests a connection between a service, event or object
and another service, event or object
4 How are neighbourhoods 1 Spatial scales in Singapore

organised in Singapore? (a) more than 20 towns spread across the country, catering to different
lifestyles
(b) each town has a town centre, serving as commercial and social hubs
for residents living in its neighbourhoods
2 Spatial hierarchies in Singapore

(a) nested areas of different sizes beginning with a single residential unit
(b) clusters of residential units form a precinct, which in turn forms
neighbourhoods that combine into a town
3 Town planning in Singapore

(a) serve residents and provide for nature at distinct levels of the
precinct, neighbourhood and town
(b) create connections and synergies across precincts, neighbourhoods
and towns
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TOPIC 1.2: SUSTAINABLE DEVELOPMENT
About this Topic
The key to sustainable development is to achieve a balance between the exploitation of natural resources for
economic and social development, and conserving ecosystem services that are critical to people’s livelihoods
and well-being. Disasters destroy lives, undoing many years of effort in protecting natural environments, and
improving economic and social conditions. Therefore, putting emphasis on disaster risk reduction is central to
sustainable development.
1 What are sustainable 1 Sustainable development

urban neighbourhoods? (a) meet the needs of the present population by achieving high
standards of living for all
(b) ensure the ability of future generations to meet their own needs
2 Economic and social sustainability in urban neighbourhoods

(a) high enough population density to support local businesses, and
keep transport and infrastructure costs low
(b) small population size to enable regular interaction among residents
and to discuss decisions affecting the neighbourhood
3 Environmental sustainability in urban neighbourhoods

(a) ample protection for nature and facilities that support waste
minimisation and recycling
(b) adopts energy and water efficient design approaches for buildings
and landscapes
2 What ecosystem services 1 Urban neighbourhoods as ecosystems

are found in urban (a) ecosystems consist of living communities and the non-living
neighbourhoods? environment interacting with one another
(b) aquatic and terrestrial ecosystems in neighbourhoods including
ponds, lakes, parks and forests
2 Provisioning and regulating services

(a) provisioning services available in neighbourhoods include fresh water
and food
(b) regulating services in neighbourhoods include microclimate
regulation, flood mitigation, air and water quality control
3 Cultural and supporting services

(a) cultural services in neighbourhoods include aesthetics, education and
recreation
(b) supporting services in neighbourhoods include soil formation,
pollination and photosynthesis
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3 What are common hazards 1 Fire hazards

in urban neighbourhoods? (a) fires in neighbourhoods are commonly caused by faulty electrical
appliances and wiring, and unattended cooking fires
(b) negative consequences of fires include burn injuries, smoke
inhalation and property damage
2 Air pollution hazards

(a) air pollution in neighbourhoods is commonly caused by burning
vegetation and industrial and motor vehicle emissions
(b) negative consequences of air pollution include respiratory infections,
heart disease and lung cancer
3 Traffic hazards
(a) traffic accidents in neighbourhoods are commonly caused by
speeding, red-light running and drink driving
(b) negative consequences of traffic accidents include serious injury and
loss of life
4 How to build sustainable 1 Environmental stewardship

urban neighbourhoods? (a) promote volunteerism among neighbourhood residents to share
knowledge with others about the importance of healthy ecosystems
(b) partner public and private stakeholders in environmental stewardship
efforts
2 Disaster risk management

(a) reduce neighbourhoods’ exposure to hazards and the vulnerability of
people and properties to hazards
(b) improve residents’ preparedness in responding to hazards and
implement monitoring and warning systems
3 Community resilience
(a) strengthen relationships among residents and raise their awareness
of potential hazards
(b) develop residents’ ability to organise themselves and equip
themselves with resources to resist, adapt and recover from a
disaster
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TOPIC 1.3: GEOGRAPHICAL METHODS
About this Topic
Geographical inquiry is integral to school geography and provides the closest proximate to the practice of
geographers. It is learning that takes place outside the classroom and occurs in a real-world context. It is a
systematic approach to investigating geographical phenomena and their related issues, by applying relevant
geographical concepts and skills. At the end of their inquiry, students should reflect on the learning process by
evaluating the reliability of the data collected, and the validity of their conclusion or findings.
1 How to design fieldwork? 1 Research questions and hypotheses

(a) identify a topic or thesis from textbooks, news articles and websites
(b) craft a question that outlines a specific scope and a measurable
hypothesis about one or two variables
2 Data collection sequence through primary and/or secondary sources

(a) collect quantitative data then design qualitative data collection to
examine patterns and trends
(b) collect qualitative data then design quantitative data collection to
verify observations
3 Limitations and risks

(a) adjust research aim, study area, sample size and timeframe
according to available resources
(b) implement measures to avoid harming oneself, other people and
nature
2 How to collect primary 1 Sampling

data? (a) use non-probability sampling methods including convenience and
quota sampling
(b) use probability sampling methods including simple random sampling
and stratified random sampling
2 Closed-ended questionnaire surveys

(a) create pre-defined responses to questions that are limited to short
phrases, single words or numbers
(b) use rating scales to guide responses including the Likert scale,
frequency scale and ranking scale
3 Mental maps
(a) visualise experiences by drawing features and adding labels onto the
base map of a study area
(b) conduct semi-structured interviews with open-ended questions
exploring features and labels added to the map
24
3 How to process and 1 Closed-ended questionnaire surveys

analyse data? (a) interpret responses using measures of frequency including counts
and percentages
(b) interpret responses using measures of central tendency including
mean, mode and median
2 Mental maps
(a) analyse how well maps represent reality, and how features and
labels are drawn or added
(b) examine how memories of experiences are represented on maps and
described during semi-structured interviews
3 Relationships and patterns

(a) visualise positive and negative correlations using scatter plots and
best-fit lines
(b) identify recognisable geometric shapes, clusters and repetition
4 How to present findings? 1 Maps

(a) represent spatial information using dots, lines and polygons
(b) provide title, date, orientation, scale, legend, author and source(s) on
maps
2 Graphs
(a) use bar graphs and pie charts to show distributions
(b) use line graphs to show trends and relationships between two
variables
3 Photographs and texts

(a) use satellite and aerial images to display spatial information
(b) use colour-coded quotations and word clouds to represent qualitative
analyses
25
Cluster 2: Tourism
Tourism is a complex and multi-dimensional phenomenon that is best understood as a system. Tourism activity
consists of flows of people and goods and services between places. These flows are interdependent, existing
within a wider system. Tourism benefits and harms people and nature across different scales. As places are
unique, sustainable tourism development cannot be achieved using a one-size-fits-all approach. Strategies to
benefit from tourism and solutions to address problems caused by tourism would need to be adapted to suit
different contexts.
TOPIC 2.1: TOURISM ACTIVITY
About this Topic
The components of the tourism system span the globe, connecting communities and economies from different
parts of the world. Its efficient functioning depends on the maintenance of the relationship between tourist
generating and tourist destination regions. Tourist arrivals was about 25 million in 1950. About 60 years later, it
exceeded 1 billion as the motivation and ability of individuals to travel increased. The tourism boom resulted in
the transformation of many places, as they evolve as tourist destination regions, attracting tourists with different
personality characteristics at different stages of their life cycle.
1 What is a tourism system? 1 Components of the tourism system

(a) key components include tourist generating regions, tourist destination
regions and transit routes
(b) volume and direction of travel between regions are influenced by
transit routes
2 Relationship between tourist generating and destination regions

(a) push factors at tourist generating regions and pull factors at tourist
destination regions
(b) interdependence of tourists, businesses and organisations at tourist
generating and destination regions
3 Interactions between tourism and the environment

(a) tourism activity interacts with nature, communities and economies in
their local environment and beyond
(b) changes to one part of the tourism system affect the local and wider
environment, and vice versa
2 What led to the growth of 1 Motivation to travel

tourism? (a) individuals seeking relaxation, self-fulfilment and unique travel
experiences
(b) made possible by growth in individuals’ incomes
2 Ability to travel
(a) growth in disposable incomes and increased leisure time due to paid
vacation.
(b) facilitated by business innovations, lower transport costs and
accommodation costs
3 Mobility in travel
(a) expansion of public transport services and infrastructure, and new
modes of air, land and sea travel
(b) increased private car ownership improving travel convenience to
nearby locations
26
3 How do tourist destination 1 Exploration and involvement stages

regions develop over time? (a) small number of tourists undertaking individual and irregular travel to
visit the destination’s primary attractions
(b) locals offer tourist services, advertising the destination, requesting
more public tourist amenities and facilities
2 Development and consolidation stages

(a) increase in tourist numbers with destinations having more man-made
attractions, advertisements and foreign labour
(b) growth in tourist numbers slow and tourists outnumber locals
resulting in a tourism dependent economy
3 Stagnation and decline or rejuvenation stages

(a) tourist numbers peak as a destination’s carrying capacity is reached,
resulting in negative impacts
(b) tourist numbers decline as a destination loses its tourist appeal or is
rejuvenated with new cultural or man-made attractions
4 How do different 1 Spectrum of personality characteristics

personality characteristics (a) Dependables and Venturers, with small proportion of tourists on both
of tourists affect tourist extreme ends
destination regions? (b) majority of tourists in the middle of the spectrum, with a mixture of
both extremes
2 Features of personality characteristics

(a) Dependables spend cautiously, guided by authoritative figures, prefer
structure in daily living and the company of friends and family
(b) Venturers spend readily, guided by personal judgement, prefer
different activities and being alone
3 Personality characteristics influence travel patterns

(a) different types of tourist destination regions appeal to tourists with
different personality characteristics
(b) tourists who are more Venturer types influence travel decisions of
those who are more Dependable types
27
TOPIC 2.2: TOURISM DEVELOPMENT
About this Topic
Tourism is expected to continue growing, characterised by more diverse travel experiences offered by
a larger variety of tourism operators. Thus, the potential of tourism contributing to environmental protection,
economic and social development is widely recognised. It is equally important to recognise that this potential
cannot be fulfilled without paying close attention to the negative, and in some cases irreversible, impacts of
tourism. Left unattended, the negative impacts of tourism could negate all the benefits that it has brought to
tourism destination regions.
1 What are the trends in 1 Globalisation and tourism

tourism? (a) continued expansion in international tourist arrivals
(b) tourism become increasingly diverse in tourist generating and
destination regions
2 Diversity in tourism demand

(a) growing popularity of lesser-known destinations that were not
previously as popular or were less accessible
(b) emergence of new experiences including adventure, heritage, sports
and health tourism
3 Diversity in tourism supply

(a) small specialist operators adding to services of mass market tour
operators
(b) tourism marketing changing from traditional print and broadcast
media to new online media
2 How does tourism affect 1 Economic impact in the tourism system

the economies of places? (a) tourist generating and destination regions operate interdependently in
the tourism system
(b) tourism’s impact on the economy is experienced more significantly at
tourist destination regions
2 Positive economic impact

(a) increased employment in the formal and informal tourism sectors at
tourist generating and destination regions
(b) higher income generated from tourists’ spending on consumer goods
and services especially at tourist destination regions
3 Negative economic impact

(a) economic leakages resulting in less tourism revenue
(b) overdependence on tourism increasing tourist destination regions’
vulnerability to a sudden fall in tourist numbers
28
3 How does tourism affect 1 Social impact in the tourism system

society of places? (a) tourists and local communities at tourist destination regions mutually
affect each other
(b) outcomes are shaped by the nature of interaction between tourists
and local communities
2 Positive social impact

(a) increased interest among tourists and local communities in
preserving traditional cultural practices and art forms
(b) environmental protection at tourist destination regions enhances
cultural ecosystem services
3 Negative social impact

(a) commodification of traditional cultural practices and art forms
resulting in loss of values and conflict among locals
(b) negative attitudes of local communities towards tourists including
cultural clashes and tourists as victims of crime
4 How does tourism affect 1 Environmental impact in the tourism system

the environment of places? (a) natural environments provide important provisioning and regulating
ecosystem services
(b) environmental degradation due to tourism impacts tourist destination
regions significantly
2 Positive environmental impact

(a) conservation of natural environments and preservation of biodiversity
to maintain natural attractions
(b) restoration of degraded aquatic and terrestrial ecosystems to create
new natural attractions
3 Negative environmental impact

(a) pollution caused by greenhouse gas emissions, inadequate sewage
facilities and improper waste disposal
(b) construction of facilities and attractions encroaches on nature,
depletes natural resources and threatens wildlife habitats
29
TOPIC 2.3: SUSTAINABLE TOURISM DEVELOPMENT
About this Topic
Sustainable tourism development is necessary for economies, communities and natural environments to
continually benefit from tourism. However, it is challenging to balance the different dimensions of sustainable
development given the numerous stakeholders who are involved in tourism. The values, attitudes and needs of
these stakeholders could differ or be in conflict. There are many approaches to achieving sustainable tourism
development, which strive for sustainable tourism production and consumption, ensuring the equitable
distribution of tourism benefits.
1 How does tourism 1 Economic sustainability

development help achieve (a) tourism development should continually provide employment
sustainable development? opportunities and income growth
(b) tourism development should result in more social services that raise
local standards of living
2 Social and environmental sustainability

(a) tourism development should respect authenticity of local
communities, practices and art forms, and contribute to intercultural
understanding and tolerance
(b) tourism development should maintain essential ecological processes
and conserve natural heritage and protect biodiversity
3 Sustainable tourism development

(a) achieved when sustainability principles are applied to the economic,
social and environmental aspects of tourism development
(b) all three dimensions are balanced to guarantee tourism’s long-term
sustainability
2 How effective are 1 Governments and international organisations

stakeholders in influencing (a) governments establish policies, create plans and enforce regulations
sustainable tourism to manage tourism development
development? (b) international organisations offer consultancy, financial assistance and
raise public awareness
2 Businesses, local communities and tourists

(a) businesses and local communities could seek advice from others and
participate in decision-making
(b) tourists could develop genuine interest in tourist destination regions
and interact responsibly
3 Challenges faced by stakeholders

(a) stakeholders may have conflicting priorities and needs
(b) stakeholders have differing amounts of control over resources and
may view how sustainability is measured differently from other
stakeholders
30
3 How effective are the 1 Ecotourism

different approaches in (a) comprises diverse approaches that lie on a spectrum from hard to
achieving sustainable soft ecotourism
tourism development? (b) limitations include uncertainty over continuity of efforts in conserving
nature and involving local communities
2 Community-based tourism
(a) innovative small-scale tourism managed by local communities
including homestays and agricultural tourism
(b) limitations include the potential loss of local culture and competition
from larger-scale tourism operators
3 Pro-poor tourism
(a) focused on improving livelihoods of the poor through training and
access to micro-finance
(b) limitations include the inability to significantly reduce poverty as
compared to direct investment in social services
4 How might tourism 1 Sustainable tourism production

continue to develop (a) when demands on ecosystem services do not exceed the supply of
sustainably? resources
(b) when different stakeholders adopt a long-term responsible and
coordinated approach instead of short-term profit.
2 Sustainable tourism consumption

(a) when destination regions manage demand and tourism is consumed
responsibly by tourists
(b) when policies give local communities primary attention while
considering needs of tourists
3 Equitable distribution of tourism benefits

(a) effective tourism management to ensure benefits are enjoyed by all
(b) minimising negative trade-offs within or between economic, social
and environmental dimensions
31
Cluster 3: Climate
Climate change is not new. Earth’s climate has changed in response to the varying amounts of energy from the
Sun and the evolving atmospheric composition. This has occurred over timescales ranging from millions to
hundreds of years. Today, changes in the climate have been exacerbated due to anthropogenic activities. The
climate system is part of the natural system that is interconnected with the human system. Hence, changes in
one part of the system affect another, impacting people and nature. Climate action could build our resilience to
the effects of climate change, but it requires active participation from many stakeholders.
TOPIC 3.1: WEATHER AND CLIMATE
About this Topic
Weather and climate are closely associated phenomena that affect both natural and human systems. While
climate patterns are comparatively more predictable, weather, in contrast, is highly dynamic and varies
considerably. Factors affecting three weather variables – air temperature, precipitation and wind – can be
examined to better understand short-term weather changes and changing climate patterns over a longer term.
An insight into the workings of weather and climate would aid in the study of climatic hazards and their impact
on natural and human systems.
1 What is weather and 1 Weather

climate? (a) state of atmospheric conditions at a particular time and place
(b) described using variables including air temperature, cloud cover,
precipitation, wind speed and wind direction
2 Climate
(a) average state of atmospheric conditions over a specified time period
(b) climate types include tropical equatorial climate, tropical monsoon
climate and cool temperate climate
3 Climatic hazards
(a) changes in climate and extreme weather including heat waves,
droughts, floods, cyclones and wildfires
(b) impact natural and human systems significantly
2 Why does air temperature 1 Earth’s rotation and revolution

vary across Earth’s (a) Earth’s rotation on its axis results in variability of air temperature over
surface? time in a day
(b) Earth’s revolution around the sun results in variability of air
temperature over time in a year
2 Latitude and altitude

(a) at the global scale, solar angles are lower at higher latitudes resulting
in lower air temperatures
(b) at a local scale, air pressure is lower at higher altitudes resulting in
lower air temperatures
3 Nature of surfaces and distance from sea

(a) Earth’s surfaces, including snow cover, vegetation and exposed soil,
affect site specific air temperatures
(b) maritime effect on coastal areas and continental effect on inland
areas affect site specific air temperatures
32
3 Why does precipitation 1 Water cycle

vary across Earth’s (a) movement of water between the atmosphere and the Earth’s surface
surface? through evapotranspiration, condensation and precipitation
(b) movement of water at different rates in the form of infiltration, surface
runoff and groundwater flow
2 Relative humidity
(a) condensation is affected by the amount of water vapour in the
atmosphere
(b) condensation occurs when the amount of water vapour exceeds the
amount that can be held by the atmosphere at a given temperature
3 Clouds and precipitation

(a) clouds form due to condensation nuclei and the coalescence of water
droplets in the atmosphere
(b) results in precipitation including convectional and relief rainfall
4 Why do wind direction and 1 Unequal distribution of air temperature

wind speed vary across (a) results in uneven distribution of pressure gradient
Earth’s surface? (b) initiates horizontal motion of air and determines wind direction
2 Wind speed
(a) influenced by strength of pressure gradient between two locations
(b) influenced by friction due to Earth’s topography
3 Local and regional winds

(a) land and sea breezes occur at the local scale
(b) Northeast and Southwest monsoons occur at the regional scale and
are influenced by the Coriolis force
33
TOPIC 3.2: CLIMATE CHANGE
About this Topic
Evidence has shown that the climates we know today have not always been the same. The Earth’s climates
have gone through periodic cycles of change over time. However, anthropogenic factors since the dawn of
modern industrialisation have affected natural climate variability significantly. greenhouse effect, which
increases Earth’s temperature. This rapid change in global climates would affect both the natural and human
systems.
1 What is the natural 1 Evidence of past climates

variability of climate? (a) episodes of cooling and warming over geological time
(b) evidenced by data on seafloor sediment and oxygen isotope
2 Changing climate zones

(a) indicated by temperature
(b) evidenced by expansion and contraction of main climatic zones
3 Climate variability due to natural processes

(a) changes in Earth’s orbit and angle of tilt
(b) occurrences of sunspots and large-scale volcanic eruptions
2 How do anthropogenic 1 Growth in population and industrialisation

factors contribute to (a) altered quantity of greenhouse gases in the atmosphere including
climate change? carbon dioxide, methane and nitrous oxide
(b) data from the last decade has shown it to have been successively
warmer than any of the preceding decade since 1850
2 Causes of the greenhouse effect

(a) a natural process making Earth habitable
(b) involves absorption and emission of shortwave and longwave
radiation, respectively
3 Causes of the enhanced greenhouse effect

(a) burning of fossil fuels
(b) changing land use
3 How might climate change 1 Impact of climate change on natural systems

affect natural systems? (a) increase in ocean surface temperatures and changes to ocean
circulations
(b) increase in atmospheric temperatures and changes in precipitation
on land
2 Impact of climate change on aquatic ecosystems

(a) threatens coral reefs and disruption of marine food webs
(b) ocean acidification
3 Impact of climate change on terrestrial ecosystems

(a) threatens flora and fauna
(b) increase in extreme weathers including droughts and excessive
rainfall
34
4 How might climate change 1 Impact of climate change on human systems

affect human systems? (a) geographically uneven due to varying climate variables and localised
economic and social factors
(b) impacts are interconnected and cascaded from natural systems to
people
2 Direct impact of climate change on human systems

(a) occurs through extreme weather events
(b) including heat waves, droughts, floods, cyclones and wildfires
3 Indirect impact of climate change on human systems

(a) affects provisioning ecosystem services including food production,
and regulating ecosystem services including disease regulation
(b) alters cultural ecosystem services including melting of arctic ice and
degradation of natural landscapes
35
TOPIC 3.3: CLIMATE ACTION
About this Topic
Climate change affects natural and human systems unevenly across the world, and climate risks vary
considerably over time and space. Considered one of the most significant threats to sustainable development,
climate change complicates the challenges faced by communities, especially those living in developing
countries. To be effective, climate action thus needs to be calibrated according to the vulnerability of each
different community. Most importantly, mitigating and adapting to climate change requires a holistic approach
that combines different strategies to bring about sustained results.
1 How does climate action 1 Climate action

help achieve sustainable (a) adaptation and mitigation strategies are complementary responses
development? (b) may create risks and benefits
2 Climate change is a threat multiplier

(a) exacerbates other threats to natural and human systems
(b) resulting in uneven climate-related effects
3 Climate change constrains development paths

(a) uneven impacts of climate change globally
(b) place additional burdens on disadvantaged communities and
developing countries
2 Why do climate risks vary 1 Climate risks

across places? (a) interaction between climate-related hazards, and vulnerability and
exposure of natural and human systems to these hazards
(b) results in potential loss of human lives and damage to properties
2 Affected by climate-related hazards

(a) shorter-term events including cyclones and floods
(b) longer-term events including sea level rise and droughts
3 Affected by vulnerability and exposure

(a) conditions that increase the susceptibility of a community to suffer
from a lack of water, food and health resources due to extreme
weather
(b) exposure to hazard areas including proximity to coastal and dry
environments
3 How effective are 1 Mitigation strategies

mitigation strategies in (a) involves changing how societies produce and use energy and land
building a community’s (b) effectiveness limited by technological, economic, social and
resilience to climate institutional challenges
change?
2 Mitigation strategies that reduce greenhouse gas emissions
(a) international agreements and cooperation, and use of low-carbon
technologies
(b) use of clean energy sources and changes in consumption patterns
3 Mitigation strategies that enhance carbon sinks

(a) protection of oceans and forests through land-use change
(b) protection of forests through forest regeneration
36
4 How effective are 1 Adaptation strategies

adaptation strategies in (a) require actions to lessen harm brought about by climate change
building a community’s (b) effectiveness limited by technological, economic, social and
resilience to climate institutional challenges
change?
2 Adaptation strategies involving structural and technological approaches
(a) water and flood management
(b) use of technology to produce food
3 Adaptation strategies involving social and institutional approaches

(a) raising awareness and education
(b) national and regional policies
37
Cluster 4: Tectonics
Plate tectonics theory describes and explains the spatial patterns of tectonic phenomena. It unified different
explanations of natural phenomena such as earthquakes and volcanoes, synthesising evidence collected by
scientists from different parts of the world. The distribution and occurrence of earthquakes and volcanoes is
closely associated with tectonic movement. By understanding how disaster risks vary across places,
communities living in areas prone to tectonic hazards can better prepare for earthquakes and volcanic
eruptions, which is essential for sustainable development.
TOPIC 4.1: PLATE TECTONICS
About this Topic
Scientists analyse the spatial distribution of natural phenomena, create knowledge based on verifiable
observations, and strengthen existing knowledge with new observations. The plate tectonic theory was
developed in the 1960s, but its origins have been traced to the ideas of German meteorologist Alfred Wegener
who proposed in the 1910s that Earth’s seven continents were once a single landmass, which he called
Pangea. Scientists then added new observations of the seafloor, earthquake and volcanic activity to develop the
plate tectonic theory, which explains how major landforms are created.
Key questions Content
1 What is the plate tectonic 1 Plate tectonic theory

theory? (a) Earth’s internal structure consists of core, mantle and crust, including
continental and oceanic crusts
(b) explains how forces within Earth drive global plate movements
2 Convection currents
(a) within the hot softened mantle below the crust
(b) being the driving force of overlying plates
3 Slab-pull force
(a) gravity-controlled subduction of denser oceanic plate
(b) drags the rest of the plate along
2 How does seafloor 1 Seafloor spreading

spreading support the (a) magma rises through mid-ocean ridges
plate tectonic theory? (b) forms new oceanic crusts
2 Evidence from age of rocks

(a) younger rocks are found nearer the crest of mid-ocean ridges
(b) rocks get progressively older further away from mid-ocean ridges
3 Evidence from limited sediment accumulation

(a) destruction of older oceanic crusts at trenches
(b) oceanic crusts younger than continental crusts
3 How does magnetic 1 Magnetic striping

striping support the plate (a) normal and reversed polarity
tectonic theory? (b) stripes of rock on the seafloor with alternating magnetic properties
2 Evidence from rock composition

(a) basalt is a volcanic rock that forms the oceanic crust
(b) contains minerals that can be influenced by Earth’s magnetic field
3 Evidence from rock patterns

(a) alternating polarity forms a striped pattern
(b) not random or isolated occurrences
38
4 What happens at plate 1 Divergent plate boundaries

boundaries when tectonic (a) plates move away from each other
plates move? (b) results in mid-ocean ridges, volcanoes including submarine
volcanoes and volcanic islands, rift systems and earthquakes
2 Convergent plate boundaries

(a) plates move towards each other
(b) results in fold mountains, volcanoes including submarine volcanoes,
oceanic trenches and earthquakes
3 Transform plate boundaries

(a) plates slide past each other
(b) results in faults and earthquakes
39
TOPIC 4.2: EARTHQUAKES AND VOLCANOES
About this Topic
Plate movements resulting from Earth’s internal processes explain why some locations in the world are prone to
experiencing earthquakes and volcanic eruptions. Large-scale tectonic hazards could pose considerable danger
to people living in hazard-prone areas, causing widespread destruction that results in the loss of lives and
massive damage to property. Tectonic hazards can also affect the natural environment, destroying ecosystems,
killing plants and animals. However, there are many advantages to living near volcanoes, which resilient
communities can benefit from.
1 How do tectonic 1 Tectonic processes of earthquakes

processes affect the (a) stress builds up and exceeds strength of the fault
magnitude of (b) sudden release of seismic waves, radiating energy from the focus
earthquakes?
2 Magnitude of earthquakes
(a) affected by amount of energy released through ground movement
(b) recorded using seismometers
3 Measuring earthquakes
(a) Richter scale measures local magnitude of earthquakes
(b) Moment Magnitude scale measures larger earthquakes more reliably
2 How do tectonic 1 Tectonic processes of volcanic eruptions

processes affect the (a) magma consisting of dissolved gases is less dense
magnitude of volcanic (b) forces its way upward and breaks through weak areas in the Earth’s
eruptions? crust
2 Magnitude of volcanic eruptions

(a) determined by amount of dissolved gases and magma viscosity
(b) stratovolcanoes erupt violently and shield volcanoes emit magma
gently
3 Measuring volcanic eruptions

(a) Volcanic Explosivity Index measures relative explosivity of historic
eruptions
(b) considers the volume of ejected materials, height of eruption cloud
and duration of the eruption
3 How might distribution of 1 Distribution of earthquakes

earthquakes and (a) along all plate boundaries
volcanoes influence the (b) largest concentration at the Pacific Ring of Fire
location of tectonic
hazards? 2 Distribution of volcanoes
(a) located near convergent and divergent plate boundaries
(b) hot spot volcanoes are found away from plate boundaries
3 Distribution of tectonic hazards

(a) most located near plate boundaries, and near earthquakes and
volcanoes
(b) tsunamis and volcanic ash may spread beyond geographic region
40
4 How might tectonic 1 Earthquake hazards and their impacts

hazards affect the natural (a) hazards include ground shaking, soil liquefaction, landslides and
and human systems? tsunamis
(b) impacts include destroying ecosystems, properties and infrastructure,
disrupting services, and causing injury and loss of life
2 Volcanic eruption hazards and their impacts

(a) hazards include tephra, volcanic gases, lava flows, pyroclastic flows,
lahars and volcanic landslides
(b) impacts include destroying ecosystems, properties and infrastructure,
disrupting services, and threatening public health and causing injury
and loss of life
3 Benefits of volcanic eruptions and living near volcanoes

(a) volcanic eruption provides fertile soil for farming after volcanic
materials are broken down and weathered, and makes available
valuable minerals and building materials
(b) living near volcanoes allows harnessing of geothermal energy and
tourism activities
41
TOPIC 4.3: DISASTER RISK MANAGEMENT
About this Topic
Earthquake and volcanic eruption disaster risks vary greatly from place to place depending on both physical and
human factors. For countries that are prone to tectonic hazards, sustainable development requires effective
disaster risk management involving all stakeholders. Analysing the factors influencing disaster risks is important
to reducing disaster risks successfully. Ultimately, it is vital for communities to continually build their resilience,
and for governments to sustain their efforts in enhancing disaster response and recovery capabilities.
1 How does disaster risk 1 Disaster risk management

management help achieve (a) prevent, reduce and manage disaster risks thus strengthening
sustainable development? resilience
(b) apply plans and actions which are developed into various strategies
by communities
2 Disaster risk and loss

(a) brings about serious economic, social and environmental
consequences
(b) costly for individuals and countries, and may hinder development
3 Reducing disaster risks

(a) important for disaster-prone developing countries
(b) cost-effective investment in preventing future losses, thus
contributing to sustainable development
2 Why do disaster risks 1 Tectonic disaster risk

related to earthquakes and (a) interaction between tectonic hazards, and vulnerability and exposure
volcanic eruptions vary to earthquakes and volcanic eruptions
across places? (b) results in potential loss of human lives and damage to properties
2 Factors influencing disaster risks related to earthquakes

(a) nature of hazards including duration and time of shaking
(b) vulnerable conditions including quality of building design and
construction, soil and rock properties, and exposure including
population density and distance from epicentre
3 Factors influencing disaster risks related to volcanic eruptions

(a) nature of hazards including chemical composition of magma
(b) vulnerable conditions including availability of surface and ground
water facilitating the development of lahars, prevailing wind
conditions affecting distribution of tephra, and exposure including
presence of human settlements
3 How effective are the 1 Strengthening resilience

strategies in building (a) important for communities living in hazard-prone zones
communities’ resilience to (b) to resist, adapt and recover from impacts of disasters in a timely and
earthquakes and volcanic efficient manner
eruptions?
2 Strategies in building community resilience
(a) reducing exposure including land use planning, reducing vulnerability
including hazard-resistant building designs, and monitoring and
warning systems
(b) increasing preparedness for response and recovery
3 Challenges in building community resilience

(a) extent of community’s resources
(b) capability of community to organise itself for disasters
42
4 How effective are the 1 Disaster management

disaster management (a) organisation, planning and application of strategies
strategies after an (b) responding to and recovering from disasters
earthquake or a volcanic
eruption? 2 Disaster management strategies
(a) disaster response includes search and rescue efforts, timely
evacuation, and provision of basic social and psychosocial services
to affected communities
(b) disaster recovery includes restoring and improving facilities and living
conditions of affected communities
3 Challenges in disaster management

(a) lack of domestic resources, including technological and financial
resources
(b) engaging relevant stakeholders to collaborate and integrate disaster
management strategies into their practices
GEOGRAPHICAL DATA SKILLS AND TECHNIQUES

Geographical data skills and techniques are essential to the work of geographers. They help geographers
gather, analyse, present and interpret information about the characteristics, patterns and processes of the
phenomenon/phenomena they are investigating. They also facilitate geographical thinking and decision making.
As students learn about a range of geographical data types such as graphs, maps and images through the
topics, they will acquire the skills necessary for them to read, construct, analyse and interpret the data in
context.
Candidates will be expected to interpret geographical data from the following resources:
• Tabular data
• Text extracts
• Landscape photographs
• Aerial photographs and satellite images
• Scatter graphs and best fit lines
• Simple and comparative line graphs
• Simple and comparative bar graphs
• Pie charts
• Sketch maps
• Dot maps
• Choropleth maps
• Flow line maps
• Proportional symbol maps
• Isoline maps
• Cartoons
• Wind roses
• Diagrams (schematics, block)

• Calculate mean, median and mode
• Describe patterns, trends and relationships
• Describe natural and human characteristics shown in photographs
• Draw simple sketches of photographs and annotate them to illustrate the features
• Identify locations on map using compass direction, longitude and latitude
• Read map scales and symbols
• Plot scatter, line and bar graphs
43
Appendix A
Level Marks Generic Level Descriptors for 9-mark AO3 Questions
3 7–9 Develops arguments that support both sides of the discussion clearly, using a range
of points with good elaboration. Examples used demonstrate a comprehensive
understanding of the issue or phenomenon. Evaluation is derived from a well-
reasoned consideration of the arguments.
2 4–6 Develops arguments that support one side of the discussion well, using one or two
points with some elaboration. Example(s) used demonstrate a good understanding of
the issue or phenomenon. Evaluation is well supported by arguments.
1 1–3 Arguments are unclear with limited description or may be listed. No examples
provided or examples are generic, demonstrating a basic understanding of the issue
or phenomenon. Evaluation is simple, missing or unclear.
0 0 No creditworthy response.
44

Humanities (Syllabus 2260) : (Social Studies, Geography)

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Humanities (Syllabus 2260) : (Social Studies, Geography)

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Humanities (Syllabus 2260) : (Social Studies, Geography)

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Singapore–Cambridge General Certificate of Education

Ordinary Level (2024)

© MOE & UCLES 2022

The examination format is shown in the table below.

Paper No. Component Marks Weighting Duration

1 Social Studies 50 50% 1 hr 45 min

2 Geography 50 50% 1 hr 45 min

Figure 1.1 The Singapore Social Studies Curriculum

Issue 1: Exploring Citizenship and Governance

Why this Issue matters

• Government is a political institution with important functions and roles to govern.

Issue 2: Living in a Diverse Society

Inquiry Focus – Living in a diverse society: Is harmony achievable?

Why this Issue matters

• Identities are diverse and complex.

• People respond to diversity in a variety of ways to achieve harmony.

Issue 3: Being Part of a Globalised World

Why this Issue matters

• Globalisation creates impacts in the economy, culture and security.

As concerned citizens, students would:

As participative citizens, students would:

Candidates should be able to:

AO2 – Interpreting and Evaluating Sources/Given Information

Candidates should be able to:

AO3 – Constructing Explanations

Candidates should be able to:

O-LEVEL ASSESSMENT SPECIFICATION GRID FOR SOCIAL STUDIES

Assessment Objective Weighting

Objective 1 + Objective 2 35%

Objective 1 + Objective 3 15%

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

O-LEVEL SOCIAL STUDIES

• One paper of 1 hour 45 minutes.

• Paper comprises 2 sections:

Section A: (35 marks)

Section B: (15 marks)

Source-Based Case Study

• Exploring Citizenship and Governance

• Living in a Diverse Society

• Being Part of a Globalised World.

The source-based case study comprises five questions:

Question Skills Tested Mark Allocation

1–4 • Source-handling skills on specific sources 25

5 • Source-handling skills requiring use of multiple sources – 10

The structured-response questions comprise two questions:

Question Skills Tested Mark Allocation

6 • Constructing explanation by giving reasoned argument and/or 7

7 • Constructing explanation of two factors / perspectives on an 8

Issue 1: Exploring Citizenship and Governance

Descriptor Key Understandings

Knowledge Outcomes Skills Outcomes Concepts

Students will be able to understand: Students will be able to: • Citizenship

Issue 1: Exploring Citizenship and Governance

Guiding Questions Content

Issue 2: Living in a Diverse Society

Descriptor Key Understandings

Knowledge Outcomes Skills Outcomes Concepts

Students will be able to understand: Students will be able to: • Identity