senior high subject guide (jae)...senior high subject guide (jae) | 5 they are willing to take...

SENIOR HIGH SUBJECT GUIDE (JAE) | 1


Table of Contents

1. FOREWORD ........................................................................................................................... 3

2. SUBJECT COMBINATION INFORMATION ........................................................................... 4

3. COMPULSORY SUBJECTS

3.1. H1 GENERAL PAPER ……..…………………………………………………………………... 11 3.2. H1 PROJECT WORK ……………………………………………………………………….….. 12

4. LANGUAGES, HUMANITIES & THE ARTS SUBJECTS

4.1. H1/H2 ENGLISH LITERATURE……..…….………………………………………….............. 13 4.2. H2 ENGLISH LANGUAGE AND LINGUISTICS ……………………………………………... 15 4.3. H1/H2 FRENCH / GERMAN / JAPANESE & H2 SPANISH ……………………………… 18 4.4. H1 MOTHER TONGUE LANGUAGE …………………………………………………….…… 20

4.5. H2 CHINESE LANGUAGE AND LITERATURE (H2 华文与文学) …………………………. 21

4.6. H2 CHINA STUDIES IN CHINESE (H2 中国通识) ………………...………………….…….. 22

4.7. H2 TRANSLATION (CHINESE) (H2 翻译) ……………………………..…………………….. 23

4.8. H1/H2 ART ………………………………………………………………………………….....… 24 4.9. H2 MUSIC ………………………………………………………………………........................ 25 4.10. H1/H2 ECONOMICS ………………………………………………………………....... 27 4.11. H1/H2 GEOGRAPHY ……..………………………………………………………....…........... 29 4.12. H1/H2 HISTORY …..……………………………………………………………….…….......... 31

5. MATHEMATICS AND SCIENCE SUBJECTS

5.1. H2 BIOLOGY……………………………………………………………………………………... 34 5.2. H1/H2 CHEMISTRY...….……………………………………………………………………….. 36 5.3. H2 COMPUTING ……………..………………………………………………………………… 39 5.4. H1/H2 MATHEMATICS & H2 FURTHER MATHEMATICS ……………………………...… 43 5.5. H1/H2 PHYSICS ………………………………………………………………………..........… 45

6. TALENT DEVELOPMENT …………………………………………………………………………...47

7. CAREERS, SCHOLARSHIPS & HIGHER EDUCATION ……………………….…......……...... 50

8. UNIVERSITY COURSE PRE-REQUISITES 8.1 NATIONAL UNIVERSITY OF SINGAPORE ……………………………………………....… 54 8.2 NANYANG TECHNOLOGICAL UNIVERSITY …….……………………………………....… 60 8.3 SINGAPORE MANAGEMENT UNIVERSITY ……...………………………………..…........ 67 8.4 SINGAPORE UNIVERSITY OF TECHNOLOGY AND DESIGN ………...…………........... 68 8.5 SINGAPORE INSTITUTE OF TECHNOLOGY………...…………........................................69 8.6 SINGAPORE UNIVERSITY OF SOCIAL SCIENCES ………………………………………...71 8.7 WORKSHEET ……………………………………………..………………………………....... ...72


1. FOREWORD

Dear Would-be Dunmanians, As part of our support for students joining Dunman High School (DHS), the dedicated team of Senior High (SH) teachers has put together this Academic Booklet for your easy reference. This Academic Booklet is developed with the intention to help you in your decision-making. It offers an overview of subjects offered at the GCE A-Level, as well as information on scholarships and pre-requisites of a range of university courses to help you make an informed choice. As you prepare to enter Senior High, one of the most pivotal decisions that you will have to make is to decide on your subject combination. The subjects that you choose are important, as it will lay the foundation for your university education, and ultimately your career. It is important that you take into account your personal interests, competencies and career aspirations when choosing your subject combination. Based on our observations and feedback from past graduates, we strongly recommend that you offer subjects that you have an interest in and aptitude for, as this will make the next two years of learning richer and more enjoyable, and sustain you when the going gets tough. You are not alone in this journey. Do consult your parents, teachers and seniors to gain a deeper understanding of the various subjects, as well as the impact of your choices. All of us in DHS look forward to welcoming you into our Dunmanian Family! Mr Tony Low Principal Dunman High School January 2021


2. SH SUBJECT COMBINATION INFORMATION (A) Number of Subjects Each Student Can Offer

1 The number of units assigned to Higher 1(H1), Higher 2(H2) and Higher 3(H3) subjects are as

follows:

Level No. of Academic Units (AU)

H1 1

H2 2

H3 1

The total number of units for a chosen subject combination can range from a minimum of 10

AUs to a maximum of 12 AUs, including H1 General Paper, H1 Project Work and H1 Mother

Tongue Language (MTL):

● 10 AUs – 3 H2 and 1 H1 content-based subjects (MOE Norm)

● 11 AUs – 4 H2 content-based subjects

● 12 AUs – 4 H2 and 1 H1 content-based subjects

Students who demonstrate strong abilities or wish to pursue subjects at a deeper level may

choose to offer additional H3 subjects in Year 6. Students considering to take a H3 subject

in Y6 should not take the maximum 12 AUs of subjects in Y5.

There are 2 types of H3 programmes – either based on MOE curriculum or those offered by

MOE partners i.e. NUS, NTU and SMU. In addition, depending on the H3 subject, there is a

range of learning options from lecture/tutorial and practical to research essay/projects.

To be eligible, students must have obtained at least E grade in all subjects (including General

Paper) and at least a B grade in the relevant H2 subject for their year 5 overall results. More

information about application for H3 will be provided after the Year 5 Promotional Examination.

2 Students who have obtained D7 or better in their Higher MTL at the GCE O-Level examinations

do not need to offer H1 MTL at the A-level as they would have fulfilled the MTL requirement

for local university admission.

(B) Subject Combinations

3 Students must be mindful that the choice of subject combination will determine the range of

courses that they may offer in the universities. This is because students must fulfil the subject

pre-requisites for the university courses, which they wish to be considered for. Students are

strongly encouraged to research on the subject pre-requisites (pages 54-71 in this booklet)

before they make their decision.

4 The available subjects are listed in Section (C). The students can select any 3 subject

combinations from Sections (D) and (E). Each subject combination must include at least 1

contrasting subject, taken at either H1 or H2 level.

5 Students who wish to offer a combination that is not on the list can make an appeal by indicating

their desired combination. However, before they appeal, they must still indicate 3 subject

combinations from Sections (D) to (E), as instructed in point 4 above, when they register which


they are willing to take should the school not be able to offer their desired combination (See

Point 6). After which they must state their desired subject combination clearly in their appeal.

6 While the school will try to cater to the student's preferred choice of subject combination, the

school reserves the right not to offer certain subjects or subject combinations either due to

school resources constraints, or when the enrolment for the subject or subject combination is

less than 10 (with the exception of H2 AR, H2 MU).

7 H2 AR, H2 MU or H2 Foreign Languages can replace any H2 subjects but interested students

are to adhere to the requirement of offering at least one contrasting subject, and must meet

the respective subject pre-requisites, subject to restrictions on subject combinations as outlined

in points 10 and 11.

8 There is no H1 conversion possible for the following H2 subjects: ELL, CLL, CSC, TC, FM, CP,

MU.

9 Students who wish to offer H2 PH + H2 CH should offer H2 MA.

10 Students who wish to offer H2 BI + H2 CH should offer H1 MA or H2 MA.

11 Students are not allowed to take more than one subject with coursework component. Such

subjects include H2 AR, H2 MU, and H2 CSC.

12 Restrictions on Subject Combination:

These subjects are not to be offered together:

● H2 HS / H2 GE / H2 TC

● H2 FM / H2 CH

● H2 PH / H2 BI

● H2 CLL/ H2 ELL / H2 AR/ H2 MU (C) Subjects Offered

TYPE SUBJECT H1 H2 H3* REMARKS /

PRE-REQUISITES

LANGUAGES

CL Chinese Language

•

See Section (A), item 2 for exemption criteria

ML Malay Language

•

TL Tamil Language

•

KNOWLEDGE SKILLS

GP General Paper • Compulsory

PW Project Work •

MATHEMATICS & SCIENCES

BI Biology • •

See Section (F), items 1 to 2 for details of subject pre-requisites

CH Chemistry • • •

PH Physics • • •

MA Mathematics • • •

FM Further Mathematics

•

CP Computing • No pre-requisites

HUMANITIES & THE ARTS

FR JAP

Foreign Language

• See Section (F), item 4 for


GER SPA

subject pre-requisites

TC

Translation (Chinese)

•

See Section (F), item 5 for subject pre-requisites

CLL Chinese Language & Literature

• • No pre-requisites See Section (G) on BSP and CLEP details

CSC China Studies in Chinese

•

EC Economics • • • No pre-requisites

EL English Literature

• • No pre-requisites

ELL English Language & Linguistics

• See Section (F), item 7 for subject pre-requisites

GE Geography • • • No pre-requisites

HS History • • • No pre-requisites

AR Art • • See Section (F), item 8 for subject pre-requisites

MU / MEP

Music • •

See Section (F), item 9 for subject pre-requisites See Section G on MEP details

* H3 Subjects: H3 subjects are offered in Y6. Selection will be based on Y5 academic results. Students who wish to offer

a particular subject at H3 level must have offered the same subject at H2 level

(D) 3 H2 and 1 H1 content-based subjects

Each of these subject combinations in Section (D) comprise 10 AUs.

Course 1ST H2 2ND H2 3RD H2 H1

Arts MA EC#

GE / HS CH / PH

TC / EL / ELL / CLL / CSC

CH / PH / GE / HS

Arts EC#

EL GE / HS / TC

MA ELL EL / GE / HS / TC

GE / HS / TC CLL / CSC

Science MA CH / PH

EC / GE / HS / TC /

EL / ELL / CLL / CSC

Any of CH / PH / EC / GE / HS

not offered at H2.

Science MA CH / FM / CP PH EC / GE / HS

Science MA CH BI

Science BI CH

EC / GE / HS / TC /


MA


# Students pursuing an Arts course and do not wish to take H2 EC may propose another Arts/Humanities subject in place under appeal. This, like all other appeals, will be considered by the school on a case-by-case basis. (E) 4 H2 content-based subjects (Students must score raw L1R5 of 10 points or below)

Each of these subject combinations in Section E comprises 11 AUs.

Course 1ST H2 2ND H2 3RD H2 4TH H2

Arts MA EC GE / HS / TC EL / ELL / CLL / CSC

EL ELL

Science MA CH / PH EC GE / HS / TC / EL / ELL /

CLL / CSC

Science MA PH CH / FM / CP

EC / GE / HS / TC / EL /

ELL / CLL

CSC

Science MA BI CH EC / GE / HS / TC /


(F) Pre-requisites to offer certain subjects

1 H2 BI, H2 PH, H2 CH: Students who wish to offer any of these Science subjects must have

passed the corresponding subject (either Pure or Combined Science at O-level). Students who

have taken Combined Science can only do 1 Science.

2 H2 FM: Students who wish to offer this subject must have obtained good grades in both E.

Math and A. Math at O-Level. In addition, all interested students will need to take and pass a

selection test.

3 H1/H2 Foreign Languages: Students who wish to offer this subject can apply when the 2021

application opens after the official release of the GCE O-Level Examination results. Students

will be selected for the scholarship selection interview based on their GCE O-Level Examination

results.

4 H2 TC: Students who wish to offer this subject must have obtained a minimum 'A2' for EL at

O-Level), and a minimum B3 for HCL (or A2 for CL) at O-Level.

5 H2 ELL: Students who wish to offer this must have obtained good grades in English Language

and pass a writing proficiency test.

6 H2 AR: Students who wish to offer this must pass a selection test.

7 H2 MU: Students who wish to offer this must pass a selection test on listening and harmony

and a practical audition.

Enquiries and Assistance

For general enquiries on subject combinations, please email [email protected].


(G) Special Programmes in DHS

8 Music Elective Programme (MEP)

The Music Elective Programme (MEP) provides opportunities for musically-inclined students to

pursue a deeper and more comprehensive study in the subject. The MEP curriculum aims to

develop students' conceptual and analytical thinking and creativity through Performance, Music

Analysis, Aural Perception and Composition. In the MEP classroom, learning takes place

individually and collaboratively in groups. The components of Listening, Composing and

Performing allow MEP students to:

● Broaden their musical knowledge;

● Gain a deeper musical appreciation;

● Sharpen their aural perception skills;

● Exercise their musical creativity; and

● Develop music leadership skills to enable them to contribute back to their CCA or music

collaborative projects.

Some of the platforms for developing students’ musical and leadership skills are:

● Instrumental masterclasses, school and public concerts such as the CRASH series and

community projects. Many of these events are student-organised and aim to showcase their

talent and develop their passion in Community Outreach; ● Customised enrichment programmes including learning journeys to concerts and

workshops that are organised to enrich students’ cultural understanding; ● MOE-organised events including

i. Combined MEP Schools Composition Workshop for students to experiment on

different forms of compositional practices in a collaborative manner;

ii. Biennial Combined Schools MEP Concert where students across the Junior and

Senior High levels participate in performances either as soloists, orchestra or

ensemble performers; and

iii. Resonates with series showcasing MEP students in community outreach with MOE

and National Gallery of Singapore.

All MEP students will offer both H2 and H3 Music. Students interested in the programme must

meet one of the following criteria:

(a) Existing O-Level Higher Music students who have obtained at least a pass in their final

Higher Music grade OR

(b) Students who have a keen interest in learning music at H2 and H3 level and are offering

one instrument/voice.

All students will be placed on a selection test on listening and harmony and a practical audition

before acceptance.

Additionally, Y5 MEP students may apply for the Music Elective Scholarship. Interested

students can refer to https://www.moe.gov.sg/admissions/scholarships/moe-preu for more

details.

9 Bicultural Studies Programme (BSP):

The Bicultural Studies Programme (BSP) has been offered by the Ministry of Education (MOE)

since 2007 to develop bicultural and bilingual talents who can effectively interact with China

and the West, and to further cultivate their interest and capacity to engage in key issues relating

https://www.moe.gov.sg/admissions/scholarships/moe-preu


to contemporary China with cross-cultural perspectives. Dunman High School is one of the 4

BSP centres at A-level in Singapore.

Students under the BSP who show strong academic performance and excellent personal

qualities may be awarded the BSP Scholarship by MOE. Interested students may apply for this

scholarship in Year 5 when the application window opens in early 2021. Only Singapore

Citizens will be considered for this scholarship.

BSP Scholarship holders will embark on highly-subsidised immersion trips to China in Year 5

(pending the COVID-19 situation) to enhance their understanding of the contemporary political

and social makeup of this country, as well as China’s relations with Singapore and the rest of

the world. In addition, BSP Scholarship holders will receive an annual allowance of $1,000 and

are exempted from the payment of school fees. Scholarship recipients are not required to enter

into a bond with the Singapore Government.

As part of the scholarship requirements, all students who are awarded the BSP Scholarship

must offer H2 China Studies in Chinese (H2CSC) as one of their A-level subjects. It is

highly recommended that students who intend to offer H2CSC obtained a minimum A2

for Higher Chinese at O-Level. Interested students can refer to

https://www.moe.gov.sg/admissions/scholarships/moe-preu for more details.

More details regarding H2CSC, the anchor subject of BSP, can be found on page 22.

10 Chinese Language Elective Programme (CLEP):

The Chinese Language Elective Programme (CLEP) was introduced by the Ministry of Education in 1990 to nurture the language talent of students who have an aptitude for the Chinese language so that they can attain a high level of proficiency and enhance their understanding and appreciation of Chinese literature. The programme also aims to develop academically able students to become effectively bilingual so as to better serve the needs of our nation. Dunman High School is one of the 5 CLEP centres in Singapore.

The CLEP provides a wide range of activities to enhance students’ learning and cultivate a deeper interest in Chinese language and culture, including literary lecture series, camp, creative writing for publication in literary magazines, immersion trip to China or Taiwan, internship at Singapore Press Holdings, MediaCorp or National University of Singapore, and school-based projects.

All students under this 2-year programme must offer H2 Chinese Language and Literature (H2CLL) as one of their A-level subjects. They also have the option to go beyond offering H2 CLL by attending H3 CLL lessons in Year 6 as a non-examinable subject. Should they subsequently wish to offer H3 CLL at the GCE A-level Examination, they must not exceed the cap of 12 Academic Units.

Eligibility In the GCE O level examination, students must obtain at least: ● Grade B3 in Higher Chinese (HCL) or ● Grade B4 in HCL and B3 in Literature in Chinese (Full or Elective) or ● Grade A2 in Chinese (CL)

Programme Incentives

Bonus Points



● Students who apply and are selected for the CLEP are eligible to enjoy 2 bonus points for admission to Dunman High School.

● Students who are admitted to the CLEP in Dunman High School are required to remain in the programme regardless of whether they had utilised the 2 bonus points. Otherwise, they may be asked to leave the school.

Chinese Language Elective Scholarship (CLES)

CLEP students who are Singapore Citizens and achieved outstanding academic results in secondary school or GCE ‘O’ Level examination will be considered for the CLES awarded by MOE.

● The CLES is tenable for 2 years. ● Recipients will receive an annual scholarship allowance of $1,000. School fees will also be

covered, subject to an annual cap of $2,400. Recipients are not required to enter into a bond with the Singapore government.

● The CLES is awarded on the condition that the student remains in the CLEP in Dunman High School and offers H2 Chinese Language and Literature. There is no restriction on the choice of the remaining subjects that the student offers.

● The renewal of the CLES is subject to the recipient’s Pre-U 1 examination performance and conduct.

Interested students can refer to https://www.moe.gov.sg/admissions/scholarships/moe-preu

for more details.

More details regarding H2CLL, the anchor subject of CLEP, can be found on page 21.



3. COMPULSORY SUBJECTS

3.1 H1 General Paper

INTRODUCTION H1 General Paper (GP) is essentially a paper that focuses on critical thinking and the construction of arguments. In Paper 1 (Essay), you are tested on your ability to formulate sound arguments based on issues given and in Paper 2 (Comprehension), you are assessed on your ability to comprehend and critically evaluate the points of arguments presented by the author(s). GP requires you to read widely and gain adequate knowledge of issues and events. It also requires you to refine your reading and writing skills. It may sound intimidating at first but it is a unique subject that you will come to love once you have grasped the necessary skills and learnt to form your own views on different issues. WHAT TO EXPECT

Expect to deal with diverse issues that affect people from all around the world. These can range from issues regarding young people like you, such as the influence of the media, to issues that have been frequently debated upon, such as organ trading. Also, expect to be asked questions and defend your position. Do not expect the GP tutors to spoon-feed you with information to be memorised; instead, a lot of individual reading and thinking are necessary to equip yourself with the knowledge and perspectives from which you can form your responses. TOPICS COVERED

GP does not have a specific syllabus that you have to follow; neither does it give a list of topics you must be familiar with. To give you a rough idea of how essay questions can be like, here’s a list of questions your seniors were exposed to in Year 5, some of which were past year GCE A-level questions:

● Mobile technology has devalued privacy. To what extent is this true? ● How important are dreams? ● “Contemporary music has no artistic value” Is this a fair statement? ● Can small countries have a significant voice in world affairs? ● “Instead of speeding up the pace of life, we should be slowing it down.” What do you think? ● “If people become ill, it is largely their own fault.” How far do you agree? ● Is marriage still relevant in today’s society? ● “Don’t worry, be happy.” Is this good advice? ● “Young people today are overly concerned with how they look.” Comment.

SOME OTHER CONSIDERATIONS

GP is a good gauge of one’s ability to think critically. It is also an indicator of your command of the English Language. As such, it is often one of the criteria for many courses in various universities. If you are considering courses such as Law, mastering GP is imperative.

WHO TO APPROACH FOR MORE INFORMATION

Mr Lester Lim [[email protected]]


3.2 H1 Project Work

INTRODUCTION

Project Work is a compulsory subject for all Year 5 students. You will be working in groups of 4 or 5 to complete an assigned project task. The groups are assigned randomly, so it will be a real test of your inter-personal skills and ability to work in a team. It is very important to learn to compromise and find a good balance in your team; if you can do so, the process would be made much easier. Research skills are a major component of PW, so it would be a good idea for you to read up on it beforehand. Find out how to research for a report, how to write footnotes and bibliographies, how to structure your report etc. This will allow you to focus on working on your content when PW commences. It would also be useful to consult your seniors early, and to look at samples of their PW reports and presentations. You will have to be very disciplined and consistent throughout, or it will be very hectic as the deadline approaches, and you might lose a lot of sleep. PW will prepare you well for the future, as you would most definitely have to prepare reports and presentations in the future. It also inculcates in you analytical skills and builds your presentation skills that will be relevant in many situations. A lot of people have a fear of public speaking, so this would be a good time to learn to overcome it, in a fairly supportive environment.

WHAT TO EXPECT

Written Component (50%): i. Written

Report ii. Insights and

Reflections

Each group is required to submit a Written Report (WR) based on the task that they have completed. The process will require substantial research into your chosen project, and brainstorming to propose ideas in line with the project task. As it is a written report, you must be able to present your ideas in a clear and logical flow, and provide substantiation and supporting evidence. The marks awarded for the WR is a group mark, hence the group must work closely such that the WR reflects a collective effort and contributions from each and every member. In addition, each student is also required to individually submit an Insights and Reflections (I&R) document at the end of the PW course in which you analyse and evaluate the content your group produced as well as the processes employed by the group. The marks awarded for the I&R represent the individual component for the assessment of the written component.

Oral Component (50%): i. Oral

Presentation

A group presentation of your project. Each student from the group is required to present a part of the project (5 minutes/person). There will also be a Q&A segment, where each student will have to answer a question posed to them. You will be assessed as individuals and as a group. At the Individual level, you will be assessed on presentation skills, and you will have to be clear and coherent in presenting your ideas and in addressing and engaging the audience. There will also be a group mark, which will be assigned for the organisation and coherence presented throughout the oral component.


Mr Martin Chew [[email protected]]


4. LANGUAGES, HUMANITIES & the ARTS SUBJECTS

4.1 H1/H2 Literature in English

INTRODUCTION

Literature in English focuses on critical reading and the analysis of texts in their historical and cultural context. As a student offering Literature, you will be expected to do a lot of independent reading and critical analysis of texts, hence a strong interest in Literature is crucial. In order to do well, you are required to form and develop your own ideas, and construct effective and persuasive arguments that are supported and illuminated by evidence from the literary texts. A prior understanding of literary concepts would be an advantage. For students interested in taking Literature, it is strongly recommended that you scored at least a B in Language Arts and have a good grasp of the English Language. WHAT TO EXPECT

Literary features: Elements of a novel, poem or play such as plot structure, viewpoint, characterisation, poetic devices, style, setting and atmosphere. You will be expected to analyse how these features are used by authors, and the effect that is created.

Text and context: An appreciation of how texts studied relate to the contexts in which these texts

were created - events, ideas and socio-cultural forces that characterised the period. You will also have to investigate why writers choose these thematic concerns to write on.

Language use: The use of language in a functional and literary sense. You are required to

understand how writers use language to create meaning and stylistic effects. This includes an examination of elements of style and literary form such as register, figurative language, rhythm and language patterns.

Paper 1: For H1 and H2 students

This paper is designed to give you greater exposure to literary study, focusing on the three genres of writing in Literature, namely poetry, prose and drama. Texts chosen for this paper will be texts of recognised importance and significance spanning the three genres. Paper 1 has 3 sections, each centred on a particular genre.

Section A: Unseen Poetry

H1 students are given a choice of two poems. They are expected to critically analyse one of the given poems. H2 students are given a choice of two pairs of poems. They are required to respond to and critically compare one of the given pairs. The questions set will focus primarily on response and comparison skills. At least one poem from this section will be a Singaporean poem.

Section B: Prose For Sections B and C, you will be given a choice between a passage-based question and an essay question. This assesses your understanding of the text and ability to critically analyse it. Section C: Drama


Elective Paper - ‘The Mind and Self in Literature’: For H2 students only

The Elective Paper is designed for H2 students to build on the foundation of H1 Literature in English and study Literature in greater depth. This paper is a topic-based paper which explores the relationship between the mind and self as represented in Literature. It involves examining the means by which writers offer insight into how consciousness is linked to identity, individuality and social contexts. The selected texts are literary explorations of how the interaction between the mind and self underscores various forms of revelation and discovery.

You are required to study 3 texts and this paper has 3 sections, each of which tests you on different skills. Analytical thinkers who excel at critical thinking are best suited for H2 Literature in English as it will require you to construct balanced arguments based on evidence extracted from the texts and poems. If you wish to offer H2 Literature in English, it is highly recommended that you have a strong interest in the subject as you will need to carefully analyse the text independently in addition to the perspectives offered by your tutors.

Section A:

Unseen in Context

You will answer one question from a choice of two unseen extracts. You will be assessed based on how well you respond to and analyse the text extract, with reference to the topic of ‘The Mind and Self in Literature’. The unseen extracts can be in the form of a poem, prose or drama passages.

Section B: Comparison of set texts

You will be given a choice between two comparison essay questions that will require you to compare and analyse two texts that you have studied.

Section C:

Single text

You are to answer a question from a choice of two questions based on each text. You must not use the same texts that you have used in Section B. This section tests your ability to critically analyse the chosen text.

TEXTS OFFERED

Paper 1 Paper 3

F. Scott Fitzgerald: The Great Gatsby

William Shakespeare: Measure for Measure

Sylvia Plath: Ariel Elizabeth Jennings: The Collected Poems Pat Barker: Regeneration


Ms Rathiy Devi [[email protected]]


4.2 H2 English Language

and Linguistics (ELL) INTRODUCTION

For students interested in taking H2ELL, you should score at least A for English Language and also pass a proficiency test which assesses your writing ability and sensitivity to linguistic choices. To do well in H2ELL, a good standard of written English is essential, which encompasses control of sentence structures, felicitous expression and awareness of the rules of grammar. H2ELL also requires an ability to analyse both spoken and written texts in consideration of relevant contextual factors. Wide reading of academic texts and independent research are highly essential, as you are expected to demonstrate understanding of language issues, linguistic studies and debates and use appropriate terminology in your responses. As such, ELL involves extensive and independent reading and analyses of texts. The ability to develop and explore your own ideas and construct effective and persuasive arguments supported and illuminated by evidence from the text and other resources is of the essence. A genuine interest in the English language, how the English language works, and issues related to language and society is crucial for one to be able to take on the demands and rigour of this esoteric subject.

ASSESSMENT OBJECTIVES

Linguistic analysis: Demonstrate understanding of linguistic concepts, methods and approaches, and apply this understanding to the construction and analysis of meanings in different modes of communication (spoken, written and multimodal).

Text and context: Analyse and evaluate how contextual and cultural factors affect the production

and reception of a variety of text types. Awareness of modern trends, socio-cultural factors, language issues and debates is essential.

Use of English: Demonstrate expertise in the use of English and develop your skills as producers and interpreters of meaning.

Paper 1: Analysing Language Use

Section A: Analysis One compulsory task based on two linked texts printed on the question paper. The task will require systematic analysis of the various linguistic constituents of both texts, and consideration of relevant contextual factors.


Section B: Adaptive Writing and Commentary

One compulsory task, based on material printed on the question paper.

(a) You are required to adapt the given material for another written medium for a specified audience, purpose and format. For example, the given material might be a page of information from a travel guide book. Your task might be to construct a brochure for students encouraging them to sign up for an overseas learning trip. Layout will not be assessed. What the examiners are looking for are appropriateness of word choice, levels of formality, tone and style.

(b) You are then required to write an evaluation of your adaptation, discussing and exploring the range of linguistic features you have used in constructing your adaptation (e.g. grammar, word choice, sentence structure, etc).

N.B.: In both sections, the use of meta-language, that is, specialised terminology to describe and discuss linguistic choices, is highly essential.


Paper 2: Investigating Language Use in Society

The paper is made up of two sections. There will be two questions in each section. You have to attempt three questions in total (i.e. at least one from each section). Each task will be linked to material printed on the question paper. The material could be graphical or statistical data, as well as conventional texts.

Section A: Language Variation and Change

Each task will require response to an essay question in the area of English language variation and change. Some areas of concern include:

● the role of standard English ● the place of Singapore Standard English and Singlish ● English as a world language ● the impact of new media and communications technology on the use of

English ● how new varieties of English reflect the society they are situated in

Section B: Language, Culture and Identity

Each task will be linked to material printed on the question paper. Relevant areas of concern include:

● the influence of culture on language ● the use of language to convey, influence and construct how we understand

and respond to society and culture ● how language is used to shape perspectives and behaviour ● how language is used to reflect or transmit particular characteristics of

individuals, groups and institutions

Many of those who have taken or are taking H2ELL have attested to its usefulness in various fields of study, particularly in how the subject develops a keen awareness of and sensitivity to the workings of language and language choices made by producers of texts. At the same time, the subject helps students to be more effective in the use of language and be competent in producing various text types such as press releases, advertisements, and information brochures. WHO TO APPROACH FOR MORE INFORMATION

Mr Lester Ian Lim [[email protected]]

WEBSITES FOR MORE INFORMATION

https://www.seab.gov.sg/docs/default-source/national-examinations/syllabus/alevel/2020syllabus/9508_y20_sy.pdf




4.3 H1/H2 French/German/Japanese &

H2 Spanish

INTRODUCTION

To offer any of the four foreign languages (FL) at H2 level, you are advised to have a strong

foundation of grammar and vocabulary in the chosen foreign language. Much of the learning on

grammar and vocabulary will have to be done at one’s own time, or one will face huge difficulties

in writing and speaking, two important skills required to master the chosen subject. Before H2FL

lessons begin, students are required to sit for an aptitude test. Those who do not pass will be

strongly encouraged to offer FL at the H1 level instead, as they are most unlikely to cope with the

rigour pegged at the H2 level.

WHAT TO EXPECT

Mündliche Prüfung

オーラル試験

Examen d’Orale (Oral)

Includes a presentation / speech of 3 minutes, question and answer regarding the presentation and a general conversation section (can be anything depending on the examiner)

Leseverständnis

読解

Compréhension Écrite (Comprehension)

Students will be given 2 passages. Questions are similar to GP questions, though question types may vary according to the language offered, e.g. German: questions include finding synonyms, rearranging sentences and the usual paraphrasing questions; Japanese: requires students to answer in their own words, similar to a GP comprehension paper) The latter section involves a “summary”

(Kommentar/意見文/Résumé), where students are

expected to summarise the 2 passages and later

present their opinions on the subject matter.

Hörverständnis

聴解

Compréhension Orale (Listening Comprehension)

Similar to format in secondary 3rd language lessons,

but content and language is of a higher level. This requires a lot of reading up and language exposure on one’s own in order to understand and excel.

Aufsatz

作文

Rédaction

(Essay)

You will be given a choice of questions on subjects that are very similar to those in GP. Exact topics can be found on the SEAB website. Language carries a higher mark percentage than content, take note of this.

Kursarbeit*

コースワーク

(Coursework)

You will pick a topic that you are interested in and present a report on it. Word limit differs depending on language offered. This is done over a period of time and not in one examination sitting.

*Only done in year 6 and only for H2 students


SCHEDULE

Lessons start at 5.30 pm and end at 7.30 pm, twice weekly. Students must note that transportation

will not be provided by the school unless there is a significant number of students offering FL subjects. There may also be scheduling conflicts with regards to the school timetable, which the

students will then have to settle on their own with the school’s Timetabling Committee.

H1 VS H2 SYLLABUS

H1 H2

Duration 1 year (students will take the GCE A-level examination at the end of Year 5)

2 years (students will take the A-level examination at the end of Year 6)

Language Elective Programme (LEP) Scholarship

- Only H2 students are eligible for this scholarship (applications open at the end of Year 4; students are encouraged to apply early)

2021 REGISTRATION FOR H1 AND H2 FOREIGN LANGUAGE CLASSES Registration for H1 and H2 foreign language classes is via the MOELC website homepage at http://www.moelc.moe.edu.sg. H1&H2 classes will commence from 8 Feb 2021. Eligible students may apply for the Language Elective Scholarships (Third Language). Interested students can refer to https://www.moe.gov.sg/admissions/scholarships/moe-preu for more details.

WEBSITES FOR MORE INFORMATION

HTTPS://WWW.MOELC.MOE.EDU.SG/JC-REGISTRATION/

H1

French: https://www.seab.gov.sg/docs/default-source/national-examinations/syllabus/alevel/2019Syllabus/8831_2019.pdf

German: https://www.seab.gov.sg/docs/default-source/national-examinations/syllabus/alevel/2019Syllabus/8833_2019.pdf Japanese: https://www.seab.gov.sg/docs/default-source/national-examinations/syllabus/alevel/2019Syllabus/8835_2019.pdf

H2

French: https://www.seab.gov.sg/docs/default-source/national-examinations/syllabus/alevel/2019syllabus/9735_20196ae6c4ffdaf24260b2cea9119c1cd11e.pdf German: https://www.seab.gov.sg/docs/default-source/national-examinations/syllabus/alevel/2019Syllabus/9736_2019.pdf Japanese: https://www.seab.gov.sg/docs/default-source/national-examinations/syllabus/alevel/2019Syllabus/9737_2019.pdf Spanish: https://www.seab.gov.sg/docs/default-source/national-examinations/syllabus/alevel/2019syllabus/9578_20199d1b396ad18048f4ab8c241712e47a48.pdf


Dr S Jegathesan [[email protected]]

http://www.moelc.moe.edu.sg/


https://www.seab.gov.sg/docs/default-source/national-examinations/syllabus/alevel/2019Syllabus/8831_2019.pdf


http://www.seab.gov.sgiseabialevelisyllabusi2010_gce_a_level_syllabusesi8833_2010.pdf/








https://www.seab.gov.sg/docs/default-source/national-examinations/syllabus/alevel/2019syllabus/9735_20196ae6c4ffdaf24260b2cea9119c1cd11e.pdf

https://www.seab.gov.sg/docs/default-source/national-examinations/syllabus/alevel/2019syllabus/9735_20196ae6c4ffdaf24260b2cea9119c1cd11e.pdf





https://www.seab.gov.sg/docs/default-source/national-examinations/syllabus/alevel/2019syllabus/9578_20199d1b396ad18048f4ab8c241712e47a48.pdf




4.4 H1 Mother Tongue Language

1. Students who have obtained D7 or better in their Higher MTL examinations at O-Level do not need to offer H1 MTL at Senior High as they would have fulfilled the MTL requirement for local university admission.

2. H1 MTL cannot be used as a Humanities contrasting subject as it is considered a language-based subject.

3. Students will sit for their A-Level H1 MTL examination at the end of Year 5.

4. H1 MTL places great emphasis on functional oral and listening skills, as well as practical reading and writing skills. It aims to help students acquire these skills through authentic learning resources and focusing on the application of the language in real-life situations, thereby facilitating students’ effective communication in daily living.

5. The topics revolve around the following main themes: ● Culture ● Relationship ● Change

6. The assessment of H1 MTL comprises two components:

a) Paper 1：

● Composition (30%) ● Language Application (40%): Cloze Passage and Comprehension

b) Paper 2：

● Oral (25%): Oral Presentation and Conversation ● Listening Comprehension (5%)

Who To Approach For More Information

H1 Chinese Language: Mdm Hong Lan [[email protected]] H1 Malay Language: Mdm Noorizan Beevi Abdul Aziz [[email protected]] H1 Tamil Language: Dr S Jegathesan [[email protected]]


4.5 H2 华文与文学

(H2 Chinese Language and Literature)

1. 考获‘O’水准高级华文 (O-Level Higher Chinese Language) C6或以上成绩、并对华文与

文学有浓厚兴趣的同学，欢迎选修H2华文与文学。其中以考获B4及以上者更为适合选修。

2. 本科目可作为人文对比科目 (Humanities contrasting subject) ，与数理科目搭配。

3. 本科目教授华文写作与修辞技巧，及中国古代与现当代文学作品，也包括台湾、新加坡华文文

学作品，并将指导学生文学分析与评论。

4. 课程内容将围绕以下主题：

● 关系

● 变化

● 选择

5. 课程内容包括以下文学体裁：

● 古代汉语篇章：包括《邹忌讽齐王纳谏》（《战国策》）、《桃花源记》（陶渊明）、

《马说》（韩愈）

● 诗词：包括《行路难》（李白）、《旅夜书怀》（杜甫）、《念奴娇》（大江东去）

（苏轼）

● 新诗：包括《心跳》（闻一多）、《苹果定律》（南子）

● 现当代小说：包括《药》（鲁迅）、《一把青》（白先勇）、《不存在的情人》（英培安）

● 现代戏剧：《傻姑娘与怪老树》、《㗝呸店》（郭宝崑）

6. 本试卷包括3个部分：

试卷一： ● 写作：记叙文/抒情文/说明文/议论文/看图作文（4题选1

题）

试卷二： ● 2篇阅读理解，其中一篇使用电脑作答

试卷三：

● 古文：2选1

● 韵文：2选1

● 现当代小说：2选1

● 现代戏剧：2选1

7. 与剑桥‘O’水准高级华文相比，H2华文与文学：

● 无应用文写作;

● 作文题型更多样化，包括看图作文;

● 写作之论析深度要求更高;

● 学习赏析文学作品，并对之进行深入分析与评论。

8. 对于在初中选修华文文学 (Literature in Chinese) 的同学而言，高中选修H2华文与文学是合理而

明智的。两年的初中华文文学课程已经为你打下坚实的文学赏析基础，选修本科目必定能让你

在既有的基础上发挥更大的学习效益。未在初中修读华文文学的同学也无需因为较少接触文学

赏析而有所顾虑。只要对文学抱有热忱，文学赏析将成为一件轻松愉悦的事。你将接触更多中

华文化的瑰宝，沉浸于沁人心脾的文学世界里。

9. 若有任何疑问，欢迎联络卢汉霖老师（Mr Lu Hanlin [[email protected]]）。


4.6 H2 中国通识

(H2 China Studies in Chinese)

1. 考获‘O’水准高级华文 (O-Level Higher Chinese Language) C6或以上成绩，并对中国经

济、政治、社会和外交感兴趣的同学，欢迎修读中国通识。(对文学感兴趣的同学，欢

迎选修H2华文与文学。) 其中以考获A2及以上者更为适合选修。

2. 本科目可作为人文对比科目 (Humanities contrasting subject)，与数理科目搭配。

3. 本科目探讨1978年以后与中国发展相关的各种课题，并将指导学生认识中国发展、了解中国

政治和中国人思维，并分析中国的崛起对区域和全球的影响。

4. 选修这门科目的新加坡公民可以在高一时申请教育部的“双文化课程奖学金”(Bicultural

Studies Programme Scholarship)。成功获颁奖学金的学生能够享有高额津贴参与中国浸濡学

习活动。

5. H2中国通识教学内容范围涵盖四大课题：

● 中国的发展及其影响

● 中国的治理及其挑战

● 中国社会及其演变

● 中国的崛起及其意义

6. 本科目试卷包括：

● 试卷一：案例分析

● 试卷二：问答题

● 试卷三：独立研习论文（考生必须在课程第二年撰写并呈交一篇3000至4000字的论

文。）

7. 与剑桥‘O’水准高级华文相比，H2中国通识：

● 学习中国的经济、政治、社会、外交等课题;

● 是一门跨学科的科目;

● 强调培养学生整理、综合资料的能力及批判性思辨评价的能力。

8. 在初期阶段，学生们可能因为不了解中国国情和个别专用术语而面临一些学习困难，因此，

有些同学对此心存顾虑。然而若注意中国时事发展，并积极阅读相关书籍、时事资料，并专

心听讲，取得好成绩并非难事。

9. 若有任何疑问，欢迎联络安凤云老师（Mdm An Fengyun [[email protected]]）。


4.7 H2 翻译

(H2 Translation [Chinese])

1. 有意选修这门科目的同学，必须符合以下条件：

‘O’水准英文和华文 (O-Level English Language and Chinese Language) 考获至少A2；或者

‘O’水准英文 (O-Level English Language) 考获至少A2，高级华文 (Higher Chinese

Language) 考获至少B3。

2. 本科目可作为人文对比科目 (Humanities contrasting subject) ，与数理科目搭配。

3. 本科目分为以下部分：

● 语言学 (Linguistics)：人类语言共同的特性、词汇与形态、语法、语义、语用

● 翻译 (Translation)：翻译简介、翻译理论、翻译策略、文类、翻译评论、翻译误区、

新加坡语境下的翻译

4. 本试卷包括2个部分：

试卷一：

● 短篇中—英翻译*

● 长篇中—英翻译*及评论

● 题目提供中文原文，针对其英文译文进行错误分析及点评

● 题目提供中文原文，针对其两篇英文译文进行比较并评论

试卷二：

● 短篇英—中翻译

● 长篇英—中翻译及评论

● 题目提供英文原文，针对其中文译文进行错误分析及点评

● 题目提供英文原文，针对其两篇中文译文进行比较并评论

*除了标示（*）的部分，其余所有试卷的题目均以中文作答。因此这门科目对中文表达有极高的要求。学生将通过拼音输入法，在电子平台上回答所有问题。

5. 同时必须注意，学生必须是已经具备扎实、优秀的英汉双语能力才适合选修这门科目，而并非

借助其来提升英汉双语能力。这门科目更不是一般的语文课，内容将深入到学生在初中阶段从

未接触过的语言学领域及文类。如果认为自己因为具备一般的双语能力而能够胜任这门科目，

会发现学习难度较大，较难考获理想成绩。

6. H2翻译没有对应的H1项目，亦没有相应的剑桥‘O’水准学科。

7. 若有任何疑问，欢迎联络刘志强老师 (Mr Low Chee Keong Timothy

[[email protected]])。


4.8 H1/H2 Art

INTRODUCTION

A-level Art is a passion-driven subject. Regardless of the subject level, H1/H2 Art focuses on three

behavioural domains – Perceiving, Communicating and Appreciating. Most Art students are

motivated by a strong interest for Visual Arts even though it is time-consuming and requires

students to be highly-independent learners.

H1 VS H2 SYLLABUS

There is a big difference between the H1 and H2 Art syllabi. H1 Art covers the Study of Visual Arts

(SOVA), whereas H2 Art comprises 40% SOVA and 60% Studio Practice. The SOVA syllabus is

identical for both H1 and H2 levels, with two broad themes – “Visual Arts and Representations”

and “Visual Arts and Society”.

WHAT TO EXPECT Through SOVA, students are able to experience and engage with the visual arts in greater breath.

SOVA emphasises the development of critical thinking skills providing students with opportunities

to respond to and interpret artwork critically with an awareness of the context in which artworks are

made. The examination format is one 3-hour written paper with 2 structured questions and 1 essay.

Current Art students who want to take SOVA in Senior High should be prepared to study current

topics, such as Western and Southeast Asian Art, at a deeper level, and explore new topics in

modern and contemporary Art. However, students who have not taken Art before should not be

afraid to take on the subject. Our Art teachers are dedicated in catering to the needs of these

students via extra notes and supplementary lessons if needed. As long as students have the

patience and interest to understand Art, SOVA is not difficult, and is in fact very interesting. Students

with the aptitude for writing and perceiving are encouraged to take this subject.

For Studio Practice, students are expected to be independent and open-minded. As students have

to create individual art works for their eventual A-level assessment, students have to take initiative

and be responsible for their learning. Teachers provide guidance and motivation. Students are

assessed based on coursework, which is a visual work based on concept of their choice and which

takes about 6 to 8 months to complete. It can be an advantage as Art students are required to start

on their coursework at the end of Year 5 and complete their work before Preliminary Examinations.

Similarly, current Art students benefit from art-making skills attained in JH, but as compared to

SOVA, Studio Practice provides a more level field for newcomers and existing Art students. This is

because students are free to express and explore ideas, thus there will be many new and unforeseen

challenges to overcome. Possible challenges include aesthetic perception, conceptualisation,

exploration, experimentation and development of mature ideas. Newcomers are advised to have

some experience of artistic practice, such as drawing, painting or photography. A great deal of

determination and patience is required to see through the whole coursework process, which re-

emphasises the importance of interest in Art.

SOME OTHER CONSIDERATIONS Art is both time- and energy-consuming. However, Art is a subject that gives students the freedom

to personalise their work and express themselves. Students interested in H1 Art may wish to prepare

themselves by reading up about art history and visiting art galleries whereas those interested in H2

Art should experiment with various media, in addition to the above. Remember, Art is fuelled by

passion and interest. Students who possess this should definitely consider taking Art as a subject.


Ms Tan Yu Shi [[email protected]] or Mr Ivan Ng [[email protected]]


4.9 H2 Music

INTRODUCTION

A-level MEP at DHS is an exciting and challenging programme aimed at providing opportunities for students with an aptitude for serious study of music. It focuses on giving students a direct experience of music in terms of Performing, Listening and Composing. Through developing a deep understanding of music history and social context, students also achieve a greater sense of appreciation of different types of music, including Asian and Western Music. APTITUDE REQUIRED

Students interested in the programme must meet one of the following criteria:

(a) Obtained at least a pass in their O-Level Higher Music

OR

(b) Students who have a keen interest in learning music at H2 and H3 level and are offering

one instrument/voice.

All students will be placed on a selection test on listening and harmony and a practical audition before

acceptance.

TOPIC COVERED

Listening Component Music in America (c. 1890 – c. 1960) (2018 onwards) Malay Traditional Dance Music

String Music from the Karnātak and Hindustāni traditions

Composition component Wide variety of composition techniques – Twelve-tone, pointillism

Free Composition

Performance A mixed recital programme from the Western and/or Asian tradition, including a 20th or 21st century piece.

H3 Any topic not covered under H2 for the year of examination (3000-3500 word essay)

Students can choose between Performance Major and Composition Major, both of which are 40% each in weightage, and the choice is dependent on your strength in the area.

Performance Major

A mixed recital programme of 20-25 min, including solo performance and one of the following options:

● Ensemble ● Accompaniment ● 2nd instrument (including voice)

Composition Minor

Part 1

Either ● 1 set of stylistic imitation exercise or ● 1 set of composition techniques

Part 2

One composition


Performance Minor

Either a solo or mixed recital programme of 10-15 min duration.

Composition Major

Part 1

Either ● 2 sets of stylistic imitation exercises and 1

Composition Technique exercise or ● 1 set of Stylistic imitation exercises and 2

Composition techniques.

Part 2

One composition

MEP students get to build up their music portfolios through intensive research. They are also given the opportunity to create their own compositions and write reviews on different genres of music. Through class presentations and debates, students get to share their passion and insight on music. They also get many opportunities to perform in class, in school and outside school. Challenges H2 Music requires students to write in a more in-depth and analytical manner. They would also be exposed to Asian Music, which might be new to some. In Composition, students are expected to consistently refine their works in discussion with their teacher supervisor. The H3 component would require students to read widely, listen critically and be analytical in their research. Preparation Students should always listen to a wide variety of music and to approach their listening in a methodical manner. To develop their musical performance skills, students should practise their instruments consistently and be guided by a qualified private instrumental teacher. In developing their compositional skills, students should be bold to experiment with different approaches to composition and regularly improve their composition drafts through their two years of study. As it is compulsory to take H3 Music if you are a MEP student, one of the challenges is to be able to cope with the demands of working independently. WHO TO APPROACH FOR MORE INFORMATION

Ms Debbie Tan [[email protected]]


4.10 H1/H2 Economics

INTRODUCTION

What Economics is not - Economics is not finance. Economics is not about running a business. Economics does not teach you how to make tonnes of money.

What Economics is - Economics is about decision-making.

How individuals make decisions. Faced with the constraint of my weekly allowance, how many cups of bubble tea should I be drinking?

How businesses make decisions. Food court coffee sells for $1 whereas coffee at Starbucks costs $5. Both are making good profits. If you’re starting a new coffee business, how much should you price the coffee? Is there a ‘best’ price?

How governments make decisions. Should a country’s government open its doors to foreign workers? How best to tackle greenhouse warming and climate change?

A-level Economics is not a prerequisite subject for any of the courses offered by the local universities. You do not need Economics at A-level to do Economics in the university. Neither do you need it for business courses. Why then would anyone want to take up this subject? It is a subject that many students have grown to love. The study of Economics gives you a new pair of lenses to see the world.

TOPICS COVERED

H1 Syllabus H2 Syllabus

(1) The Central Economic Problem 1.1 Scarcity as the Central Economic Problem

(2) Markets 2.1 Price Mechanism and its Applications 2.2 Market Failure

(3) The National Economy 3.1 Introduction to Macroeconomic Analysis 3.2 Standard of Living

(1) The Central Economic Problem 1.1 Scarcity as the Central Economic Problem

(2) Markets 2.1 Price Mechanism and its Applications 2.2 Firms and Decisions 2.3 Market Failure

(3) The National and International Economy 3.1 Introduction to Macroeconomics 3.2 Macroeconomic Aims and Policies 3.3 Globalisation and the International Economy


WHAT TO EXPECT

Lots of economic jargons to learn. Layman explanations that appeal to the general readers is a definite no-no, not even if they sound perfectly logical to you.

Keeping up with current economic issues. Answers that are purely theoretical will not score high marks. You should have a voracious appetite for current affairs. Pick up real-world examples and use them to support your answers. How much you take away from the tutorials depends on how much preparation you have done – how hard you have thought through the questions and explored the issues – and your participation in class discussions. Ask questions, offer alternative views, challenge assumptions and defend your case. Lessons can be intellectually stimulating for the keen and inquisitive.

APTITUDE REQUIRED

● Good writing ability will be an advantage as it is after all a Humanities subject. You need to be able to analyse issues from different perspectives, formulate your arguments, use real-world examples to support your point and finally organise your answers into a coherent piece of writing.

● Critical thinking and depth of analysis. Gone are the days of rehearsed answers. ● Willingness to read a lot. ● Good data handling skills, i.e. to have the ability to understand and interpret economic

information presented in textual, numerical and graphical forms and make interpretations and valid inferences from the information presented and evaluate the reliability of the information given.

H1 VS H2 SYLLABI

The H1 syllabus has fewer topics to be covered. However, the depth of the topic taught will be the same as H2 level. H1 Economics H2 Economics

Format of

assessment and

weighting

Paper 1 (100%)

Two compulsory case study

questions

Paper 1 (40%)

Two compulsory case study

questions

Paper 2 (60%)

A choice of three essay questions

from a spread of six across

● Section A (predominantly

Microeconomics), and

● Section B (predominantly

Macroeconomics)


Ms Tan Chien Ming [[email protected]]

mailto:[email protected]


4.11 H1/H2 Geography

INTRODUCTION

‘A’ level Geography is a study of the physical and human environments with an emphasis on the

tropical environments, the global economy as well as issues on sustainable development. The

discipline focuses on teaching a variety of skills, in particular, emphasis is placed on critical thinking

skills that require students to examine geographical issues from multiple perspectives and at various

scales. Increasingly, there is also a need for the 21st century learner to confront and reconcile

contradictions and the theme ‘sustainable development’ presents the best platform to engage

students on these issues. Authentic learning experience is also an important component of the

discipline and this is achieved through independent student-centred geographical investigative

studies in varied geographical settings. Take Geography if you have a love and interest in the

environment you are in and want to develop a deeper appreciation and understanding of the

landscapes you see and also have a burning desire to delve deeper into social and environmental

issues that you read about all the time.

APTITUDE REQUIRED

To offer Geography at the A-level, you must be prepared for a lot of hard work. There will be a lot of

content to digest and so continuous and consistent reading of the lecture notes and readings is a

must. It will be useful if you have taken Geography in your secondary school years as it gives you

that slight edge when it comes to content mastery and the skills needed to write good essays.

However, this does not mean those who are keen on offering Geography as a new discipline will not

do well. You just need to work harder to close the gap and to be up to speed with the rest of your

peers. At the Senior High level, you will need to be an independent learner. The lecture notes are

generally comprehensive. But, you will have an even more enriching learning experience and a better

chance of excelling in the discipline if you cultivate the habit of preparing your own notes as well as

go the extra mile to find exemplifications to illustrate your key ideas well.

In order to excel in Geography, a number of skills are needed. Firstly, good writing skills certainly is

an advantage. You need to be able to craft good arguments and present your points coherently. Next,

you also need to be competent in comprehending and analysing data and not be easily mired by the

tons of data and figures. Most importantly, you will need to develop critical thinking as well as write

critically and not be reliant on template-based answers.

H1 VS H2 SYLLABI (REVISED)

TOPICS COVERED

H2 Geography – 4 themes

Theme 1: Tropical Environment

Theme 2: Development, Economy and Environment

Theme 3 – Sustainable Development

Theme 4 – Geographical Investigation


H1 Geography – 3 themes The H1 syllabus content coverage is smaller. However, the depth of the topic taught will be the same as H2 level.

Theme 1: Climate Change and Flooding

Theme 2: Urban Change

Theme 3 – Geographical Investigation

The examination format for A-Level Geography

H1 Geography H2 Geography

Format of assessment

and relative weights

Paper 1 (100 %)

Part A (50%)

Two compulsory Data Response

Questions testing content from each

theme

Part B (25%): Theme 1

To choose one set of essay questions

(parts a & b) from a choice of two.

Part C (25%): Theme 2

To choose one set of essay questions

(parts a & b) from a choice of two

Paper 1 (50%)

Choice of one set of questions (parts a

& b) from each theme. A maximum of 2

sets of questions will be set on each

theme.

Paper 2 (50%)

Four compulsory Data Response

Questions testing content from each

theme

You will enjoy Geography…... You will enjoy Geography if you are curious about the world you live in and want to learn more about it. You will also enjoy Geography if you enjoy participating in lively debates on the pressing social and environmental issues in class - you will definitely have plenty of these during tutorials. Let Geography open your eyes to the world around you!


Mrs Grace Bok [[email protected]]


4.12 H1/H2 History

INTRODUCTION

At the Senior High level, History is a content-based, argument driven subject. The rigorous study of Southeast Asia and International History will allow you to effectively relate what you have learnt to current situations and appreciate the events happening around us. WHAT TO EXPECT

Studying History requires a great deal of individual motivation and independent learning. It is no longer sufficient to merely listen in the classroom. On top of keeping up with the given readings and lecture notes, you must proactively read widely, and be driven to explore the issues discussed on a deeper level to be able to excel. In the classroom setting, be prepared to engage in discourses and to voice your opinions on all manner of issues. History reinforces and develops essay-writing skills, which are also vital to doing well in other subjects such as General Paper. Gone are the days when History was all regurgitation of facts and figures. Though a good memory helps, what is more important is preparation for the weekly lectures and tutorials that really challenge students to think from different viewpoints, ponder over complex issues on their own, present and defend their arguments while critiquing the teams’ answers. If a class is well-prepared, it can be an intellectually invigorating session and experience. APTITUDE REQUIRED

History is a formidable subject – a History student must be hardworking. You need not be the most widely read, or the quickest thinker, but you must be willing to put in the effort to grasp the content and master the skills. Some of the challenges that a student might face are the heavy content, as well as the demanding examination conditions. For a single paper, a student is required to write 4 essays in 3 hours, and good time management and quick thinking is required to complete the paper. Students must also have a good grasp of language, as it is not enough to be able to formulate arguments. Thinking is not enough; you need to be able to write well and present your ideas in a coherent manner. IN COMPARISON WITH SECONDARY SCHOOL HISTORY

The expectations are higher in Senior High. You will be building on the argumentative and analytical skills taught in upper secondary. Just like O-level History, A-level History is not about regurgitating facts or listing explanatory factors. Students need to craft the content into clearly structured arguments, and the quality of essays needs to display a certain level of analysis. Each essay is expected to be around 3-4 pages long. The lecture-tutorial system is another difference, with content knowledge being delivered in lectures, while tutorials are utilised to explore issues more in depth. Due to the smaller class sizes, the discussions will be more engaging, provided that the students are willing to participate actively.


TOPICS COVERED

History (H1 Only)

Understanding the Cold War Analyse how the Cold War came about Evaluating the global impacts of the Cold War Analyse how the Cold War came to an end

Cold War and Asia Examine the superpower relations with China

Evaluate the impacts of the Cold War on Southeast Asia

Cold War and the United Nations Examine the organisational structure of the United Nations Evaluate the effectiveness of the United Nations in maintaining peace and security during and after the Cold War

Paper 1 International History (H2 Only)

Understanding The Cold War – Impact of the Cold War on Global Developments after 1945 (SBQ)

Analyse how the Cold War came about Evaluating the global impacts of the Cold War

Analyse how the Cold War came to an end

Understanding the Global Economy Weigh reasons for growth of Global Economy

Analyse the roles of USA, Europe and Japan in the Global Economy

Evaluate reasons behind the economic transformations in South Korea and Japan

Understanding the role of the United Nations in Safeguarding International Peace and Security

Evaluate the role of the UN in maintaining international security and safeguarding international law

Analyse the development of UN reforms Analyse the interests of member-states and principal organs in relation to decision-making in the UN


Paper 2 Southeast Asian History (H2 Only)

Search for Political Stability upon Independence

● Evaluate reasons for the establishment of different forms of governments in Southeast Asia

● Evaluate the effectiveness of governments in asserting political stabilities in their countries

● Evaluate the effectiveness of governments in achieving national unity in their countries.

Economic Development after Independence

● Analyse the reasons for the different paths to economic development for different countries

● Evaluate the contributions of state and non-state actors in promoting economic development

● Evaluate the reasons that underpinned the outbreak the and consequences of the Asian Financial Crisis

Regional Conflicts & Cooperation + ASEAN (SBQ)

● Analyse the reasons for the development of inter- state tensions in Southeast Asia

● Evaluate the impact of inter-state tensions on inter-state and regional relations

● Analyse the reasons for the formation of ASEAN ● Evaluate the effectiveness of ASEAN in promoting

peace, security and economic cooperation

H1 VS H2 SYLLABUS

In History, the H1 syllabus focuses on the development and impacts of the Cold War globally and regionally in a single section. On the other hand, the H2 syllabus will explicitly cover both International and Southeast Asian History in two separate sections. H1 students are only required to sit for one 3-hour History paper, whereas the H2 students have to sit for two papers. Do note that the contents covered for the H1 syllabus is different from that in the H2 Syllabus, even as both cover the Cold War. SOME OTHER CONSIDERATIONS History is a very useful subject, as it hones your analytical and writing skills, soft skills which are applicable across many fields. At its best, History is a fascinating exploration into the past, examining issues from multiple perspectives, formulating a stand, and conveying your viewpoint in a clear and concise manner. In essence, History at the SH level is thoroughly enjoyable if you like to be challenged, to explore issues in the past which have greatly affected our present, and to gain a more in-depth knowledge of the world and events that take place around us. WHO TO APPROACH FOR MORE INFORMATION

Mr Tan Chien Huah [[email protected]]


5. MATHEMATICS AND SCIENCE SUBJECTS

5.1 H2 Biology

INTRODUCTION At higher and more advanced levels, the study of Biology is built on the content knowledge gained from secondary Biology. Thus, O-Level Biology is compulsory for students intending to take up H2 Biology. Students should note that experimental work is an important component at the H2 level and will underpin the learning of Biology.

In H2 Biology, you will be exposed to brand new topics and also in-depth understanding of secondary Biology topics.

6 CORE IDEAS IN H2 BIOLOGY

The Cell and Biomolecules of Life

● Organelles & Cellular Structures

● Biomolecules of Life & Cellular Transport

● Proteins

● Stems Cells

Genetics and Inheritance ● The Structure of Nucleic Acids & Gene Expression

● Organisation of Genomes

● Control of Gene Expression

● DNA Mutations

● The Cell Cycle

● Inheritance

Energy and Equilibrium ● Transformation of Energy between the Environment & Organisms

● Communication & Equilibrium in Organisms

Biological Evolution ● Natural Selection & adaptation

● Evolution & Biodiversity, Species & Speciation

Infectious Diseases ● Immunity & Vaccination

● HIV, Influenza & Tuberculosis

Impact of Climate Change on Animals and Plants

● Greenhouse Effect, Plant distribution, Food Supply, Diversity

● Dengue, malaria


WHAT TO EXPECT

Scheme of assessment:

H2 BIOLOGY

Paper 1 Multiple Choice 30M

Paper 2 Structured Questions 100M

Paper 3 Long Structured and Free-response Questions 75M

Paper 4 Practical 55M

ASSESSMENT OBJECTIVE H2 BIOLOGY

Knowledge with understanding 32%

Handling information and solving problems 48%

Experimental skills and investigations in Paper 4 20%

Do note that at the A-Level you will face a lot more application questions and less knowledge-based questions. APTITUDE REQUIRED Students should have strong foundation in secondary Biology in order to grasp biological concepts at the A-Level. Describing biological concepts in detail at the A-level will only secure you 32% of the marks in H2 and 40% in H1. You will only do well if you are able to apply knowledge in new situations and explain concepts clearly in appropriate scientific language. SOME OTHER CONSIDERATIONS

Taking H2 Biology at the A-Level is not a prerequisite for the medicine course in local universities. However, in order to be a good doctor, you need to havegood Biology background; especially if you are going to deal with the biochemical aspects of disease treatment and drug synthesis, so the earlier you master this subject, the better! Modern Biology draws reference extensively from concepts of Physical Sciences (Molecules, Chemical Bonding, pH, buffers, Oxidation and Reduction etc.). Therefore, it is essential for you to offer either H1 Chemistry or H2 Chemistry in addition to H2 Biology.

WHO TO APPROACH FOR MORE INFORMATION Mdm Ye Meixiu [[email protected]]


5.2 H1/H2 Chemistry

INTRODUCTION

H1 Chemistry aims to develop scientific literacy in students through the acquisition of core chemistry knowledge and scientific thinking. H2 Chemistry develops in students the disciplinary understanding, skills and attitudes necessary for further studies in the subject and related fields.

PREREQUISITES

The H1 and H2 Chemistry syllabi are designed to place less emphasis on factual material and greater emphasis on the understanding and application of scientific concepts and principles. Hence, a strong foundation of knowledge and skills in the upper secondary is important to derive greater joy in the learning of Chemistry and achieve quality grades. Experimental work is an important component at the H2 level and should underpin the learning of Chemistry.

WHAT TO EXPECT

In terms of assessment, there is a written component in the form of multiple–choice and structured questions for both H1 and H2 Chemistry.. In addition, H2 Chemistry also sets free–response questions and a practical component.

At the Senior High, students generally find it challenging to learn and cope with the subject due to a huge ‘jump’ in terms of content depth and breadth compared to secondary Chemistry. The way that questions are asked is another challenge due to emphasis on application of concepts rather than simply recall and regurgitate.

APTITUDE REQUIRED

● Deep understanding of the content ● Link concepts within and across topics ● Critical and analytical analysis of questions ● Good writing ability would be an advantage as there are now more explanatory and

argumentative questions as well as non-regurgitative type of questions ● Good data handling skills, i.e. to make sense and interpret data and information presented in

various forms e.g. textual, numerical and graphical, and select relevant data in support of your reasoning.


TOPICS COVERED

H1 H2

1. Atoms, Molecules & Stoichiometry

2. Redox

3. Atomic Structure

4. Chemical Bonding

5. Chemical Energetics (Thermochemistry)

6. Reaction Kinetics

7. Chemical Equilibrium

8. Acid–Base Equilibrium

9. The Periodic Table

10. Nanomaterials#

11. Polymers# (with some content from H2

topics 14 – 16 and 18 – 21)

1. Atoms, Molecules & Stoichiometry 2. Redox 3. Atomic Structure 4. Chemical Bonding 5. The Gaseous State 6. Chemical Energetics* (Thermochemistry

and Thermodynamics)

7. Chemical Equilibrium* 8. Acid–Base Equilibrium* 9. Solubility Equilibrium 10. Reaction Kinetics* 11. The Periodic Table 12. Electrochemistry 13. Transition Elements 14. Introduction to Organic Chemistry 15. Alkanes 16. Alkenes 17. Arenes 18. Halogen Derivatives 19. Hydroxy Compounds 20. Carbonyl Compounds 21. Carboxylic Acids & Derivatives 22. Nitrogen Compounds

*topics with reduced content in H1, #topics not found in H2 Concepts learnt in both syllabi are inter-related and form the basis for which further learning and understanding of chemical phenomena and reactions is built upon. For H1 Chemistry, concepts are also applied to real-world context in the study of nanomaterials and polymers.

H1 VS H2 SYLLABUS

H1 H2 Remarks

Total no. of Topics

11 22 Besides learning fewer topics for H1 Chemistry, students can expect reduced content for some topics at H1 level compared to H2.

Format of Assessment

Paper 1 (MCQ) 30 marks – 1 hr (33%) Paper 2 (Structured) 80 marks – 2hr (67%)

Paper 1 (MCQ) 30 marks – 1 hr (15%) Paper 2 (Structured) 75 marks – 2hr (30%) Paper 3 (Free Response) 80 marks – 2hr (35%)

Paper 4 (Practical & Planning) 55 marks – 2 ½ hr (20%)

Data–based questions in both H1 (15 – 20 marks) and H2 Chemistry (20 – 25 marks). Data–based questions test higher order thinking skills such as handling, applying, evaluating information. The assessment questions require students to be able to integrate knowledge and understanding from different areas and topics of the Chemistry syllabus. For the practical component in H2 Chemistry, students will be assessed on the following skill areas:


Assessment Objectives

Knowledge with understanding (40%)

Handling, applying

& evaluating

information (60%)

Knowledge with understanding (32%)

Handling, applying

& evaluating

information (48%)

Experimental skills & investigations (20%)

● Planning (5%) ● Manipulation, measurement and

observation ● Presentation of data and observation ● Analysis, conclusions and evaluation

Students who have an interest in Chemistry, coupled with a good foundation in Chemistry in upper secondary, but have no wish to pursue a university course that requires H2 Chemistry as a prerequisite, may consider taking H1 Chemistry instead.


Chemistry at the advanced level is a very challenging subject. Students are expected to be able to achieve concept integration and apply concepts learnt to unfamiliar contexts proficiently. You should only take H2 Chemistry if you have a strong foundation in upper secondary and a strong interest in this subject. If you have done well in Chemistry at the upper secondary because you have memorised well, and not because you have a deep understanding of the concepts or are constantly thinking about the chemistry behind the reactions/theories/phenomena, you should reconsider offering H2 Chemistry.


Mr Goh Wei Bin [[email protected]]


5.3 H2 Computing

INTRODUCTION

Computing@DHS nurtures students to learn and apply fundamental Computer Science concepts and skills. Students develop technical, collaboration, communication, stress / time management and other life skills in tackling authentic tasks on national and global platforms. Students are expected to learn independently, critically evaluate the usefulness of information, contribute effectively to a team outcome, undertake big challenges, and utilise technology to create a positive impact on the world. While you may not be able to ‘catch them all’ in 2 years, you can rest assured that the skills and concepts that you learn will be widely applicable. We’ve identified some common Q&As to dispel some myths in the subject that students new to the subject (or even some students who are currently offering the subject) may have. Myth: I do not intend to take up Computing-related courses in the university, so Computing is not relevant to me. "Computational thinking is a fundamental skill for everyone, not just for computer scientists."

Jeannette Wing "I think part of what made the Macintosh great was that the people working on it were musicians and poets and artists and zoologists and historians who also happened to be the best computer scientists in the world."

Steve Jobs It does not matter if you are not intending to study Computing (which is the course the smartest people go to these days) at university. Not everyone who learns Computing aspires to be a software engineer, but knowing Computing will be invaluable in ANY DOMAIN you wish to pursue in future, especially in a post-COVID19 world:

THE STRAITS TIMES / THE NEW PAPER (22 June 2020)

“Even now, Dr Balakrishnan said, there is a shortage of engineers and it is not a matter of paper qualifications. "I don't really need to look at your degree. I just need to look at your code. I just


need to know what projects you've worked on," he said. "The shortage will become more acute as the economy recovers."” "If you're a programmer, a UX designer or an expert in Python, artificial intelligence and machine learning... or better still, you create robots, you have no shortage of jobs," he said. “That is why the bulk of the Covid-19 support measures totalling almost $100 billion in the four Budget announcements had focused on getting companies to re-engineer their processes and workers to learn new skills…” "You do the math... If you are graduating 2,800 (a year) and I tell you that over the next three years we need 60,000, can you see there's an obvious shortage?" Myth: Computing is only for the top students in Math.

"Programming is like talking... To our surprise, we could not observe any (brain) activity in the direction of mathematical or logical thinking"

Prof. Dr. Janet Siegmund Above article: https://medicalxpress.com/news/2020-06-language-brain-scans-reveal-coding.html

Janet Siegmund et al. “Studying programming in the neuroage, Communications of the ACM (2020)” DOI: 10.1145/3347093

Math and Computing do have many connections. In fact, you would be required to take some Math modules if you are taking a Computing course at university. In a broad sense, Computing is Math done very quickly by a machine. In Computing, we design the software for that machine to run and we learn about how & why it works, a lot of which is more of a Science than just Math. In fact, some students do score better in Computing than in Math just like how some score better in Biology/Chemistry/Physics than in Math! Myth: Computing is only / all about programming and app making. Programming is core to Computing, but it is only a means to computational thinking and problem solving, not an end. Programming is what makes Computing beautiful and useful. The best way to learn technical skills is by working on projects. But programming and app making do not define Computing. There are many diverse aspects such as user experience and design, project management, data structures and algorithms, etc.


Myth: Technology changes so fast. What I study in Computing will be obsolete very soon. While some aspects of Computing advance very rapidly, most of what you will study in Computing remains timeless and fundamental (e.g. data structures and algorithms, universal principles of design, software engineering best practices), and these lay the foundation for creative, practical problem solving and advanced studies. The most important and useful take-away is the positive mind-set and ability to learn how (versus what) to learn through (a) learning, unlearning and relearning; (b) failing early and iterating towards success quickly, which will be resilient against the test of time for future studies and work. It is also important that you start to develop these attributes young (Newton’s law of inertia applies). Myth: Computing is too male-dominated. Girls are disadvantaged at learning Computing. Given that about half the world’s population is female, it will be devastating if technological products and services are designed solely from the masculine perspective. Top tech companies are actively bridging this diversity gap because there is no good evidence to suggest that females are less endowed in Computing. In fact, our best students and success stories come from an equal mix of both genders (which is already impressive given the ratio of students offering the subject). Both can be and in fact are equally capable. By the way, the first programmer is a female (Ada Lovelace). TOPICS COVERED The following is a non-exhaustive overview of the intended coverage for Computing@DHS. There is significant overlap as the Dunman High Integrated Programme provides an abundance of opportunities to enrich and stretch students.

DHIP

H2

Web fundamentals ● HTML / CSS / JavaScript ● Relational / NoSQL databases Software engineering ● Agile project management ● Cloud / mobile / social computing Activities ● DHS Apps web folio / mobile apps ● Hacktoberfest, Splash Awards ● Competitive programming: National Olympiad in

Informatics / Google Code Jam ● Ad-hoc interesting stuff such as IoT, AR/VR,

artificial intelligence, data science, etc.

New Computing syllabus from 2019 with more emphasis on problem solving skills relevant to real life applications. ● Algorithms & Data Structures ● Programming ● Data & Information ● Computer Networks Students will embark on individual and group projects to build up their portfolio for university admission and internship/attachment opportunities.


MODE OF ASSESSMENT

Class discussion; daily work; term assignments; participation / effort / performance in projects / competitions; practical initiative & useful innovation; open-book assessment. FOR ‘A’ LEVELS, STUDENTS WILL SIT FOR THE FOLLOWING PAPERS Practical (3 hours): Lab assessment Theory (3 hours): Written paper

COMPUTRIVIA

● To get into Computer Science in NUS, your A-Level results ought to be AAA/A. ● Computing students garner the lion share of most national infocomm competitions

achievements all within Year 5. ● Abundant VIA outreach opportunities to learn and apply your learning: FOSSASIA Open

Tech Summit, PyCon SG/APAC, etc. ● BuildingBloCS is an annual Computing education outreach programme organised by

Computing students for other students, supported by MOE, Google, NUS School of Computing and other partners.


Mdm Ho Su Siew [[email protected]]




5.4 H1/H2 Mathematics &

H2 Further Mathematics INTRODUCTION In general, Mathematics is a common pre-requisite for many courses in the university. H1 Mathematics is designed to provide students with a foundation in mathematics and statistics that will support their business or social sciences studies at the university. The syllabus aims to equip students with the skills to analyse and interpret data and to make informed decisions. H2 Mathematics is designed to prepare students for a range of university courses, including mathematics, sciences and related courses, where a good foundation in mathematics is required. It develops mathematical thinking and reasoning skills that are essential for further learning of mathematics. Through the application of mathematics, students also develop an appreciation of mathematics and its connections to other disciplines and to the real world.

H2 Further Mathematics is designed for students who are mathematically-inclined and who wish to further expand and deepen their knowledge of mathematics and its applications. Students will develop advanced mathematical thinking and reasoning skills and learn a wider range of mathematical methods and tools. This will give a head-start to students who plan to study mathematics or mathematics-related university courses such as science and engineering in the form of a stronger and richer foundation in mathematics. H2 Further Mathematics is to be taken with H2 Mathematics as a ‘Double Mathematics’ course. The use of the graphic calculator is expected for all the above three subjects.

PRE-REQUISITE H1 Math: NIL H2 Math: NIL. However, we recommend students without A. Math background or with weak A. Math background to take H1 Math. Otherwise, such students must be prepared to bridge the gap of the assumed knowledge between H2 Math and A. Math. These students will also be required to take a readiness assessment to allow them to make a more informed decision on whether to take the subject. H2 Further Math: Must have obtained good grades in both E. Math and A. Math at O-level. In addition, all interested

students will need to take and pass a selection test.

ASSESSMENT H1 Math: One 3-hour paper marked out of 100 marks, based on Pure Math (40 marks) and Statistics (60 marks). H2 Math: Two 3-hour papers each carrying 50% of the total mark, and each marked out of 100. Paper 1 covers Pure Math topics while Paper 2 covers both Pure Math (40 marks) and Statistics (60 marks). H2 Further Math: Two 3-hour papers each carrying 50% of the total mark, and each marked out of 100. Paper 1 covers Pure Math topics while Paper 2 covers both Pure Math (50 marks) and Statistics (50 marks).


TOPICS COVERED

H1 Math H2 Math H2 Further Math

Functions and Graphs 1. Exponential &

Logarithmic Functions, and Graphing Techniques

2. Equations & Inequalities

Calculus 3. Differentiation & its

Applications 4. Integration & its

Applications (Area)

Probability and Statistics

5. Permutations & Combinations

6. Probability 7. Binomial

Distribution 8. Normal Distribution 9. Sampling 10. Hypothesis Testing 11. Correlation &

Linear Regression

Functions and Graphs 1. Functions 2. Graphs & transformations 3. Equations & Inequalities

Sequence & Series 4. Summation of Series &

Method of differences 5. Arithmetic & Geometric

Series 6. Maclaurin Series

Calculus 7. Differentiation & its

Applications 8. Integration & its

Applications (Area & 9. Volume) 10. Differential Equations (1st

Order)

Vectors 11. Vectors in 2D & 3D

Introduction to Complex Numbers

12. Complex Numbers (Cartesian & Polar Forms)

Probability and Statistics 13. Permutations &

Combinations 14. Probability 15. Discrete Random

Variables & Binomial Distributions

16. Normal Distribution 17. Sampling 18. Hypothesis Testing (Z-Test) 19. Correlation & Linear

Regression

Algebra & Calculus 1. Mathematical

Induction 2. Complex Numbers

(Loci, De Moivre’s Theorem)

3. Polar Coordinates 4. Conic Sections 5. Application of Definite

Integrals 6. Differential Equations

(More 1st Order, 2nd Order)

Discrete Mathematics, Matrices & Numerical Methods

7. Recurrence Relations 8. Matrices & Linear

Spaces 9. Numerical Methods

Probability and Statistics 10. Discrete Random

Variables, Poisson & Geometric Distributions

11. Continuous Random Variables, Uniform and Exponential Distributions

12. Hypothesis Testing (t-test & Chi Square Test) & Confidence Intervals

13. Non-parametric Tests

WHAT TO EXPECT Students are expected to take ownership of their own learning seriously e.g. preparations for tutorial must be done before each tutorial lesson and use different approaches to understand concepts learnt i.e. clarify from notes, books or with peers before consulting teachers. This is essential as it prepares you for university education where learning is very self-directed. In terms of content, as A-level courses are more rigorous and demanding compared to that at the GCE O-level, students will have to do consistent work and revision throughout the course in order to do well for the subject. Purely memorising or spotting questions in Senior High will generally not work well. Students are expected to understand the concepts thoroughly and be able to apply them to solve non-routine problems set in different contexts.

WHO TO APPROACH FOR MORE INFORMATION Mr Edmud Tan [[email protected]] Mr Wee Hock Guan [[email protected]] Mr James Ooi [[email protected]]


5.5 H1/H2 Physics

INTRODUCTION H2 Level Physics is meant to build on what you had learnt in secondary Physics. Your learning will also be extended as you will also be taught new topics. Students who are considering H2 Physics should preferably have strong interest or good foundation in the subject at GCE O-level Physics and must offer H2 Mathematics at Senior High.

TOPICS COVERED

H1 PHYSICS H2 PHYSICS

Units and Measurements 1. Measurements

Newtonian Mechanics 2. Kinematics 3. Dynamics 4. Forces 5. Work Energy Power 6. Circular Motion and Orbits

Electricity and Magnetism 7. Current of Electricity 8. D.C. Circuits 9. Electromagnetism

Modern Physics 10. Nuclear Physics

Measurements 1. Measurements

Newtonian Mechanics 2. Kinematics 3. Dynamics 4. Forces 5. Work Energy and Power 6. Motion in a Circle 7. Gravitational Field

Thermal Physics 8. Temperature & Ideal Gases 9. First Law of Thermodynamics

Waves 10. Oscillation 11. Wave Motion 12. Superposition

Electricity and Magnetism 13. Electric Fields 14. Current of Electricity 15. D.C. Circuits 16. Electromagnetism 17. Electromagnetic Induction 18. Alternating Currents

Modern Physics 19. Quantum Physics 20. Nuclear Physics

CAREER/UNIVERSITY COURSES WHICH REQUIRE PHYSICS

A-level Physics is a prerequisite for numerous engineering courses in universities, especially the ones which deal with mechanics, such as aeronautical or materials engineering. One can understand how the world around us works through the conceptual knowledge and the quantitative skills when solving problems in Physics. The training of such skills and conceptual understanding in Physics is highly valued in a wide range of careers that are not necessarily Physics-related e.g. in economics, finance, management, law and public policy.


WHAT TO EXPECT

The overall Physics assessment for A-level has several components:

1. Practical examination (for H2 Physics only) 2. Multiple-choice Questions 3. Short and long structured questions

Physics attempts to understand and explain the natural phenomena around us. It covers broad areas ranging from the nano-scale in the topic of Nuclear Physics to the macro-scale of the planets and solar system in the topic of Orbits and Gravitational Field. Physics at Senior High will reinforce and extend your previous learning in secondary Physics e.g. Newtonian Mechanics, Waves and Electricity and Magnetism. At the same time, you will also be learning new and interesting concepts in the topic of Quantum Physics and modern day technology in our lives depends on Quantum Physics for their operation!

Mathematics is often said to be "the language of Physics" and the role of Mathematics here is to help to state Physics concept in a concise and clear way. However, do not let Mathematics obscure the basic and simple Physics concept that lies underneath. Usually, the amount of Mathematics knowledge from GCE O-level will be sufficient and you can certainly learn more Mathematics in Senior High to complement the learning of Physics.

Drawing a picture is also important to make things easier in Physics. You don’t have to be good at drawing but just need to draw a rough schematic or free body diagram according to the situation. In this way, you can transfer the information in the question to the drawing to get a visual idea, use arrows to indicate direction of motion or forces and find out the sum of forces applied. Many problems can be easily solved starting with drawing diagrams!


You are bound to encounter learning doubts and the key to doing well in the subject is to work hard and clarify your misunderstanding. Next, everyone says ‘practice makes perfect’ and how true! Solving Physics problems is a skill and the more you use the skill, the easier it will become. The difficulties you encounter in solving problems serve to teach you how to approach different sets of questions. The more you do them, the less time it takes you to recognise the effective correct way to solve them. It’s about experience in problem solving. Be positive and receptive to gain this experience. You will find Physics is less difficult than you think. WHO TO APPROACH FOR MORE INFORMATION Mr Tan Leong Howe [[email protected]]


6. TALENT DEVELOPMENT (TD)

Introduction

Dunman High School is committed to providing holistic and well-rounded education for our students. Building on the school’s tradition for its inclusiveness and excellence in learning, students are given opportunities at every level to engage and excel in diverse range of academic fields, catering to their diverse interests, aptitudes and aspirations. Dunmanians are encouraged to take up talent development opportunities that are in tune with their passions and strengths.

(A) Humanities & Aesthetics Talent Development

Our Humanities Talent Development provides opportunities for students who are passionate about exploring how people, processes, politics, cultures and events are connected and interwoven across space and time. The Humanities TD experiences will enhance students’ ability to observe, study and communicate his/her thoughts about our human condition and our place in the world.


In Senior High (Junior College), students can look forward to taking up H3 Humanities Options, the NUS-MOE Humanities and Social Sciences Research (NUS-MOE HSSR) as well as participating in our very own Humanities academic CCA, the International Strategic Affairs Council (ISAC) where they organise local and/or international events such as the ASEAN Plus Summit.

At Dunman High, we also offer a robust Aesthetics Talent Development across six years, with emphasis on our Music Elective Programme (MEP). More details on the subject requirement for MEP can be found on page 8.

(B) Languages Talent Development

Dunman High’s Talent Development in Languages seeks to enhance our Dunmanians’ edge as Leaders of Honour and effective bilingual communicators, who are able to demonstrate strong understanding and deft application of bicultural perspective-taking and analysis of global and national issues.

We offer multiple MOE special programmes such as the Bicultural Studies Programme (BSP-MOE) and the Chinese Language Elective Programme (CLEP) to aspiring bicultural talents who wish to grow their capacity to effectively interact with China as well as relate to the West, as well as GEP special programmes such as Creative Arts Programme (CAP) or external programmes such as Future Problem Solving Programme (FPSP) for Dunmanians who want to hone their creative writing skills in English. More details on the subject requirements for BSP-MOE and CLEP can be found on page 8.

The Dunman High English Language Department (Senior High) conducts "Expresso", a signature programme tailored for students who wish to hone their writing and speaking skills. Students under this programme are assigned a teacher mentor, and will have the opportunity and platform to craft various pieces of written work. Workshops focusing on specific aspects of communication are also conducted by our own teachers and guest speakers throughout the year. In addition, there are complementary Senior High CCAs such as Oratorical Society (Debate / Public Speaking) and Chinese Society (Drama).'

(C) STEAM Talent Development

Our STEAM Talent Development in the fields of Sciences, Technology (e.g. Robotics, AI, Info-comm), Engineering and Aesthetics Design, and Mathematics, creates a nurturing learning ecosystem for our STEAM talents with in-house training for GEP special programmes and other external national and zonal platforms in Science and Mathematics research, Math & Science Olympiads, and Info-comm and Robotics competitions.

Senior High (Junior College) students seeking an in-depth appreciation of the technologies prevalent in the latest industrial revolution are invited to join The STEAM Collective. Students in the STEAM Collective will have the opportunity to immerse in STEAM talent development opportunities of the field of their choice (Science, Mathematics, Infocomm or Robotics) to acquire skills and knowledge. They will also attend interdisciplinary modules and listen to industry speakers to acquire diverse perspectives and adopt the lifelong learners mindset. A range of leadership programmes and community outreach activities are offered to provide students with a holistic overview.

STEM Talent Development Programmes for areas in Infocomm and Robotics include outreach events by the Young Defence Scientists Programmes by Defence Science and Technology Agency and Defence Science Organisation National Laboratories (Research@YDSP, BrainHack and World of Science), and the Research Mentorship Programme by the Singapore University of Technology and Design. Programmes in the field of Scientific Research are the Gifted Education Branch Science


Research Programme, and the Nanyang Research Programme. To supplement programmes offered at the National level, direct partnerships are established with other external organisations such as the ASTAR Institute of Materials Research Engineering (IMRE), ASTAR Nano-Bio Lab (NBL), Nano-Materials Research Lab at NUS Department of Physics, and established vendors to give Dunmanians first-class opportunities for exposure and growth.

Students will be provided mentorship and the opportunity to showcase their research work, when selected, at multiple platforms such as the Engineering Innovation Challenge (EIC), HacktoberFest, or Splash Awards, Singapore International Mathematics Challenge, Singapore Science and Engineering Fair or International Science and Engineering Fair (ISEF). WHO TO APPROACH FOR MORE INFORMATION

Mr Lee Seng Lee [[email protected]]

Mr Lee Wei Keong [[email protected]]


7. CAREERS, SCHOLARSHIPS & HIGHER EDUCATION (CSHE)

Introduction

JC is the time for you to envision what your life upon graduation from Dunman High would be like. Many of you will be enrolled into a university (or National Service for most gentlemen before the university), where you continue to prepare yourself to be ready for the future economy. We do not know what future jobs would be created; yet, what we do know is the shape of things to come. You need to be resilient, adaptable and global in your outlook. You must leave university still feeling curious and eager to learn for the rest of your lives.

No two universities are the same. Every university offers different learning experiences. There is no single university that is suitable for all types of students, simply because we all learn differently, encounter different experiences and have different aspirations in life.

Bearing in mind the above, it is important to make an informed choice with regard to your university course and university, because this is going to shape your life trajectory for the many years to come. Therefore, one important mission that you have in JC is finding your best-fit university that will develop your potential with its curriculum and opportunities.

To achieve this mission, you have to research into the various careers, scholarships and higher education options. You also need to have a better understanding of the relationship between careers, scholarships and universities. As you take ownership in exploring your options, the CSHE team of teachers is committed to support you in this endeavour. Our aim is to support you in making a well-informed and a well-considered decision for yourself.

Before we begin on this journey, remember that JC is the time where you gain a better understanding of yourself and the world around you. It is the time where you consider these forces at play and make concrete efforts to transform your aspirations into reality. Do bear in mind that your choice of subject combination in JC has a direct impact on the courses that you can read at university. This would then have an implication on the type of careers that you can embark on thereafter. So, exercise prudence when selecting your subject combination.

In addition, be mindful to engage in a healthy range of purposeful developmental opportunities in JC that will prepare you for scholarships and/or universities applications.

Now, are you ready? Let the journey begin.


CSHE EDGE Framework

The CSHE programme is anchored in an EDGE framework that spells out the student outcomes that we aspire to develop in each Dunmanian across all the domains during his or her journey in Dunman High. The outcomes are developmental and reinforced through every stage of a Dunmanian’s education. It is also grounded in the school’s vision for each Dunmanian to be lifelong learners and Leaders of Honour.

The EDGE framework comprises four stages: Excellence, Drive, Growth, Empowerment.

Every Dunmanian strives to be the best that he/she can be. He/She possesses drive and embraces a growth mind-set. He/She is an active contributor who takes an active role in bettering the lives of others in society.

Excellence

Excellence is a way of being. It is not the result. When students develop a mind-set for excellence, they give their best in all that they do. They live by their moral compass consistently, and stay focused on and true to their purpose in life.

What does it mean in CSHE for students and the Role of CSHE: We believe that every Dunmanian has the capacity and capability to be the best that they can be.

Drive

Students with a drive to succeed take ownership in exploring their own purpose in life. They have the initiative and courage to step up to be of service to others. They live authentically and are grateful for all that they have.

What does it mean in CSHE for students: Students take ownership in exploring the myriad CSHE options which in turn allow them to discover their self-identity and purpose in life.

The Role of CSHE: CSHE supports students by offering them diverse opportunities to explore their options and educating them on the importance of early preparation as well as future-readiness.


Growth

With a drive to succeed, students believe that they can identify their areas of growth and make a definitive plan to better themselves. Possessing a spirit of resilience and adaptability, they are able to face challenges and failures and see them as stepping stones to achieve their cause.

What does it mean in CSHE for students: Students take deliberate steps to work on the necessary skills and attributes that are necessary for them to pursue their cause.

The Role of CSHE: CSHE provides the necessary guidance through mentorship and workshops.

Empowerment

Embracing an excellence mind-set and a spirit of lifelong learning, students actively leverage on opportunities to pursue a cause that makes a positive difference in the society. They take full responsibility for how they show up in all aspects of their lives and being accountable for the outcomes they create.

What does it mean in CSHE for students: Through the Dunmanian journey, students explore their purposes in life and do active research on their future options.

The Role of CSHE: Under the guidance of the CSHE team alongside teachers and in collaboration with alumni who are invited as inspirational figures to share their experiences, students make well-informed and well-considered decisions on their scholarship and higher education options which would support them in pursuing the purpose.

Scholarships in Singapore Scholarships in Singapore mean more than just financial aids for students to further their studies. Being a small country with no natural resources, scholarships serve to identify and nurture young talents early, even before they go university. For the students, this would mean that if you are grateful for the abundant opportunities that Singapore has provided you with and want to make the society a better place, then a scholarship would promise you opportunities to prepare you for future responsibilities to serve the country. This is the true essence of applying for a scholarship in Singapore. There are two main types of scholarships offered in Singapore – those offered by the ministries and statutory boards, and those offered by the universities. Both scholarships are generally awarded to students based on academic excellence, good co-curricular records and exemplary character. For the ministry and statutory board scholarships, the young Singapore talent should be keen to contribute to the nation in her strategic sectors. For example, you can be a teacher with the Ministry of Education, a pilot with the RSAF, a medical social worker with MOHH, a conservation officer with NParks or a scientist with A*STAR. There are so many more possibilities for you! One perk of the government scholarships is the bond. This means that you will have promised employment the moment you graduate from university. In addition, you will be trained while you are still in university, giving you a head start in your career, compared to your peers. Before we go on to share more with you about scholarships in the Senior High journey, take a moment to think about your interests and causes in life. These may potentially become your purpose and the way you make the society a better place. If you would like to know the range of scholarships out there, here are some websites that you may like to check out.

● Government Scholarship https://www.psc.gov.sg ● BrightSparks https://brightsparks.com.sg/

https://www.psc.gov.sg/

https://brightsparks.com.sg/


● Scholarships Guide: https://scholarshipguide.com.sg/ ● University Scholarship Websites ● Ministry and Statutory Boards Scholarship Websites

We also look forward to having a conversation with you to explore your careers, scholarships and higher education opportunities.

What to Expect

All our programmes aim to help you chart your personal development, acquire the relevant experiences and build appropriate levels of rigour in your areas of interests, which eventually support you in your application to your best-fit university and scholarship.

In supporting you in exploring your university and scholarship options, you may look forward to a series of sharing sessions with universities and scholarships providers, and dialogues with young alumni.

It is important that you develop your personal brand so that you have the ability to present yourself well in the university and scholarship applications. For that, you may expect personal statement writing workshops and interview workshops that will teach you how to communicate effectively about yourself on paper and in person.

You can also look out for work attachments that will offer you a taste of what it is like in certain professions to help you gain better awareness of who you are and your fit to the particular job nature.

Furthermore, there is also our flagship event – the annual Careers, Scholarships & Higher Education Day where you can explore various options by speaking to representatives from various local and overseas universities and scholarship providers.

Dunmanians with outstanding track records can also look forward to the DHScholars Programme, a Talent Development Programme for grooming students as they pursue top scholarships tenable at reputable universities in Singapore and overseas.


Teachers: Ms Tan Kae Ling [[email protected]] Mr Wong Ting Ee [[email protected]]

https://scholarshipguide.com.sg/



8. LOCAL UNIVERSITY COURSES PRE-REQUISITES

Admission to universities is based on academic merit as well as open competition among all eligible applicants.

To ensure that students have the baseline knowledge to understand the course content, students should also ensure that the subject pre-requisites for the courses that one wishes to read are fulfilled.

Please note that the subject pre-requisites may differ from overseas universities. Students are strongly encouraged to visit their websites for more information.

8.1 National University of Singapore (NUS)

(a) Single Degree Course

Single Degree Course Subject Pre-requisites Selection test/ Interview

Architecture H1 pass in Chemistry or Mathematics or Physics; OR pass in O-Level Additional Mathematics.

Yes

Arts and Social Sciences* /

##

Please refer to http://www.fas.nus.edu.sg/subject-pre-requisites.html for respective subjects.

No

Biomedical Engineering# H2 pass in Mathematics or Further Mathematics and either Physics or Chemistry. Those without a H2 pass in Chemistry will have to read the Chemistry Bridging Module (CM1417) in the 1st year.

No

Business Administration H1 pass in Mathematics or pass in O-Level Additional Mathematics. No

Business Administration (Accountancy)

H1 pass in Mathematics or pass in O-Level Additional Mathematics. No

Business Analytics H2 pass in Mathematics or Further Mathematics. No

Chemical Engineering# H2 pass in Mathematics or Further Mathematics and Chemistry and Physics.

No

Civil Engineering# H2 pass in Mathematics or Further Mathematics and either Physics or Chemistry.

No

Computer Engineering# (Jointly Conducted by Faculty of Engineering & School of Computing)

H2 pass in Mathematics or Further Mathematics and either Physics, Computing or Chemistry.

No

Computer Science courses@

H2 pass in Computing or Mathematics or Further Mathematics or Physics; OR a good pass in H1 Mathematics.

No

http://www.fas.nus.edu.sg/subject-prerequisites.html

http://www.fas.nus.edu.sg/subject-prerequisites.html


Data Science and Analytics (Offered by Faculty of Science)

Very Good Pass in either H2 Mathematics or H2 Further Mathematics, and A Good Pass in H2 Biology or H2 Chemistry or H2 Physics or H2 Computing.

No

Dentistry H2 pass in Chemistry and either Biology or Physics. Yes

Electrical Engineering# H2 pass in Mathematics or Further Mathematics and either Physics or Chemistry.

No

Engineering# (common) H2 pass in Mathematics or Further Mathematics and either Physics or Chemistry.

No

Engineering Science H2 pass in Mathematics or Further Mathematics and Physics. No

Environmental Engineering#

H2 pass in Mathematics or Further Mathematics, and Chemistry and Physics.

No

Environmental Studies H1 pass in Mathematics and H2 pass in either Biology or Chemistry. No

Food Science and Technology (Offered by Faculty of Science)

Good pass in H2 Chemistry and A Good pass in H2 Biology or H2 Computing or H2 Mathematics or H2 Further Mathematics or H2 Physics, and at least a pass in O-level in Biology

No

Industrial Design H1 pass in Chemistry or Mathematics or Physics; OR pass in O-Level Additional Mathematics

Yes

Industrial & Systems Engineering#

H2 pass in Mathematics or Further Mathematics and either Physics or Chemistry.

No

Information Security H2 pass in Computing or Mathematics or Further Mathematics or Physics; OR a good pass in H1 Mathematics.

No

Information Systems^ H2 pass in Computing; OR a good pass in H1 Mathematics. No

Law

Good overall A-Level results, including at least a B grade in H1 General Paper (GP); or a good pass in H2 Knowledge & Inquiry (KI); or a minimum SAT Critical Reading / Evidence-based Reading & Writing score of 700 accompanied by a minimum E grade for GP/KI.

Yes

Materials Science & Engineering#


No

Mechanical Engineering# H2 pass in Mathematics or Further Mathematics and either Physics or Chemistry.

No

Mechanical Engineering (Aeronautical Engineering Specialisation)#


No


Medicine H2 pass in Chemistry and either Biology or Physics. Yes

Music Application for the Music course has to be filed directly to the Conservatory. Please refer to http://music.nus.edu.sg for more information.

Yes

Nursing Pass in any two of the following H2 subjects: Biology, Chemistry, Computing, Physics and Mathematics.

Yes

Pharmacy (Offered by Faculty of Science)%

Very Good Pass in H2 Chemistry and Very Good Pass in H2 Biology or H2 Physics or H2 Mathematics or H2 Further Mathematics

No

Pharmaceutical Science

(Offered by Faculty of Science)

Very Good Pass in H2 Chemistry and Very Good Pass in H2 Biology or H2 Physics or H2 Mathematics or H2 Further Mathematics

No

Project & Facilities Management

H1 pass in Chemistry or Mathematics or Physics. No

Real Estate H1 pass in Chemistry or Mathematics or Physics. No

Science* / ##

Pass in any two of the following H2 subjects: Biology, Chemistry, Computing, Physics, either Mathematics or Further Mathematics. Please refer to www.science.nus.edu.sg for respective subjects.

No

* The Faculty of Arts and Social Sciences and Faculty of Science offer many subjects which may require further subject pre-requisites. Please refer to their respective website at http://www.fas.nus.edu.sg and http://www.science.nus.edu.sg for more information.

# Students without H1 or H2 Physics need to have an O-level pass in Physics or its equivalent and would be

required to take Physics bridging modules.

@Please refer to http://www.comp.nus.edu.sg/undergraduates/cs_courses.html for more information.

^Please refer to http://www.comp.nus.edu.sg/undergraduates/is_is_prospective.html for more information.

% Students applying to Pharmacy should refer to http://pharmacy.nus.edu.sg/bachelor-of-science-pharmacy/ for important information on the ‘Fitness to Practise’

## In 2021, the Faculty of Arts and Social Sciences and the Faculty of Science will be combined to form the College of Humanities and Sciences. This would allow students admitted to the college will have access to facilities and courses offered in both faculties, allowing greater flexibility of disciplines across the Humanities, Social Sciences, Science and Mathematics

http://music.nus.edu.sg/

http://www.science.nus.edu.sg/

http://www.fas.nus.edu.sg/

http://www.science.nus.edu.sg/

http://www.comp.nus.edu.sg/programmes/ug/cs/curr/

http://www.comp.nus.edu.sg/undergraduates/is_is_prospective.html

http://pharmacy.nus.edu.sg/bachelor-of-science-pharmacy/

http://pharmacy.nus.edu.sg/bachelor-of-science-pharmacy/


(B) Double & Concurrent Degree Programmes / Specialisations / Double Major Programmes / Minor Programmes:

Double & Concurrent Degree Programmes / Specialisations / Double Major Programmes / Minor Programmes

Subject pre-requisites Selection test / interview

Double & Concurrent Degree Programmes:

Arts & Social Sciences (NUS) and Arts (Sciences Po)

Please refer to www.usp.nus.edu.sg/nus-sciencespo for details.

Please read carefully its application procedures, including the application window, at http://www.usp.nus.edu.sg/nus-sciencespo/apply/.

Yes

Business Administration & Communications and New Media

Minimum prevailing admission criteria of both courses.1 No

Business Administration & Computer Science courses

H2 pass in Computing or Mathematics or Further Mathematics or Physics; OR a good pass in H1 Mathematics.2

No

Business Administration & Information Systems

H2 pass in Computing; OR a good pass in H1 Mathematics.2 No

Business Administration & Law

H1 pass in Mathematics or pass in O-Level Additional Mathematics AND good overall A-Level results, including at least a B grade in H1 General Paper (GP); or a good pass in H2 Knowledge & Inquiry (KI); or a minimum SAT Critical Reading / Evidence-based Reading & Writing score of 700 accompanied by a minimum E grade for GP/KI.

Yes

Business Administration & Master in Public Policy

H1 pass in Mathematics or pass in O-Level Additional Mathematics.

Yes

Business Administration & Master of Science (Management)


Yes

Business Administration (Accountancy) & Master in Public Policy


Yes

Business Administration (Accountancy) & Master of Science (Management)


Yes

Information Systems and Master of Science (Management) (NUS)

H2 pass in Computing; OR a good pass in H1 Mathematics3 Yes

Economics & Business Administration


http://www.usp.nus.edu.sg/nus-sciencespo/


Economics & Law

H2 pass in Mathematics AND good overall A-Level results, including at least a B grade in H1 General Paper (GP); or a good pass in H2 Knowledge & Inquiry (KI); or a minimum SAT Critical Reading / Evidence-based Reading & Writing score of 700 accompanied by a minimum E grade for GP/KI.

Yes

Engineering & Business Administration


Engineering & Economics Minimum prevailing admission criteria of both courses.4 No

Law & Life Sciences

Good overall A-Level results, including at least a B grade in H1 General Paper (GP); or a good pass in H2 Knowledge & Inquiry (KI); or a minimum SAT Critical Reading / Evidence-based Reading & Writing score of 700 accompanied by a minimum E grade for GP/KI AND two good H2 pass in Biology or Chemistry or Mathematics or Further Mathematics or Physics

Yes

Law & Master in Public Policy

Good overall A-Level results, including at least a B grade in H1 General Paper (GP); or a good pass in H2 Knowledge & Inquiry (KI); or a minimum SAT Critical Reading / Evidence-based Reading & Writing score of 700 accompanied by a minimum E grade for GP/KI.

Yes

Mathematics/Applied Mathematics & Computer Science

An A grade in H2 Mathematics or Further Mathematics AND a good grade in H2 Computing or Physics or Chemistry or Biology.

No

Double Major Programmes:

Please refer to http://www.nus.edu.sg/oam/docs/Double_Major_Programmes.pdf for the full list of Double Major Programmes.

No

Minor Programmes:

Please refer to http://www.nus.edu.sg/oam/docs/Minor_Programmes.pdf for the full list of Minor Programmes.

No

Special Programmes:

Engineering & Medicine (Duke-NUS)

Will be considered for the Programme if admitted to an Engineering course.4

Yes

Global Engineering Programme Will be considered for the Programme if admitted to an Engineering course.4

Yes

1Minimum admission criteria for Business Administration or Business Administration (Accountancy) is H1 pass in Mathematics or pass in O-Level Additional Mathematics. As the Faculty of Arts and Social Sciences offer many subjects which may require further subject pre-requisites, please refer to their respective website at http://www.fas.nus.edu.sg for more information. 2 Please refer to http://www.comp.nus.edu.sg/undergraduates/dd_computing_business.html for more information.

http://www.nus.edu.sg/oam/docs/Double_Major_Programmes.pdf

http://www.nus.edu.sg/oam/docs/Minor_Programmes.pdf

http://www.comp.nus.edu.sg/undergraduates/dd_computing_business.html


3 Please refer to http://www.comp.nus.edu.sg/undergraduates/cdp_bcomp_msc.html for more information.

4 Minimum admission criteria for Chemical Engineering and Environmental Engineering courses is H2 pass in

Mathematics, Chemistry and Physics. Students without H1 or H2 Physics need to have an O-level pass in

Physics or its equivalent and would be required to take Physics bridging modules. Engineering Double Degree Programmes are open to all Engineering courses except for Engineering Science. As for the other Engineering courses, students without H1 or H2 Physics need to have an O-level pass in

Physics or its equivalent and would be required to take Physics bridging modules. As the Faculty of Arts and Social Sciences offer many subjects which may require further subject pre-requisites, please refer to their respective website at http://www.fas.nus.edu.sg for more information.

Students without H1 and H2 Physics need to have O-level Physics or its equivalent and would be required to take Physics bridging modules.

http://www.comp.nus.edu.sg/undergraduates/cdp_bcomp_msc.html


8.2 Nanyang Technological University (NTU)


8.3 Singapore Management University (SMU)

General

Good passes in at least 3 H2 content-based subjects, 1 H1 content-based subject, Project Work (PW) and General Paper (GP)/Knowledge & Inquiry (KI).

Interview for shortlisted applicants.

Mathematics Requirement

A good number of courses in the Accountancy and Economics programmes are of a highly quantitative nature. As such, applicants are expected to fulfil Maths requirements.

Accountancy programme: a good pass in H1 Level Maths / Additional Maths at GCE O-level

Economics programme: a good pass in Maths at H2 Level / H1 Level /A-Level (old syllabus) / Additional Maths at GCE O-level

Applicants who do not have this requirement can still apply for consideration if they have alternative Mathematics content background. The School of Accountancy and School of Economics make the final decision on admission.

Mother Tongue Language (MTL) Requirement

Unless exempted from Mother Tongue Language (MTL) requirement, you must meet one of the following MTL requirements:

● 'S' grade or better in MTL or General Studies in Chinese at H1 Level or Mother Tongue Language and Literature at H2 Level

● D7 grade or better in Higher MTL at O-level

● Pass in MTL Syllabus B at A-level

Successful applicants who have not met the MTL requirement will be offered Conditional Admission and are required to satisfy this requirement before graduating from SMU.

Business Management

Shortlisted applicants, are required to attend at SMU Campus:

● face-to-face interviews ● English writing tests

Law

Law interviews and writing tests for shortlisted applicants are conducted in the month of April. For more information on the interviews and writing tests: https://admissions.smu.edu.sg/faqs/law-interviews-and-writing-tests Law applicants must have a GP grade of A or B.


8.4 Singapore University of Technology and Design (SUTD)

General

Good passes in at least 3 H2 content-based subjects, 1 H1 content-based subject, Project Work (PW) and General Paper (GP). Students are encouraged to have Mathematics and a Science subject at H2, Higher Level, JC or equivalent level. While the above is recommended that you have taken Mathematics and a Science subject at H2, STUD also considers your results in Mathematics and the Science subjects taken at H1. Mother Tongue Language (MTL) requirement - Unless exempted, applicants must meet one of the following MTL requirements:

● 'S' grade or better in H1 MTL or H1 General Studies in Chinese at H1 Level ● 'S' grade or better in H2 Mother Tongue Language and Literature

● D7 grade or better in Higher MTL at O-level

● Pass in MTL Syllabus B at A-level

Applicants will be evaluated holistically on their academic results, teacher’s recommendation, co-curricular activities, and any other supplementary information included in the application (e.g. portfolio, video, blog, etc.). All shortlisted candidates will also have to undergo an interview, either in person or via Skype (for applicants who are overseas).

SUTD Pillars

SUTD’s undergraduate curriculum is designed with an outside-in approach that starts with considering the industry’s evolving needs and delves deeply into challenges the world faces today. There are 5 key pillars that students may choose their major from at the second year of their studies.

● Architecture and Sustainable Design (ASD) Pillar ● Design and Artificial Intelligence (DAI) ● Engineering Product Development (EPD) Pillar ● Engineering Systems and Design (ESD) Pillar ● Information Systems Technology and Design (ISTD) Pillar


8.5 Singapore Institute of Technology

General

Obtained passes in ● at least two subjects at A/H2 Level, and offered either General Paper (GP)

Mother Tongue Language (MTL) requirement - Unless exempted, applicants must meet one of the following MTL requirements:


● D7 grade or better in Higher MTL at O-level ● Pass in MTL Syllabus B at A-level

Shortlisted applicants will be required to attend an interview where your academic achievements, participation in co-curricular activities, interest and passion for the area of study which you have selected will be evaluated.

Applicants presenting A-Level qualifications may be considered for admission on a case-by-case basis for the following degree programmes:

University Degree Programme Subject Requirement(s)

DigiPen Institute of Technology

● BS in Computer Science in Real-Time Interactive Simulation

● BS in Computer Science and Game Design ● BFA in Digital Art & Animation ● BA in Game Design

1. A-level H2 / IB HL pass in Mathematics or Physics or Computing; or a pass in H1 Mathematics

2. See programme-specific requirements for all DigiPen programmes

Singapore Institute of Technology

● BEng (Hons) Aircraft Systems Engineering ● BEng (Hons) Telematics (Intelligent Transportation

Systems Engineering) ● MEngTech & BEng (Hons) Sustainable Infrastructure

Engineering (Land) ● MEng Tech & BEng (Hons) Sustainable Infrastructure

Engineering (Building Services) ● BEng (Hons) in Information and Communications

Technology (Information Security) ● BEng (Hons) in Information and Communications

Technology (Software Engineering) ● Hons Degree in BSc Physiotherapy ● BSc (Hons) Occupational Therapy ● BSc (Hons) Diagnostic Radiography ● BSc (Hons) Radiation Therapy ● BEng (Hons) in Pharmaceutical Engineering ● B (Hons) Accountancy ● B (Hons) Hospitality Business

1. Applicants must fulfil admission requirements

2. For Health Sciences applicants, please refer to the Mandatory Medical Clearance for additional requirements

Singapore Institute of Technology and

BEng (Hons) in Systems Engineering (ElectroMechanical Systems)

Applicants must fulfil admission requirements

https://www.singaporetech.edu.sg/programme-specific-requirements


https://www.singaporetech.edu.sg/sites/default/files/Medical%20Requirements%20for%20Health%20Sciences%20Students%20v4.pdf

https://www.singaporetech.edu.sg/sites/default/files/Medical%20Requirements%20for%20Health%20Sciences%20Students%20v4.pdf


DigiPen Institute of Technology

Singapore Institute of Technology and University of Glasgow

MEng Tech & BEng (Hons) Civil Engineering Applicants must fulfil admission requirements

Singapore Institute of Technology and Massey University

B (Hons) Food Technology Applicants must fulfil admission requirements

Singapore Institute of Technology and Newcastle University

● BEng (Hons) in Electrical Power Engineering ● BEng (Hons) in Mechanical Design And Manufacturing

Engineering ● BEng (Hons) in Chemical Engineering ● BEng (Hons) in ● Marine Engineering ● Naval Architecture ● Offshore Engineering

Applicants must fulfil admission requirements

Technische Universität München (Technical University of Munich)

● BSc Chemical Engineering ● BSc Electrical Engineering & Information Technology

1. Alevel A/H2 Mathematics, and a A/H2 Science subject (Biology, Chemistry or Physics)

2. IB HL Mathematics, and a IB HL Science subject (Biology, Chemistry or Physics)

The Culinary Institute of America

● BBA in Food Business Management (Culinary Arts) ● BBA in Food Business Management (Baking and Pastry

Arts)

Please see programme-specific requirements

University of Liverpool

BA (Hons) Criminology & Security Applicants must fulfil admission requirements




8.6 Singapore University of Social Sciences (SUSS)

General

Obtained passes in at least 3 H2 content subjects, 1 H1 contrasting subject and passes in General Paper and Project Work. Mother Tongue Language (MTL) requirement Unless exempted, applicants must meet one of the following MTL requirements:


● D7 grade or better in Higher MTL at Olevel ● Pass in MTL Syllabus B at A-level

Shortlisted applicants will be invited to selection interviews and writing tests.

Full-Time Programme

● Bachelor of Accountancy ● Bachelor of Early Childhood Education with Minor ● Bachelor of Human Resource Management with Minor ● Bachelor of Science in Business Analytics with Minor ● Bachelor of Science in Finance with Minor ● Bachelor of Science in Marketing with Minor ● Bachelor of Science in Supply Chain Management with Minor ● Bachelor of Social Work with Minor

http://uc.suss.edu.sg/accountancy.html

http://uc.suss.edu.sg/EarlyChildhoodEducation.html

http://uc.suss.edu.sg/HumanResourceManagement.html

http://uc.suss.edu.sg/BusinessAnalytics.html

http://uc.suss.edu.sg/finance.html

http://uc.suss.edu.sg/marketing.html

http://uc.suss.edu.sg/SupplyChainManagement.html

http://uc.suss.edu.sg/SocialWork.html


8.7 Worksheet

Finally, armed with your new found knowledge about JC education, specifically subject combination and university choices, take this time to consolidate your options by putting down your thoughts and considerations in this worksheet.

A) Career This is my career goal:

B) Scholarship These are the scholarships that I intend to apply:

Scholarship Reasons for choosing this scholarship - How is this scholarship aligned with my career goals, my interests and purpose in life?

C) University These are the likely courses that I would be applying for to pursue my career goal:

Course Reasons for choosing this course Subject prerequisite/s for this course


D) Senior High These are the possible subjects that I would like to offer to pursue my career goal:

Subjects Reasons for taking this subject

Ability Interest Prerequisite/s for

higher education

Others

E) Senior High These are three subject combinations that I would like to offer

Option 1

Option 2

Option 3

senior high subject guide (jae)...senior high subject guide (jae) | 5 they are willing to take...

Documents