Academic Booklet (For JAE Students) - Name: _ Class: _ - Ministry of Education
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Academic Booklet
(For JAE Students)
Name: _______________________
Class: _______________________
|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 ……………………………… 17
4.4. H1 MOTHER TONGUE LANGUAGE …………………………………………………….… 19
4.5. H1 GENERAL STUDIES IN CHINESE (H1 华文理解与写作) .…….……………………….. 20
4.6. H2 CHINESE LANGUAGE AND LITERATURE (H2 华文与文学) …………………………. 21
4.7. H2 CHINA STUDIES IN CHINESE (H2 中国通识) ………………...………………….…….. 23
4.8. H2 TRANSLATION (CHINESE) (H2 翻译) ……………………………..…………………….. 25
4.9. H1/H2 ART ………………………………………………………………………………….....… 27
4.10.H2 MUSIC ………………………………………………………….………………................... 29
4.11.H1/H2 ECONOMICS ………………………………………………………………....... 31
4.12.H1/H2 GEOGRAPHY ……..…………………………………………………………....…....... 33
4.13.H1/H2 HISTORY …..………………………………………………………………….……....... 35
5. MATHEMATICS AND SCIENCE SUBJECTS
5.1. H1/H2 BIOLOGY………………………………………………………………………………… 38
5.2. H1/H2 CHEMISTRY..….………………………………………………………………………... 40
5.3. H2 COMPUTING ……………..………………………………………………………………… 43
5.4. H1/H2 MATHEMATICS / H2 FURTHER MATHEMATICS ……………………………...… 45
5.5. H1/H2 PHYSICS ………………………………………………………………………..........… 47
6. SCHOLARSHIPS & HIGHER EDUCATION ……………………...............................……...... 49
7. UNIVERSITY COURSE PRE-REQUISITES
7.1. NATIONAL UNIVERSITY OF SINGAPORE ……………………………………………....… 49
7.2. NANYANG TECHNOLOGICAL UNIVERSITY …….……………………………………....… 57
7.3. SINGAPORE MANAGEMENT UNIVERSITY ……...………………………………..…........ 64
7.4. SINGAPORE UNIVERSITY OF TECHNOLOGY AND DESIGN ………...………….......... 65
7.5. SINGAPORE INSTITUTE OF TECHNOLOGY………...…………...................................... 66
7.6. SINGAPORE UNIVERSITY OF SOCIAL SCIENCES ………………………………………. 68
7.7. Worksheet …………………………………………………..………………………………....… 69
|2
1. FOREWORD
Dear Would-be Dunmanians,
As part of our support for students joining Dunman High School (DHS), the
dedicated team of DHS teachers have put together this Academic Booklet for
your easy reference.
One of the challenging decisions that you will have to make is to decide on your
subject combination. It is challenging because your decision will have an
impact on your future university courses, and possibly your future career.
This Academic Booklet is developed to aid you in your decision-making. It offers
an overview of subjects offered at JC, as well as other information on
scholarships and pre-requisites of a range of university courses to help you
make an informed choice.
It is important that you take into account your personal interests and
competency, as well as your career aspirations in choosing your subject
combination. Based on our observation and feedback from graduands, we
strongly recommended that you offer subjects that you have an interest and
aptitude in, for that will make the next two years of learning much more
enjoyable and sustain you when the going gets tough.
You are not alone in this journey. Your parents, teachers and schoolmates will
always cheer you on and journey alongside you. It is therefore advisable that
you consult your parents and teachers in this process, as well as approach your
seniors to gain deeper insights on the various subjects, as well as the impact
of your choice going forward.
All of us in DHS look forward to welcoming you into our Dunmanian Family!
Mr Tony Low
Principal
Dunman High School
01 January 2019
|3
2. 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 MTL.
10 AUs – 3 H2 and 1 H1 content-based subjects
11 AUs – 4 H2 content-based subjects
12 AUs – 4 H2 + 1 H1 content-based subjects
Students who maximise their 12 AUs in Y5 will have to drop 1 AU if they decide to offer a H3
subject in Y6.
2 Students who have obtained D7 or better in their Higher MTL examinations at O-Level do not
need to offer H1 MTL at JC 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 at universities. This is because students must fulfil the subject
prerequisites for the universities courses, which they wish to be considered for. Students are
strongly encouraged to research on the subject prerequisites (pages 49-68 in this booklet)
before they make their decision.
4 The available subjects are listed in Section (C).The students can select 3 subject combinations
highlighted in Sections (D) to (F). Each subject combination must include 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 appeal by indicating their
desired combination. However, before they appeal, they must select three subject
combinations from the list when they register. After which they must state their proposed
subject combination clearly in their appeal. As far as possible, the school will try to cater to
your preferred choice subject to school’s constraints and a minimum enrolment for some
subjects or subject combinations.
6 H2 AR or H2 MU can replace any H2 subjects but adhere to the contrasting subject requirement
and the following subject combination restrictions.
7 Students are not allowed to take more than one subject with coursework component. These
subjects are H2AR, H2MU, H2CSC and H2CP.
|4
8 Subject Combination Restriction:
These subjects cannot be taken 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
REMARKS /
TYPE SUBJECT H1 H2 H3*
PRE-REQUISITES
CL Chinese Language •
See Section (A), item 2 for
LANGUAGES ML Malay Language •
exemption criteria
TL Tamil Language •
KNOWLEDGE GP General Paper •
Compulsory
SKILLS PW Project Work •
BI Biology* • •
CH Chemistry • • • See Section (F), items 1 to 5
MATHEMATICS & PH Physics • • • for details of subject pre
SCIENCES MA Mathematics • • • requisites
FM Further Mathematics •
CP Computing • No pre-requisites
FR
JAP See Section (F), item 6
3rd Language •
GER for subject prerequisites
SPA
Translation See Section (F), item 7
TC •
(Chinese) for subject prerequisites
Chinese Language & No prerequisites
CLL • •
Literature
China Studies in See Section (G) on BSP
CSC • and CLEP details
Chinese
General Studies in See Section (F), item 8
GSC •
Chinese for subject prerequisites
HUMANITIES & EC Economics • • • No prerequisites
THE ARTS EL English Literature • • • No prerequisites
English Language & See Section (F), item 9 for
ELL •
Linguistics subject prerequisites
GE Geography • • • No prerequisites
HS History • • • No prerequisites
See Section (F), item 10 for
AR Art • •
subject prerequisites
See Section (F), item 11 for
subject prerequisites
MEP Music • •
See Section G on MEP
details
* H1 BI will be offered for JC2 in 2020.
** H3 Subjects: H3 subjects are offered in JC2. Selection will be based on JC1 academic results. Students who wish to
offer a particular subject at H3 level must have offered the same subject at H2 level.
|5
(D) Standard Subject Combinations: 3 H2 and 1 H1 content-based subjects
These subject combinations add up to 10 AUs.
1ST H2 2ND H2 3RD H2 H1
MA EC GE / HS / TC /
Any H1 subject offered by
EL / ELL/
school
CLL / CSC
EL GE / HS / TC Any H1 subject
EC or MA ELL EL / HS /T C (H1 MA if H2 MA is not
GE / HS / TC CLL / CSC chosen)
MA CH / PH EC /
GE / HS / TC / Any H1 subject offered by
EL / ELL / school
CLL / CSC
MA CH / FM / CP PH Any H1 contrasting
MA CH BI subject offered by school
Any H2 contrasting
BI CH H1 MA
subject
Any H2 contrasting
MA BI H1 CH
subject
(E) 4 H2 content-based subjects (Students must score Raw L1R5 of 10 pts or below)
These subject combinations add up to 11 AUs.
1ST H2 2ND H2 3RD H2 4TH H2
MA EC EL GE / HS / TC
ELL HS / EL / TC
GE /HS / TC CLL / CSC
MA EC CH / PH GE / HS / TC /
EL / ELL /
CLL / CSC
MA PH CH / FM / CP EC /
GE / HS / TC /
EL / ELL /
CLL /
CSC (not with CP)
MA BI CH EC /
GE / HS / TC /
EL / ELL /
CLL / CSC
|6
(F) Pre-requisites to offer certain subjects
1 H2 MA: Students who wish to offer this must have passed both E. Math and A. Math.
2 H2 BI, H2 PH, H2 CH: Students who wish to offer any of these subjects must have passed the
corresponding subject (either Pure or Combined) at O-level.
3 H2 PH + H2 CH: Students who wish to offer these two subjects must offer H2 MA.
4 H2BI + H2CH: Students who wish to offer these two subjects must offer H1 MA or H2 MA.
5 H2 FM: Students who wish to offer this must have obtained good grades in both E. Math and
A. Math and pass a selection test.
6 H1/H2 3rd Language: LEP students who wish to offer this subject can apply when the 2019
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
Examinations results.
7 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.
8 H1 GSC: Students who wish to offer this subject must have obtained a minimum ‘C6’ for
HCL/CL at O-Level.
9 H2 ELL: Students who wish to offer this must have obtained good grades in English Language
and pass a selection test.
10 H2 AR: Students who wish to offer this must pass a selection test.
11 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 subject combination general enquiries, please email jae@dhs.sg
|7
(G) Special Programmes in DHS
12 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
a) Broaden their musical knowledge
b) Gain a deeper musical appreciation
c) Sharpen their aural perception skills
d) Exercise their musical creativity
e) 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 as
follow:
a) 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.
b) Customised enrichment programmes including learning journeys to concerts and
workshops that are organised to enrich students’ cultural understanding.
c) 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 JC levels participate in performances either as soloists, orchestra or
ensemble performers.
iii. “Resonates” with series showcasing MEP students in community outreach
with MOE and National Gallery of Singapore.
Additionally, Y5 MEP students will be considered for the Music Elective Scholarship,
which is worth $1000 per annum. These scholarships are open to Singapore citizens,
Singapore permanent residents and children of Singapore citizens. Candidates should
have done consistently well in school and obtained at least an A2 in O-Level Higher
Music or equivalent results in the Year 4 IP MEP.
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 obtained a Grade 6 Theory and Grade 5 Practical
All students will be placed on a selection test on listening and harmony and a practical
audition before acceptance.
|8
13 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 to contemporary China with cross-cultural perspectives.
Students under the BSP who show strong academic performance and excellent
personal qualities will be awarded the BSP Scholarship by MOE. Interested students
may apply for this scholarship in JC1 when the application window opens in early 2019.
Only Singapore Citizens will be considered for this scholarship.
BSP Scholarship holders will embark on highly-subsidised immersion trips to China in
JC1 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.
Applicants 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.
More details regarding H2CSC, the anchor subject of BSP, can be found on page 23.
14 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.
The CLEP is suitable for students with very strong passion and interest in Chinese
language, literature and culture, and who possess a high level of aptitude and academic
ability in these areas of study. It provides a wide range of activities to enhance students’
learning, including literary lecture series, cultural 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.
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)
|9
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.
However, these students will not be allowed to withdraw from the CLEP.
Otherwise, they may be asked to leave the school.
Chinese Language Elective Programme Scholarship
Outstanding Singapore Citizens selected for the CLEP will be considered for the MOE
CLEP Scholarship. Each scholarship is valued at $1000 per annum, includes waiver of
school fees, full subsidy for the immersion trip to China or Taiwan and is tenable for 2
years subject to the scholar’s satisfactory progress and performance at the end of JC1.
Scholarship recipients are not required to enter into a bond with the Singapore
government.
More details regarding H2CLL, the anchor subject of CLEP, can be found on page 21.
| 103. 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 JC1 this year, some of which were past year 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?
“The prospect of a Third World War is now unthinkable.” Do you agree?
“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
Teacher: Mr Lester Lim [jae@dhs.sg]
| 113.2 H1 Project Work
INTRODUCTION
Project Work is a compulsory subject for all JC1 students. You will be working in groups of 4-5 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 is very good preparation for the future, as you would most definitely have to prepare reports and
presentations in the future. It also inculcates in you analytical skills that will be relevant in many
situations. Presentation skills are also another very useful skill. 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 Each group is required to submit a Written Report (WR) based on the task
Component that they have completed. The process will require substantial research into
(50%): your chosen project, and brainstorming to propose ideas in line with the
i. Written project task. As it is a written report, you must be able to present your ideas
Report in a clear and logical flow, and provide lots of substantiation and supporting
ii. Insights and evidence. The marks awarded for the WR is a group mark, hence the group
Reflections 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 A group presentation of your project. Each student from the group is required
Component to present a part of the project (5 minutes/person). There will also be a Q&A
(50%): session, where each student will have to answer a question posed to them.
i. Oral You will be assessed as individuals and as a group. Individually, it will be
Presentation assessed on presentation skills, and you will have to be clear and coherent
in presenting your ideas and to address and engage the audience. There will
also be a group mark, which will be assessed on how organised and
coherent the overall presentation was throughout the oral presentation.
WHO TO APPROACH FOR MORE INFORMATION
Teacher: Mr Martin Chew [jae@dhs.sg]
| 124. 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 for English Language 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: H1 students are given a choice of two poems. They are expected to
Unseen Poetry 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
Section C: Drama understanding of the text and ability to critically analyse it.
| 13Elective 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 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 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, 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 You will answer one question from a choice of two unseen extracts. You
in Context 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 dramatic
passages.
Section B: You will be given a choice between two comparison essay questions
Comparison of set that will require you to compare and analyse two texts that you have
texts studied.
Section C: Single You are to answer a question from a choice of two questions based
text 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 Sylvia Plath: Ariel
Arthur Miller: Playing for Time Elizabeth Jennings: The Collected Poems
(tentative)
Pat Barker: Regeneration
WHO TO APPROACH FOR MORE INFORMATION
Ms Rathiy Devi [jae@dhs.sg]
| 144.2 H2 English Language
and Linguistics (ELL)
INTRODUCTION
For students interested in taking ELL, you are required to pass a selection test which assesses your
writing ability and sensitivity to linguistic choices. To do well in ELL, a good standard of written
English is essential, which encompasses control of sentence structures, felicitous expression and
awareness of the rules of grammar. ELL also requires 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: One compulsory task based on two linked texts printed on the question paper.
Analysis The task will require systematic analysis of the various linguistic constituents of
both texts, and consideration of relevant contextual factors.
Section B: One compulsory task, based on material printed on the question paper.
Adaptive (a) You are required to adapt the given material for another written medium for a
Writing and specified audience, purpose and format. For example, the given material might
Commentary 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.
| 15Paper 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: Each task will require response to an essay question in the area of English
Language language variation and change. Some areas of concern include:
Variation and ● the role of standard English
Change ● 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: Each task will be linked to material printed on the question paper. Relevant
Language, areas of concern include:
Culture and ● the influence of culture on language
Identity ● 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 English Language and Linguistics 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
Teacher: Mr Lester Ian Lim [jae@dhs.sg]
WEBSITES FOR MORE INFORMATION
http://www.seab.gov.sg/content/syllabus/alevel/2017Syllabus/9727_2017.pdf
| 164.3 H1/H2 French/German/Japanese &
H2 Spanish
INTRODUCTION
To offer any of the four foreign languages at H2 level, you are advised to have a strong foundation
of grammar and vocabulary of either subject, because the JC curriculum is largely based on content
rather than language. Much of the learning (i.e. 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 curriculum. Before H2 lessons begin, students are required to sit for an
aptitude test. Those who do not pass will be strongly encouraged to offer H1 instead, as they are
most likely unable to cope with the rigor of the subject at H2 level.
WHAT TO EXPECT
Mündliche Prüfung
Includes a presentation / speech of 3 minutes, question and
オーラル試験 answer regarding the presentation and a general
Examen d’Orale conversation section (can be anything depending on the
(Oral) examiner)
Students will be given 2 passages. Questions are similar to GP
questions, though type may vary according to the language
offered. (E.g. German: questions include finding synonyms,
rearranging sentences and the usual paraphrasing questions;
Leseverständnis Japanese: requires students to answer in their own words,
読解
similar to a GP comprehension paper)
Compréhension Écrite
(Comprehension) 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 Similar to format in secondary 3rd language lessons, but
content and language is of a higher level. This requires a lot of
聴解
reading up and language exposure on one’s own in order to
Compréhension Orale understand and excel.
(Listening Comprehension)
Aufsatz 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
作文
SEAB website. Language carries a higher mark percentage
Rédaction than content, take note of this.
(Essay)
Kursarbeit* You will pick a topic that you are interested in and present a
report on it. Word limit differs depending on language
コースワーク offered. This is done over a period of time and not in one
(Coursework) examination sitting.
*Only done in JC2 and only for H2 students
| 17SCHEDULE
Lessons start at 5.30 pm and end at 7.30 pm, 2 times every week. Hence, students must take note
that transportation will not be provided by the school unless there is a significant number of students
who offer the 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 timetable scheduling
committee.
H1 VS H2 SYLLABUS
H1 H2
Duration 1 year (students will take 2 years (students will take A-Level at the
A-Level at the end of JC 1) end of JC 2)
Language Elective - Only H2 students are eligible for this
Programme scholarship (applications are open at
(LEP)Scholarship end of Year 4, students are encouraged
to apply early)
2018 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 from Friday, 1 Feb – Thursday, 7 Feb 2019 (registration closes at 5pm
sharp). Classes will be conducted twice a week from 5.30pm to 7.30pm. Classes will commence from
Monday, 11 Feb 2019.
WEBSITES FOR MORE INFORMATION
HTTPS://WWW.MOELC.MOE.EDU.SG/JC-REGISTRATION/
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-
H1 examinations/syllabus/alevel/2019Syllabus/8833_2019.pdf
Japanese: https://www.seab.gov.sg/docs/default-source/national-
examinations/syllabus/alevel/2019Syllabus/8835_2019.pdf
French: https://www.seab.gov.sg/docs/default-source/national-
examinations/syllabus/alevel/2019syllabus/9735_20196ae6c4ffdaf24260b2cea9119c1cd11
e.pdf
German: https://www.seab.gov.sg/docs/default-source/national-
examinations/syllabus/alevel/2019Syllabus/9736_2019.pdf
H2 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_20199d1b396ad18048f4ab8c241712e47a
48.pdf
WHO TO APPROACH FOR MORE INFORMATION
Coordinator: Mdm June Loh [jae@dhs.sg]
| 184.4 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 JC 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 JC1.
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.
Topics include:
Environment
Growing Up
Nation and Society
Culture and Recreation
Songs and Movies
Internet and Media
5. The assessment of H1 MTL comprises two components:
Paper 1：
Composition (30%)
Language Application (40%): Cloze Passage and Comprehension
Paper 2：
Oral (25%): Oral Presentation and Conversation
Listening Comprehension (5%)
WHO TO APPROACH FOR MORE INFORMATION
H1 Chinese Language: Mdm Hong Lan [jae@dhs.sg]
H1 Malay Language: Mdm Noorizan Beevi Abdul Aziz [jae@dhs.sg]
H1 Tamil Language: Dr S Jegathesan [jae@dhs.sg]
| 194.5 H1 华文理解与写作
(H1 General Studies in Chinese)
1. 考 获 ‘O’ 水 准 高 级 华 文 / 普 通 华 文 (O-Level Higher Chinese Language/Chinese
Language) C6 或以上成绩、并关注时事的同学，欢迎修读 H1 华文理解与写作。
2. 本科目可作为人文对比科目 (Humanities contrasting subject) ，与数理科目搭配。
3. 本课程包括以下课题：
新加坡课题，如：政治、经济、文化、社会、教育等。
中华文化与价值观，如：节日礼俗、文学以及文化特色、中华艺术等。
国际时事与重要课题，如：国际间的经济合作、新加坡与外国关系、亚细安与中
国关系、环保运动等。
4. 本科目试卷包括 2 个部分：
第一部分：写作（50%）：论说文（10 选 1）
第二部分：理解（50%）：问答题、发表个人意见及长文缩短
5. 与‘O’水准高级华文相比，H1 华文理解与写作：
难度和高级华文相当。
作文题目均为论说文，无记叙文。
理解问答包括以下题型：
o Q1-3：问答题，并需根据文章内容发表己见
o Q4：词语解释
o Q5：长文缩短
6. 学生一般认为，华文理解与写作的难度与中四高级华文相近。只要华文基础好，学习
上并无多大困难。这一门科目可拓展对本地和区域时事的理解分析能力和批判性思维，
与英文的理解与写作（H1 General Paper）相辅相成。
7. 若有任何疑问，欢迎联络李子坚老师（Mr Lee Chee Keen [jae@dhs.sg]）。
| 204.6 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. 课程内容包括以下文学体裁：
古代汉语篇章：包括《六国论》（苏洵）、《岳阳楼记》（范仲淹）
唐诗：包括《行路难》（李白）、《旅夜书怀》（杜甫）、《燕歌行》（高适）
宋词：包括《雨霖铃》（柳永）、《念奴娇》（苏轼）、《声声慢》（李清照）
新诗：包括《心跳》（闻一多）、《错误》（郑愁予）
现当代小说：包括《药》（鲁迅）、《一把青》（白先勇）、《天龙八部》41-43
回（金庸）
现代戏剧：《傻姑娘与怪老树》、《㗝呸店》（郭宝崑）
5. 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）
综合填空
阅读理解
试卷二 阅读理解
（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
6. 与‘O’水准高级华文相比，H2 华文与文学：
无应用文写作。
| 21 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。
7. 对于在中学选修华文文学 (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。未在中学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。
8. 若有任何疑问，欢迎联络卢汉霖老师 (Mr Lu Han Lin [jae@dhs.sg])。
| 224.7 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‘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。
| 238. 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 [jae@dhs.sg]）。
| 244.8 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、语法、语义、语用
翻译（Translation）：翻译简介、东西方翻译的发展、翻译理论、翻译手法、翻译
的文类、翻译评论、翻译误区、新加坡语境下的翻译
4. 本试卷包括 3 个部分：
试卷一：
短篇中—英翻译*
长篇中—英翻译*及评论
试卷二：
短篇英—中翻译
长篇英—中翻译及评论
试卷三：
题目提供中文原文，针对其英文译文进行错误分析及点评
题目提供英文原文，针对其中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
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
和书写能力有极高的要求。
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
| 25能够胜任这门科目，是非常错误的观念。
6. H2 翻译没有对应的 H1 项目，亦没有相应的‘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 [jae@dhs.sg]）。
| 264.9 H1/H2 Art
INTRODUCTION
A-Level Art is a passion-driven subject. Whether H1 or H2, it 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, 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; it provides 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.
Present Art students who want to take SOVA in JC should be prepared to study current topics, such
as Western and South East 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 are there to provide guidance and motivation.
Students are assessed based on coursework, which is a visual work based on concept of their choice
and 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 JC1 and complete their works 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. New-comers 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.
| 27SOME 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
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.
WHO TO APPROACH FOR MORE INFORMATION
Teacher: Ms Tan Yu Shi [jae@dhs.sg] or Mr Ivan Ng [jae@dhs.sg]
| 284.10 H2 Music
INTRODUCTION
GCE 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) obtained a Grade 6 Theory and Grade 5 Practical
All students with the exception of (a) are to be placed on a diagnostic test on listening and harmony
and a practical audition before acceptance.
TOPIC COVERED
Music in America (c. 1890 – c. 1960) (2018 onwards)
Listening Component Malay Traditional Dance Music
String Music from the Karnātak and Hindustāni traditions
Wide variety of composition techniques – Twelve-tone, pointillism
Composition component Free Composition
A mixed recital programme from the Western and/or Asian tradition,
Performance
including a 20th or 21st century piece.
Any topic not covered under H2 for the year of examination (3000-
H3 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 Composition Minor
A mixed recital programme of 20-25 min,
Part 1
including solo performance and one of the
Either
following options:
1 set of stylistic imitation exercise
Ensemble
or
Accompaniment
1 set of composition techniques
2nd instrument (including voice) Part 2
One composition
| 29Performance Minor Composition Major
Either a solo or mixed recital Part 1
programme of 10-15 min duration. 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
In 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 types 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 [jae@dhs.sg]
| 304.11 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. Should I continue to wait for a cab? Does it matter whether I’ve
been waiting by the roadside for 30 minutes or just 10 minutes?
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 pre-requisite 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’s 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 (revised syllabus) H2 Syllabus (revised syllabus)
(1) The Central Economic Problem (1) The Central Economic Problem
1.1 Scarcity as the Central Economic Problem 1.1 Scarcity as the Central Economic Problem
(2) Markets (2) Markets
2.1 Price Mechanism and its Applications 2.1 Price Mechanism and its Applications
2.2 Market Failure 2.2 Firms and Decisions
2.3 Market Failure
(3) The National Economy
3.1 Introduction to Macroeconomic Analysis (3) The National and International
3.2 Standard of Living Economy
3.1 Introduction to Macroeconomics
3.2 Macroeconomic Aims and Policies
3.3 Globalisation and the International
Economy
| 31WHAT 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’ve done – how
hard you’ve 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 information given.
H1 VS H2 SYLLABUS
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 Paper 1 (100%) Paper 1 (40%)
assessment and Two compulsory case study Two compulsory case study
weighting questions 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)
WHO TO APPROACH FOR MORE INFORMATION
Teacher: Ms Tan Chien Ming [jae@dhs.sg]
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