The A-Level History curriculum reflects the value placed on the study of history and the development of 21st Century Competencies by:
(a) developing the dispositions to be curious about the past and open to multiple perspectives
(b) engaging the learners in historical inquiry to develop confident, self-directed, critical and reflective thinkers
(c) equipping the learners with an understanding of historical concepts, methods and processes to make informed judgements of the past and to better understand the present
(d) equipping the learners with historical knowledge and understanding to develop local, regional and global awareness and cross-cultural skills
(e) enhancing the learners’ appreciation of the past to develop their sense of identity and cultivate concerned citizens.
These objectives are aligned to the statement of philosophy of history education in Singapore. The philosophy, which underpins the design of history education from lower secondary to the pre-university level, encapsulates the fundamental purpose and value of learning history:
History education in Singapore seeks to develop in students an appreciation of past human experiences, critical awareness of the nature of historical knowledge, and the ability to make connections between the past and present.
The A-Level History curriculum shape encapsulates the key features of the H1, H2 and H3 syllabuses.
A-Level History Curriculum Shape
Historical understanding (core) is the key goal of learning history. It is achieved through the development of historical thinking and historical knowledge (innermost ring). Historical thinking comprises the disciplinary processes of constructing history, while historical knowledge refers to the substantive knowledge of history.
The development of historical thinking and knowledge is undertaken through the learning of historical and content concepts, as well as the acquisition of historical inquiry and skills (middle ring). Historical and content concepts provide the conceptual lens for thinking and knowing, while historical inquiry and skills are the disciplinary tools.
The development of these concepts and skills is contextualised in the study of local, regional and global developments and their interconnections, as well as the role of historical agency in these developments (outermost ring). The curriculum provides students with breadth and depth of content to facilitate their development of historical understanding.
By the end of studying H1 History, students would be able to:
H1 History students are expected to:
AO1: Demonstrate Historical Knowledge and Understanding
AO2: Critically Analyse and Evaluate Historical Issues
AO3: Interpret, Analyse and Evaluate Sources as Evidence
The examination consists of one paper, with a duration of 3 hours. The paper is assessed by a compulsory source-based case study and essay questions.
SPECIFICATION GRID
The Cold War and the Modern World (1945–1991)
(3hrs, 100 marks, 100% weighting)
| Section | Item and Description | AOs | Marks (Weighting) |
|---|---|---|---|
|
A |
(Theme I: The Development of the Cold War, 1945–1991) |
AO1 |
40 marks |
|
B |
Candidates will answer: |
AO1 |
60 marks |
Note: AO1 forms part of the testing of AO2 and AO3.
DESCRIPTION OF COMPONENTS
SOURCE-BASED CASE STUDY
Theme I: The Development of the Cold War, 1945–1991 is prescribed for source-based case study. Candidates are expected to have a sound knowledge of the prescribed theme and an understanding of how sources may be evaluated. A maximum of five sources will be set for the source-based case study. Differing accounts of the same situations or issues may be set. These accounts may show different views as time progresses or in communicating with different recipients and audiences. A variety of sources may be used, for example, texts, statistics, political cartoons and maps. The sources set will total no more than 800 words (or their equivalent where non-textual sources are used). The first sub-question requires candidates to compare two sources. The second sub-question presents candidates with an assertion that they need to test against a given set of sources and their background knowledge of issues. The questions will be assessed using holistic-level descriptors.
ESSAY QUESTIONS
Candidates’ answers should be focused and show depth of historical understanding. In addition, the answers should demonstrate a high level of conceptual ability and an evaluation of the assumptions implied in the question. Candidates are required to answer in continuous prose and the clarity of the language used by the candidate in presenting the argument will be taken into account. Essay questions will not be set on Theme I which is prescribed for source-based case studies. The essays will be assessed using holistic-level descriptors.
Understanding the Past and its Connections to the Present
The H1 History syllabus focuses on the key forces and developments that shaped the second half of the 20th Century, providing students with the necessary historical context to understand key contemporary geopolitical and economic shifts. The syllabus equips students with breadth and depth of knowledge in global, regional and local developments and their interconnections, as well as the agency of diverse historical actors, with the Cold War as the overarching narrative framework.
Historical Concepts
Six historical concepts have been identified, based on their centrality to the discipline of history and age-appropriateness for students. The concepts form the framework for historical thinking, supporting the development of conceptual understanding in H1 History.
The Cold War and the Modern World (1945–1991)
The H1 History syllabus examines the key interactions between local, regional and global developments through a study of the Cold War and its impact on international, regional and local forces. Superpower rivalry transformed the security order in the European theatre of the Cold War and the rest of the world. In particular, Asia emerged as a second front, where the Cold War contestation played out differently than in Europe. While superpowers were involved in the Cold War developments in Asia, the extent of their influence was counterbalanced by the interests and actions of regional and local actors. Their actions in turn shaped the manifestation of the Cold War in this part of the world. Through this study, students will acquire an understanding of the impact of the Cold War across different contexts and time periods, and of the legacies of the Cold War.
Full H1 History syllabus details can be read in the SEAB H1 History Syllabus 8838.
