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 H2 History, students would be able to:
H2 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
Candidates are required to sit for two papers, with a duration of 3 hours each. Each paper is assessed by a compulsory source-based case study and essay questions.
SPECIFICATION GRID
Paper 1: The Changing International Order (1945–2000)
(3 hrs, 100 marks, 50% weighting)
| Section | Item and Description | AOs | Marks (Weighting) |
|---|---|---|---|
|
A (Source-based case study) B (Essays) |
(Theme I: The Development of the Cold War, 1945–1991)
Candidates will answer the compulsory source-based case
study, comprising two sub-questions.
(a): Compare 2 sources (10 marks; 5%)
(b): Test assertion using all sources (30 marks; 15%) Candidates will answer: • 1 out of 2 essay questions set on Theme II (30 marks; 15%) • 1 out of 2 essay questions set on Theme III (30 marks; 15%) |
AO1
+
AO3 AO1 + AO2 |
40 marks
(20%) 60 marks (30%) |
Paper 2: Developments in Southeast Asia (Independence–2000)
(3 hrs, 100 marks, 50% weighting)
| Section | Item and Description | AOs | Marks (Weighting) |
|---|---|---|---|
|
A (Source-based case study) B (Essays) |
(Theme III: Regional Conflicts and Cooperation) Candidates will answer the compulsory source-based case study, comprising two sub-questions. (a): Compare 2 sources (10 marks; 5%) (b): Test assertion using all sources (30 marks; 15%) Candidates will answer: • 1 out of 2 essay questions set on Theme I (30 marks; 15%) • 1 out of 2 essay questions set on Theme II (30 marks; 15%) |
AO1
+
AO3 AO1 + AO2 |
40 marks
(20%) 60 marks (30%) |
Note: AO1 forms part of testing of AO2 and AO3.
Understanding the Past and its Connections to the Present
The H2 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 comprises two papers that equip 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.
Historical Concepts
Eight 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 H2 History.
Paper 1: The Changing International Order (1945–2000)
In this paper, students will explore the interactions between historical actors and the Cold War environment, which influenced the development of international security and economic order in the latter half of the 20th Century. The Cold War fundamentally transformed the global economy and international security. Superpower rivalry on a global scale exerted significant influence on new and existing nation-states to produce deep and far-reaching political and economic changes in them. The varied political and economic responses of local and regional actors to superpower rivalry in turn shaped the development of the international order. Even after the end of the Cold War, aspects of this international order continued to loom large as the world adapted to the post-Cold War era. Studying this paper will allow students to appreciate the changes and continuities in the period under study, the legacies of the Cold War and the developments in the global order today.
Paper 2: Developments in Southeast Asia (Independence1–2000)
In this paper, students will examine the key developments that took place within Southeast Asian countries and in the region after independence. Using a thematic-comparative approach, students will learn about the varied experiences of Southeast Asian countries in forming nation-states, pursuing economic goals and forging relations with other Southeast Asian countries. These individual trajectories were shaped by factors internal and external to each country, as well as its past. As Southeast Asian countries charted their paths, they responded to domestic opportunities and challenges, and to Cold War developments and changes in the global economy. Collectively, these countries formed new relationships with external powers and developed a new
identity as the Association of Southeast Asian Nations (ASEAN). Studying this paper will allow students to better understand the patterns of developments in Southeast Asia, and the interactions among different historical actors within each country and in the region. These historical perspectives will equip students to better understand Southeast Asia today.
It is recommended that the case studies be carefully selected to provide a meaningful study of the similarities and differences in the developments and experiences of this region. Candidates are expected to select at least three countries as case studies to support their answers. The following countries could be selected as possible case studies: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar (Burma), Singapore, Thailand, the Philippines and Vietnam.
Full H2 History syllabus details can be read in the SEAB H2 History Syllabus 9174.
