Notes for Combined Humanities (Social Studies/Elective History)

  Hi, if you want model essays for Social Studies and Elective History that is approved and provides guaranteed high marks for the examination, send me an email @ littlebunniehellokitty@gmail.com and I shall send you a sample model essay that you can judge. If you want it, then I will send you the billing details and post you the hard copy of the notes within 7 working days.
   If you are unsatisfied with the product and you want a refund, please send me an email and I will send a refund as long as the reason is justified and reasonable. I reply all my email within 1 working day.

HOW TO DO AN O LEVEL ELECTIVE HISTORY PAPER. (Confirm plus chop A1)

Hi, this is a suggested way of doing an Elective History Paper. Using this way, I had mastered the skill of doing the paper and scored a massive 45/50 for my Prelim Paper this year!

  This is ONLY for Prelim Papers and the Actual O Level Paper, where you have ALL five skills learnt and examined for that examination.

CONFIRM PLUS CHOP A1!

Time	Description	Use
0 to 7.5 mins	Start on the Source Based Case Study. Analyse the case study and infer ALL set sources based on the Evaluation judgement. Write it all CLEARLY on the question paper.	This is to help you gain the minimal passing marks for the Case Study. This will help you TREMENDOUSLY.
7.5-10 mins	Do the inference question, be it the Inference Basic, Inference Purpose or Inference Tone question.	This question is the easiest to score a distinction. Just infer the source with the keyword, like ‘tell’, ‘message’, and you will score at least 3-4 marks guaranteed.
10-25 mins	Using a spare blank foolscap. Do the EVALUATION question. Infer ALL source set. Do ensure that each paragraph has the keyword and an inference of one source ONLY. For example if 6 sources are set “Khrushchev was responsible for the Cuban Missile Crisis.” Using all the sources, how far do these sources support the statement? Explain your answer.” Paragraph 1: Source _The sources that support support the statement. Paragraph 2: Source __ support as it tells me that…message… (Evidence and Explanation) Paragraph 3 and beyond: Follow the same format for the ‘support’ sources. Paragraph 4: Source _The sources that do not support do not support the statement. Paragraph 5: Source __ does not support as it tells me that…message… (Evidence and Explanation) Paragraph 6 and beyond: Follow the same format for the ‘does not support’ sources. Last Paragraph (Only if you have time): Question reliability of one source based on Contextual Knowledge Cross Reference ONLY	These fifteen minutes are the most important 15 minutes in the entire examination. The evaluation question is an 8 mark question that is easy to score by sacrificing a bit of time.   Just evaluating 5 sources would allow you to gain the maximum 8 marks. The Last Paragraph is a backup 1 marks if one source fails to be successful in evaluation.   The keyword is essential, or else 0 marks will be awarded. ALL sources must be evaluated for backup purposes. That way, 8 marks will definitely be yours. BTW, now 11 marks will be yours now.
25-40 min	For the remaining sources, answer ALL the other sources by inferring all the sources in the questions.   Just use the keyword of each question and then infer the source.	Like previously in the blog, it is said that pure content will be able one to score partial credit for the question. The remaining questions are worth 22-24 marks. Just inferring the score will allow one to get another 11 marks, making the grand total 22 marks!
40-80 min	Answer the Structured Essay Question. Write at least a 1.5 page essay for part (a), with no leaving line for both paragraph, with 50% of the essay explanation of both paragraphs. (20 min) Write at least a 2.5 page essay for part (a), with no leaving line for two paragraph, one for each stand (AGREE and DISAGREE, etc.), with 75% being explanation of both paragraphs. (20min)	Explanation is key in the SEQ, worth 14 mark in total (4 marks in (a), 10 marks in (b).) Explanation clearly and long windily to gain exceptional explanation of factor AFTER elaborating the point with evidences. This will allow one to gain at least 16 marks, with your total marks now at least 38 marks.
At this point of time, the timing of the examination may vary due to your speed of writing. Do not be too obsessed with the length of your essays because your handwriting may be very small. The main concern is the clarity of factor explanation.   Do remember to use the keyword of SEQ (b) question to not risk failing the question due to lack of assertion.
80-95 min	Answer the rest of the source based question. For all the question except inference question and evaluation question, go into depth and interpretation of the source and question, writing the further interpretation as your second paragraph of each question. Example reliability question: How reliable is Source B? Explain your answer. Paragraph 1: Source B may be reliable in telling me that Khrushchev arrogance caused the Cuban Missile Crisis. (Evidence and Explanation) Paragraph 2: However, I can conclude that it is not reliable as it has a hidden motive. As it was from an American newspaper, the two countries were under the state of Cold War during the Cuban Missile Crisis and hence I would have expected the source to discredit and criticise Khrushchev. This is because of USSR being their opponent and hence Khrushchev, the leader of USSR at that time, discredit by USA. As the source meets my expectation of criticising Khrushchev, it decreases the reliability of the source, making it unreliable.	This helps you to gain the extra marks that allows you to gain extra marks for a higher A1.
95-100 min	Write a brief, but clear and elaborated conclusion of the Essay (b) question. (IF YOU HAVE TIME)	This helps you to gain the extra marks that allows you to gain extra marks for a higher A1.
Lowest possible score: SBCS: 22 marks SEQ: 16 marks Total : 38 marks (A1)

Review on 2015 O Level Combined Humanities (2204/01 and 03)

This would be the review for the Combined Humanities Subject for year 2015 for Social Studies and Elective History.

For Social Studies,

General Comments 
Social Studies, unlike English Language, was highly predictable and of a expected format. Social Studies unsurprisingly...
International and Regional Relations and Conflict (Theme 4) for the Source Based Case Study and
Understanding Governance (Theme 2)
Conflict in Multi-Ethnic Societies (Theme 3) and
Sustaining Economic Development in a Globalising World (Theme 5) for the Structured Essay Question.

For Section A (SBCS)

It was a doable case study that featured the significance of the killing of Osama bin Laden. No hybrid question were set for the case study and everything can be done easily based on templates and formulaic approaches that are thought in student. It is an important note, however, that us students should not fully rely on these formulas as this has been highlighted in the Examiner's Report as been a way of penalising students to differentiate between the good and the best students in the Case Study Answering Techniques.

All questions can be done based on pure inferential skills to allow candidates to see what are the hidden messages to the sources. An important note is that, there are numerous messages that one can infer from the source, but the best messages (main message) of the source should be one that answers the overarching issue. For example "What is the significance of the killing of Osama bin Laden?" for the 2015 O Level. Pure inferences on the source for each sub-question and the keyword would be enough to award students partial credit for every question. So, if you want to pass the Case Study and not spend too much time on the Case Study to spend for the Essay, then just infer the source and write the keyword of the sub-question in one paragraph that is logically written. This would be enough to help you pass the entire section of Case Study.

For Section B (SEQ)

It was a highly anticipated section with 60% of schools 'spotting' these exact same three themes to come out for this year of examinations. Many of the students in my schools were happy to see these theme come out and many wrote wonderful essays for the section.

Comments on Social Studies

I would like to question the effectiveness of assessment of Social Studies if the SEAB continues to follow this trend. Students now can score well for their essays, even just 'spotting' and studying one theme. This is highly unfair to those who want to play it safe and put in more effort to study even more of the syllabus, like for 3,4 or even 5 of the examinable themes. If it is so simple to identify the themes that will be tested, then this is not meritocracy, where hard work will be rewarded duly! Students who work harder would still be able to score the same mark as one that work lesser for the Humanities subject and makes it unfair. This would naturally make it redundant for assessment as it does not fully assess the abilities of students in the National Examination and the syllabus.

  Source Based is mostly the same as the year, and that's the problem, it will get boring at times to do the same question again and again in the TYS. That's the only problem.

For Elective History,

General Comments
This paper tested the abilities of student in a Humanities subject and its objectives more effectively than the Social Studies paper. With a new hybrid question rising and the surprising setting of case study for Section A, it was a more meaningful and enjoyable paper for the subject.

For Section A (SBCS)
The Case Study was based on Stalin's Industralisation Policy on the USSR, which was very unexpected as more than 70% schools in Singapore set preliminary examination for Elective History that had case studies set on topics on the Cold War, such as the Korean War and especially the Cuban Missile Crisis. This made the paper interesting and meaningful for this year's candidature.

QUESTION 1(a)

  This question cleared a misconception that the mark range for Elective History is between 5-8 marks only. This is only applicable for Social Studies SBCS, not for History Elective, based on 1(a) which had only 4 marks to be awarded.

QUESTION 1(d)

  This question was a Hybrid Question that was of the "Right Wrong Discrimination" Genre. It would be excepted of many candidates to use the formulaic approach that schools have taught for such question, with practice from 2002 and 2003 O Level SS SBCS on "Both source differ in their view. Does this mean that one of them are wrong?" Candidates who did this would be heavily penalised and even would not even pass the question as they are not Answering the Question (0 Marks). Candidates should have stated that these two sources are based on different Five Years Plans and hence does not show. NO RELIABILITY statements are needed and may cause L1/1m to be awarded if candidate did so as the concept is wrong.

AGAIN...Pure inferences on the source for each sub-question and the keyword would be enough to award students partial credit for every question. So, if you want to pass the Case Study and not spend too much time on the Case Study to spend for the Essay, then just infer the source and write the keyword of the sub-question in one paragraph that is logically written. This would be enough to help you pass the entire section of Case Study. (An example of illogical Carving of answers is the usage of Formulaic Approach for Q 1(d) for History Elective)

For Section B (SEQ)
The New Essay Questioning Format acted as a deterrent for candidate to spot topics. This made SEQ of History Elective which only has two questions more meaningful than SS which has three questions. This is rather peculiar as History Essay has a much higher weightage than SS. It is very meaningful for the Essays to be set on the following topics:
Hitler's Germany
Cold War and its Manifestation (Start of War and Cuban Missile Crisis)
which is very different from what many schools thought would come out:
Impact of World War I
Stalin's Soviet Union
Such meaningful assessment makes History more effective in assessing Humanities than Social Studies.

An important note is that there are misconception that Cold War topics is more harder than than of Crisis topics. This is brainwashed to students by teachers and convincing them not to study Cold War for the O Level. This SHOULD depend on the students and their choices and not forcing them to study the Crisis which is easier in the Cohort. Some advice:

  Crisis topics are more flexible and can be set on anything and endpoint. The issue can change any time for Cambridge Exams. So, if you like, you can always study the description first where you can write in the paper, and then spend 10 minutes to plan and write the explanation after the description.

  Cold War topics have a field more similar and close to Social Studies. The issues are more predictable and the links can be prepared and memorised and written in the exam more easily than Crisis topics. The links however are longer and complex than Crisis topics.

  Both books have their boons and banes, so the decision of which one to study should depend on the student own free will and not forcing.

Hope that my comment for the History Paper syncs in effectively with the general comments...

Comments on this year's paper
I am rather disappointed by MOE for the Social Studies Paper. The Question was too predictable and meritocracy is not seen or reflected in the paper. Hard Work cannot be seen in Combined Humanities if one half of the weightage of its marks is based on 'spotting' and laziness. Singapore setters should learn from the Cambridge Setters and set paper that are meaningful as seen in the History Papers.

  I was impressed by Cambridge Assessment for History Elective, the paper showcased their professionalism and experience in setting papers. The paper was much more meaningful and far better than the Social Studies paper in testing the skills in Humanities.

Tips for 2016 Cohort
I cannot provide much tips on what will come out for next year's examination. However, the GOLDEN RULE IS:
Whatever your SS teachers tell you to study for SS, study and will come out one.
Whatever your History teachers tell you to study for History Elective, study everything else.

Specifically for History Elective, spend at least 15 minutes for the Evaluation question that will definitely come out for the exam based on the syllabus. Evaluate all sources given for the statement of whether you support or not support and 8 marks is a giveaway to you. Your must evaluate ALL SOURCES SET.

All in All
Based on reliable sources (my teachers), the Combined Humanities is being revised of its syllabus and the pilot SBCS and SEQ are being phrased out as separate section for SS and a slight change for History. I hope that through the changes, 'spotting' and hence unfairness will not be seen in Humanities and make it more meaningful and less redundant.I hope that MOE would make the subject that it invented uniquely for Singapore meaningful and not be unfair of its candidates and uphold meritocracy, which is one of the learning objective of SS as well.


LAST BUT NOT LEAST
If you have any questions for the Combined Humanities paper this year or need your assignments for Combined Humanities or ANY OTHER SUBJECT to be marked, reply by commenting on this post or email me!!

THANKS

Review on 2015 O Level English 1128 Papers

This year's O Level English proved to be an interesting one. The scope of assessment that candidates were exposed to was of high standards and demand. Based on the papers, especially Paper 3 (Listening), I would expect that SEAB would set a much higher standard paper for 2016.

Paper 1 (Writing)
  This proved to be interesting and a disadvantage for much candidates. Many did not anticipate the Article to come out for Situational Writing. However, it should be noted that format has no significant impact in the scoring of the Writing itself. What is more significant is that an Article should have a tone and style of writing that is similar to a speech, humorous, engaging and one that makes the reader personally involved.
  Therefore, candidates should not be stumbled by the format that one does not get into interaction with, but you should be able to manipulate to any quirky format that you have not given and give the tone and objective that is stated in the situation write-up explicitly by the Section itself. The questions that were set were similar to that of 2013. 1 Reflective-Descriptive Mixed Text, 3 Expository.
This proved to be a section that was highly anticipated by candidates and well enjoyed.
  It was of disadvantage to centres which convinced students that One Word Topic will come out by setting it in the Preliminary Examination, even though it is stated clearly in the 1128 Syllabus that One Word Topic will not be set. Many thought that the Questions were straightforward and easily managed, writing lengthy essays. It is HIGHLY INAPPROPRIATE to do so as 1128 Syllabus focuses more on language rather than content. If one write a wonderful essay with fantastic content that is well received, this candidate will not fare much (maximum 20) if there are a lot of grammatical errors in the essay. In conclusion, despite the straightforwardness of the question, just 4 main points are needed for the essay. DON'T OVERWRITE.

  My Comments and Hopes for 2016 O Level Candidates : I thought that this paper was straightforward and easy. Article was well received by me as I had studied the format accordingly. This was easy to handle and I wrote a splendid writing that linked and amplified all of the required points. For Writing, I hate Expository. So, I did Question 1, which is on the Possession that I cherish the most. Splendid essay I suppose, as It contained a hidden message that I hope the Cambridge Markers can notice in my essay.
  I think that the following format of examination would come out for 2016 O Level 1128/01:
2 Expository 2 Narrative/Reflective Mixed
Email as Situational Writing.

Paper 2 (Comprehension)
  This proved to be a highly straightforward and standard Comprehension paper. The Standard and Level of answering was similar to that of 2014. The amount of quote questions was highly not predicted and too much of a percentage. This is because of the need for question that can distinguish the good and the best students. Moreover, the Summary was too easy of a task and the only thing that can distinguish the students is the usage of Language Marks, which many not seem to prefer to do so.
  Section A was a highly unanticipated section. More than half of the total marks were for quoting! That makes the section unpredictable and not reasonable for a meaningful assessment of students' English Abilities.
  Section B was a straightforward section with several tricks and treats along the way. The fact that the answers can be stated/implied from the text makes the entire section bearable.
  Section C was an easy section with many students in my school being able to score 9-10 marks. The Summary was easy to organise and condense to 80 words, with the hardest part being the Language (writing in own words), which is mainly 3 marks worth.
  Hopes for 2016 Candidature : Visual Text for 2016 is predicted to have little/no quote questions. Narrative is predicted to have many OWN WORDS questions and INFERENTIAL QUESTION. Summary should be one that focuses mainly on two contrasting issues, like advantages and disadvantages, etc.

Paper 3 (Listening)

  This proved to be a highly difficult paper for this year's candidature, mainly because for Note Taking. However, it should be noted that Cambridge has made attempts to slow down the speed of talking in the examination, in comparison to that of 2013 and 2014. Many said that it was hard because they had to copy large chunks of text. Many may have heard from their teacher in regards to the Examiner's Report or whatsoever, that Cambridge is VERY strict in the marking of Listening. This can be taken as a fact, but if you copy word from word from the audio player, there is a high possibility that you cannot copy the entire structure and make expression errors.

  Advice for Listening : DO NOT COPY WORD FROM WORD. Rather, take notes as you listen to the recordings for Part 4 and 5. Do not attempt the question first. Take note of the important keywords from EVERY sentence and write it in pencil somewhere away from the blanks you needs to fill in. For Part 4, listen to the recording again and with eye on the notes, fill in the keywords that best suits the blank while strengthening the point with the replay of the recording. This is highly effective.

   For Part 5, the Speaker will speak especially and obviously slowly for the answers to the six questions. Take notice of these decrease in speed and copy it word from word, which is extremely easy to do so due to the decrease in speed, at a place away from the blank. After the entire recording, since it is only heard once, write it using the 2 minutes that is provided to look through your answers.

  GOLDEN RULE--> The 2 minutes is the golden 2 minutes. Use this to fill in the blank or strengthen the point in Part 4 and 5. Write your alphabets and ticks properly and adjust accordingly in the 2 minutes. You should be aiming for 30/30 for Listening.

Answers to 2015 5158/01 Biology

1. D
2. C
3. B
4. B
5. B
6. B
7. D
8. B
9. D
10. C
11. B
12. C
13. C
14. B
15. B
16. A
17. D
18. C
19. C
20. C
21. B
22. D
23. B
24. A
25. D
26. A
27. C
28. B
29. A
30. D
31. B
32. B
33. B
34. A
35. A
36. D
37. A
38. A
39. A
40. B

Answers to 2015 O Level Physics 5059/01

General Certificate of Education

Ordinary Level

 Physics (SPA) 5059/01, Singapore

 2015 Paper 1 Answers

Question	Answer	Remarks
1	C	Anticipated to be a wrongly answered question by the candidature. These two objects are the smallest and biggest object in the universe.  Therefore, atom is nanometer.   Circumference of earth is Giga.   Therefore, diameter is Mega since A=πr2
2	D	Draw out the vector diagram. That would make it easier to get the answers.
3	D
4	D	TYS Question
5	B	This asks on Newton’s Third Law of Motion
6	C
7	D
8	C	Inertia resists the change. Since inertia is affected directly by mass, mass is the answer.
9	C
10	D
11	D
12	B
13	A	Principle of Conservation of Energy is tested here.
14	B
15	A
16	B
17	A	Some may be careless and pick D. The question wants students to identify which is the best heat radiator, not the best heat retainer.
18	A
19	B
20	A
21	C
22	A	1 minuteà12 1sà0.2 Therefore, number of complete wave per second =0.2
23	C
24	C
25	A	TYS Question
26	B
27	B
28	A	Some may get C, if no regarding the prefixes carefully.
29	A
30	A
31	C
32	B
33	C
34	C	When light intensity increase, resistance decreases. Therefore, current increases since R=V/I Overall V decreases, hence voltmeter reading decreases.
35	B
36	D
37	C
38	D
39	A	Careless mistake made when current is multiplied by 20 instead of divided by 20.
40	D	Period is taken from the start to the end of the wave.

Virtual Marker

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->Studying the Singapore Education System
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Look no further! Just email me your essays or solutions to a question so that I can award you an accurate mark for it!
My email is littlebunniehellokitty@gmail.com.

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Limited from now to 31 December 2015, 11.59pm

Answers to GCE O Level

Oh BTW I would be posting the answers of what I think are the answers for thi year  O Level, for those subject that is very undermined, like Chinese and Social Studies.

  Do edit my answers if your answer is more appropriate.

  Wait for 13 November.

GCE O Level 2015

  The 2015 GCE O Level is coming to an end, with all of the other but still miscellaneous thing like MCQ still not yet attempted.

  I shall be reviving this blog at the end of the Biology Paper on 13 November. Then I will post some very important information for the O Level candidate for 2016.

  Instead of just talking about the things that about examinations and its shortcoming, I shall be talking about things of a lighter heart, like schooling life and the ups and down all Singaporean student WILL CONFIRM PLUS CHOP experience at least ONCE.

  For all those O Level or even A Level students still fighting, don't give up!!!! Don't procrastinate or be complacent. Study till you are satisfied for this last lap of the national examination!

  If you require any of the writing paper or answer booklet (like for Mother Tongue or foalscape that is used for this year's examination) that are of the same format of the national examinations, an example of any examination materials that you are going to use for the national examination or any advice on the prediction of your grade for your examination, feel free to request below or write to me via email: littlebunniehellokitty@gmail.com and I will send it to you ASAP. I quite free now....  

  BYE!!!

The Online Student

Marking in national examinations

It has come to my attention that markers in the examination are only given a short amount of time to marks exam scripts. For example, my Chinese teacher once said that he has only about 1-2 minutes to mark a Chinese Composition. Normally in the national examination, students will tend to write more and write about 3-4 pages for their composition. I feel as if this task of using such a short amount of time to mark the exam scripts is impossible. As even if teachers were to mark this on time, they will not be able to understand the script with details and give a decisive mark that the student is deserving to get. Then, what is the point of national examination if a student is unable to get the marks that he/she is supposed to get for his essay?
  Moreover for the Humanities paper, the essay are rather long. most of the examiners in these examination mark by impression and when they feel that the students is meeting the expectation of the LORMS, they will be awarded the marks for the higher level. If a student has meet the requirement, but has written in a summarised and short way, the impression will be gone and the student will be awarded a lower level mark. Does the Ministry of Education take into account with different language abilities, and the ability to write long answer?

  If anyone is able to enlighten me, I would be pleased if they are able to post their comments below.

 OVER AND  OUT.

Change in Syllabus: Humanities in Singapore for the better or the worse?

Recently in 2014, the first batch of Singaporean O Level students did their Humanties for Social Studies, History, etc. However, what I think is the new syllabus that these students are having are NOT allowing students to become globalised citizens in the near future.
  Now for Social Studies the skill of JUDGEMENT is taken out of the syllabus of skills thay the students are required to master for the subject. This skill is what many occupations require to make the job effective, such as Law and Medicine. These are the top professions of the world. With such an removal, how are students able to acquire the skills required for us in the mere future?
Moveover, Structured Essay Questions have a decreased weightage in the Subject. The Essay include the students' ability to construct explanations and judgements, important skills required to
Have job for the future. Is the government realising the severity of this action. This will affect the country at large and will only worsen the development of the country.
  Can anybody please enlighten me why MOE is doing this? Send a reply to me via Littlebunniehellokitty@gmail.com.

Over and Out