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hunanities.jpg YCKSS offers lower secondary levels Social Studies (NT), History and Geography.
YCKSS currently offers Social Studies, History and Geography at N and O level standards.

Humanities Subjects

Social Studies

Social Studies is currently a subject that draws from the knowledge of History, Geography, Sociology, Political Science and Economics. The aim of Social Studies is to build an informed, concerned and participative student who would contribute positively to Singapore and the World.  

Exp/N(A) Revised Syllabus (from 2013)

The proposed syllabus is organised around two core ideas – “Being Rooted” and “Living Global”. Through these two ideas, the syllabus aims to develop our students into well-informed, responsible citizens with a sense of national identity and a global perspective. The aims of the revised syllabus are to enable students to:

      1. understand issues that affect the socio-economic development, the governance and the future of Singapore;
      2. learn from the experiences of other countries to build and sustain a politically viable, socially cohesive and economically vibrant Singapore;
      3. develop thinking and process skills which are essential for lifelong and independent learning;
      4. have a deep sense of shared destiny and national identity;
      5. develop into citizens who have empathy towards others and will participate responsibly and sensibly in a multi-ethnic, multi-cultural and multi-religious society; and
      6. develop into responsible citizens with a global perspective so that students develop competence in three areas: knowledge and understanding, skills and processes, values and attitudes.

Lower Secondary History

What is the value of learning History? In a world where attention is often divided between concerns over the present and the future, the relevance of History is often questioned. Learning to manage the present and anticipate the future would not be possible without knowing the past. By equipping students with knowledge and attributes, History allows students to draw connections between the past and present by understanding how the nature and impact of past developments explain today’s world. History helps learners to become balanced, discerning, empathetic, inquiring and knowledgeable.

Overview of content in Lower Sec Syllabus



Sec 1

Unit 1 – Tracing Singapore’s Origins

Unit 2 – Life in Colonial Singapore

Sec 2

Unit 3 – Towards Independence

Unit 4 – Singapore’s First Decade (1065 – 1975)

Each Unit in the 2014 Lower Secondary History syllabuses has been designed with an accompanying Historical Investigation (HI). Students are to work in groups on one selected HI. HI is a form of historical inquiry where students work in groups to investigate a historical issue. Students will examine and understand the HI question, gather, select and examine sources, construct their responses to the HI question, as well as communicate their findings.

Historical Investigations give students the opportunity to appreciate real-world application of historical knowledge and skills while helping them to acquire 21st CCs. Given that lower secondary students are new to the study of history, students will follow a guided inquiry approach. Teachers will provide guidance to enable students to learn about the inquiry process and be familiar with the expectations of their performance.

Upper Secondary History

The Upper Secondary History syllabuses seek to provide students with a regional and global perspective of the complexities of regional and international relations. A thematic comparative approach which is structured along the themes of colonialism, nationalism and independence is adopted for the study of the regional history of Southeast Asia between 1870 and 1967. For the international history paper, an issues-based approach is adopted to the study of historical forces such as war, ideology and nationalism that had shaped twentieth century world history.

Through the study of the Upper Secondary History syllabuses, students will develop regional and global perspectives of the complexities of regional and international relations from the late nineteenth century to the end of the twentieth century. The Upper Secondary History syllabuses will also adequately prepare students to offer History at the pre-university level.

Lower Secondary Geography

The 2014 revised Lower Secondary Geography syllabuses will enable students to acquire a wide range of knowledge and skills to understand and explain physical and human phenomena; and other contemporary environmental and social issues that occur in different places and cultures. Equipped with the skills of gathering and analysing information, and an inquiring mind to seek answers to issues affecting our lives and the world we live in, geography students will be prepared for their roles as informed citizens in the 21st century. The subject also imbibes in students an awareness of appropriate attitudes and values that promotes a positive geographical future; one that ensures the sustainability of our resources, people, country, and planet.

Overview of issues in the Lower Sec Syllabus:

Level/ Theme


Sec 1


Environment and Resources

Introduction: What will we learn in Geography?


Tropical Rainforest: How can we save the rainforest?


Water supply: Will our taps run dry?


Energy resources: How can we avoid an energy crisis?

Sec 2


Urban Living

Introduction: How and where do people live?


Housing: How to build inclusive homes for all?


Transport: How do we keep people moving?


Floods: How can cities prepare for floods?

Each issue in the 2014 Lower Secondary Geography syllabuses has been designed with an accompanying geographical investigation (GI). Students are to work in groups on one selected GI a year. GI is a form of geographical inquiry where students investigate a geographical issue. Students will analyse the GI question and plan their research, gather and select data, analyse data and construct their geographical interpretations, as well as evaluate and communicate their findings in the process. Each GI presents new learning dimensions of the geographical issue that students have studied in class. With fieldwork as its key feature, GIs will give students opportunities to enhance their learning further.

Upper Secondary Geography
The Revised Upper Secondary Geography Syllabuses will be implemented at Secondary 3 in 2013 which makes use of the inquiry approach to teach the various themes.  Among the changes in the design of the revised syllabuses is the emphasis placed on geographical investigation where students will sit for a compulsory fieldwork question in the GCE ‘O’ and ‘N’ Level examinations. The fieldwork question aims to examine students’ understanding of concepts through critical thinking and sound methodological approach to various fieldwork techniques.

Geographical investigations through fieldwork are aimed at engaging students’ interest through experiential learning and providing a context to enhance students’ understanding of geographical concepts and processes that shape the world they live in.

Full Geography 'O' Level
Full Geography 'N' Level
Elective Geography 'O' Level
Elective Geography 'N' Level

Plate Tectonics
 Weather & Climate




Heath & Diseases

Geography teachers in the department employ the inquiry-based approach in their lessons. Key questions related to real world issues are raised and students normally work in groups or have forum discussions to draw their own conclusions about current issues such as flooding in Thailand, the earthquake in Haiti and the Three Gorges Dam. Field-based learning opportunities were created through the recent field studies trip to Kuantan, Malaysia in June where geographical features and concepts turn ‘alive’ through experiential learning.

Our Programmes

Geographical Investigation (GI)

Our lower secondary classes drafted a survey and surveyed the residents around the Ang Mo Kio and Kebun Bahru neighbourhood on what are some special places in their neighbourhood. Students gathered the data and presented it as a form of a formal classroom presentation. The students enjoy such ‘out of class’ learning and are looking forward to their next GI. Here are some photos. 



Other classes visited the Bishan-Ang Mo Kio park to investigate how human activities affect the quality of water. Students collected water samples and perform various tests for their analysis. 



Our upper secondary classes made a trip to Chinatown and Little India to conduct their surveys and to write proposals to Singapore Tourism Board to suggest improvements.



Historical Investigation (HI) 

The Secondary One students, under the guidance of the Secondary Two trained history guides, embarked on a Historical Investigation at Fort Canning Park and the National Museum.  They were tasked to examine historical sources in relation to the inquiry question ‘How was Singapore like before 1819?’ 




Our department has planned various tasks to engage students to learn, research and have fun doing these in a ‘out of classroom’ settings. This will allow students to take ownership in their own learning, work with group members and collaborate to complete these tasks. 

The lower secondary classes were tasked to visit special places in their neighbourhood, take various photos of these places and present to the class why these places hold special memories to them. Here are some photos of the students having fun and some of the work that they have produced.



Some returned to their ‘Dragon Playground’.         Others returned to their primary school’s tuckshop!



Humanities Week

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1 to 5 Aug 2016, our school held a ‘Humanities Week’, in conjunction with EL department, under the theme ‘Wonder. Explore.’ and it was to promote and celebrate the love of Humanities and the English language to our students through a series of activities, fun and games. 

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Historical figures were represented in the form of cards and were hidden throughout the school during the week for students to ‘catch them all’. Once found, they were to scan the QR code to register their findings and to score points for the final win at the end of the week. Students had fun finding them all. 

Other activities included having our mobile library for students to borrow ‘on the go’, lessons on ‘Singlish vs English’ and learning journeys. 

Model UN 2016

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Our students attended the IMUNC 2016 that was held in Anglo-Chinese School (Independent) from 6 to 8 June 2016. Students debated and cast votes of resolution pertaining to realistic global issues from conflict to terrorism. Our students gained a better understanding of the world around us, developed empathy and were encouraged to think critically in their debates during this session. Here are some highlights from the IMUNC 2016.

During Conference                                       Unmoderated Caucus

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Our delegates from YCKSS

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Humanities N6 Cluster Challenge 2013



The Humanities N6 Cluster Challenge was held on 30th July 2013 in Yio Chu Kang Secondary School. The theme was UN International Year of Water Cooperation. It was hosted by our school. The event kicked off with a fusion dance performance by our very own dancers who mesmerised the audience. Mr Gopal gave the opening address. The student participants from the other schoosl were all excited for Round 1. Round 1 required students to answer MCQ questions online within a given time. Meanwhile, the supporters were entertained with fringe activities. At the end of Round 1, there was a sumptuous tea break. Round 2 was a thrilling round which got the participants thinking on their feet. Questions were flashed on the big screen and students had to answer questions relating to water. When the results were tallied, Yio Chu Kang Secondary School emerged as the overall champions of the N6 Cluster Challenge. Our Vice-Principal, Cheryl Tan, gave away the trophies to the proud winners.