The Humanities Department has a staff strength of 9 teachers. The department is led by Miss Khairunisa Mohamed Ya’akob as Head of Department/Humanities. The department is also supported by Mr Ahmad Zakir as SH/Humanities.

OUR TEACHERS

Ms Khairunisa Mohamed Ya’akob HOD / Humanities	khairunisa_mohamed_yaakob@moe.edu.sg
Mr Ahmad Zakir SH / Humanities	ahmad_zakir_mokhtar@moe.edu.sg
Ms Chen Weiling Adeline HOD / Aesthetics	chen_weiling_adeline@moe.edu.sg
Mr Chiu Guo Vei HOD / Character & Citizenship Education	chiu_guo_vei@moe.edu.sg
Ms Ng Swee Ying	ng_swee_ying@moe.edu.sg
Ms Klara Tan Hui Wen	tan_hui_wen_klara@moe.edu.sg
Ms Erlinda Tanuwijaya	erlinda_tanuwijaya@moe.edu.sg
Mr Muhammad Kamal Abdul Halim	muhammad_kamal_abdul_halim@moe.edu.sg
Ms Seah Yiting	seah_yiting@moe.edu.sg
Ms Stella Tan	tan_wan_yee_stella@moe.edu.sg
Ms Jaliza Jamaludin	jaliza_jamaludin@moe.edu.sg

PHILOSOPHY

The 21st century is characterized by constant change and evolution of the human and geographical ‘landscape’ propelled by rapid changes to our social, economic and political contexts. Thus, the 21st century learner requires 21st century skills of communication, collaborative learning, critical and creative thinking skills to manage the challenges of the 21st century world.

As such, the GSS Humanities Department aims to not only deliver a Humanities education that helps students to excel in their respective subjects but to also allow for personal growth and equip students with life-skills that prepare them for the future.

DEPARTMENT PEDAGOGY

The Humanities department believes in a pedagogical approach focused on developing deep conceptual understanding. Towards this end, the main pedagogy strategies include Socratic Questioning and Inquiry based learning where role play, debates, oral presentations, multimedia presentations and blended learning incorporating face-to-face learning and ICT platforms such as padlet, toodoo and forums are used. These strategies enable teachers to be the facilitators of learning and students are the self-directed learners who construct knowledge for themselves using a critical mind.

Rich learning beyond the classroom takes the form of investigations and learning journeys as well as external competitions. For students of Geography, for instance, Geographical investigation/field studies are an integral component to enhancing students’ learning experience as well as providing a context to enhance students’ understanding of geographical concepts and processes as they utilise geographical instruments and tools for investigative purposes. For History and Social Studies, students’ learning are similarly enhanced through the investigative component of the syllabus which allows for students to participate collaboratively in an inquiry or investigate on a historical/societal issue. This will involve planning, gathering, examining sources/data as well as communicating the findings. Learning journeys and external competitions reinforce learning in classrooms and help students better retain content concepts.

DISTINCTIVE DEPARTMENT PROGRAMMES

Programmes	Objectives
CURRICULUM PROGRAMMES
Learning Journeys (Upper Secondary) Historical Investigation (Lower Secondary) Geographical Investigation (Lower and upper Secondary) Issues Investigation (Social Studies)	The learning journeys organised served to bring learning outside of the classroom where students are able to apply content learnt within the four walls of the classroom to that in the real world. It serves as an additional lense to the students that contextualises and enrich their learning experience. In line with the direction of the Humanities branch, the Humanities department believes that alternative assessments are integral in preparing our students with 21st Century skills which is required due to the complex environment that we live in today. As such, the projects/task undertaken via the various investigations from Secondary to Secondary are designed to allow students to integrate knowledge, skills and values learnt and demonstrated in the classroom. In addition, the project and tasks are also designed to provide our Secondary 1 -3 students the opportunity to be informed, concerned and participative citizens.
CO- CURRICULUM PROGRAMMES
Current Affairs Thursday External Competitions / Challenges e.g. Cluster West 6 Humanities Challenge, 2017 Mock ASEAN Summit, 2017 NUS Geography Challenge, 2017 MOE - History Challenge	Due to the volatile world situation and the interconnectedness of the world today, the department initiated a Current Affairs program that will bring awareness to the student of the current issues/events happening around the world. This is a whole school approach where students and teachers from the different departments will present on current issues /events that ranges from politics to environmental/natural disasters and current fads. The presentation will end of with a question up for discussion for students and teachers to bring back to the CCE/Humanities classroom.

HOMEWORK AND ASSESSMENT POLICY

HOMEWORK	ASSESSMENT
Learning begins when students acquire the information from the teacher/the net/their friends. However learning is only complete when students are able to apply the information learnt. Assignment help to achieve this as it enables students to apply the concepts learnt which results in a deeper understanding of the subject. Thus to help students apply their learning and to help teachers identify gaps in learning, the Humanities homework policy is designed to ensure that students will have sufficient hands-on practice on the concepts/topic/skills taught. This means that other than assignments given during class, the Humanities students will have a weekend homework which also serves to help students consolidate learning for that week.	Humanities assessment policy consists of formative and summative assessments which include assessment for, of and as learning. These modes of assessment aim to facilitate meaningful learning of the Humanities subject where the learning process is developmentally appropriate and caters to students’ varied needs and helps them acquire 21 ^st Century competencies. These assessments include: using of rubrics/checklists test and examinations performance tasks historical, geographical and issues investigation

HOMEWORK

ASSESSMENT

Learning begins when students acquire the information from the teacher/the net/their friends. However learning is only complete when students are able to apply the information learnt. Assignment help to achieve this as it enables students to apply the concepts learnt which results in a deeper understanding of the subject.

Thus to help students apply their learning and to help teachers identify gaps in learning, the Humanities homework policy is designed to ensure that students will have sufficient hands-on practice on the concepts/topic/skills taught. This means that other than assignments given during class, the Humanities students will have a weekend homework which also serves to help students consolidate learning for that week.

Humanities assessment policy consists of formative and summative assessments which include assessment for, of and as learning. These modes of assessment aim to facilitate meaningful learning of the Humanities subject where the learning process is developmentally appropriate and caters to students’ varied needs and helps them acquire 21 ^st Century competencies. These assessments include:

using of rubrics/checklists

test and examinations

performance tasks

historical, geographical and issues investigation

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