Social Studies Tuition
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THE ULTIMATE TEAM OF PROFESSIONAL TUTORS
PATIENT EXPLANATIONS OF COMPLICATED CONTENT
Throughout each tuition session at home, your exceptional and dedicated tuition teachers will clarify and reinforce the concepts taught in your text books and by your school teacher.
PRACTICE AND PERFECT HOW TO CORRECTLY ANSWER EASY AND DIFFICULT EXAM QUESTIONS
This is important because you need to avoid being careless when answering questions even when you are already very familiar and comfortable with the content.Â
You also need to avoid panicking when the question is horrifyingly tricky.
PERSONALIZED LESSONS
Learn more efficiently, retain more content, and achieve better grades within 4 weeks.
Focus On Getting Higher Grades
Instead of feeling lost & frustrated
We have 33,000+ experienced & dependable tutors.
MOE teachers, PhD-tutors, Master's/Bachelor's/undergraduate tutors.
Each with between 2 to over 30 years of proven track record of helping students' grades improve.
We teach students how to CORRECTLY analyze exam questions and prevent careless mistakes.
Reliable Tutors Singapore has been the leading tuition agency in Singapore since 2007.
Hire a qualified specialist committed tutor, to achieve quick grade improvements in Social Studies
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Exam Preparation
Credible and specialized guidance to thoroughly prepare for your school assessments, PSLE, GCE O and A Levels, Integrated Programme, International Baccalaureate, or Polytechnic/University modules.
Improve. Fast
Proven methods and clear systematic explanations of the sharp analytical skills that you need, to correctly answer challenging inter-thematic questions.Â
We can help, whether you are aiming for a high A, or a sustained improvement from D to B grades.
Qualified Tutors
33,000+ MOE teachers, PhD-tutors, Master’s/Undergraduate/Graduated private tutors.
Latest MOE syllabus, newest exam requirements.
Exam questions are difficult only when your tuition teacher does not know how to prepare you adequately.
Since 2007, our students have confidently scored higher marks in their assessments and exams.
There were was no need for them to panic even when their classmates thought the questions were "tricky".
You too can learn the answering skills and techniques that you need, to succeed in each exam.
Expert Social Studies Tuition Teachers
Ms SC has 9 years of Social Studies tuition experience. She has a Master’s in Geography from Oxford University and a Bachelor’s in Geography from NUS (First Class Honours). Ms SC’s private tuition students attended Crescent Girls’ School, Anglican High School, Catholic High School, CHIJ St Nicholas Girls’ School, Methodist Girls’ School (Secondary), and National Junior College (Integrated Programme).
Mr HK has 12 years of Social Studies tuition experience. He has a Bachelor’s from NUS, majoring in Geography (Honours). Mr HK’s home tuition students attended Tanjong Katong Girls’ School, Xinmin Secondary School, St. Hilda’s Secondary School, St. Patrick’s School, Cedar Girls’ Secondary School, and Bowen Secondary School.
Mr BH has 4 years of Social Studies tuition experience. He is NIE-trained and taught at MOE schools for 11 years. Mr BH has a Bachelor’s in English language and English Literature from NUS (2nd Upper Class Honours). His private tuition students attended Peirce Secondary School, Presbyterian High School, Raffles Institution, Clementi Town Secondary School, Catholic High School, and Anglican High School.
Ms SW has 11 years of Social Studies tuition experience. She has a Master’s in Applied Linguistics from the University of Michigan and a Bachelor’s in English language and English Literature from NUS (First Class Honours). Ms SW was the Head of Humanities at a large tuition centre group for 7 years and is also a private tutor. Ms SW’s home tuition students attended Catholic High School, CHIJ St Joseph’s Convent, Deyi Secondary School, Raffles Institution, Orchid Park Secondary School, and Queensway Secondary School.
Ms HJC has 12 years of Social Studies tuition experience. She has a Bachelor’s in Geography from NTU. Ms HJC taught at tuition centres for 7 years. Her private tuition students attended Pei Hwa Secondary School, Nanyang Girls’ High School, Jurongville Secondary School, Punggol Secondary School, Raffles Institution, and Si Ling Secondary School.
Ms AG has 12 years of Social Studies tuition experience. She has a PhD in History from NUS and her Bachelor’s in History (First Class Honours) was also from NUS. Ms AG was the Head of Humanities at a large group of tuition centres. Her private tuition students attended Hwa Chong Institution (Integrated Programme), Maris Stella High School, Raffles Girls’ School (Secondary), River Valley High School, St. Gabriel’s Secondary School, and Victoria School (Integrated Programme).
Exceptional Results
Within 4 Lessons
33,000+ experienced & reliable tutors.
MOE teachers, PhD-tutors, undergraduate/graduated experts.
Each with track records of delivering superb grades.
Social Studies Tutors Who Deliver Excellent Results
Mr SH has 3 years of Social Studies tuition experience. He has a Bachelor’s in Political Science from NUS (2nd Upper Class Honours) and taught in a tuition centre for 2 years. His private tuition students attended Pioneer Secondary School, River Valley High School, New Town Secondary School, National Junior College (Integrated Programme), Marsiling Secondary School, and Jurong West Secondary School.
Mr FL has 14 years of Social Studies tuition experience. He has a Master’s and Bachelor’s (2nd Upper Class Honours) from NUS, and was an MOE relief teacher for 6 years. Mr FL’s private tuition students attended Maris Stella High School, Jurong Secondary School, CHIJ St Theresa’s Convent, Balestier Hill Secondary School, Bukit Merah Secondary School, and Cedar Girls’ Secondary School.
Ms CHS has 7 years of Social Studies tuition experience. She has a Bachelor’s in Political Science from NUS (Honours) and was an MOE contract teacher for 5 years. Ms CHS’s home tuition students attended North Vista Secondary School, Raffles Institution, Naval Base Secondary School, MacPherson Secondary School, Juying Secondary School, and Nanyang Girls’ High School.
Ms DM has 9 years of Social Studies tuition experience. She has a PhD in Political Science from the University of California at Berkeley and a Bachelor’s in History from NUS (First Class Honours). Ms DM’s home tuition students attended Bishan Park Secondary School, Ahmad Ibrahim Secondary School, Kuo Chuan Presbyterian Secondary School, Nanyang Girls’ High School, NUS High School of Mathematics and Science, and Raffles Girls’ School (Secondary).
Ms KJT has 9 years of Social Studies tuition experience. She has a Bachelor’s in History (Honours) from NTU. Ms KJT was an MOE contract teacher for 5 years. Her private tuition students attended Greenview Secondary School, Maris Stella High School, Nan Chiau High School, Montfort Secondary School, National Junior College (Integrated Programme), and Pasir Ris Crest Secondary School.
Mr BH has 13 years of Social Studies tuition experience. He has a Bachelor’s from NTU, majoring in Geography (Honours). He taught at a tuition centre for 6 years, and he wrote the Social Studies curriculum for that group of tuition centres. Mr BH’s private tuition students attended Outram Secondary School, Manjusri Secondary School, Methodist Girls’ School (Secondary), Clementi Woods Secondary School, CHIJ Secondary (Toa Payoh), and Anglo-Chinese School (Independent).
Mr SCF has 5 years of Social Studies tuition experience. He has a Master’s in Geography from the University of Wisconsin and a Bachelor’s in Geography from NUS (2nd Upper Class Honours). Mr SCF was a contract teacher at a top MOE school for 4 years. His home tuition students attended St. Anthony’s Canossian Secondary School, Temasek Junior College (Integrated Programme), Westwood Secondary School, Kent Ridge Secondary School, CHIJ St Theresa’s Convent, and Dunman High School.
Ms ML has 7 years of Social Studies tuition experience. She is NIE-trained and taught at MOE schools for 11 years. Ms ML has a Bachelor’s in Political Science from NTU (2nd Upper Honours). Her tuition students attended East View Secondary School, Guangyang Secondary School, Kranji Secondary School, Hillgrove Secondary School, Sembawang Secondary School, and Tanjong Katong Girls’ School.
Mr RNS has 9 years of Social Studies tuition experience. He has a Bachelor’s from NTU, majoring in Literature. He taught at a tuition centre for 3 years. His private tuition students attended Henderson Secondary School, Evergreen Secondary School, CHIJ St Nicholas Girls’ School, Bedok North Secondary School, Anglican High School, and Crescent Girls’ School.
Ms TW has 7 years of Social Studies tuition experience. She has a Bachelor’s in Geography from NUS, and taught at tuition centres for 4 years. Ms TW’s private tuition students attended CHIJ Katong Convent, Bedok South Secondary School, Anglo-Chinese School (Independent), Chua Chu Kang Secondary School, Woodgrove Secondary School, and Unity Secondary School.
Ms SP has 6 years of Social Studies tuition experience. She has a Master’s in History from Oxford University and is NIE-trained. Ms FTR has a Bachelor’s from NUS, majoring in History. Ms SP taught at MOE schools for 9 years and is a private tutor. Her home tuition students attended St. Andrew’s Secondary School, Tanjong Katong Girls’ School, Xinmin Secondary School, Temasek Junior College (Integrated Programme), Pioneer Secondary School, and Nan Hua High School.
Mr BC has 4 years of Social Studies tuition experience. She has a Master’s in Economics from the London School of Economics and a Bachelor’s in Economics (First Class Honours) from NTU. Mr BC’s home tuition students attended River Valley High School, St. Joseph’s Institution, Singapore Chinese Girls’ School, Peicai Secondary School, Ngee Ann Secondary School, and Hwa Chong Institution (Integrated Programme).
Mr TPR has 11 years of Social Studies tuition experience. He has a Bachelor’s in History from NUS. Mr TPR wrote the O Level and A Level History syllabus for a large group of tuition centres and taught there for 8 years. Mr TPR’s home tuition students attended Bukit Panjang Secondary School, Chong Boon Secondary School, Crescent Girls’ School, Methodist Girls’ School (Secondary), Nan Chiau High School, and National Junior College (Integrated Programme).
Ms EYW has 8 years of Social Studies tuition experience. She has a Bachelor’s from NTU, and had taught at tuition centres for 5 years. Ms EYW’s private tuition students attended Dunman Secondary School, Greendale Secondary School, Maris Stella High School, St. Anthony’s Canossian Secondary School, Zhenghua Secondary School, and Woodlands Ring Secondary School.
Ms HS has 10 years of Social Studies tuition experience. She has a Master’s in Political Science from NUS, and a Bachelor’s in History (2nd Upper Class Honours) from NUS. Ms HS’s private tuition students attended St. Margaret’s Secondary School, Serangoon Garden Secondary School, Ahmad Ibrahim Secondary School, Bedok South Secondary School, Cedar Girls’ Secondary School, and Christ Church Secondary School.
Ms AKT has 8 years of Social Studies tuition experience. She has a PhD in Economics from the University of Birmingham. Ms AKT has a Bachelor’s in Economics (First Class Honours) from NUS. Her home tuition students attended Kuo Chuan Presbyterian Secondary School, National Junior College (Integrated Programme), Raffles Girls’ School (Secondary), Anglo-Chinese School (Independent), Catholic High School, and Cedar Girls’ Secondary School.
Mr DS has 10 years of Social Studies tuition experience. He has a Bachelor’s in Economics from NUS (2nd Upper Class Honours) and was a contract teacher at MOE schools for 6 years. Mr DS’s private tuition students attended Paya Lebar Methodist Girls’ School (Secondary), Northbrooks Secondary School, Montfort Secondary School, Junyuan Secondary School, Guangyang Secondary School, and Hwa Chong Institution (Integrated Programme).
Ms GC has 2 years of Social Studies tuition experience. She is NIE-trained and taught at MOE schools for 11 years. Ms GC has a Bachelor’s from NTU, majoring in History (Honours). Her private tuition students attended Marsiling Secondary School, Northland Secondary School, Raffles Girls’ School (Secondary), River Valley High School, St. Anthony’s Canossian Secondary School, and Victoria School (Integrated Programme).
Mr KML has 13 years of Social Studies tuition experience. He has a Bachelor’s in Geography from NUS and taught at tuition centres for 7 years. Mr KML’s private tuition students attended Henderson Secondary School, Fuchun Secondary School, Maris Stella High School, Nanyang Girls’ High School, Paya Lebar Methodist Girls’ School (Secondary), and Pioneer Secondary School.
Ms DB has 6 years of Social Studies tuition experience. She has a Bachelor’s from NUS in Political Science. Ms DB taught at tuition centres for 3 years. Her home tuition students attended Yio Chu Kang Secondary School, Zhonghua Secondary School, Nan Chiau High School, Hougang Secondary School, Greenridge Secondary School, and Anglo-Chinese School (Independent).
Ms SN has 11 years of Social Studies tuition experience. She has a Bachelor’s from NUS, majoring in Sociology (First Class Honours). Her home tuition students attended Cedar Girls’ Secondary School, CHIJ St Nicholas Girls’ School Integrated Programme, Dunman High School Integrated Programme, Bukit Panjang Govt. High School, Zhonghua Secondary School, and Hai Sing Catholic School.
The MOE states that:
- “Students will explore the impacts of globalisation in three areas: economy, culture and security.
- They will understand the complex process of globalisation through examining how the uneven impacts of globalisation in these areas result in trade-offs and tensions.
- These impacts lead to different responses from countries, companies and individuals.
- Students will therefore appreciate the complex decision-making process behind responses towards the impacts of globalisation.
- This understanding will lead them in making well-reasoned and responsible decisions as informed, concerned and participative citizens in a globalised world.”
Your Social Studies tuition teacher will clearly explain to you:
- Exploring Citizenship and Governance
- Living in a Diverse Society
- Being Part of a Globalised World
- Working for the good of society: Whose responsibility is it?
- Citizenship
- Governance
- The functions of government and how they work for the good of society Examine societal issues critically
- How do we decide on what is good for society?
- Rule making, rule execution and rule adjudication
- Outcomes of public participation
- Contributing to needs of society
- Influencing government decisions
- Strengthening citizens’ sense of belonging
- The reasons for greater diversity in Singapore
- The experiences and effects of living in a diverse society
- Identity
- Diversity
- Harmony
- Assimilation
- Integration
- Demonstrate perspective-taking when encountering differing views
- Reasons for movement of people to Singapore
- Immigration policy
- Economic opportunities
- Socio-cultural environment and diversity
- Cultural exchange and appreciation
- Prejudice and misconceptions
- Exchange and appreciation of ideas, skills and experiences
- Competition for resources
- Management and impact of socio-cultural diversity
- Assimilation
- Integration
- Market-based approach
- Shared responsibility approach
- Government-financed approach
- Globalisation creates tensions due to the uneven impacts
- Homogenisation
- Different responses to tensions arising from some economic impacts of globalization
- Different responses to tensions arising from some security impacts of globalisation Hybridisation
- What does it mean to live in a globalised world?
- How do we respond to tensions arising from some economic impacts of globalisation?
- The location and distribution of physical features and human activities
- How and why the physical features and human activities are changing and their implications
- Interactions between places and the patterns of networks created by movements within these places
- The opportunities and challenges of the dynamic nature of places
- The differences and similarities between people, places, environments and cultures
- Extract relevant information from geographical data
- Interpret and recognise patterns in geographical data and deduce relationships
- Organise and present geographic information in a coherent way
- Analyse, evaluate and synthesise geographical data to make informed and sound decisions
- Demonstrate relevant factual knowledge – geographical facts, concepts, processes, interactions and trends
- Demonstrate knowledge of relevant fieldwork techniques – identification of geographical questions, sequence of fieldwork inquiry, primary and secondary data collection methods
- Living with Tectonic Hazards – Risk or opportunity?
- Variable Weather and Changing Climate – A continuing challenge?
- Global Tourism – Is tourism the way to go?
- Food Resources – Is technology a panacea for food shortage?
- Topographical Map Reading Skills
- Geographical Data and Techniques
- Geographical Investigations
- Why are some areas more prone to tectonic hazards?
- What landforms and associated tectonic phenomena are found at plate boundaries?
- How do people prepare for and respond to earthquakes?
- Variable Weather and Changing Climate – A continuing challenge?
- Why do different places experience different weather and climate?
- What is happening to the Earth’s climate?
- Global Tourism – Is tourism the way to go?
- How does the nature of tourism vary from place to place?
- Why has tourism become a global phenomenon?
- Developing tourism at what cost?
- Food Resources – Is technology a panacea for food shortage?
- How and why have food consumption patterns changed since the 1960s?
- What are the trends and challenges in the production of food crops?
- Outline the main types of natural hazards
- Describe the internal structure of the Earth
- Explain the movement of tectonic plates Continental crust and oceanic crust
- Mantle
- Continental crust
- Oceanic crust
- Tectonic plate
- Slab-pull force
- Convection current
- Describe the global distribution of tectonic plates and types of plate boundaries
- Divergent: oceanic-oceanic (e.g. Mid-Atlantic Ridge), continental-continental (e.g. Great Rift Valley of East Africa)
- Convergent: oceanic-oceanic (e.g. Mariana Trench), continental-continental (e.g. Himalayas), oceanic-continental (e.g. Andes) Transform
- Explain the causes of landforms and phenomena associated with plate movements
- Explain how human activities lead to enhanced greenhouse effect
- Anthropogenic factors
- Honeypot tourism
- Medical tourism
- Film-induced tourism
- Heritage tourism
- Subsistence farming
- Commercial farming
- Agri-business
- Green Revolution
- The effects of intensification of food production activities on water and soil quality
- The causes of food shortage
- Salinisation
- Eutrophication
- Biofuel
- Food security
- Food distribution
- Causation, consequence, continuity, change and significance within a historical context
- The World in Crisis
- What forces and developments changed Europe and the Asia–Pacific in the first half of the 20th century?
- Impact of World War I
- Rise of authoritarian regimes and its impact in the interwar years
- Case study of Communist Russia
- Case study of Nazi Germany
- World War II in Europe and the Asia–Pacific
- Reasons for outbreak of WWII in Europe
- Reasons for outbreak of WWII in the Asia–Pacific
- Reasons for the defeat of Germany
- Reasons for the defeat of Japan
- Bi-Polarity and the Cold War
- How did the Cold War impact the world order in the post-1945 years?
- Cold War and the bi-polar world order
- Reasons for the Cold War in Europe
- Manifestation of the Cold War outside Europe
- Case study of Korean War, 1950–53
- Case study of Cuban Missile Crisis, 1962
- Reasons for the end of the Cold War
- Impact of World War I
- Case study of Communist Russia
- Peace Settlement Aims and terms of the Treaty of Versailles and its immediate impact on Germany
- Attempts at collective security by the League of Nations – Successes and
- failures of the League of Nations in the 1920s and 1930s
- Rise of authoritarian regimes and their impact in the interwar years (up to 1939)
- Reasons for the rise of Stalin in Russia
- Circumstances after Lenin’s death
- Stalin’s manipulations
- Impact of Stalin’s rule on Russia
- Political: Stalin’s dictatorship, culture of fear, persecution and personality cult
- Economic: modernisation of Soviet industry and agriculture
- Social: controlled society, culture of fear, policies on minorities
- The impact of World War I on Europe
- The reasons for the defeat of Germany and Japan in World War II
- The rise of authoritarian regimes and their impact on the political, social and economic context of countries and the world order
- The reasons for the outbreak of World War II in Europe and the Asia–Pacific
- The roles of key players in shaping particular forces and developments during this period
- Appeasement
- Balance of power
- Communism
- Fascism
- League of Nations
- Nazism
- Militarism
- Authoritarianism
- The rise of authoritarian regimes and their impact on the political, social and economic context of countries and the world order
- The reasons for the outbreak of World War II in Europe and the Asia–Pacific
- The reasons for the defeat of Germany and Japan in World War II
- The roles of key players in shaping particular forces and developments during this period
- Case study of Nazi Germany
- Reasons for the rise of Hitler in Germany
- Weaknesses of the Weimar government
- Hitler’s leadership
- Impact of Hitler’s rule on Germany
- Political: consolidation of power, one-party rule
- Economic: Recovery and Nazi control of the economy, and militarization
- Social: Controlled society, culture of fear, persecution of Jewish people
- and other minority groups
- World War II in Europe and the Asia–Pacific
- Reasons for the outbreak of WWII in Europe
- Weaknesses of the League of Nations
- Hitler’s aggressive foreign policy
- Policy of appeasement
- Reasons for the outbreak of WWII in the Asia–Pacific
- Economic crisis in Japan
- Japan’s expansionist foreign policy
- Japan’s worsening relations with the USA
- Reasons for the defeat of Germany
- USA’s entry into WWII
- Over-extension of Hitler’s army on many fronts
- Reasons for the defeat of Japan
- Allied victory in Europe
- Economic and military might of USA
- Over-extension of Japanese empire
- Cold War and the Bi-polar World Order
- Reasons for the Cold War in Europe
- Manifestation of the Cold War Outside Europe
- Post-WWII rise of USA and USSR as superpowers: collapse and decline of old European powers
- US-Soviet mistrust and rivalry: breakdown of wartime alliances, division of Europe after WWII, differences in ideology, American containment policy and Soviet responses, military alliances
- Case study of Korean War, 1950–53
- Partition of Korea after World War II
- Emergence of communist China
- Role of external powers in the conflict: USA, USSR and China
- Case study of Cuban Missile Crisis, 1962
- Cuba’s strategic importance to USA
- Tensions between USA and Cuba: Castro’s policies and American responses
- Role of external powers in the conflict: USA and USSR (Kennedy and Khrushchev)
- End of the Cold War
- Reasons for the end of the Cold War
- Impact of glasnost and perestroika on the USSR and Eastern Europe
- Ray Bradbury: Fahrenheit 451
- Kiran Desai: Hullabaloo in the Guava Orchard
- Philip Holden (ed.): Hook and Eye: Stories from the Margins
- Dalene Matthee: Fiela’s Child
- Ngugi wa Thiong’o: The River Between
- Elizabeth Wein: Code Name Verity
