The Humanities department in Meridian Secondary School aims to develop “Concerned Citizens, Independent Learners” through the discipline of Geography, History and Social Studies. Students will be prepared to contribute as active citizens through the acquisition of critical thinking skills and development of an inquiring mind.
|Lower Secondary Geography and History||All lower secondary Express and Normal (Academic) students will take Geography and History subjects. Through the exposure, they will be able to make an informed decision on their subject choice at the upper secondary. The lower secondary Humanities programme also ensures that they will have the necessary foundational content and skills needed for a smooth transition for upper secondary.|
|Geography||The Geography syllabus provides insights and equips students with skills to learn about the earth’s physical environment, human phenomena as well as the interaction between people and environment. Geography students will be prepared for their roles as informed citizens in the 21st century as they are 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.|
|History||By equipping students with knowledge and attributes, the History syllabus allows students to draw connections between the past and present by understanding how the nature and impact of past developments explain today’s world. It also seeks to develop inquisitive students with the ability to ask relevant questions about the past and examine a range of sources critically in their historical context to reach substantiated judgements about the past.|
|Social Studies||The new Social Studies syllabus is organised around three issues which correspond to societal issues that have been shaping Singapore society and the world:Issue 1: Exploring Citizenship and Governance
Issue 2: Living in a Diverse Society
Issue 3: Being Part of a Globalised World
The knowledge, skills and values acquired will enable students to enrich and deploy their competencies to respond to real world issues and strengthen their values as citizens.
The Humanities department employs an inquiry-based approach as its main pedagogy to encourage critical thinking and problem solving. Students will be required to embark on an inquiry process where they investigate, analyse, and consolidate information, and draw conclusions to the questions based on evidence. In the process, students will also be encouraged to share their conclusions with their peers, and to critique and refine their own and others’ work through pair, group and/or class discussions and through individual reflections. Geographical and historical investigations through field-based and experiential learning offer opportunities for students to engage in the inquiry process.
Assessment in the Humanities curriculum includes Assessment for Learning and Assessment of Learning to facilitate meaningful learning and encourage independent learning. Modes of assessment include geographical and historical investigation, source-based questions and summative assessment carried out in the form of level tests or examinations. Authentic assessment tasks through geographical and historical investigations also encourage students to showcase their varied intelligences so that our assessment of our students will be accurate and holistic.
The Humanities department is made up of 3 subject groups – Social Studies, History and Geography.
The teachers for the subject groups are:
|Mdm Jamilah (ST)||Ms Norharyati Hassan (HOD)||Ms Norharyati Hassan (HOD)|
|Mrs Vicki Koh||Mr Dominic Sim (LT)||Mrs Mita Warrier (YH)|
|Mr Adam Chan||Mrs Mita Warrier (YH)||Mdm Yuslina|
|Ms Ng Yi Qing||Mr Faisal Mahmod||Ms Helen Tan|
|Mrs Usha Menon||Mrs Usha Menon||Mr Adam Chan|
|Ms Selvi Varathappan||Mdm Kahbini Raj||Ms Ng Yi Qing|
|Ms Helen Tan||Mr Faisal Mahmod|
|Ms Selvi Varathappan (NT)|
|Mrs Vicki Koh (NT)|
|Mr Dominic Sim (NT)|
|Mdm Jamilah (NT)|
Deployment according to level and subjects
|1E1||Mrs Vicki Koh||Mr Faisal|
|1E2||Mrs Vicki Koh||Mr Dominic Sim|
|1E3||Mr Adam Chan||Mr Faisal|
|1E4||Mrs Vicki Koh||Mr Faisal|
|1A1||Ms Selvi||Mr Faisal|
|1A2||Ms Selvi||Mr Dominic Sim|
|1T1||Mrs Vicki Koh
Mr Dominic Sim
|2E1||Mrs Usha Menon
|Mrs Usha Menon
Ms Helen Tan
|2E2||Mrs Usha Menon
|Mrs Usha Menon
Ms Helen Tan
|2E3||Mrs Usha Menon
|Mrs Usha Menon
Ms Helen Tan
|2A1||Mrs Vicki Koh||Mrs Usha Menon
|2A2||Mrs Usha Menon
Mrs Vicki Koh
|Mrs Usha Menon
|2T1||Mrs Vicki Koh
|3E1||Ms Ng Yi Qing||Mdm Yuslina|
|3E2||Ms Ng Yi Qing||Mdm Ng Yi Qing|
|3E3||Mrs Mita Warrier
Mr Dominic Sim
|Ms Helen Tan|
|3A1||Mrs Mita Warrier||Mdm Ng Yi Qing||Ms Helen Tan
Mr Adam Chan
|3A2||Mrs Mita Warrier||Mrs Vicki Koh||Mdm Yuslina|
|3T1||Ms Selvi Varathappan|
|4E1||Mrs Mita Warrier||Ms Selvi Varathappan||Ms Helen Tan|
|4E2||Mrs Mita Warrier||Mr Adam Chan||Mr Adam Chan
Mr Faisal Mahmod
|4E3||Ms Norharyati Hassan||Ms Ng Yi Qing||Mdm Norhayati
Mr Faisal Mahmod
|4E4||Ms Norharyati Hassan||Mr Adam Chan||Mdm Ng Yi Qing|
|4A1||Mr Dominic Sim||Mr Adam Chan||Ms Norharyati Hassan
|4A2||Mr Faisal Mahmod||Mdm Ng Yi Qing||Ms Norharyati Hassan
|5A1||Mr Dominic Sim||Mr Adam Chan||Mdm Yuslina|
|5A2||Mr Dominic Sim||Mr Adam Chan||Ms Helen Tan|
Sec 1 History Enrichment Programme: Learning Journey to Fort Canning
Students learn best when they are involved and this field trip offers them an ideal opportunity for experiential learning. The learning journey to Fort Canning enabled the students to understand and appreciate the 700 years of Singapore’s recorded existence, from the time of the 14th century rulers of Temasek to the British colonial period when Fort Canning was the seat of British administration. The tour also included a visit to the Battlebox, the underground centre of the British during World War II.
It was a memorable experience to be able to stand in the same space where General Percival and his team made the historic decision to surrender to the British at the Battlebox. From the outside, one could not guess that there were so many rooms underground, each with its own special function such as the room where the soldiers kept track of the battles in Malaya, meeting rooms and even toilets. Outside the Battlebox, there were evidences of what we learned in our History textbook. It was amazing to visit the Keramat where Sultan Iskandar Shah’s body was entombed. Fort Canning being the fortress for defence in the earlier days due to it higher location that made it a natural choice for a fortress. The British also left evidence of their occupation of Fort Canning for administration as can be seen in the colonial buildings that are still conserved to this day. Overall, my classmates and I had a fruitful journey discovering Singapore’s past as the guides pointed out all the sources that spoke of the people who left their marks at Fort Canning at different points of time.
Lyka Ganzon 1E1
Upper Secondary History Learning Journey to National Museum.What was Singapore like in the 1920s – 1930s?
The objective of the visit to the National Museum for the History scholar students was to give us a wider perspective of world history beyond the textbook. Through the Elective History textbook the students have been immersed understanding the history and lives of people in USSR and Germany leading to World War 2. However, the students were also keen to learn about the lives of people outside Europe particularly in Singapore.
We have been studying the Treaty of Versailles, League of Nations and Rise of Stalin since January to May. These events in Europe took place from 1920s to 1930s, hence this trip to the National Museum to learn about life in Singapore during this same period.
We had fun throughout the whole orientation around the National Museum to learn about life in Singapore during the1920s – 1930s. The guide was able to explain clearly the social life of the people staying in Singapore during 1930s. We saw exhibits of clothes people wore, dinning ware people used to eat from and the first schools for girls attended.
The guide allowed us to reflect to find out the real reason for why these actions were taken too like wok occupations of the different ethnic community did. It also was very interesting as we got to learn how the world events made an impact in Singapore even though it seemed as if Singapore was too far to be affected.
We got to learn things that we do not learn in school such as the tradition and the way people dressed themselves. All of us were very eager to learn about Singapore more than what we can from textbooks or classroom. Overall, it was a pleasant trip as all of us enjoyed the learning.
Interactive Heritage Trail@Chinatown
The Secondary One Normal (Technical) took part in an Interactive Heriatge Trail at Chinatown. The aim of the trail was to experience mobile learning (Learning on the Move) and to visit, explore and learn about Chinatown’s Heritage as well as know and understand about ‘Life in Chinatown’ for the early settlers .
During the trail, these students engaged in a variety of learning activities embedded on the mobile devices. The trail began at Hong Lim park where students were given their mobile devices (2 students to 1 device) and were briefed on to how to use it. The trail had 5 checkpoints. Facilitators gave the students a brief introduction at each checkpoint and talked about how the early settlers lived in the area. Students had to answer a few questions at every checkpoint on the device. Facilitators conducted reflections upon completion of every checkpoint. The last checkpoint was at the Buddha Relic Temple with a break at Maxwell Food Centre. Students participated actively and enjoyed the quizzes thoroughly. It was an enriching learning experience for the students and the use of technology further enhanced their learning experience.
Humanities week was celebrated from 16 May to 19 May. Several activities were organized for the pupils related to the disciplines of geography, history and social studies. The department organized two movie screening sessions for the pupils. This history movie screened was “Taegukgi: The Brotherhood of War (태극기 휘날리며)” which shows the impact of the Korean War on ordinary citizens. The geography movie screened was “Planet Earth 2: Cities” which shows how wildlife has adapted to survival and have prospered in human built habitats. Students also took part in a Weather and Climate Challenge, a competition which exposed the lower Secondary pupils to geographical field work techniques. Geography Scholars did a brilliant job guiding the Sec 2 students in the Weather and Climate Challenge. The Sec 2 students participated enthusiastically in the challenge. A Humanities Quiz was also conducted for all pupils to have an opportunity to answer more current historical and geographical questions based on current affairs. Top scorers from each class were rewarded with a prize.
Secondary 2 Historical Investigation Field Trip @ National Museum
During the process of Historical Investigation, students are given the opportunity to work collaboratively with their classmates to investigate a given issue. In Secondary 2, students investigate the impact of the Japanese Occupation on youths in Singapore. Collecting relevant sources is part of the investigation process. Students independently find sources that aid them in answering the given issue question. For Meridian’s Humanities Department, we believe in experiential learning, thus a trip to the National Museum was organized where students were able to see first-hand, authentic sources from the Japanese Occupation and participate in interactive exhibitions present at the National Museum.
Students who went on the trip to the museum expressed an increase in interest towards the given topic and were delighted to be presented with such a learning opportunity.
Reflection by Muhammad Danial Yusoff, 2E2:
It was fun going to the museum as I was able to learn a lot about Singapore’s history during the Japanese Occupation. I now understand what our forefathers went through to make Singapore a better place such as now when Singapore is so technologically advanced and there are no problems such as starvation or war in Singapore.
Secondary 1 Geographical Investigation Field Trip @ Sungei Tampines River
Students were divided into groups to complete a water testing in Sungei Tampines River.
Their task, as a scientist in this portrayal, is to study the quality of water in the country. There are two questions where students have to investigate, namely the quality of water in Sungei Tampines River and also how human activities affect the quality of water in a water body
In the water testing, the quality of water is measured through four different indicators, namely the turbidity, pH, dissolved oxygen and also temperature.
During the fieldwork, the students did a field sketch of the site where the water testing was carried out. They also took plenty of photos where human activities were clearly seen. E.g. Fishing pond, the small food eateries and also the park nearby.
Through this field-based experiential learning, students were provided with opportunities to engage in the inquiry process. During the process, students also reflected on their task, identified the limitations of their investigation and suggested possible ways to improve it.