Social Studies Tuition By Experts

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Former MOE Teachers Match You With The Most Qualified Social Studies Tuition Teachers. We Know What Works

Which Is Why Your Grades Can Quickly Improve

Your Grades Will Improve Because:

  • The profiles of each of the 4 to 10 Social Studies tuition teachers  that we show you have proven track records of helping their students’ grades improve significantly within 1 to 6 months. This is based on feedback given by students who were taught by them
  • Our Social Studies tuition teachers are thoroughly familiar with the latest MOE syllabus, the exam requirements, and the marking schemes
  • Importantly, we know how to help you score maximum marks in each exam section
  • We have Singapore’s largest team of current/former MOE teachers, PhD/post-PhD tutors, experienced undergraduate and qualified graduated Social Studies tuition teachers

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Clear Explanations By Competent And Patient Social Studies Tuition Teachers

Expert Guidance In Homework Preparation, Completion Of Assignments And Projects, Intensive Syllabus Revision, Exam Preparation

33,000 Experienced Tutors. Current/Former MOE Teachers, Tutors With Proven Track Records, PhD/Master's/Post-Doctoral Tutors, Graduated/Undergraduate Reliable Tutors

Ms KJ has 8 years of Social Studies tuition experience. She is NIE-trained and taught at MOE schools for 9 years. Ms KJ has a Bachelor’s in Political Science from NUS (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 HL has 12 years of Social Studies tuition experience. He has a Master’s in Political Science from NUS, and a Bachelor’s in History (2nd Upper Class Honours) from NUS. Mr HL’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 GS has 9 years of Social Studies tuition experience. She has a Bachelor’s from NTU, and had taught at tuition centres for 4 years. Ms GS’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 FTR has 5 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 FTR taught at MOE schools for 7 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 PW has 12 years of Social Studies tuition experience. He has a Bachelor’s from NTU, majoring in Geography (Honours). He taught at a tuition centre for 7 years, and he wrote the Social Studies curriculum for that group of tuition centres. Mr PW’s home 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 CS has 4 years of Social Studies tuition experience. He has a PhD in Political Science from the University of California at Berkeley and a Bachelor’s in History from NUS (First Class Honours). Mr CS’s 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).

Singapore’s Largest Team Of  Social Studies Tuition Teachers With Proven Track Records 

Hire Experienced Social Studies Tuition Teachers. Improve Your Grades Within The First Month

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Singapore’s Largest Team Of  Social Studies Tuition Teachers With Proven Track Records 

Hire Experienced Social Studies Tuition Teachers. Improve Your Grades Within The First Month

Ms LM has 8 years of Social Studies tuition experience. She has a Bachelor’s in Economics from NUS (2nd Upper Class Honours) and was a contract teacher at MOE schools for 5 years. Ms LM’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).

Mr WGE has 6 years of Social Studies tuition experience. He has a Bachelor’s from NTU, majoring in Literature. He taught at a tuition centre for 2 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 HS has 11 years of Social Studies tuition experience. She has a Bachelor’s in History (Honours) from NTU. Ms HS was an MOE contract teacher for 4 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.

Ms BT has 9 years of Social Studies tuition experience. She has a Bachelor’s in Geography from NUS. Ms BT taught at tuition centres for 6 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.

Mr CW has 3 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 CW was a contract teacher at a top MOE school for 2 years. His private 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.

Mr RYE has 6 years of Social Studies tuition experience. He has a PhD in History from NUS and his Bachelor’s in History (First Class Honours) was also from NUS. Mr RYE was the Head of Humanities at a large group of tuition centres. His 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).

Ms SK has 7 years of Social Studies tuition experience. She has a Bachelor’s from NUS in English language and English Literature. Ms SK taught at tuition centres for 2 years. Her private 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 FG has 6 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 FG’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).

Ms HJL has 2 years of Social Studies tuition experience. She is NIE-trained and taught at MOE schools for 9 years. Ms HJL 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 GLS has 8 years of Social Studies tuition experience. He has a Bachelor’s from NUS, majoring in Geography (Honours). Mr GLS’s private 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 HT has 11 years of Social Studies tuition experience. He 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). He was the Head of Humanities at a large tuition centre group for 6 years and is also a private tutor. Mr HT’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.

Mr AK has 4 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 4 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.

Ms BH has 13 years of Social Studies tuition experience. She has a Master’s and Bachelor’s (2nd Upper Class Honours) from NUS, and was an MOE contract teacher for 8 years. Ms BH’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 CG has 7 years of Social Studies tuition experience. She has a Bachelor’s in Geography from NUS, and taught at tuition centres for 3 years. Ms CG’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 JK 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. Ms JK’s private 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 TRC has 12 years of Social Studies tuition experience. He has a Bachelor’s in Geography from NUS and taught at tuition centres for 5 years. Mr TRC’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.

Mr KF has 9 years of Social Studies tuition experience. He has a Bachelor’s in Political Science from NUS (Honours) and was an MOE contract teacher for 4 years. Mr KF’s private 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 HSP has 7 years of Social Studies tuition experience. She has a PhD in Economics from the University of Birmingham. Ms HSP has a Bachelor’s in Economics (First Class Honours) from NUS. Her private 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 GA has 9 years of Social Studies tuition experience. He has a Bachelor’s in History from NUS. Mr GA wrote the O Level and A Level History syllabus for a large group of tuition centres and taught there for 6 years. Mr GA’s private 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 CFD has 4 years of Social Studies tuition experience. She is NIE-trained and taught at MOE schools for 8 years. Ms CFD has a Bachelor’s in English language and English Literature from NUS (2nd Upper Class Honours). Her private tuition students attended Peirce Secondary School, Presbyterian High School, Raffles Institution, Clementi Town Secondary School, Catholic High School, and Anglican High School.

Singapore’s Largest Team Of  Social Studies Tuition Teachers With Proven Track Records 

Hire Experienced Social Studies Tuition Teachers. Improve Your Grades Within The First Month

The MOE states that students must be familiar with:

“The issue of the case study will be related to the syllabus and may or may not be covered in the syllabus content. Candidates are expected to use their knowledge, skills and conceptual

understanding developed during the course to help them use the given sources to answer the questions.

Syllabus content is anchored in a set of knowledge skills and values outcomes. The three Issues correspond to societal issues that have been shaping Singapore society and the world. The knowledge, skills and values acquired through a study of these Issues will enable students to enrich and deploy their competencies to respond to real world issues and in the process, strengthen their values as citizens.”

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
  • 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
  • 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
  • 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?
  • 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
  • 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?
  • 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
  • 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
  • Eutrophication
  • Biofuel
  • Food security
  • Food distribution
  • 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?
  • 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?
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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?
  • 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
  • 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?
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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

Hire Experienced Social Studies Tutors. Improve Your Grades Within The First Month