Singapore Secondary 2 History (G3) Syllabus

This syllabus outlines the key knowledge, skills, and values students are expected to acquire in Secondary 2 History (G3). It is based on the 2021 Lower Secondary G2 and G3 History Syllabus implemented starting with the 2021 Secondary One Cohort.

The syllabus is structured around four main units, covering Singapore's history from its early days as Temasek to its development as an independent nation-state. Historical Investigation (HI) projects are integrated into the curriculum to provide students with opportunities to apply their historical knowledge and skills.

Unit 1: From Temasek to Singapore (1299–Early 1800s)

This unit explores Singapore's early history as a trading port, its connections to regional and global trade networks, and the factors that contributed to its rise and decline. It also covers the establishment of Singapore as a British trading post in the early 1800s.

• Key Knowledge: Early Singapore within key trading networks (1299–early 1800s), including an overview of key trading networks in Southeast Asia and the region; reasons for the rise of early Singapore (Temasek) as a port-of-call in the 1300s, including geographical advantages and external circumstances such as the fall of Srivijaya; the decline of early Singapore since the 1400s, including the founding and rise of Melaka, the continued importance of Melaka under the Portuguese and Dutch, and the establishment of the Johor Sultanate; and Singapore's establishment as a trading post under British control in the early 1800s, including Anglo-Dutch rivalry.
• Key Concepts: Trade, Entrepot, Connections.

Unit 2: Singapore's Development as a Port City Under the British (1819–1942)

This unit examines Singapore's development as a port city under British rule, focusing on the impact of British governance and policies, the experiences of different communities, and the impact of external events and developments.

• Key Knowledge: Singapore's development as a port city, including the impact of British rule on Singapore (overview of the shift from EIC settlement to Crown Colony, law and order, economic and social policies); the role of communities in Singapore's development (reasons for migration, social and economic impact of different communities); the development of trade and industries (key events and developments impacting growth, such as the opening of the Suez Canal, the development of rubber and tin industries, and the Great Depression); and the outbreak of World War II and the fall of Singapore (rising ambitions of Germany and Japan, British response, Singapore's strategic importance, Japanese and British military strategies).
• Key Concepts: Colonial rule, Government, Migration, Law and order, Community, Entrepot, Industry, War, Defence.

Unit 3: Singapore's Struggle for Independence (1942–1965)

This unit covers Singapore's journey towards independence, from the Japanese Occupation to its separation from Malaysia. It explores the experiences of people during this period, the impact of global and regional developments, and the roles of key individuals and groups.

• Key Knowledge: People's experiences during the Japanese Occupation (repression and resistance, economic hardships and resilience); progress towards self-government (impact of post-war global and regional developments, British plans and their impact, political and social unrest, political developments from 1955 to 1959); and merger and separation (reasons for and opposition to the merger with Malaya in 1963, reasons for Singapore's separation from Malaysia in 1965).
• Key Concepts: Propaganda, Communism, Democracy, Citizenship, Self-government, Merger, Independence.

Unit 4: Surviving as an Independent Nation-State (1965–Late 1970s)

This unit examines the challenges and opportunities faced by newly independent Singapore, how it addressed these challenges, and the transformation of people's lives.

• Key Knowledge: Safeguarding Singapore's sovereignty (developments threatening security, establishing a national defence force, strengthening diplomatic relations); and the transformation of people's lives (uncertainty over survival, meeting the needs of the people, impact of policies).
• Key Concepts: Sovereignty, Independence, Defence, Diplomacy, Identity, Economic development, Standard of living.

Historical Investigation (HI)

Students are required to undertake one Historical Investigation project per year, choosing from two strands: "Communities and Experiences" and "Science and Technology in Society". These projects allow students to deepen their understanding of specific areas within Units 2, 3, and 4. See the syllabus document for possible HI topics.