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Geography Tuition | How To Study For Geography | Geography Tuition Singapore | Geography A Level Tuition | Geography Tutor
Welcome To The Best In Singapore - Home Tuition Division
Hello 🙂 I am Amelia Lee, PhD – Princeton University, Materials Science Engineering.
I am one of the co-founders of The Best In Singapore, and I lead our Education Division comprising over 31,000 of Singapore’s most qualified and experienced home tutors.
Since 2012, we have established a strong track record of helping our students achieve better grades. You have probably heard about us from your school teachers, classmates, relatives or colleagues.
Getting into a good school and maintaining good grades is important for anyone who wants to do well in their chosen career – whether you plan to eventually work in Singapore, Asia, Europe or the United States.
Exams now require students to be able to remember large chunks of information, analyze complicated scenarios and then come up with appropriate answers.
The easier part of all these important tasks is probably the memorization of content from your textbooks. It certainly is more challenging to be able to correctly develop your higher-order thinking skills. Once you can do this, you will then need to apply the analyses are required by the increasingly difficult exam questions. Your school teachers are very good, but they are sometimes too busy to answer every question that you have.
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Geography Tuition | How To Study For Geography | Geography Tuition Singapore | Geography A Level Tuition | Geography Tutor
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Geography Tuition | How To Study For Geography | Geography Tuition Singapore | Geography A Level Tuition | Geography Tutor
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Comments and feedback of the results of hiring professional home tutors from The Best In Singapore

Geog is interesting, but I will not be taking it at uni level, so it takes more effort to get me to want to study it the way I have been studying for the Sciences. I want to major in a science-related field, and maybe get my Master's as well. First things first, I need to score well for all my subjects at my A Levels, and Ms Rebeka has been very nurturing. I got my A at A Levels, thanks to her!
Shona Koh
Eunoia Junior College

Have been depending on Geog to get me a good A grade because it has been my favourite subject since Sec 3. Madam Koh from The Best In Singapore has been my Geog tuition teacher since Sec 3 and she is my favourite tutor even now that I am in JC2.
Richard Sim
Anglo-Chinese Junior College

There is quite a lot for me to memorize and analyze when studying Geography. I find it harder to score well in Geography than in my other subjects. Mr Ho from The Best In Singapore has been teaching Geog for about 15 years, and he understands the struggles that the weaker Geog students go through.
Phoon Huei
Clementi Town Secondary School

Geog was alright earlier this year. I was disappointed with the grades I got, though. Mr Jack from The Best In Singapore was able to identify where I went wrong in my answers. He taught me how to write using information that the teacher would want to see in my answers. I have been getting a minimum of B's ever since.
Meiyi Wang
Tanjong Katong Girls’ School
Geography Tuition | How To Study For Geography | Geography Tuition Singapore | Geography A Level Tuition | Geography Tutor
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Sample Tutor Profiles
Ms RF has 12 years of Geography tuition experience. She has a Master’s and Bachelor’s in Geography from NTU. Ms RF taught at tuition centres for 6 years and is also a private tutor. Her home tuition students attended Yishun Secondary School, Temasek Junior College (Integrated Programme), St. Gabriel’s Secondary School, Catholic Junior College, Raffles Institution, and Tampines Meridian Junior College.
Ms CS has 8 years of Geography tuition experience. She is NIE-trained, and taught at MOE schools for 7 years. She has a Bachelor’s in Geography (2nd Upper Class Honours) from NTU. Ms CS’s private tuition students attended Bedok Town Secondary School, Cedar Girls’ Secondary School, Kuo Chuan Presbyterian Secondary School, Eunoia Junior College, Temasek Junior College, and Anglo-Chinese Junior College.
Mr SHA has 9 years of Geography tuition experience. He has a PhD from NUS in Geography (Environmental Processes). His Bachelor’s in Geography was also from NUS. Mr SHA’s home tuition students attended St. Andrew’s Secondary School, West Spring Secondary School, CHIJ St Theresa’s Convent, Anderson Serangoon Junior College, National Junior College, and Victoria Junior College.
Mr KT has 11 years of Geography tuition experience. He has a Bachelor’s in Geography from NUS (First Class Honours). His private tuition students attended Nanyang Girls’ High School, National Junior College (Integrated Programme), Juying Secondary School, Hwa Chong Institution, Temasek Junior College, and Jurong Pioneer Junior College.
Ms ELP has 7 years of Geography tuition experience. She has a Bachelor’s in Geography from the University of Toronto, and a Master’s in Geography from NUS. Ms ELP was the Head of Geography at a tuition centre for 6 years, and is also a private tutor. Her home tuition students attended Chong Boon Secondary School, Fairfield Methodist School (Secondary), Guangyang Secondary School, Jurong Pioneer Junior College, Tampines Meridian Junior College, and Raffles Institution.
Ms BPL has 8 years of Geography tuition experience. She has a Bachelor’s from NUS, majoring in Geography (Ecology and Ecosystems - Tropical Forest Ecology). Her private tuition students attended Jurongville Secondary School, Hwa Chong Institution (Integrated Programme), Marsiling Secondary School, Temasek Junior College, Catholic Junior College, and National Junior College.
Geography Tuition | How To Study For Geography | Geography Tuition Singapore | Geography A Level Tuition | Geography Tutor
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Our private tuition rates are continually updated in real-time, and are based on rates quoted by accomplished home tutors in Singapore. These market rates are derived from 53,000+ monthly tuition assignment applications from our team of 31,000+ active home tutors.
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$50 - $70
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$30 - $40
$40 - $55
$60 - $90
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$40 - $50
$60 - $80
$90 - $120
Polytechnic/University
$40 - $60
$60 - $90
$100 - $120
Geography Tuition | How To Study For Geography | Geography Tuition Singapore | Geography A Level Tuition | Geography Tutor
H2 Geography GCE A Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The aims and learning outcomes below represent the body of geographical knowledge, skills and values that
students will acquire through H2 Geography.
Knowledge
The syllabus requires students to develop an understanding of:
1. the uniqueness of different types of natural environments and places
2. the interactions and interdependence between natural environments, societies and cultures at various scales
3. the evolution of landscapes and development of issues over time
4. the processes that shape natural environments, societies and cultures at various scales
5. the connections, trends and patterns in different parts of Asia and the rest of the world
6. a range of contemporary issues in different parts of Asia and the rest of the world through geographical perspectives
7. different approaches to solve real-world problems and achieve sustainable development; and
8. the connections between different sub-fields of geography.
Skills
The syllabus seeks to equip students with the ability to:
1. consider evidence and different viewpoints to develop logical arguments and explanations
2. analyse, evaluate and reflect on information from a geographical perspective to make informed and sound decisions
3. construct understanding through inquiry using different data collection and analysis methods; and
4. use and evaluate maps, other data representation to integrate information and communicate to a specific audience.
Values
The syllabus seeks to encourage students to:
1. be inspired by the splendour of natural environments and human ingenuity
2. care for delicate ecosystems and understand the importance of environmentally sustainable lifestyles
3. develop as global citizens, seek harmony and respect others in a culturally diverse world
4. contribute responsibly towards the building of a robust and inclusive society; and
5. have the integrity to uphold ethical principles and be resilient in their pursuit for a better world.
ASSESSMENT OBJECTIVES
AO1 – Knowledge
Candidates should be able to demonstrate knowledge and understanding of:
• geographical terms, facts, concepts, issues, phenomena, trends; and
• geographical investigation skills and methods.
AO2 – Application and Analysis
Candidates should be able to:
• construct explanations to show how geographical knowledge is understood in particular contexts
• apply geographical knowledge and understanding to interpret and analyse different types of geographical data; and
• apply relevant geographical knowledge, understanding, skills and methods to carry out investigations in unseen contexts.
AO3 – Evaluation
Candidates should be able to demonstrate critical thinking by:
• synthesising knowledge from different sub-fields in geography
• drawing conclusions and making judgements based on a reasoned consideration of evidence and/or different viewpoints
• making recommendations and decisions that consider different elements of an issue and/or address interests of different stakeholders; and
• evaluating different types of geographical data, methods of data collection and analysis.
EXAMINATION FORMAT
PAPER 1 – STRUCTURED ESSAY QUESTIONS
[96 MARKS; 3H; 50%]
PAPER 2 – DATA RESPONSE QUESTIONS
[100 MARKS; 3H; 50%]
Candidates answer THREE questions.
Theme 1 – Either Question 1 or Question 2
Theme 2 – Either Question 3 or Question 4
Theme 3 – Either Question 5 or Question 6″
Geography Tuition | How To Study For Geography | Geography Tuition Singapore | Geography A Level Tuition | Geography Tutor
H1 Geography GCE A Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The aims and learning outcomes below represent the body of geographical knowledge, skills and values that students will acquire through H1 Geography
Knowledge
The syllabus requires students to develop an understanding of:
1. the uniqueness of different types of natural environments and places
2. the interactions and interdependence between natural environments, societies and cultures at various scales
3. the evolution of landscapes and development of issues over time
4. the processes that shape natural environments, societies and cultures at various scales
5. the connections, trends and patterns in different parts of Asia and the rest of the world
6. a range of contemporary issues in different parts of Asia and the rest of the world through geographical perspectives
7. different approaches to solve real-world problems and achieve sustainable development; and
8. the connections between different sub-fields of geography.
Skills
The syllabus seeks to equip students with the ability to:
1. consider evidence and different viewpoints to develop logical arguments and explanations
2. analyse, evaluate and reflect on information from a geographical perspective to make informed and
sound decisions
3. construct understanding through inquiry using different data collection and analysis methods; and
4. use and evaluate maps, other data visualisation to integrate information and communicate to a specific
audience.
Values
The syllabus seeks to encourage students to:
1. be inspired by the splendour of natural environments and human ingenuity
2. care for delicate ecosystems and understand the importance of environmentally sustainable lifestyles
3. develop as global citizens, seek harmony and respect others in a culturally diverse world
4. contribute responsibly towards the building of a robust and inclusive society; and
5. have the integrity to uphold ethical principles and be resilient in their pursuit for a better world.
ASSESSMENT OBJECTIVES
AO1 Knowledge
Candidates should be able to demonstrate knowledge and understanding of:
geographical terms, facts, concepts, issues, phenomena, trends; and
geographical investigation skills and methods.
AO2 Application and Analysis
Candidates should be able to:
construct explanations to show how geographical knowledge is understood in particular contexts
apply geographical knowledge and understanding to interpret and analyse different types of geographical data; and
apply relevant geographical knowledge, understanding, skills and methods to carry out investigations in unseen contexts.
AO3 Evaluation
Candidates should be able to demonstrate critical thinking by:
drawing conclusions and making judgements based on a reasoned consideration of evidence and/or different viewpoints
making recommendations and decisions that consider different elements of an issue and/or address interests of different stakeholders; and
evaluating different types of geographical data, methods of data collection and analysis.
EXAMINATION FORMAT
100 marks; 100%; 3 hours
Section A: Data Response Question
Candidates answer ONE compulsory question.
Question 1: Theme 3 (Geographical Investigation)
The question carries 25 marks and comprises not more than 5 sub-parts.
Section B: Data Response Question
Candidates answer ONE compulsory question.
Question 2: Theme 1 or Theme 2
The question carries 25 marks and comprises not more than 5 sub-parts.
Section C: Structured Essay Question
Candidates answer TWO questions.
Either Question 3 or Question 4 (Theme 1)
Either Question 5 or Question 6 (Theme 2)
Each question carries 25 marks and comprises two sub-parts [9m; 16m].”
Geography Tuition | How To Study For Geography | Geography Tuition Singapore | Geography A Level Tuition | Geography Tutor
H3 Geography GCE A Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The aims and learning outcomes below represent the body of geographical knowledge, skills and values that students will acquire through H3 Geography.
Value
The syllabus seeks to encourage students to:
1. be inspired by the splendour of natural environments and human ingenuity
2. care for delicate ecosystems and understand the importance of environmentally sustainable lifestyles
3. develop as global citizens, seek harmony and respect others in a culturally diverse world
4. contribute responsibly towards the building of a robust and inclusive society
5. have the integrity to uphold ethical principles and be resilient in their pursuit for a better world.
Knowledge
The syllabus requires students to develop an understanding of:
1. different frameworks in understanding sustainable development
2. the subjective nature of maps and using maps as a tool to persuade and analyse
3. the uniqueness of different types of natural environments and places
4. the interactions and interdependence between natural environments, urban and rural areas, societies and cultures at various scales
5. the processes that shape natural environments, societies and cultures at various scales
6. the connections, trends and patterns in different parts of the world
7. different approaches to solve real-world problems and achieve sustainable development.
Skills
The syllabus seeks to equip students with the ability to:
1. consider evidence and different viewpoints to develop logical arguments and explanations
2. analyse, evaluate and reflect on information from a geographical perspective to make informed and sound decisions
3. construct understanding through inquiry using different data collection and analysis methods
4. use and evaluate maps and other data representation to integrate information and communicate to a specific audience.
ASSESSMENT OBJECTIVES
Candidates will be expected to:
AO1 demonstrate geographical understanding through selection and synthesis of knowledge
AO2 apply geographical concepts in examining the chosen research topic related to sustainable development
AO3 collect, analyse and evaluate primary and/or secondary data
AO4 coherently present well-substantiated arguments based on a reasoned consideration of evidence and/or different viewpoints
AO5 evaluate chosen research strategy.
SCHEME OF ASSESSMENT
H3 Geography is assessed in the form of a Research Essay.
Candidates will submit a Research Essay with no more than 3500 words based on a topic related to sustainable development which had been approved in advance by Cambridge International.
The purpose of a geographical investigation assessed in the form of a research essay is to amplify, reinforce and extend the principal concepts and skills relevant to the study of sustainable development. It challenges candidates to conduct an in-depth study of a topic related to sustainable development which adds to their knowledge, understanding and awareness.
Research should commence in November of the first academic year and the Research Essay should be ready for submission to Cambridge by September of the second academic year.
Planning and Writing the Research Proposal
1. Identifying a Research Topic
Candidates are encouraged to consider two to three possible areas of research. They should do some basic reading on the proposed research topics to establish their viability.
Candidates should finally select one research topic which is focused and will contribute to existing geographical knowledge. The selected research topic should be set in the form of a question to be answered.
2. Approval Process for the Research Proposal
2.1 Candidates must submit the soft copy of their Research Essay Proposal Form to SEAB by a specified date in Term 1 of the second year of study.
Deadlines for submissions will be specified by SEAB in a circular to schools each year.
2.2 The Proposal must not exceed 500 words and should include the following:
• Research Question
• Synopsis of Research Essay which states the following clearly:
– Aim(s) of research
– Scope of research (e.g. population size, location, duration of study, etc.)
– Relationship between the research and sustainable development
– Identification of potential limitations of the research.
• Review of related research – selection of theories, concepts and findings related to the research question.
• Quantitative and/or qualitative methods to be used in data collection and analysis.
2.3 The hard copy of the proposal must be dated and signed by both the candidate and the Coursework Supervisor supervising the study. The hard copy should be retained by the school and submitted with the completed Research Essay by the date specified by SEAB.
2.4 Proposal submissions will be sent electronically to Cambridge for approval by the examiner.
2.5 If a proposal is acceptable as it stands, the examiner will approve it without further feedback.
2.6 If the examiner rejects a proposal, or indicates that a proposal needs to be revised before it can be approved, s/he will send feedback accordingly. This feedback must be retained and submitted with the completed Research Essay, along with the hard copy of the original research proposal.
2.7 If a candidate has been advised by the examiner that s/he must make a resubmission of the amended proposal for approval, or submit a second proposal, the candidate must do so by the date specified by SEAB.
Geography Tuition | How To Study For Geography | Geography Tuition Singapore | Geography A Level Tuition | Geography Tutor
Geography GCE O Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The syllabus aims to enable candidates to:
• acquire knowledge of the characteristics, distribution and processes of physical and human phenomena
• develop a holistic understanding of physical-human relationships at local, regional and global scales
• gain geographical insights and global awareness into future challenges through the study of current issues and their management
• become inquiring and self-directed learners who ask geographical questions and seek understanding through the collection and analysis of geographical information
• develop skills in communicating and applying geographical knowledge
• make informed judgements and sound decisions through the analysis, synthesis and evaluation of geographical information.
LEARNING OUTCOMES
Knowledge
The syllabus intends that candidates develop knowledge with regard to:
• components of physical and human environments at local, regional and global scales
• diverse spatial patterns of physical and human phenomena
• relationships and interactions between and within physical and human phenomena at local, regional and global scales
• varying spatial and temporal changes in physical and human environments
• different approaches through which challenges faced can be managed by local, regional and global communities.
Skills
The syllabus intends for candidates to develop the skills to:
• ask relevant geographical questions and work effectively in teams to collect geographical information from both primary and secondary sources
• 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.
Values
Through their geographical training, candidates should develop:
• judgements on values and attitudes in the use and management of resources
• a sense of appreciation, care and responsibility for the quality of the environment
• respect and sensitivity towards the attitudes, values and beliefs of people in different human environments.
ASSESSMENT OBJECTIVES
Candidates should be able to:
AO1: Knowledge
• demonstrate relevant factual knowledge – geographical facts, concepts, processes, interactions and trends
• demonstrate knowledge of relevant fieldwork techniques – identification of geographical question, sequence of fieldwork inquiry, primary and secondary data collection methods
AO2: Critical Understanding and Constructing Explanation
• select, organise and apply concepts, terms and facts learnt
• make judgements, recommendations and decisions
• evaluate data collection methods and suggest improvements
AO3: Interpreting and Evaluating Geographical Data
• comprehend and extract relevant information from geographical data (numerical, diagrammatic, pictorial and graphical forms)
• use and apply geographical knowledge and understanding to interpret geographical data
– recognise patterns in geographical data and deduce relationships
– compare and contrast different views
– present geographical data in an appropriate form and in an effective manner
– draw conclusions based on a reasoned consideration of evidence
• evaluate the validity and limitations of fieldwork evidence and of the conclusions reached
SCHEME OF ASSESSMENT
The examination consists of two papers – Paper 1 and Paper 2, taken at separate sittings. The duration of
Paper 1 is 1 hour 40 minutes and Paper 2 is 1 hour 30 minutes.
Candidates will answer a total of four questions and each question carries equal weighting (25% each). The question in Section A of Paper 1 consists of no more than 10 parts, including sub-division of parts. Each question in Section B of Paper 1 and in Paper 2 consists of no more than five parts, including sub-division of parts.
This includes an open-ended question, which will be marked according to level descriptors and capped at a maximum of 8 marks. Each open-ended question will be marked based on 3 levels. The question in Section A of Paper 1 and the remaining part-questions in Section B of Paper 1 and in Paper 2 will be marked using point marking.
Note:
Stimulus materials will be used where they facilitate the application of content to new contexts and issues.
A non-exhaustive list of stimulus materials includes topographic and other maps, photographs, diagrams, sketches and texts. Map reading and skills of photograph interpretation, construction/completion of data presentation, interpretation of data (primary and secondary), and simple descriptive analysis of statistical data may be examined in both Papers 1 and 2.
For map reading, this may only be tested in context as a sub-part of a question. It will not be set as a full 25 mark question. Candidates may be assessed in the application of geographical knowledge in decision-making processes. Geographical investigations in the form of a fieldwork case study will only be examined in Section A of Paper 1.
Geography Tuition | How To Study For Geography | Geography Tuition Singapore | Geography A Level Tuition | Geography Tutor
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