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Processes and Issues in Concept-Based Curriculum for the Humanities

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Curriculum for High Ability Learners

Part of the book series: Education Innovation Series ((EDIN))

Abstract

Although humanities programmes offered by schools in Singapore typically include subjects like geography, history, music and art, this chapter will focus only on how a concept-based curriculum unit in geography can be carried out and what the essential elements of such a unit are. The chapter will also illustrate how the design of such a unit ensures ample opportunities for high-ability learners to strengthen their intellectual capacities. The implications of implementing such a unit will also be highlighted, and these include the likely challenges that will be encountered and the suggestions that can help manage them.

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Author information

Authors and Affiliations

  1. Raffles Institution, Singapore, Singapore

    Sheau Yang Yak-Foo

  2. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Kar Boon Koh

Authors
  1. Sheau Yang Yak-Foo
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  2. Kar Boon Koh
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Correspondence to Sheau Yang Yak-Foo .

Editor information

Editors and Affiliations

  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Liang See Tan

  2. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Letchmi Devi Ponnusamy

  3. Curriculum Planning and Development Division, Ministry of Education, Singapore, Singapore

    Chwee Geok Quek

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Yak-Foo, S.Y., Koh, K.B. (2017). Processes and Issues in Concept-Based Curriculum for the Humanities. In: Tan, L., Ponnusamy, L., Quek, C. (eds) Curriculum for High Ability Learners. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-10-2697-3_11

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  • DOI: https://doi.org/10.1007/978-981-10-2697-3_11

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-2695-9

  • Online ISBN: 978-981-10-2697-3

  • eBook Packages: EducationEducation (R0)

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