Nanyang JC offers the Art Elective Programme. Our art programme places equal emphasis on both the practical and theoretical aspects of art making, encouraging students to explore their thoughts, feelings and ideas through a variety of art practices and processes. Through the study of Art, students will acquire skills such as research, experimentation and exploration, idea development, personal reflection and evaluation through the process of creating and discussing artworks.
In JC1, AEP students will go through a series of modules, exposing them to different types of art making, for example, drawing, painting, photography, sculpture, design, video, et cetera.
In JC2, AEP students will embark on their ‘A’ Level coursework for 9 months, choosing their own area of specialisation. During this time, students will be guided by their tutors through one-to-one consultation.
AEP students at NYJC can also look forward to exciting combined-schools art workshops, artist talks, competitions, learning journeys to museums and institutes of higher learning. They will also have the chance to go on an overseas art immersion trip to broaden their exposure and deepen their engagement with art.
The H2 Level Art syllabus emphasises the development of visual literacy as well as critical and creative thinking by encouraging personal responses to art making and appreciation. Through the Studio Practice (practical component) and the Study of Visual Arts (theoretical component), students learn to create, respond to and interpret artworks.
The H3 Level Art syllabus complements the H2 Level Art syllabus by engaging students in the study of Theory of Art. It engages students in theoretical and critical discourses of Art in the way it is perceived, defined and practised. It lays a foundation for academic engagement in Art at the tertiary level.
Note: It is compulsory for all AEP students to read H3 Art in JC2.
All students interested to study Art are required to sit for a Drawing & Painting Test and a Written Test administered by the AEP teachers to assess their aptitude for the course. Students are also required to attend an interview and present their portfolio. Upon successful admission to the course, students will be automatically placed in the Art Elective Programme.
H1 Geography Syllabus (8813)
H1 Geography is designed to add breadth to the pre-university curriculum and provide an opportunity for students to explore their areas of interest. It is equivalent to half of H2 Geography in terms of curriculum time, i.e. 104 hours. Guided by geographical concepts, students will learn the syllabus content through geographical inquiry.
Theme 1 Climate Change
Theme 2 Urban Change
Theme 3 Geographical Investigation Space and Time Environment Process System
Themes 1 and 2 consist of two interconnected topics while Theme 3 outlines the skills that students are expected to learn in order to conduct research in areas relevant to what they have learned in the first two themes.
Theme 1 (Climate Change) helps students to understand the workings of atmospheric and hydrologic processes in the tropics through a systems approach. Students use feedback loops to analyse the effect of human activities on the natural environment and how humans are in turn affected by environmental hazards related to climate change such as floods.
Theme 2 (Urban Change) examines the environmental impact of cities and the unevenness of socioeconomic development. It explores practical solutions that conserve the environment without denying opportunities to the urban poor. Students will deliberate on the contradictions between achieving intergenerational equity and building liveable urban environments to meet present needs.
Theme 3 (Geographical Investigation) provides students with a range of opportunities to carry out fieldwork in order to deepen their understanding of what they have learned from Themes 1 and 2. They will learn how to craft research questions, plan their investigations, handle data, evaluate and communicate their findings to different audiences.
H2 Geography Syllabus (9751)
The H2 syllabus content is organised via four themes and designed to be learned within 208 curriculum hours. Guided by geographical concepts, students will learn the syllabus content through geographical inquiry
Each theme consists of two integrated topics except for Theme 4, which outlines the skills that students are expected to learn in order to conduct research in areas relevant to what they have learned in Themes 1, 2 and 3.
Theme 1 (Tropical Environments) helps students to understand the workings of atmospheric, geomorphic and hydrologic processes and associated landforms in the tropics through a systems approach. Students learn about feedback loops to analyse the impact of humans on the environment and how humans are in turn affected by environmental hazards.
Theme 2 (Development, Economy and Environment) introduces students to the underlying political and socio-economic structures that determine the kinds of natural resources that are transformed into different kinds of useful products. Through case studies, students gain insights into how political and economic decisions influence society and our environment.
Theme 3 (Sustainable Development) highlights the importance of exploring how people in different parts of the world are affected when natural environments are exploited. Students confront the contradictions between meeting present needs and achieving intergenerational equity, that is, to pass on the environment in a ‘reasonable condition’ to future generations. The H2 syllabus content is organised via four themes and designed to be learned within 208 curriculum hours. Guided by geographical concepts, students will learn the syllabus content through geographical inquiry.
Theme 4 (Geographical Investigation) provides students with opportunities to carry out fieldwork to deepen their understanding of what they have learned from Themes 1–3. They will learn how to craft research questions, plan their investigations, handle data, evaluate and communicate their findings to different audiences.
Connections can also be found across Themes 1–3. Students’ mastery of the prescribed knowledge in each theme will be strengthened as they learn the other themes. An example is shown below where students’ knowledge of the effects of deforestation (Theme 1) enriches their understanding of extractive industries (Theme 2). Similarly, their analysis of the causes of deforestation (Theme 1) is enriched through the study of the political economy (Theme 2). Finally, knowledge of carbon sequestration (Theme 1) and knowing how carbon emissions can be regulated (Theme 2) widens students’ discussion about the issues related to the effects of climate change (in Theme 3).
History students learn about the past and relate it to how the world works today. They will be able to understand current affairs, such as terrorism and events in the Middle East. Students will be able to discuss and analyse global trends and their implications and formulate their own opinions on various issues.
Theme 1: The origins of the Cold War in Europe after
World War II
Theme 1: The extension of the Cold War outside Europe: Korean War and Cuban Missile Crisis
Theme 1: The end of the Cold War
Theme 2: The growth and problems of the global economy: key developments and reasons
Theme 3: Rise of religious fundamentalism: causes and
Theme 3: Conflict and instability in the Middle East and South Asia
*Theme 3: The Political Effectiveness of the United Nations, 1945–2000
Theme 1: Cold War – Emergence of Bipolarity after
World War II
Theme 1: Cold War – Cold War Divisions
Theme 1: Cold War – End of Bipolarity
Theme 2: Growth and Problems in the Global Economy
Theme 2: Rise of Asian Tigers
Theme 3: Formation of the United Nations
Theme 3: Maintaining International Peace and Security
Theme 3: UN Reforms
Theme 1: Approaches to Governance in Southeast Asia
Theme 1: Approaches to National Unity
Theme 2: Paths to Economic Development
Theme 2: Asian Financial Crisis
Theme 3: Inter-state Tensions and Cooperation
Theme 3: ASEAN
Why are Shakespeare and Austen considered literary giants in English Literature? ? How do poets like Sylvia Plath and Elizabeth Jennings capture both the intensity and simplicity of human emotions in their poems? All these tantalising questions will be answered in the course of your studies.
The close reading of complex texts and the ability to organise complex ideas into a coherent argument will enrich your critical thinking skills and ability to communicate clearly. The exposure to various cultures and histories will also widen one’s worldview.
The study of Literature in English covers all 3 major genres: poetry, drama and prose. H2 students will study an additional thematic paper, ‘The Mind and Self in Literature’, which explores the relationship between the mind and self as represented in Literature. This involves examining the means by which writers offer insight into how consciousness is linked to identity, individuality and social contexts. The texts are literary explorations of how the interaction between the mind and self underscores various forms of revelation and discovery.
Paper 1 (Both H1 and H2)
Measure for Measure by William Shakespeare
Pride and Prejudice by Jane Austen
Paper 3 (Only H2)
Practical Criticism of an unseen extract (Drama, Prose or Poetry)
Selected poems by Elizabeth Jennings
Selected poems from Ariel by Sylvia Plath
Hamlet by William Shakespeare
Humanities Department Members
Ng Wee Ngee Jonathan
Hew Soo Hun
Subject Head (AEP)
|Sequeira Wayne Conrad
Subject Head (History)
|Lee Liang Lin
|Cai Xiuting Maggie
Subject Head (Service Learning)
Subject Head (Talent Development)
|Dr Melissa-Mae Saradetch
|Lin Lunjie Terence
|Chan Cheng Lin
|Sim Kim Hong
| Michelle Chow
| Sanah Akhtar
Loo Hui Min