We Are Famous For Our Responsible & Qualified Tutors

social studies tuition

Our Clients Know About Us From Their Child's School, Parent Forums/Chat Groups, And Referrals

Since 2005, our only goal is to help our students’ grades improve.

This means that no matter how many tutors apply to join our team, we keep only a steady core of less than 30,000 active and qualified tutors.

These professional tuition teachers are in our database because parents and students had given good and highly positive feedback about how these qualified tutors were able to help their students’ grades improve quickly.

Latest MOE Syllabus And Exam Requirements

Gain 10 to 20 Marks Within 3 Months

Private Social Studies Tuition That 100% Matches Your Requirements

Accomplished Home Tutors For All MOE Subjects

qualified tutors

Whatsapp Us

+65 9448 9800

Hire Social Studies Tuition Teachers Who Deliver Results. Fast.

Rapid And Sustained Improvement Of Grades And Content Mastery

Better Grades = Greater Chance To Enter The School/Junior College/University Of Your Choice

Choose A Committed And Dependable Tutor Who Accurately Customizes Lessons That You Can Quickly Understand

  • Select from 29,000 professional and qualified tutors
  • We have Singapore’s largest effective team of MOE teachers, PhD-tutors, Bachelor’s/Master’s/Undergraduate tuition teachers
  • Each experienced 1 to 1 home tutor has between 2 to over 30 years of established track records in helping their students’ grades improve. FAST
  • We will show you profiles of between 4 to 10 reliable tutors within 24 hours after you tell us your requirements
  • We have many suitable Social Studies tuition teachers. Whatever your learning pace & style, your achievement goals, and your budget
  • Once you hire a dedicated and competent teacher who carefully tailors the Social Studies lesson plan according to your own unique learning style, you can easily score much better grades within the FIRST month of private tuition
  • In school, you are not allowed to choose the teachers of any of your subjects. Because of this, many of our clients tell us that no matter how hard they try, they still cannot catch up with the Social Studies syllabus
  • Once you have chosen responsible and qualified tutors, your private academic mentor will accelerate your understanding of the important concepts, and teach you valuable exam skills (all our tutors scored A’s in the subjects they teach). Using the latest MOE syllabus and Social Studies exam marking scheme

Grades Are Always Important
No Matter What Anyone Else Says

Study Effectively And Confidently

Secure Your Future By Scoring Solid Social Studies Grades. Starting Now

Ensure That You Get The Good Grades That You Want And Need

Qualified Tutors With Proven Track Records To Help Their Students Score A's

Rapid And Sustained Improvement Of Grades And Content Mastery

Better Grades = Greater Chance To Enter The School/Junior College/University Of Your Choice

Profiles Of Featured Social Studies Tuition Teachers

Ms TS has 4 years of Social Studies tuition experience. She is NIE-trained and taught at MOE schools for 10 years. Ms TS 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 NY 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 NY 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 KBP has 5 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 3 years. His home 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.

Mr HL has 11 years of Social Studies tuition experience. He has a Bachelor’s in Political Science from NUS (Honours) and was an MOE contract teacher for 3 years. Mr HL’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.

Mr BF has 7 years of Social Studies tuition experience. He has a Bachelor’s in South East Asian Studies from NUS (2nd Upper Class Honours) and was an MOE contract teacher for 1 year. Mr BF’s private tuition students attended Anglican High School, CHIJ St Nicholas Girls’ School, Kuo Chuan Presbyterian Secondary School, St Margaret’s Secondary School, Singapore Chinese Girls’ School, and River Valley High School. 

Ms ACL has 10 years of Social Studies tuition experience. She has a Bachelor’s in History (Honours) from NUS. Ms ACL was an MOE contract teacher for 5 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.

Private Tuition That Is Tailored To Your Requirements

Accomplished & Qualified Tutors For All MOE Subjects

Profiles Of Featured Social Studies Tutors

Ms HJK has 6 years of Social Studies tuition experience. She has a PhD in History from NUS and her Bachelor’s in History (First Class Honours) was also from NUS. Ms HJK was the Head of Humanities at a large group of tuition centres. Her 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 SCA has 7 years of Social Studies tuition experience. She has a Bachelor’s in Geography from NTU, and taught at tuition centres for 4 years. Ms SCA’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 MY has 4 years of Social Studies tuition experience. She is NIE-trained and taught at MOE schools for 11 years. Ms MY has a Bachelor’s in English language and English Literature from NUS (2nd Upper Class Honours). Her home tuition students attended Peirce Secondary School, Presbyterian High School, Raffles Institution, Clementi Town Secondary School, Catholic High School, and Anglican High School.

Mr EF has 7 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 EF’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).

Mr JY has 11 years of Social Studies tutoring experience. He has a Bachelor’s in History from NUS (2nd Upper Class Honours). Mr JY was an MOE contract teacher for 2 years. He taught at tuition centres for 6 years. His home tuition students attended Fajar Secondary School, Catholic High School, Holy Innocents’ High School, Nan Chiau High School, Zhonghua Secondary School, and Yishun Town Secondary School.

Mr CT has 9 years of Social Studies tuition experience. He has a Bachelor’s in History from NTU. Mr CT wrote the O Level and A Level History syllabus for a large group of tuition centres and taught there for 7 years. Mr CT’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 RN has 9 years of Social Studies tutoring experience. She has a Bachelor’s in Literature from NUS. Ms RN was an MOE contract teacher for 2 years and she taught at tuition centres for 5 years. Ms RN’s home tuition students attended Anglo-Chinese School (Barker Road), CHIJ St Nicholas Girls’ School, Bowen Secondary School, Hua Yi Secondary School, Dunman High School, and Nanyang Girls’ High School.

Ms BH has 7 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 BH’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 TGS has 3 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 TGS’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 GL has 8 years of Social Studies tuition experience. He is NIE-trained and taught at MOE schools for 12 years. Mr GL has a Bachelor’s in Political Science from NUS (2nd Upper Honours). His 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 JC has 6 years of Social Studies tuition experience. He has a Bachelor’s from NUS, majoring in Literature. He taught at a tuition centre for 4 years. His home 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 WRF has 8 years of Social Studies tuition experience. She has a PhD in Economics from the University of Birmingham. Ms WRF has a Bachelor’s in Economics (First Class Honours) from NTU. 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.

Ms HL has 11 years of Social Studies tuition experience. She has a Bachelor’s from NTU, and had taught at tuition centres for 3 years. Ms HL’s home 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.

Mr SRD has 6 years of Social Studies tuition experience. He has a Bachelor’s in Economics from NUS (2nd Upper Class Honours) and was a contract teacher at MOE schools for 5 years. Mr SRD’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 AH has 9 years of Social Studies tuition experience. He has a Bachelor’s from NUS, majoring in Geography (Honours). Mr AH’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.

Ms KG has 4 years of Social Studies tuition experience. She has a Master’s in History from Oxford University and is NIE-trained. Ms KG has a Bachelor’s from NUS, majoring in History. Ms KG taught at MOE schools for 9 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.

Ms BA has 7 years of Social Studies tuition experience. She has a Bachelor’s from NUS in English language and English Literature (Honours). Ms BA taught at tuition centres for 5 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).

Mr KG has 10 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 KG’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 ES has 9 years of Social Studies tuition experience. She has a Bachelor’s in Geography from NUS. Ms ES taught at tuition centres for 4 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.

Ms RLG has 13 years of Social Studies tuition experience. She has a Master’s and Bachelor’s in Geography (2nd Upper Class Honours) from NUS, and was an MOE relief teacher for 7 years. Ms RLG’s home 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.

Mr YT has 11 years of Social Studies tuition experience. He is NIE-trained and taught at MOE schools for 7 years. Mr YT has a Bachelor’s from NUS, majoring in History (First Class Honours). His private tuition students attended Singapore Chinese Girls’ Secondary School Integrated Programme, Paya Lebar Methodist Girls’ School (Secondary), Montfort Secondary School, Seng Kang Secondary School, Tanjong Katong Girls’ School, and Anglican High School.

Ms VH has 2 years of Social Studies tutoring experience. She has a Bachelor’s in Literature from NUS. 

Grades Are Always Important
No Matter What Anyone Else Says

Study Effectively And Confidently

The MOE states that:

“As informed citizens, students would:

  • understand their identity as Singaporeans with a global outlook
  • understand different perspectives
  • view the world with an understanding of the Singapore perspective
  • apply reflective thought in making quality decisions
  • analyse, negotiate and manage complex situations
  • evaluate information, consider different viewpoints and exercise discernment in reaching well-reasoned conclusions and making responsible decisions.

As concerned citizens, students would:

  • have a sense of belonging to their community and nation
  • appreciate the importance of engaging in issues of societal concern
  • be committed to building social cohesion by appreciating diversity in society
  • have an awareness of the ethical considerations and consequences of decision-making.

As participative citizens, students would:

  • be motivated to identify issues of concern and take action
  • be resilient in addressing concerns of the community or society in spite of challenges faced
  • be empowered to take personal and collective responsibility for effecting change for the good of society, and serve to make a positive difference to others.”

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
  • How do we decide on what is good for society?
  • Rule making, rule execution and rule adjudication
  • Outcomes of public participation
  • Contributing to needs of society
  • Influencing government decisions
  • Strengthening citizens’ sense of belonging
  • How do we decide on what is good for society?
  • Rule making, rule execution and rule adjudication
  • Outcomes of public participation
  • Contributing to needs of society
  • Influencing government decisions
  • Strengthening citizens’ sense of belonging
  • 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
  • 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
  • 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
  • The location and distribution of physical features and human activities
  • How and why the physical features and human activities are changing and their implications
  • Interactions between places and the patterns of networks created by movements within these places
  • The opportunities and challenges of the dynamic nature of places
  • The differences and similarities between people, places, environments and cultures
  • 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
  • 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
  • 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?
  • 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?
  • 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
  • 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
  • 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
  • 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
  • Eutrophication
  • Biofuel
  • Food security
  • Food distribution
  • 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
  • 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?
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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

Secure Your Future By Scoring Solid Social Studies Grades. Starting Now

Grades Are Always Important
No Matter What Anyone Else Says

Study Effectively And Confidently

Ensure That You Get The Good Grades That You Want And Need

Qualified Social Studies Tuition Teachers With Proven Track Records To Help Their Students Score A's

Contents