Humanities Department
Discover how the Humanities Department builds critical thinkers through inquiry-based learning in History, Geography, and Social Studies, and explore the programmes and activities on offer.
1. Department Philosophy
The department is committed to nurturing resilient learners who are critical thinkers who honour the past, engage thoughtfully with the present, and confidently shape the future. Through the study of History, Geography, and Social Studies, we empower our students with the knowledge and skills to engage meaningfully with the world and navigate its complexities with confidence.
At the heart of our philosophy is the belief that every student can thrive in the Humanities through a nurturing and supportive environment. We are dedicated to guiding our students while nurturing their self-directedness, empowering them to realize their fullest potential.
We achieve this through a concept-driven curriculum that emphasizes disciplinary literacy, critical thinking, the nurturing of core values and 21st-century competencies.
Our key pedagogical approaches include active learning through inquiry-based methods, discussion-driven lessons, and technology-enhanced learning. We also emphasize differentiated instruction and the provision of effective feedback to strengthen academic resilience.
Department Logo Description
The heart in our logo symbolizes empathy, compassion, and care — values at the core of Humanities education. It also reflects our commitment to developing 21st Century Competencies (21CC) such as emotional intelligence, social awareness, and collaboration.
The fingerprint within the heart represents each student's individuality and identity, highlighting how we nurture critical thinking and inquiry-based learning. It also reminds students of their potential to leave a meaningful impact on society.
Together, the heart and fingerprint capture our vision of growing empathetic, thoughtful, and active global citizens who think deeply, communicate effectively, and act responsibly.
2. Department Programmes
(a) Humanities Investigations
Historical Investigations (HI), Geographical Investigations (GI) & Issues Investigation (II)
Objectives of the Programme
Our signature Humanities programmes — Historical Investigations (HI), Geographical Investigations (GI), and Issues Investigation (II) — adopt an inquiry-based approach to engage students in exploring historical, geographical, and societal issues. Through collaborative group work, students are guided to:
Examine and understand compelling inquiry questions
Gather, select, and evaluate a range of relevant sources
Construct well-reasoned responses
Communicate their findings effectively
This real-world approach to learning allows students to see the relevance of Humanities beyond the classroom and strengthens key 21st Century Competencies such as critical thinking, communication, and collaboration.
Implementation Process
The investigations follow a structured inquiry process beginning with a driving question rooted in historical, geographical, or societal contexts. Students then gather data to address their inquiry through:
Learning journeys for Lower Secondary students to sites such as the National Museum, Changi Chapel Museum, Former Ford Factory, Reflections at Bukit Chandu, Indian Heritage Centre, Chinatown Heritage Centre, and Bishan Park.
Fieldwork for Upper Secondary students to locations such as the Parliament, Sentosa, HDB Gallery, URA City Gallery, Science Centre, and Chinatown.
Engagements with community stakeholders like the Migrant Workers Centre and Ministry Of Manpower School Partnership Programme, who provide valuable insights and data through talks, discussions, and Learning Journey.
After data collection, students return to class to analyse and interpret the information, construct explanations, and present their findings. The process culminates in group presentations and reflective discussions to consolidate their learning experience.
Benefits to Students
These inquiry projects empower students to apply Humanities knowledge and skills in authentic, real-world contexts. They help students develop:
A deeper appreciation of History, Geography, and Social Studies
Research, analytical, and communication skills
Teamwork and interpersonal competencies
A critical and reflective mindset
For our lower secondary students who are new to the Humanities subjects, and for Secondary 3 students new to Social Studies, these projects adopt a guided inquiry approach. Teachers provide structured support to help students navigate the inquiry process and understand performance expectations.
Click on this link to view the photos for S1 Geographical Investigation 2026.
Click on this link to view the photos for S4 Geographical Investigation 2025.
(b) The Humanities Inquiry Approach
Our department uses the Inquiry-Based Approach in the teaching of all Humanities subjects. This approach is built on four key pedagogical elements:
Question-Driven Learning
Evidence-Based Reasoning
Reflective Thinking
Knowledge Construction
These are enacted through the four stages of the inquiry process:
Stage 1: Sparking Curiosity
Stage 2: Gathering Data
Stage 3: Exercising Reasoning
Stage 4: Reflective Thinking
Through this process, our students learn to be inquisitive, thoughtful, and analytical individuals, capable of making well-reasoned judgments rooted in evidence and reflection. Teachers design meaningful inquiry lessons using this framework to nurture active learners who can make sense of the complex world around them.
(c) Talent Development programme
As part of enriching students’ experiences in Humanities, opportunities are provided to students to participate in externally organized competitions and interaction sessions.
Feb - March: NUS Geography Challenge 2025
NUS Geography Challenge is an annual Geography competition organised by the NUS Department of Geography and NUS Geographical Society, with support from the Ministry of Education.
Click on this link to view the photos for the NUS Geography Challenge 2026.
March: Model United Nations trainings
MUN training sessions prepare participants for Model MUN conferences, where they simulate the roles of delegates representing countries in UN committees.
April: National Youth Environment Council (NYEC) in Nan Hua High School
The 5th National Youth Environment Conference (NYEC) 2025, themed "Advocating Sustainability for a Better Tomorrow", is a collaborative effort between Nan Hua High School's sKy Leaders and Service-Learning Club. This Model United Nations (MUN) Conference engages youths in environmental discussions, fostering Civic, Global and Cross-Cultural Literacy.
The participants analyse complex issues and devise innovative solutions, they engage in critical, adaptive, and inventive thinking while assuming various roles within the delegates’ discussions. Participants assume the roles of diplomats and world leaders, fostering a deeper understanding of global environmental challenges. NYEC 2025 aims to nurture environmentally conscious leaders who are adept at navigating complexities in our rapidly changing world.
October: RGS-S7 SEA Students Symposium
The bi-annual symposium brings together schools from the South 7 cluster for a keynote address and breakout sessions, where student participants from various S7 schools will present on the symposium's central themes. Participants will showcase infographic posters to a student audience, covering topics such as:
Sustainability, Development, and Innovation in Southeast Asia
Identity, Politics, and Culture of Southeast Asia
Southeast Asian History
Youth Voices in Southeast Asia
Southeast Asian Literature
ASEAN as a Regional Organization for Southeast Asia
Experiential Learning in Southeast Asia