Did you know that choosing History within G3 combined Humanities also includes compulsory Social Studies? The 2027 SEC course is K336, with each component worth 50%. A useful study plan gives both components regular attention.
Our suggested first step is to check whether the student can move from a remembered event to an explanation. Ask: what changed, why did it change and which evidence supports that account? Then review a Social Studies answer separately, so confidence in one component does not hide a gap in the other.
Need the format? Open the paper table. Checking readiness? Use the family questions. Ready to practise? Try the original example and the study routine, or browse the all-subject directory.
2027 SEC school-candidate syllabus, checked 10 October 2026. Confirm the registered subject and examination year with the school. The study routines and examples below are our suggestions, not official examination questions or marking schemes.
K336 is the combined course. The standalone G3 History guide addresses K330; keep the two assessment schemes separate when collecting practice papers. Confirm the school’s arrangements for your registered examination instead of transferring the standalone format by assumption.
For comparison, open the related subject guide. Keep the actual examination-year document beside the student’s resources, and ask the school about any uncertain registration detail.
| Paper | Duration | Marks and weight | Requirements |
|---|---|---|---|
| Paper 1: Social Studies | 1 hour 45 minutes | 50 marks · 50% | Source-based case study: 35 marks; structured responses: 15 |
| Paper 2: History | 1 hour 50 minutes | 50 marks · 50% | Compulsory source-based case study: 30 marks; two of three essays: 20 |
The History component examines the making of the modern world from the 1910s to 1991. Its source-based case study uses up to six sources. Check the official document for the prescribed source-based topics.
Source: SEAB K336 official syllabus. Use the full document for the complete content and assessment requirements.
Bring two recent scripts to a teacher conversation. Ask whether the difficulty is missing context, weak source interpretation, unsupported judgement or incomplete answers under time pressure. The remedy can then be specific: a compact chronology, a source comparison, a paragraph rewrite or a short timed task.
A helpful support conversation starts with visible work. Invite the student to choose an answer they understand and another they want help with. Record one next action that can be checked, such as explaining a missing link or completing a short corrected task. Review that action before adding more work.
Try a fictional history of a school club. Membership rose after three changes: a new meeting time, cheaper materials and a successful exhibition. Which change best explains the rise? A list repeats the sequence. An explanation identifies a mechanism: lower material costs may have removed a barrier to joining. A judgement then asks what evidence could distinguish that explanation from the alternatives.
Add two fictional accounts: an organiser credits the exhibition, while a new member credits the lower cost. Both may contain useful evidence. Ask when each account was written, what each person could know and whether membership records support either claim. This original exercise encourages careful reasoning without pretending to be a past-year question.
Build a short timeline, then turn one event into a cause-and-consequence paragraph. On the next session, work on a source question. Keep a separate place for Social Studies corrections. At the end of the week, select one old mistake and explain the improved answer without reading the model. A smaller task with a clear correction is a practical starting point.
The Secondary 1 Mathematics learning guide offers a useful wider principle: build the foundation, sequence practice and use corrections to guide the next step. Apply that approach to the specific difficulty visible in this subject. A familiar task completed accurately can provide the starting point for a more demanding one.
Try a brief end-of-week conversation: what became clearer, which mistake returned and what will we check next? Keep one manageable next step. The purpose is to make learning easier to follow, rather than to fill every available evening.