Mr Darius Ng, a English, History & Social Studies Tutor

Mr. Darius Ng

S$ 50/hr
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Tutor Profile:  Darius Ng

6 years teaching experience, highly specialised in teaching 'O' level English and Humanities( Social Studies, History).


Greetings, My name is Darius. I started out teaching O level English during my trainee days while serving in OCS in 2010. Since then, I have taken 4-5 students in O level prep each year, alongside my job as Asst Editor and Writer in Mindef, Army News. My writing prowess also extends to the field of corporate communications, where I have held full time positions in corporate communications as well as freelance writing assignments. This is where I can confidently teach formal writing, and I have, even to working professionals. Besides formal writing, I have also been teaching continuous writing across different genres.

**With the shift in emphasis towards Expository themes in the O level English Paper 1 continuous writing section (based on the new syllabus), I have been preparing my students to excel in the face of change through grasping the key planning skills required to construct balanced and sensible viewpoints, and objective arguments.

In my profile online, I have penned down my approach for paper 2 as well, which has proven to give my students the skills yield consistent results. Overall, all my students have scored well, mainly A1, A2 if they have followed me for at least a full year and were diligent. My weakest student who started with D7 in EL managed a B3 .




1. *Subjects Taught at GCE ‘O’ levels


a.     ENGLISH LANGUAGE - 5 Students

    - Experience in Editorial/ Journalism in a Formal News Agency, as well as in Corporate Communications

    - Teaching English for GCE ‘O’ Levels since 2010


b.     HUMANITIES - 3 Students

(History, Social Studies)

- Teaching History & Social Studies for GCE ‘O’ Levels since 2010



***  2015 GCE ‘O’ Level Examinations results  ***


English Language

3 Students scored A1, 1 Student scored A2, 2 Students scored B3


History, Social Studies

 2 Students scored A1, 1 Student scored A2









- Paper 1

a. Continuous Writing

I expose my students to a wide range of reading material and to gain better understanding and awareness in current affairs. This builds maturity of thought and helps in formulating better ideas for writing, be it in narrative, personal expository or argumentative essays.


a. Exposition Writing

Students are expected to express an objective or personal point of view.

There is no guarantee based on the new syllabus that narrative, recount, or one-word genres would be set,  for students to ‘write a story’.


*I prepare my students strategically to excel in the face of these changes.


b. Letter Writing

This is a rather unfamiliar section even for students who are well versed in language. Given my industrial experience, I help students to recognize the setting of the situation posed in the question and to keep the appropriate tone in addressing each pointer, based on the current O level format requirements.


- Paper 2


Questions are divided into a few categories to test the level of understanding of candidates here are some, to name a few:

- General reading and understanding (inference) questions.

- Identifying/ Recognising the Irony or Paradox of a statement or phrase

- Identifying the significance of the point discussed by the writer (key message) and stand of the argument.

* Demonstrate understanding of Writer’s Craft through the use of figurative language and literary devices to achieve desired effects, and explain them via paraphrasing and/or using alternative vocabulary words.


-Summary Question

*Rephrasing the relevant text to score both C and L marks.

I teach a simple approach for students to handle each question type effectively.



2.  HUMANITIES - (History, Social Studies)  (GCE ‘O’ Levels)


Sourced Based Questions (SBQ)


-  In handling SBQs, I teach the skills required to analyze sources in context of the question for an intelligent response.

Majority of my students comfortably grasp the skill to attain L3/L4 consistently within a period of 6 months or less. This comes not only through practice, but with consistent exposure to different types of sources, applying the skills with fluency and good structure for answer presentation.


* My passion for teaching SBQ skills sparked from my personal experience in learning and finally mastering the technique as a student taking ‘O’ levels (which isn’t that may years ago as you might imagine). The SBQ section of the paper was always intriguing because it was a component that as I have witnessed, even considerably bright students could not be absolutely confident about. Grasping the key skills as a student allowed me to excel in every test and exam that came in my way, where I consistently managed to obtain above 80% of marks in this section, and even hit perfect score at 2 instances, in major exams.


** With the change in exam emphasis for students taking Combined Humanities in 2014, (Subject code 2204) the SBQ section now weighs

-- 30 marks (60%) for History Elective and

-- 35 marks (70%) for Social Studies.

 This has made Source-Based Analysis Skills more important than ever.

These skills can become easy to understand with explanation, but to hone the skills to consistent accuracy takes weeks to months of practice. I strongly encourage all students to begin mastering SBQ skills early if they are aiming for distinction grades at the GCE ‘O’ Level exam.


Structured Essay Questions (SEQ)


- In writing essays, the ability to evaluate the point of argument to match the requirements of the question is also a crucial differential of grades.

That, of course requires a clearly defined point and boundary of the argument which can be tough with the rising trend of 'increasingly general/ abstract' essay questions, and I teach precisely to handle this range of questions.

- A key reminder I always give my students is that essay questions are testing your ability to apply your knowledge to answer the question rather than to reproduce the standard content material.  Questions are only appear to be ‘abstract’ when you have not produced a clear plan or outline of your key answering points.  Once your have mastered the skill to identify the key emphasis of the argument, the solution becomes clear.

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