The School Bell SG — Timely updates for students and parents

Parents, breathe. The PSLE is designed as a checkpoint—a way to see how well your child has grasped the core concepts and skills taught in primary school. It’s not meant to reward rote drills or trick-test techniques. The emphasis is on understanding, application, and critical thinking—the same abilities your child will need in secondary school and beyond.

What the PSLE Really Measures

• Core mastery: Has your child understood the main ideas in English, Mother Tongue, Math, and Science?
• Application of concepts: Can they use what they know in new contexts, not just repeat steps from a worksheet?
• Thinking skills: Analysis, reasoning, and problem-solving—over and above memorising.

What Schools Are Doing (Beyond One Exam)

Schools build the “whole child” with:

• Applied Learning & CCE: Projects, real-world tasks, and values education.
• Co-curricular experiences: Leadership and teamwork that exams can’t fully capture.
• Diverse pedagogies: Teachers use inquiry-based, collaborative, and experiential learning—and adapt these across subjects and ages. Younger years look different from upper primary, but the goal is the same: curiosity, confidence, and independence.

International studies (like TIMSS) consistently show Singapore primary students are strong at reasoning and applying concepts—evidence that the classroom focus goes beyond drill-and-practice.

How This Helps Your Child in Secondary School

• Stronger foundations: A focus on mastery means fewer fragile gaps that resurface later.
• Transferable skills: Inquiry and collaboration prepare your child for team projects, investigations, and authentic tasks in secondary school.
• Growth mindset: When learning is about understanding and trying, not just scores, teens handle tougher content with more resilience.

What Parents Can Do (Practical, Proven, Doable)

1) Shift from “covering” to “understanding.”
Ask: “What idea did you learn? Show me how it works in a new example.”

2) Practice explaining, not just answering.
Have your child teach you a concept. If they can’t explain it simply, there’s more to learn.

3) Use real-life mini tasks.

• Math: Estimate grocery costs, compare unit prices.
• Science: Predict, test, and write a 3-line conclusion (“What I did, what I saw, what it means”).
• English: Discuss a short article’s main claim + evidence.

4) Nurture collaboration.
Encourage pair/peer practice: planning steps, sharing roles, giving feedback. These habits matter as much as marks.

5) Calibrate expectations.
Treat PSLE as a progress marker. Celebrate improvements in thinking, not just the final number.

6) Mind the well-being basics.
Sleep, movement, and downtime are non-negotiable for memory and mood. Over-training backfires.

Quick FAQs Parents Ask

“Is inquiry learning really happening everywhere?”
Yes—teachers are trained to integrate it across subjects and levels, adapting to students’ maturity and confidence.

“Can a single exam capture collaboration or creativity?”
Not entirely. That’s why schools run projects, CCAs, and applied learning alongside the PSLE to develop 21st-century competencies.

“So what’s the PSLE for, really?”
It checks core mastery at the end of primary school—one important milestone in a longer learning journey.

AI Will Transform Tools—Not the Heart of Learning

AI is everywhere, but for Singapore’s secondary students preparing for O-Level and N-Level math and science, the big picture is simple: AI will enhance lessons and practice, yet it won’t replace great teaching, strong content mastery, and exam-ready skills. Think “supercharged tools,” not a total classroom overhaul.

What AI Already Does Well for Students

• Faster practice generation: Unlimited question variants for algebra, kinematics, forces, stoichiometry, etc.
• Instant feedback loops: Step-by-step hints, error spotting, and targeted corrections.
• Personalised pacing: Adaptive drills that adjust difficulty to your child’s current level.
• Admin time saved: Teachers and tutors automate marking and lesson prep—more time for real teaching.

What Still Matters Most (and Always Will)

• Conceptual understanding: Grasping why formulas work (e.g., Newton’s laws, mole ratios) beats copy-pasting steps.
• Exam craft: Reading the question, managing time, and showing method for marks.
• Human coaching: Motivation, confidence, and mindset—especially when topics feel “impossible.”
• Ethical, smart AI use: Knowing when AI helps vs. when it hinders genuine learning.

Practical Tips for O-/N-Level Success with AI

1. Blend, don’t replace: Use AI for extra practice; consolidate with school notes and Ten-Year Series style questions.
2. Show workings: Even if AI suggests steps, your child should rewrite solutions by hand to build muscle memory.
3. Target weak spots: Feed AI a few recent questions your child missed; request similar problems at the same difficulty.
4. Exam simulation weekly: Turn off AI help, set a timer, mark strictly with rubrics, review errors, then use AI only to diagnose patterns.
5. Data > vibes: Track accuracy by topic (e.g., indices, simultaneous equations, separation techniques, electricity). Improve one cluster at a time.

For Parents Comparing Tuition Options

• Ask how the tutor integrates AI (question banks, feedback, analytics) without sacrificing fundamentals.
• Look for clear topic maps aligned to MOE syllabus and recent exam trends.
• Ensure written workings, error logs, and reflection are part of the routine—not just answers on a screen.

Bottom Line

AI is a powerful accelerator for practice, feedback, and personalisation. But the winning formula for secondary math and science remains: sound concepts + deliberate practice + exam technique + human guidance.

FAQ (SEO-friendly)

Q1: Can AI replace my child’s math/science tutor?
No. AI speeds up practice and feedback, but tutors provide diagnosis, motivation, and exam strategy.

Q2: Is it okay for my child to use AI to solve homework?
Yes—for hints and revision. For marks and mastery, they must show their own workings and understand each step.

Q3: What’s the best AI tool for O-/N-Level prep?
Choose tools that generate syllabus-aligned questions, give stepwise feedback, and allow printable working.

https://www.straitstimes.com/opinion/ai-to-transform-education-more-likely-not-much-will-change

A Singapore family chose a slower, values-driven path—relocating abroad, prioritising unstructured learning and wellbeing. The surprise? Their teen self-studied for the Singapore-Cambridge Secondary Education Certificate (O-Level) and achieved stellar results, easing fears that stepping off the rat race means sacrificing outcomes.

Key Takeaways for Parents & Students

• Grades follow good habits: Less cram, more consistent self-study and curiosity—still led to top performance in the Singapore-Cambridge Sec Cert (O-Level).
• Wellbeing is a force multiplier: Lower stress, more sleep, nature, and hobbies improved focus and retention for O- and N-Level students alike.
• Autonomy matters: Student-led schedules built ownership, resilience, and identity beyond grades—crucial for Sec-level success.
• Cost vs. value: Cutting back on endless classes redirected time and money to purposeful practice and real-world learning.
• Mindset shift: Move from “tuition by default” to targeted coaching + deliberate practice for better results with less burnout.

Tutor’s Perspective: Applying This to Sec Math & Science (O- & N-Level)

• From hours to outcomes: Replace generic hours with diagnostic-led practice (spaced repetition, exam-style drills matched to O- and N-Level specs).
• Concept → Method → Mastery

Worried about reducing tuition? The goal isn’t less help—it’s the right help, at the right time, with measurable practice for O- and N-Level goals.

https://www.straitstimes.com/life/family-steps-away-from-singapores-education-arms-race

TL;DR (5 lines)

• SG teachers average ~47 hrs/week (above OECD avg).
• “Teaching” time is squeezed by invisible workload (admin, events, parent comms, discipline follow-ups).
• MOE emphasises holistic care and non-academic roles—valuable but time-intensive and boundary-blurry.
• Ex-teacher: burnout risk from large classes, constant parent messaging, and DIY logistics.
• Proposed fixes: smaller classes, admin/TA support, clearer boundaries, smarter use of AI/tools.

Key Problems Described

• 30/70 perception: ~30% direct instruction vs ~70% “other” (discipline cases, event logistics, risk forms, decorations, consent chasing).
• Boundary creep: Parents message after hours; helpful teachers reply → habit forms → erodes rest time.
• Holistic care paradox: “Care” is central, but where does it end? Emotional labour is heavy and often invisible.
• Large classes (≈38–40): Less individual attention; more incidents to follow up; heavy marking.
• Mentoring squeeze: Structured mentoring exists, but teachers struggle to find time to do it well.

What Works / Suggested Solutions

• Reduce class size (target ≤25; ≤15 for higher-needs groups) → more relationship time, fewer incidents, lower marking load.
• Hire Teacher Assistants/Admin Execs (not classroom co-teachers) to own logistics: bookings, buses, quotes, forms, materials prep.
• Recalibrate teaching load metrics: 1 hr of class ≠ 1 hr of office work—factor emotional and cognitive loadinto timetabling.
• Boundaries with parents: School-wide norms (contact windows, emergency-only after hours) + consistent non-response outside hours.
• Targeted tech/AI: Marking assistance, document workflows, consent/risk templates—replace low-value admin, not add new tasks.

Implications

• For MOE/policy: If the system prizes holistic care and individualisation, it strengthens the case for smaller classes and non-teaching manpower.
• For schools/leaders: Centralise logistics, protect prep periods as sacrosanct, audit “invisible tasks.”
• For parents: Respect contact hours; use official channels; avoid last-minute queries—partner teachers, don’t “service-provide” them.

Pull-Quotes

• “Teaching often feels like 30% lessons, 70% everything else.”
• “Care is core—but where are the limits?”
• “Smaller classes + admin help would change everything.”
• “One scuffle can mean an hour of follow-up.”

TL;DR: Singapore teachers work some of the longest hours globally and report higher stress than the OECD average. Much of the strain comes from admin and marking—yet teachers are also among the world’s most active users of AI in class. Here’s what that means for your teen, and how you can help.

Key takeaways at a glance

• Work hours & stress: Full-time teachers here average 47.3 hours/week (OECD avg: 41). 27% report “a lot” of stress (OECD avg: 19%), up 4 percentage points since 2018. Younger teachers (<30) feel it more. CNA
• Where time goes: Teachers spend 4 hours/week on admin (OECD avg: 3), 6.4 hours on marking (OECD avg: 4.6). They teach 17.7 hours and prepare 8.2 hours weekly (OECD avgs: 22.7 teaching; 7.4 prep). CNA
• Top stressors: (1) Too much administrative work, (2) too much marking, (3) being held responsible for student achievement. CNA
• Resignations remain low: Average annual resignation rate stays around 2–3%—lower than other civil service schemes. CNA
• High digital & AI adoption: 75% of teachers use AI for teaching (OECD avg: 36%); most say AI helps with lesson planning (82%) and admin automation (74%). 81% worked in schools doing online/hybrid lessons in the month before the survey (OECD avg: 16%). CNA+1

Why this matters for your child

1. Teacher bandwidth impacts feedback speed. With notable time on admin and marking, feedback cycles can stretch—especially around exam seasons. Expect occasional delays in returned scripts or parent replies. CNA
2. Lesson prep is intensive. Teachers are investing more time crafting and curating lessons. That often translates to richer in-class activities and better-aligned resources for your teen. CNA
3. Wellbeing links to classroom climate. Higher stress doesn’t mean lower care—it means capacity is tight. A supportive school-home partnership helps teachers stay focused on student learning. CNA

What to do as a parent (practical tips)

• Use official channels—and respect boundaries. MOE emphasises baseline expectations for communication; teachers aren’t expected to respond outside school hours except for emergencies. If something’s urgent, state that clearly; otherwise, give 1–2 working days. CNA
• Make your emails “easy to answer.” One topic per message, a clear question, bullet-pointed context, and any required documents attached. This reduces back-and-forth in already packed schedules. (This aligns with the survey’s finding that admin load is a key stressor.) CNA
• Leverage school platforms. Submit forms and MCs promptly via Parents Gateway or school systems to cut admin. MOE has piloted tech to streamline processes—use them. CNA
• Prioritise parent-teacher time. Save complex discussions for scheduled meetings (e.g., PTM or a set appointment) so teachers can prepare data on your teen’s progress.

The AI angle: what it means for learning at home

• Expect AI-assisted lesson design. Many teachers use AI to refine lesson plans and generate materials. If your teen mentions AI-driven quizzes, exemplars, or feedback, that’s increasingly normal. CNA+1
• Homework may shift. With AI easing administrative tasks, teachers can assign more targeted practice and higher-order tasks (explanations, reflections, real-world applications). Support your teen to go beyond “right answers” to “clear reasoning.” CNA
• Model responsible AI use at home. Encourage your teen to use school-approved tools for brainstorming and draft feedback—while citing sources and avoiding plagiarism. Teachers are familiar with AI in the workflow; responsible habits matter. CNA

What the system is doing

MOE says it is streamlining non-teaching duties (e.g., exam admin cut by ~10%), setting communication baselines, and investing in automated marking and AI assessment tools to ease marking loads—aimed at returning more teacher time to teaching. CNA

Bottom line

Your child’s teachers are working long hours under high expectations, but they’re also early adopters of effective digital and AI tools. Clear, respectful communication and smart use of school systems can lighten the admin burden—freeing teachers to focus on what helps your teen most: thoughtful instruction, timely feedback, and wellbeing. CNA+2CNA+2

Source: CNA coverage of the 2024 OECD Teaching and Learning International Survey (TALIS), published Oct 7, 2025.CNA

If your teen is in secondary school, you’ll soon notice Art lessons feel different in a good way. Singapore’s refreshed Art syllabus puts ideas and thinking at the centre, with strong support for communication, reflection, and ethical use of technology (including AI). Here’s what that means for your child and how you can support them at home.

---

What’s actually changing?

1) Ideas over “perfect products”

Students still learn skills (drawing, painting, photography, digital tools), but the real emphasis is on how they generate, test, and communicate ideas. Sketchbooks, mood boards, mind maps, and critique conversations now carry more weight because they show how thinking evolves.

2) Real-world relevance (and local flavour)

Lessons lean on pop culture your teen already knows, local artists, and everyday issues (e.g., ageing, environment, public spaces). The aim: help students see Art as a visual language that can influence perceptions and create positive change here in Singapore.

3) AI as a tool, not the driver

Older students may design with AI (e.g., image generation, layout suggestions) and—crucially—learn to question it. Expect guided discussions about authorship, bias, originality, and ethics. Tech should serve a student’s idea, not replace it.

4) Clearer progression

Lower Sec builds broad confidence and visual literacy; Upper Sec deepens concept, research, iteration, and critique. Where relevant, subject levels (G1/G2/G3/Higher Art) align expectations while keeping the core philosophy consistent: process + communication + craft.

What a week in Art might look like now

• Concept brief: “Design a ‘helper’ object/creature to improve community life in your HDB estate.”
• Research: Students collect references from local spaces, interview family/peers, and study relevant artists or designs.
• Iteration: Multiple sketches or mockups—including one AI-assisted trial—with notes on what changed and why.
• Critique: Peers give feedback on the idea (not just neatness), and students document how they’ll improve.
• Reflection: Short write-up: What problem are you solving? Which choices communicate your intent? How did tech help—or hinder—your vision?

---

How assessment is evolving (what counts)

Traditional craft still matters—but marks are increasingly balanced across:

1. Idea + Intent
   Can your child clearly explain the problem, message, or theme?
2. Process Evidence
   Research depth, trials/iterations, risk-taking, and how they respond to feedback.
3. Communication & Reflection
   Artist statements, captions, page layouts, and critique notes.
4. Craft & Finish
   Technique, control of media, presentation quality.
5. Ethical Tech Use (when applicable)
   Original prompts, proper attribution, clear separation between AI outputs and student-made elements, and thoughtful reflection on limitations.

Published context: CNA reports that AI-powered “tutors” are becoming popular, pitching lower cost and convenience versus traditional tuition—yet experts and MOE flag important caveats. (Article date: 26 Sep 2025.) (CNA)

What exactly is an “AI tutor”?

Think chat-style study assistants and practice platforms that explain concepts, generate questions, and mark answers—often tailored to Singapore syllabuses. Examples in the CNA piece include platforms like Tutorly, WizzTutor, and a Telegram bot, “The Wise Otter.” (CNA)

Why parents are interested

• On-demand help at home: Students ask questions the moment they’re stuck, without waiting for the next lesson. One parent interviewed called it “a gamechanger” compared with ferrying kids to physical centres. (CNA)
• Lower, transparent pricing: CNA cites a typical range of S$20–S$120/hour for 1-to-1 tuition and up to S$172 per secondary lesson (≈ S$688/month) at name-brand centres, versus app subscriptions (e.g., Tutorly ~S$49/month)—a big gap for families. (CNA)
• Rising tuition spend: Households spent S$1.8b in 2023 on private tuition (up from S$1.4b in 2018), so cheaper options naturally get attention. (CNA)

MOE’s position (and what it means for you)

• Registration: MOE told CNA that AI learning tools for self-directed use do not need to register under the Education Act. (Under the Act, centres offering tuition/enrichment to ≥10 students must register.) In short: using an AI study app at home isn’t the same as enrolling in a registered tuition centre. (CNA)
• Use responsibly: MOE encourages parents and students to exercise discretion and use such tools safely and responsibly. (CNA)

The big caveat: “shortcut thinking”

Lecturers and educators interviewed warn that some bots will hand over answers when nudged (“I don’t know”)—great for speed, not for learning. The healthiest use is to treat AI as a thinking partner, not an answer vending machine. (CNA)

Will AI replace human tutors?

Unlikely, say experts. Expect hybrid models: AI for practice/explanations, humans to motivate, coach, and set context. Even AI-forward firms told CNA they’re expanding both in-person and online support. (CNA)

---

A parent’s checklist: choosing and using AI tutors well

1) Match to your child’s syllabus and needs
Look for platforms that explicitly cover your child’s level/subjects (e.g., Sec 1 Math vs JC Chem) and provide explanations, worked steps, and practice—not just final answers. (CNA)

2) Probe the pedagogy
Before paying, test whether the bot asks guiding questions, shows worked solutions, and lets your child explain their reasoning back (not just “here’s the answer”). CNA’s trial found some bots give answers too readily; favor those that scaffold thinking. (CNA)

3) Compare true costs
Stack subscriptions (e.g., ~S$49/month cited for Tutorly) against your current tuition spend (CNA notes up to S$172 per secondary lesson at brand-name centres). Hybrid pairing—fewer tuition hours + AI practice—can stretch budgets without losing human support. (CNA)

4) Keep a human in the loop
Build a weekly rhythm: your child studies with AI, then debriefs with a parent/tutor/teacher on misconceptions and habits. Experts interviewed emphasize that motivation and accountability still need humans. (CNA)

5) Safety & data hygiene
Follow MOE’s nudge to use tools “safely and responsibly.” Encourage your child not to paste personal data, set device-time limits, and review chat histories together for quality and appropriateness. (CNA)

6) Watch for real learning signals
Prefer platforms that let you see:

• Error patterns (what topics trip them up),
• Progress over time, and
• Reflection prompts (“What did I learn?” not only “Was I right?”). Educators in the article stress normalising that reflection. (CNA)

---

When an AI tutor makes sense—and when it doesn’t

Good fit:

• Your child is self-motivated and needs quick clarifications outside lesson hours.
• Budget is tight and you want more practice volume between human-led sessions. (CNA)

Not enough on its own:

• Your child avoids effort and hunts for shortcuts;
• They need structured coaching, exam strategy, or emotional support (confidence, mindset), which experts say technology still struggles to replace. (CNA)

---

Bottom line for Singapore parents

AI tutors are a useful amplifier—not a silver bullet. Used well, they can reduce costs, boost practice, and free up your human tutor or teacher to focus on higher-order coaching. But to protect true learning (and attention spans), keep humans in the loop, insist on worked reasoning, and follow MOE’s advice to use these tools wisely and safely. (CNA)

Source: CNA’s “AI tutors are on the rise. Could they disrupt Singapore’s billion-dollar tuition industry?” (26 Sep 2025). (CNA)

MOE’s stance & principles

• Zero tolerance for hurtful behaviour/bullying (incl. cyber).
• Whole-community prevention: home, school, peers, online.
• Discipline is educative: consequences + rehabilitation + restoring relationships.
• Parents are key partners; schools also work with community agencies.

What’s already in place

• Policies & rules against bullying; regular discipline talks.
• Multiple reporting channels: directly to teachers/school leaders, via peer support leaders, email/online forms.
• Investigation → proportional measures: from reflection (for callous remarks) to detention/suspension; caning for boys in egregious cases; police report for severe cases.
• Immediate safety plans for victims: separation from perpetrators, takedown of hurtful online content, buddying by peers.
• Psycho-social support: teachers & counsellors; REACH / community referrals if distress persists.
• Teacher prep/training: recognising distress, managing hurtful behaviour; schools share practices via Community Learning Networks.

2020–2021 enhancements (already implemented)

1. CCE refresh: stronger emphasis on kindness/respect online & offline.
2. Peer Support System in every school (students trained as upstanders).
3. Designated staff for school culture/anti-bullying/parent & community partnership.

Current review & consultations (2025 → 2026)

• Comprehensive review underway since early 2025; ongoing public consultations.
• Four workstreams:
  1. School culture, environment, processes
  2. Values education (greater emphasis)
  3. Resources & capacity for schools/educators
  4. School–home partnerships
• Target: release recommendations in 1H 2026.

Notable MP suggestions & Minister’s replies (highlights)

• In-school vs home suspension: Schools already use both; in-school can be more effective when unsupervised home time blunts consequences.
• Anti-retaliation clause & baseline reporting options: Will study as part of review.
• Monitoring post-incident: Schools monitor victims’ safety plans and perpetrators’ interventions; customise with counsellors/REACH as needed.
• Parent engagement: Timing depends on severity/repeat behaviour; priority is immediate safety, then facts, then notify all relevant parents and co-work on follow-ups.
• Intersecting child maltreatment: Schools coordinate with FSCs/specialist agencies when family violence/maltreatment is flagged.
• Consistency & accountability across schools: MOE framework + learning networks guide practice; early identification embedded through CCE, staff training, and peer systems.
• Cyberbullying takedowns: IMDA has powers (threshold-based) to require platform removals; schools also compel student removals as part of resolution.
• Centralised anti-bullying support unit: Under consideration to reduce burden on teachers and handle egregious cases.
• Over-reporting vs resilience: Teachers exercise judgment; aim is safety + resilience, not over-protection.
• School/staff penalties or cover-ups: Minister not aware of penalties tied to incidents; specific “cover-up” claims would be investigated.
• Measuring impact & parental toolkit uptake: Behaviour change is multi-factor; hard to quantify neatly; toolkit accessibility to be improved (data on uptake not provided).

MOE is running a Comprehensive Action Review against Bullying (CAR) started in early 2025 to tighten structures and processes, with stakeholder engagement now underway and recommendations due in 1H 2026. The push centres on clearer, faster communication and stronger school-home partnership. CNAMinistry of Education

The four focus areas (and what they mean on the ground)

1. School culture, environment & processes
   • Sharper anti-bullying policies (zero-tolerance stance), updates to discipline + rehabilitation + restorative practices.
   • Reporting channels made more visible/accessible to students.
   • Expect clearer escalation paths and documentation. Ministry of EducationCNA
2. Values education (CCE) with contemporary scenarios
   • More real-world cases (including online/cyber contexts) to build empathy, perspective-taking, and conflict resolution during CCE.
   • Aligns with existing CCE syllabus topics on bullying (online/offline). Ministry of Education+1
3. Capacity & support for schools and educators
   • More professional development and use of technology to investigate, record, and communicate consistently.
   • Aim: quicker fact-finding and timely parent updates. Ministry of Education
4. Stronger school-home partnerships
   • Build trust through mutually respectful, timely communication; refreshed School-Home Partnership guidelines will be emphasised.
   • Resources for parents on how to talk to children about hurtful behaviour. Ministry of Education

Why now

Recent high-profile cases (e.g., Sengkang Green Primary, Montfort Secondary incidents) highlighted public anxiety and communication gaps; MOE also published a detailed timeline of the SKG case to improve transparency. CNAYahoo News

What changes for each group

• Students: Easier reporting; more peer-support and bystander empowerment; more explicit CCE scenarios about online/offline harm. Expect firmer follow-through (discipline and restoration). Ministry of Education
• Parents: Earlier and clearer updates as facts are established; more guidance on monitoring online spaces (WhatsApp/Discord/socials) and constructive ways to engage schools. Ministry of Education
• Educators/Schools: Tighter procedures, better tooling/training for investigations and communication; clearer policies to navigate grey areas; emphasis on documenting restorative steps and outcomes. Ministry of Education

Timeline & next steps

• Aug 27, 2025: Minister’s dialogue kicks off next phase of stakeholder engagement (parents, PSGs, educators, community). Ministry of Education
• Now → end-2025: Consultations; deep-dives on the four areas. Ministry of Education
• 1H 2026: MOE to release key recommendations and follow-up actions. Ministry of Education

1) The rules that actually shape your choices

• SEC from 2027: You’ll sit papers at G1/G2/G3 (by subject); your SEC reflects the subject + level taken. Ministry of Education
• JC admissions (from 2028 JAE): Moves to L1R4 ≤ 16 (not L1R5). Of the 4 “R” subjects:
  • R1 = a Humanities, R2 = a Mathematics/Science, R3 = Humanities/Maths/Science, R4 = any best subject. (So you must include at least one Humanities and one Math/Science among the 4.) Bonus-points cap is 3. Ministry of Education+1
• Poly Year 1 (from AY2028): Compute ELR2B2 ≤ 22 (Nursing ≤ 24). You may include one “[B]” subject at G2 or G3; the other 4 must be G3. If both “[B]” subjects are G3, the lower-graded “[B]” is mapped down to G2 in scoring. (Course MERs still apply.) Ministry of Education
• ITE (AY2028 onward): Entry to 3-year Higher Nitec set at G1; direct 2-year Higher Nitec set at G2 (e.g., mixed G3/G2 students may enter 2-year Higher Nitec with ELMAB3 ≤ 19). Ministry of Education

Translation: For JC, ensure you can form an L1R4 that includes both a Humanities and a Math/Science at G3 (strongly preferred). For Poly, plan for 4×G3 + 1 “[B]” subject (at G2 or G3) within the ELR2B2basket. For ITE, note the G1/G2 entry levels by course.

---

2) Subject-choice workflow for Sec 2s (do this in order)

Step A — Pick your likely pathway (you can keep two open):

• JC (Science), JC (Arts), Poly (STEM/Eng/IT), Poly (Business/Media/Design), or ITE→Poly. This determines whether you must front-load G3 in certain subjects.

Step B — Lock the compulsory core at a sensibly demanding level:

• English (EL) and Mother Tongue (MTL), Mathematics, Science, Humanities (with Social Studies) are required at upper sec; take them at G3 where you aim for JC/Poly, else at the level you can sustain. Ministry of Education

Step C — Decide on Additional Mathematics (A-Math):

• Strongly recommended if you’re eyeing JC H2 Maths or STEM diplomas; it builds the algebra/calculus base. (MOE frames A-Math as preparation for mathematics-related studies.) Ministry of Education

Step D — Choose your Science route:

• Pure Sciences (G3 Physics/Chemistry/Biology) suit JC Science and many STEM diplomas; Combined Scienceis fine for Poly Business/Design pathways. Match to your interests and stamina.

Step E — Add one or two electives that fit your path & count smartly in scoring:

• Examples: Computing, POA, D&T, Art, Music, F&N—offered at G1/G2/G3 depending on school. (Check your school’s offer list.) Ministry of Education+1

Step F — Check the admissions math:

• JC: Can you form L1 (EL/HMTL) + R1 (Humanities) + R2 (Math/Science) + R3 (Hum/Math/Science) at G3with target grades to hit L1R4 ≤ 16? Ministry of Education
• Poly: Do you have ≥4 G3 subjects in your ELR2B2 basket + 1 “[B]” subject (G2 or G3) to reach ≤22 (≤24 Nursing) and meet MERs? Ministry of Education
• ITE: Are your subject levels aligned to G1/G2 entry for your intended courses? Ministry of Education

---

3) Sample subject combinations (illustrative, adjust to your school’s offer)

A) JC Science track (keep Poly STEM open)

• EL (G3), MTL/HMTL (G3), Mathematics (G3), Additional Mathematics (G3), Physics (G3), Chemistry (G3), Full Humanities (G3)* (+ optional 8th subject)
• Why it works: Easily forms L1R4 with Humanities in R1 and Math/Science in R2/R3; keeps Poly STEM options strong with ≥4×G3. Ministry of Education+1

B) JC Arts/Humanities track (keep Poly Business/Media open)

• EL (G3), MTL/HMTL (G3), Mathematics (G3), Literature/History/Geography (G3), 2nd Humanities (G3), Science (G2 or G3), Elective (e.g., Art/POA/Media, G2/G3)
• Why it works: Meets L1R4 humanities/maths-science mix; choose one Science at G3 if you might pivot to JC Science later. Ministry of Education

C) Poly Engineering / Computing

• EL (G3), Mathematics (G3), Additional Mathematics (G3), Physics (G3), Computing or D&T (G3), Humanities (G2) as your [B] subject, MTL (G2/G3)
• Why it works: 4×G3 + 1 “[B]” at G2 satisfies ELR2B2 ≤ 22 (target tighter to be competitive). Ministry of Education

D) Poly Business / Media / Design

• EL (G3), Mathematics (G3), Humanities (G3), POA/Art/Media (G3), Science (G2 as “[B]”), MTL (G2/G3)
• Why it works: Still ≥4×G3 in basket; the [B] can be at G2. Check course MERs for specific relevant subjects. Ministry of Education

E) ITE → Higher Nitec (with Poly in view later)

• Prioritise EL, Math, and relevant Applied subjects at levels needed by your target course; ensure you meet G1 (3-year) or G2 (2-year) entry and aim for ELMAB3 ≤ 19 if you want direct 2-year Higher Nitec. Ministry of Education

* “Full Humanities” = taking a full G3 Humanities (e.g., full Geog/Hist/Lit) alongside Social Studies, not just the elective.

---

4) Common pitfalls to avoid

1. For JC hopefuls: Forgetting the mix rule—your L1R4 must include at least one Humanities and one Math/Science among the 4 relevant subjects. Don’t leave Humanities at too low a level. Ministry of Education
2. For Poly hopefuls: Ending up with only 3 G3 subjects in your ELR2B2. You need 4×G3, with only one “[B]”allowed at G2. Ministry of Education
3. Dropping A-Math too early if you might need H2 Math/STEM diplomas. It’s the best preparation for higher-level math. Ministry of Education
4. Misreading “Combined Science”—great for non-STEM pathways, but Pure Science(s) make the JC Scienceand many STEM diplomas smoother.
5. Assuming all electives are offered at your school—check the school’s Sec 3 offer list and criteria (some require Sec 2 performance or placements). Ministry of Education

---

5) Quick checklist (use this with your school’s options form)

• What are my top 2 post-sec targets (e.g., JC Science + Poly Computing)?
• Do I have ≥4 G3 subjects (Poly) and a valid L1R4 mix (JC)? Ministry of Education+1
• If I’m considering JC later, am I keeping at least one full G3 Humanities and Math/Science at G3? Ministry of Education
• If I’m considering STEM, am I taking A-Math and at least one Pure Science at G3? Ministry of Education
• Which subject will be my potential [B] subject at G2 (for Poly scoring), if needed? Ministry of Education
• Do my choices meet any course-specific MERs I care about (e.g., Nursing, Design, IT)? Ministry of Education