The School Bell SG — Timely updates for students and parents

1) Article in a nutshell (1-minute read)

• One common exam window from 2027 when the new Singapore-Cambridge Secondary Education Certificate (SEC) replaces O- & N-Levels. First cohort: the 2024 Sec 1s (graduating in 2027). The Straits TimesMinistry of Education
• Written papers split into two blocks: English & Mother Tongue in September; all other written subjectsfrom October to November. Non-written components (orals, listening, practicals) remain before the written papers. Ministry of Education
• Single results release: January of the following year for everyone (previously N-Level in mid-Dec, O-Level in mid-Jan). CNA
• Systems alignment: ITE moves to one intake in April from 2027 (same as polytechnics). CNA

2) What this means for students & parents (Aug 2025)

Who’s affected when

• Sec 2 (2025) → Sec 4 in 2027: First SEC cohort under the common window. Plan for EL/MTL in Sept; other subjects Oct–Nov. Ministry of Education
• Sec 1 (2025) → Sec 4 in 2028: Will also sit SEC with the same schedule. Ministry of Education
• Sec 3 (2025) → Sec 4 in 2026 and Sec 5 (if applicable) in 2027:
  • Most Sec 3 Express students finish with final O-Levels in 2026 (last O/N cohort). Those progressing to Sec 5 in 2027 will be on SEC/common window. Ministry of Education
• Sec 4/5 (2025): Continue under the current O/N timetables. SEC/common window does not apply to your 2025 exams. Ministry of Education

Practical implications (planning, admissions, logistics)

• Study pacing & mock exams: With EL/MTL in September, schools/tutors should bring language drill earlier (Term 3) and keep subject-content peaks for Oct–Nov. There’s no mid-year MTL second sitting under SEC; prepare to get it right once. (MOE notes the old “second sitting” changed postings for <2% of candidates anyway.) CNA
• Results & applications: Expect one January results release; JC/Poly/ITE application windows will bunch right after. Families should avoid long trips in early–mid January. CNA
• ITE pathway: From 2027, only one ITE intake in April—important for those eyeing Higher Nitec; plan bridging time accordingly. CNA
• Admissions criteria (Poly/JC) under SEC:
  • Poly Year 1 (AY2028 intake): assessed on a common 4 G3 + 1 G2 benchmark, with a net ELR2B2 cut-off adjusted to 22 (24 for Nursing). The “[B] subject” mapping from G3→G2 is standardised. Build subject mixes and targets with this in mind. Ministry of Education
  • JC/MI (from 2028 JAE): MOE has updated JC/MI criteria to reflect Full SBB/SEC. Check latest L1R4 details and subject-group requirements when choosing Sec 3 options. Ministry of Education

Quick actions for parents & students

• Mark the rhythm now: Sept = EL/MTL; Oct–Nov = all other written papers; January = results. Sync family calendars, tuition intensives, and CCAs accordingly. Ministry of EducationCNA
• Choose Sec 3 subjects with SEC in mind: Mixed G1/G2/G3 combinations are fine—ensure they align with your target (JC/Poly/ITE) given the new admission benchmarks. Ministry of Education
• If aiming ITE → Poly: Note the single April intake and plan for interim enrichment or internships between results and matriculation. CNA

What changes for secondary students (practical impact)

1. More emphasis on character & citizenship + digital resilience. Schools will lean harder into values, empathy and judgment in an AI era; MOE will deploy more allied educators/teacher counsellors and put greater emphasis on Character & Citizenship Education (CCE). Expect more lessons and activities that train critical thinking about AI output and online content. The Straits Times
2. AI use moves from “avoid/ban” to “guided/critical”. Teachers are encouraged to turn AI use into learning opportunities—critiquing AI answers, showing working, attribution, and responsible use. Students should expect clearer school rules on when/how AI can be used in homework and projects. Prime Minister’s Office
3. Tougher anti-vaping regime, with school-linked education and referrals. Vaping will be treated as a drug issue with stiffer penalties (including jail for sellers of harmful vapes), plus a major public education drivethat explicitly targets youths. Schools will reinforce this with assemblies, CCE lessons, and referrals to cessation/support pathways where needed. CNA
4. More visible well-being supports on campus. With extra counsellors/allied educators, students should see faster access to help for stress, anxiety, online harms or family issues, and more proactive whole-class well-being programmes. The Straits Times
5. Sharper cyber-wellness expectations at home and in school. National guidance highlights limiting early-years screen time and, for older students, building digital resilience (healthy device rules, discerning media habits). Schools will likely tighten device norms and parent partnerships. gov.sg
6. Pathways awareness will start earlier. While the government-funded traineeships target post-secondary/tertiary grads, schools may ramp up talks/expos on industries and AI-enabled jobs so students make better subject/post-secondary choices. CNA

🧠 Is Your Child Being Tested for the Past—Or the Future?

Why today’s exams may be failing tomorrow’s students (and what parents need to know)

Every exam season, parents hope their children will excel and secure a better future. But here’s the problem: the exams our kids are sitting today weren’t designed for a world with AI.

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🚨 What’s Happening:

Tools like ChatGPT and Google Gemini can now write essays, solve math problems, and even generate full reports at the click of a button.

This raises a big question:

Are our children being tested on what they know—or on what they can Google?

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🎯 Why It Matters to You as a Parent:

• Exams still reward rote memorisation, not real-world skills like critical thinking, creativity, and collaboration.
• In the age of AI, those outdated skills won’t help your child succeed in university or the workforce.
• Worse, students who secretly use AI tools may appear smarter than they are—while honest students are left behind.

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👩‍🏫 What Educators Are Calling For:

Experts say we must shift from testing memorised facts to teaching how to use AI wisely. That means:

• Open-book, real-world assessments.
• Tasks that require students to critique, improve, and adapt AI-generated work.
• Preparing students to work with AI—not pretend it doesn’t exist.

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💡 A Key Thought:

If your child is going to live in a world where AI is everywhere, shouldn’t their education reflect that reality?

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📌 What You Can Do as a Parent:

• Ask your child’s school how they’re adapting to AI.
• Encourage your child to use AI responsibly as a learning tool, not a shortcut.
• Support curriculum changes that build future-ready skills, not just exam scores.

https://www.straitstimes.com/opinion/its-time-our-exams-caught-up-with-the-future

Overview of what Secondary 1 students (2024 cohort onwards) will experience under Full Subject-Based Banding (Full SBB) at secondary school:

• Removal of Fixed Streams
  The traditional Express, Normal (Academic) and Normal (Technical) streams are abolished. Students are no longer placed into one of these three “tracks” for their entire secondary education.
• Posting Groups Replace Streams
  • Students are assigned to one of three Posting Groups (1, 2 or 3) based on their PSLE aggregate.
  • These Posting Groups correspond to the old N(T), N(A) and Express ranges respectively, but only determine initial placement and subject-level recommendations at Secondary 1.
• Three General Subject Levels (G1, G2, G3)
  • Across all schools, every subject is offered at three levels—G3 (most demanding), G2 (mid), and G1 (foundational).
  • At Secondary 1, students start most subjects at the level aligned with their Posting Group (e.g. Group 2 → mostly G2).
• Flexible Subject Moves
  • Throughout secondary school, students can move up (e.g. from G2 to G3) or down (e.g. G3 to G2) for individual subjects, based on:
  1. Their performance and readiness in that subject
  2. A holistic assessment by the school (to ensure manageable workload)
• Mixed Form Classes & Common Curriculum
  • Form classes are no longer streamed by ability—students of different Posting Groups learn together.
  • Six “Common Curriculum” subjects (Art, CCE, D&T, FCE, Music, PE) are taught in mixed classes, with differentiated instruction to meet varied learning paces.
• Post-Secondary Pathways Based on Subject Levels
  • Admission to JCs, polytechnics, and other ITE programmes will depend on the combination of subjects and levels students take (e.g. L1R5 computed from G3 subjects for JC).
  • A fifth year option remains available for those who wish to pace their learning and take more G3 subjects to open up further pathways.

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What this means for students
Under Full SBB, every student tailors their learning journey—choosing the level that best matches their strengths, refining it as they grow, and keeping doors open to all post-secondary options based on subject-level achievement rather than a fixed stream label.

Here’s a concise wrap-up of Minister Chan Chun Sing’s key arguments and policy positions from the interview:

Tuition & PSLE “Arms Race”

• Arms-race dynamics: Even an “opt-out” PSLE system would simply shift competition elsewhere—tuition becomes the new baseline.
• Balance over volume: Pushing kids into ever-more classes or structured camps can undermine their confidence and problem-solving agency. Instead, carve out unstructured time for self-directed play and learning.

Educator & Parent Mindset

• Duty of care vs. space to grow: Know when to step in (support, guidance) and when to step back (let children tackle challenges themselves).
• Perfection → irrelevance: An over-emphasis on flawless performance can sap motivation; focus instead on continuous personal improvement (“surpass yourself”) and lifelong learning.

Evolving the School System

• Subject-based banding: Stream students by subject level (not whole-class) so each child learns at the right pace, with freedom to move up or down as they develop.
• Mass customization with tech: Leverage adaptive-learning platforms to deliver affordable, high-quality, scalable instruction—while preserving teachers’ irreplaceable “high-touch” role, especially for at-risk kids.

Regulating the Tuition Industry

• Culture + rules: Outlawing tuition outright drives it underground; better to stigmatize fear-mongering marketing, ban blatantly false “guarantee” claims, and build a social norm against exploitative practices.

Stress, Resilience & Adaptability

• Optimal stress: You can’t—and shouldn’t—eliminate all stress. Resilience comes from overcoming manageable challenges with support, then facing similar obstacles again with confidence.
• Preparing for uncertainty: In a fast-changing world, structured schooling must cede space for creativity, self-direction and “messy” problem-solving.

Politics as a Means to Good Governance

• End-state focus: The point of any system—one party, two or many—is the quality of life and governance it delivers, not the tally of seats.
• Political leaders vs. politicians: Look for people who put Singaporeans’ and the nation’s interests first, who can build consensus on tough trade-offs rather than fire off slogans.
• Voter advice for GE2025: Pick candidates you trust to care for you locally, form an effective Cabinet nationally, and stand up for Singapore on the world stage.

Across all these themes, his bottom line is: structure and support where it helps, but don’t straitjacket citizens—young or old—in ways that stifle their agency, adaptability and long-term well-being.

People’s Action Party (PAP) – GE2025 Manifesto

• Primary & Secondary Education
  – Joy of learning & multiple pathways
     • Replace streaming with full subject‑based banding; revamp the PSLE scoring system and Gifted Education Programme to focus on strengths and interests
     • Broaden definitions of success; customise education for diverse abilities and interests
     • Invest in teachers’ professional development and partner parents, industry and community to deliver holistic, rounded learning
  – Support for students with special needs
     • Build four new Special Education (SPED) schools by 2030
     • Establish additional early‑intervention centres for children with developmental needs
     • Extend the Development Support–Learning Support programme to more pre‑schools
• Tertiary & Lifelong Learning
  – SkillsFuture & adult upskilling
     • Empower all Singaporeans to reskill and upskill throughout life
     • Help companies redesign jobs and invest in worker training
     • Support career transitions via the SkillsFuture Jobseeker Support Scheme 

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Workers’ Party (WP) – GE2025 Manifesto

• Primary & Secondary Education
  – Empower every child
     • Shift focus from high‑stakes exams and private tuition to holistic learning and well‑being
     • Address rising student anxiety and inequality by nurturing each child’s strengths, regardless of background 
  – Reduce class sizes
     • Cap all primary and secondary school classes at 23 students to enable personalised attention, alleviate the need for tuition, and bridge academic gaps 
  – Later start times
     • Primary schools to begin at 8:00 am; secondary schools at 8:30 am, aligning with adolescent sleep patterns and improving well‑being 
• Post‑Secondary Education
  – Staggered start for ITEs, Polytechnics & JCs
     • Post‑secondary institutions to start at 9:00 am, benefiting student health and easing peak‑hour congestion 

1. Overview of the DSA Process

What is DSA?

• Alternative Admission Route: DSA (Direct School Admission) allows students to apply for entry into secondary schools based on talents or specific extra-curricular achievements (e.g., sports, arts, or other specialized skills) rather than solely on academic results.
• Timing and Role: The DSA application must be made before the release of the Primary School Leaving Examination (PSLE) results. This process provides a “safety net” for students who might otherwise be uncertain about their academic outcomes.

Key Characteristics:

• Formal and Rigorous: Although in the past DSA might have been seen as a “backdoor” entry, panelists noted that the system is now subject to strict evaluation—ranging from performance tests to interviews—to ensure that candidates meet the school’s standards.
• Limited Slots: Each school allocates a fixed number of slots (for example, around 40 per school) based on the talent domain, meaning competition is extremely tough, and preparation becomes essential.

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2. Perspectives Shared by the Panel

The transcript features insights from a coach at a prestigious secondary school along with celebrity parents (Bongqiuqiu, Li Yi, and Alfred Sim). Their conversation touches on multiple dimensions:

A. Parental Intentions and Preparation

• Peace of Mind:
  Many parents see DSA as a contingency plan—if their child does not perform well academically (as measured by the PSLE), securing a place through DSA can provide reassurance. One parent mentioned it as “a fallback” to alleviate the anxiety surrounding PSLE outcomes.
• Early and Intensive Training:
  The discussion reveals that some parents invest significant resources and time to prepare their children. For instance, enrolling them in specialized training or classes—even hiring elite coaches—to help build a competitive portfolio. Although extra coaching may improve the child’s chance, success in DSA still largely depends on innate talent and performance during selection (including tests and interviews).
• Financial Considerations:
  An important point raised by the panel is that while money can afford more training opportunities, it does not guarantee success. The child’s natural aptitude and consistent performance remain the deciding factors. Still, parents with greater resources undoubtedly feel less constrained, which introduces discussions about fairness and inequality.

B. Impact on the Child

• Stress and Pressure:
  The video’s title—“Additional stress for Singaporean kids and parents?”—sets the stage for understanding that the DSA process is not without its pressures. Both children and parents face:
  • Performance Anxiety: The expectation to excel in multiple areas (e.g., academics and extra-curricular talents) creates a heavy burden.
  • Burnout Risks: There is genuine concern that too much coaching and excessive training may lead to burnout, reducing a child’s natural interest or happiness in the activity they are passionate about.
• Identity and Enjoyment:
  Some panelists noted that if the focus shifts solely to securing admission (through the pressures of repeated auditions and rigorous tests), children may lose their intrinsic enjoyment of the activity they love. This can lead to long-term disengagement even if they do secure a spot through DSA.

C. The Formality and Fairness of the System

• From “Backdoor” to Transparent Process:
  Historically, DSA might have been seen as a means of circumventing traditional academic pathways. However, the discussion emphasizes that the current DSA process is comparable to a “job interview” for the school—demanding not just a raw skill display but also an evaluation of character, team spirit, and adaptability.
• Interviews and Continuous Evaluation:
  The candidates undergo multiple stages, including preliminary performance tests, panel interviews, and sometimes even camps (like the “Talent Academy”) where they further demonstrate their abilities. This multi-layered approach is meant to ensure that even if a child shows strong talent, their overall suitability (including academic ability and teamwork) is thoroughly vetted.

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3. Broader Implications and Concerns

A. The Dual-Edged Sword of Specialized Pathways

• Merits:
  • Encouraging Diverse Talents: DSA acknowledges and nurtures talents that might otherwise be overlooked in a strictly exam-oriented system.
  • Safeguard Against Academic Uncertainty: For many parents, especially in a highly competitive academic landscape, DSA offers an alternative route to secure admission into reputable schools.
• Challenges:
  • Increased Pressure: The need to prepare for DSA from a very young age can accelerate specialization and add a significant emotional and financial burden.
  • Potential Loss of Intrinsic Motivation: Over-coaching and relentless pursuit of perfection may lead children to view their passion not as a hobby or talent, but simply as a means to an end. This might eventually compromise their well-being and long-term interest.

B. Parental Involvement and Its Consequences

• Role of Parents:
  Beyond supporting their child, parents are often deeply involved in strategizing and facilitating their child’s preparation. This can turn a nurturing process into a high-stakes “team effort” where the parent’s ambitions and anxieties become intertwined with the child’s journey.
• Emotional Toll:
  As some panelists remarked, even if the child’s talent is commendable, the overall process imposes stress on the entire family unit. Parents have to balance encouragement with not overwhelming the child, and often they must manage their own expectations if things do not go as planned.

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4. Final Thoughts and Recommendations

The discussion brings to light that while DSA can be a valuable avenue for recognizing and developing non-academic talents, it also contributes to heightened expectations and added stress for both children and their parents. Balancing preparation with genuine enjoyment and overall well-being appears to be key.

Recommendations for Stakeholders:

• For Parents:
  • Carefully assess whether early specialization aligns with the child’s natural interests.
  • Ensure that coaching and training do not override the child’s enjoyment or lead to burnout.
  • Keep open lines of communication so that the child’s well-being remains the top priority.
• For Schools and Policymakers:
  • Continuously refine the DSA process to maintain fairness and transparency.
  • Consider incorporating measures that safeguard against excessive pressure—for instance, by offering guidance on balanced development.
  • Re-evaluate the selection process periodically to adapt to changing educational and social demands while still recognizing genuine talent.
• For Children:
  • Understand that while extra opportunities can be beneficial, it’s important to enjoy the process and develop a well-rounded set of interests.

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In conclusion, the video transcript reflects a nuanced debate about DSA in Singapore. It captures the tension between providing alternative pathways to prestigious schooling and the risk of turning these opportunities into additional sources of stress. Both the advantages in nurturing diverse talents and the pitfalls of early academic and extra-curricular pressures need to be balanced to ensure the healthy development of children.

Below is a summary of the key points and insights from the podcast transcript featuring Education Minister Chan Chun Sing discussing the changes to the Junior College (JC) admission criteria:

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Overview of the Changes

• Reduction in Subjects:
  From 2028 onward, the JC admission criteria will consider the scores of five subjects instead of six. This change comes after extensive back testing, which showed that using five subjects produces nearly identical outcomes in selecting students for university preparation.
• Rationale Behind the Change:
  The move is not intended to make it easier for students to get into JC, but rather to:
  • Reduce Academic Stress: By cutting one subject from the evaluation, students may have more time to develop other important skills.
  • Promote Holistic Development: In today’s world, it’s vital to cultivate 21st-century competencies—soft skills, communication, and life skills—that aren’t measured solely by academic scores.

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Reflections on Educational Philosophy

• Beyond the Exam Score:
  Chan emphasized that the education system should encourage students to discover their passion for learning rather than focusing solely on achieving high scores. He shared personal anecdotes—such as his own evolving interest in economics—to illustrate that true learning often extends well beyond exam results.
• Changing Perceptions of JC and Polytechnic Pathways:
  While JC has traditionally been seen as the clear pathway to university, there is now a growing recognition that polytechnics also offer strong, career-relevant learning. This shift supports a more flexible approach where:
  • Student Suitability is Key: Decisions between JC and polytechnic should be based on a student’s learning style and interests, not merely on exam results.
  • Diversity in Educational Paths: Embracing different learning modalities ensures that every student can find a path that aligns with their strengths.
• The Impact of Parental and Societal Expectations:
  Chan noted that the high stakes placed on academic performance often lead to excessive competition and stress among students. He argued that:
  • Parents and educators should focus on nurturing a “joy of learning” rather than on constant comparison and numerical scores.
  • A more balanced approach can help children develop confidence in their unique abilities, which is essential for lifelong learning and resilience.

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Final Thoughts

Chan Chun Sing’s discussion paints a broader picture of education reform in Singapore:

• Continuous Meritocracy:
  The system is evolving to accommodate diverse talents and strengths, ensuring that academic qualifications are only one part of a student’s overall potential.
• Holistic Growth:
  The ultimate goal is to build a society where every child has the opportunity to flourish—not just in academics but in all aspects of life.

For more details, you can watch the original podcast episode on YouTube: Changes to JC admission not meant to increase stress: Chan Chun Sing | Deep Dive podcast.

Are teachers overworked? (feat. Minister for Education Chan Chun Sing) | Roundtable EP1 Part 1 – YouTube https://www.youtube.com/watch?v=ECBpcQcYnbY

This discussion on whether teachers in Singapore are overworked touched on many key aspects of the profession. Here are some of the biggest takeaways:

1. Why Teachers Choose the Profession

• Many teachers enter the field because of a desire to make a meaningful impact, often inspired by their own teachers.
• Some transitioned from other careers (e.g., corporate jobs, aviation) in search of greater purpose.
• Despite the challenges, the reward comes from students’ growth and appreciation.

2. The Reality of a Teacher’s Workload

• Teaching is only part of the job—teachers also handle administrative work, student welfare, and discipline.
• The first priority is building relationships with students, especially those with higher needs.
• Responsibilities include marking, lesson planning, attending meetings, managing CCAs, and even taking on roles like social worker, psychologist, and sometimes even a “bus driver”.

3. Class Size Debate: Does Smaller Always Mean Better?

• Some assume smaller class sizes automatically lead to better learning, but the reality is nuanced:
  • Very small classes (6 students) can be difficult—if students are too quiet, discussions lack depth.
  • Larger classes (20-30 students) create richer discussions and engagement.
• Primary school class sizes vary based on students’ needs, ranging from 1:3 for special needs to 30 for general learning.

4. Technology as a Tool to Reduce Workload

• Marking is emotionally and mentally exhausting due to constant decision-making.
• AI tools and automated grammar/spelling checks can help teachers focus on higher-order thinking skills.
• The ideal goal is to free teachers from repetitive tasks so they can focus on personalized education.

5. Balancing Academics and Holistic Development

• CCA participation is crucial, yet parents often prioritize grades over extracurricular learning.
• Teachers recognize that students excel in different areas—some weaker in academics thrive in leadership or uniform groups.
• The challenge is shifting mindsets so that parents value skills beyond exam scores.

6. Teacher-to-Student Ratio & School Closures

• With declining student enrollment, some schools are closing.
• The argument: Instead of closing schools, could existing teachers be redistributed to reduce class sizes?
• Minister Chan explained that optimal school size matters—too small, and program quality suffers.
• The key challenge is how to balance class sizes, resources, and teacher workload effectively.

7. Parental Pressure and Expectations

• Some parents are overly aggressive with teachers, even pointing fingers and making demands.
• The discussion highlighted that letting kids fail (e.g., forgetting to bring things to school) is a learning experience.
• While most parents are supportive, a vocal minority can create additional stress for teachers.

Conclusion

Teachers clearly take on more than just teaching, and workload management is a key issue. While technology and administrative support can help, the larger challenge lies in balancing class size, school resources, and societal expectations.

What stood out to you the most in this discussion?

The Ministry of Education (MOE) has announced important changes for junior college (JC) admissions from the 2028 cycle. These modifications are designed not only to uphold academic standards but also to give your child more flexibility and room to explore interests beyond the classroom. Here’s what you, as a parent, need to understand:

1. New Assessment Framework: Moving from L1R5 to L1R4

• Current System (L1R5):
  Your child currently needs to secure at least 20 aggregate points across six O-Level subjects for JC admission.
• New System (L1R4):
  Starting in 2028, the criteria will shift to evaluating five subjects. Students will need to achieve a total of 16 points or better. Essentially, one of the best-performing subjects will no longer count towards the aggregate score.

What This Means for Your Child:
This change could allow your child to take fewer subjects or choose some at a less demanding level. This flexibility may reduce academic pressure and provide extra time to develop skills in areas such as arts, sports, or other co-curricular activities.

2. Adjustments to Bonus Points

• Reduction in Maximum Bonus Points:
  The maximum bonus points for JC admissions will be lowered from four to three. This adjustment reflects the new subject count and ensures that the bonus system remains balanced.

For Parents:
While the bonus points will be slightly lower, the overall impact on the admission outcome is expected to be minimal. The revised system has been carefully calibrated to maintain a fair and consistent standard across the board.

3. Subject-Specific Requirements Remain Steady

• Mother Tongue Language:
  The requirement to pass a mother tongue language (with a minimum score of D7) remains unchanged.
• Millennia Institute (MI):
  For students aiming for MI, while the threshold stays at 20 points, there is an added condition: applicants must include three subjects from both the humanities and the science/mathematics groups.

Implications for Your Child:
These conditions ensure that regardless of the overall subject count reduction, your child will continue to build a well-rounded academic foundation that prepares them for the rigours of JC studies.

4. Enhancing Overall Development

MOE emphasizes that these changes are not about lowering standards but about better preparing students for future challenges:

• Improved Academic Preparation:
  The significant improvement in A-Level pass rates—from about 65% in 1990 to nearly 95% in 2023—highlights that today’s JC students are much better prepared.
• Broadening Educational Focus:
  By allowing fewer subjects to be counted and reducing the bonus points, there is an expectation that students will have more time to participate in co-curricular activities. This holistic approach aims to cultivate essential life skills like communication, collaboration, and time management.

What This Means for Your Child:
These adjustments can help ease the academic workload and stress, while still ensuring that your child is challenged and well-prepared for the JC curriculum. It also signals a move towards nurturing well-rounded individuals, not just academically focused students.

5. Future-Proofing JC Education

In tandem with the changes in admission criteria, the government is rolling out additional initiatives:

• JC Rejuvenation Programme:
  Four more JC campuses (Anglo-Chinese JC, Catholic JC, National JC, and Victoria JC) are set to join an ongoing rejuvenation programme. Enhanced facilities and modern learning spaces will provide an even better educational environment.
• Expanded Co-curricular Activities (CCAs):
  From 2026, strategic partnerships will extend to include new CCAs, such as hockey. This expansion means more opportunities for your child to engage in sports and other interests, further contributing to a balanced school experience.

For Parents:
These improvements are designed to ensure that your child’s post-secondary education environment is both cutting-edge and supportive of their all-round development.

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In Summary:
The shift from L1R5 to L1R4 is set to bring more flexibility to your child’s educational journey. By reducing the number of subjects considered and adjusting bonus points, MOE is not lowering standards but adapting to the evolving educational landscape—one that values holistic development alongside academic excellence. As a parent, it’s reassuring to see these changes accompanied by broader initiatives aimed at enhancing school infrastructure and co-curricular engagement.

This new framework is designed with your child’s overall well-being in mind, ensuring that they are not only academically competent but also well-prepared for the challenges and opportunities of the future.