Bishan Park Secondary School is a former secondary school, not a current choice for pupils entering Secondary 1 in 2027 after PSLE results. It merged with Peirce Secondary School on 2 January 2018, retaining the name Peirce Secondary School and operating at 10 Sin Ming Walk, Singapore 575566. Parents who remember Bishan Park’s creative arts programmes or see its name in older school-ranking lists should look up Peirce Secondary School’s current official school code, score ranges and programmes rather than use a historical Bishan Park cut-off.
For the 2026 Secondary 1 intake based on PSLE 2025, Peirce’s historical ranges were Posting Group 3 (PG3) 14–20, Posting Group 2 (PG2) 21–25 and Posting Group 1 (PG1) 26–30*. The asterisk in PG1 means the earlier exercise still had vacancies; it does not guarantee a place in 2027. Peirce’s current Applied Learning Programme teaches AI-driven STEM, coding and design thinking, and its Community Youth Leadership LLP develops responsibility through service. The school also offers a modern makerspace and CCAs. Families should assess subject levels, travel, wellbeing and six valid school choices.
Quick parent summary: • Bishan Park Secondary School merged into Peirce Secondary School effective 2 January 2018; • Bishan Park is not a separate current S1 posting school; • Current school: Peirce Secondary, 10 Sin Ming Walk, Singapore 575566; • Current school phone: 6457 6454; • Historical 2026 Peirce intake: PG3 14–20, PG2 21–25, PG1 26–30*; • PG1 30* means vacancies remained after the former exercise; • Current ALP: AI-driven STEM, lower-secondary coding and maker projects; • Current LLP: Community Youth Leadership and VIA; • Bright Hill, Upper Thomson, Bishan and Marymount MRT are relevant transport references; • Do not reuse Bishan Park’s former school code or cutoff.
1. Is Bishan Park Secondary School still accepting students?
No. The Ministry of Education’s school heritage information records that Bishan Park Secondary School merged with Peirce Secondary School in 2018. The school operating now is Peirce Secondary School; the Bishan Park name belongs to history and not to a separate Secondary 1 posting option.
This matters because an old online comparison table can mislead a parent into thinking there are two choices in the same district. Search MOE SchoolFinder for Peirce and confirm its exact current school code. Do not count Bishan Park as a sixth school or as an additional safety option.
2. The official merger date was 2 January 2018
Peirce’s own history page states that Bishan Park and Peirce merged with effect from 2 January 2018. The resulting school retained the Peirce name and operated at Peirce’s existing Sin Ming Walk campus. MOE’s Heritage Centre independently records the same successor.
A parent selecting schools now should use post-merger curriculum and admission details. A past Bishan Park score, arts award or address may help explain local heritage, but it is not a reliable proxy for the pupils, staff and programmes of Peirce in 2027.
3. Bishan Park began in 1993
Bishan Park Secondary School was established in 1993 and developed its own community of pupils, teachers and families. The school received recognition for arts programmes and created performance and visual-art experiences that some former students remember fondly.
That heritage has value, but the 2027 applicant will join present-day Peirce, not a recreation of Bishan Park’s earlier timetable. A family with an alumni connection should investigate the actual classes, CCAs and support available now rather than assume that every historical speciality continues unchanged.
4. The visual arts legacy deserves accurate context
MOE’s Bishan Park historical record describes the school as an S7 Cluster Centre of Excellence for Visual Arts in 2004, a Centre of Learning for Visual Arts in 2009 and a school with distinctive holistic arts and broadcast journalism experiences later on. These accomplishments are part of the former school’s story.
Parents should not transfer those designations automatically to Peirce’s present admission or specialist programme framework. If a child is interested in arts, ask Peirce specifically about its current Art, Music, Drama and CCA offerings. A famous past programme does not guarantee a selected current opportunity.
5. Peirce’s own history began in 1994
Peirce Secondary began operating in 1994 and initially used Bishan Park Secondary’s premises. It moved to 10 Sin Ming Walk in 1995. The two schools therefore had an early historical connection before their eventual merger in 2018.
The resulting school brings together different experiences under one current identity. Parents should evaluate Peirce’s present academic and co-curricular arrangements, not assume that one former partner remained unchanged or that two separate pupil intakes continue.
6. Today’s official school is at Sin Ming Walk
The current campus is Peirce Secondary School, 10 Sin Ming Walk, Singapore 575566. The school’s general office telephone is 6457 6454, and the public school contact email is peirce_ss@moe.edu.sg.
Do not travel to an old Bishan Park site to attend a current Open House. Use the correct Sin Ming Walk entrance, verify parking or public transport arrangements and ask the present school office about prospective-student visits.
7. The current Peirce PSLE Score ranges
Peirce’s 2026 Secondary 1 intake, formed from the 2025 PSLE cohort, had historical PG3 14–20, PG2 21–25 and PG1 26–30*. A smaller total PSLE Score means stronger performance. In each normal range, the first number is the strongest posted score in the group and the final number shows the historical last posted score.
Those numbers are not a present-day Bishan Park cutoff. The 2027 intake’s actual boundary is determined only when pupils in the current PSLE cohort make their choices and places are allocated.
8. How to interpret a 30* score correctly
Peirce’s earlier PG1 range ends at 30*, which means vacancies remained after the previous Secondary 1 exercise. The figure does not establish that the last actual child posted to Peirce scored exactly 30; it records that an eligible pupil at the upper end could have been admitted while there were still places.
Past vacancies can disappear when applicant demand changes. A PG1 family should assess subject-level teaching, student support and genuine school fit, not treat an asterisk as a guaranteed offer or a statement about school quality.
9. What if a PG3 pupil scored 19?
A PG3-eligible child with total PSLE Score 19 may reasonably investigate Peirce because its previous PG3 last admitted score was 20. This is historical evidence of plausible competitiveness, not a prediction that the child will definitely be posted there.
Ask whether the pupil enjoys hands-on STEM and whether the timetable, CCA choices and commute are workable. Include other acceptable schools with a sensible spread of historical cutoffs so the family is prepared if the new boundary changes.
10. What if a PG2 pupil scored 24?
A PG2-eligible pupil scoring 24 should compare with Peirce’s former PG2 last admitted score of 25, not with the PG3 boundary of 20. The Posting Groups represent different entry categories, and individual subject levels are considered separately under Full Subject-Based Banding.
Ask how the child would take English, Mathematics, Science and Mother Tongue, and how more demanding subject offers or later changes work when MOE criteria are met. The family should plan around the actual learner, not a vague label.
11. What if a PG1 pupil scored 29?
A PG1-eligible pupil with Score 29 may notice Peirce’s former PG1 range ending at 30*. The school could be an option worth investigating, but no family should promise admission based on the previous year’s vacancies.
The pupil still needs suitable foundational teaching, opportunities to develop interests and a safe route to school. Ask which subjects are offered at G1, what additional subject opportunities may exist and how support is organised.
12. Historical cutoff versus present school value
A school cutoff measures the previous allocation outcome, not teacher quality, social support, pupil kindness or the value of the school’s STEM programme. A more selective numerical cutoff at another school does not necessarily make it a better environment for a child who enjoys Peirce’s activities.
Ask how teachers correct misunderstandings and respond when a student struggles with peers or deadlines. A successful school choice is where the pupil can learn and belong, with a reasonable commute and people they can approach.
13. Peirce’s current Applied Learning Programme began in 2025
Peirce’s September 2026 Applied Learning Programme page says its current signature STEM ALP was introduced in 2025 and focuses on AI literacy, coding, design thinking and project-based learning. This is a present-day programme, not the earlier Bishan Park broadcast journalism framework.
Parents should ask what an ordinary Secondary 1 pupil actually learns and how beginners receive instruction. A child who has never touched a microcontroller should be able to understand basic inputs and outputs, receive guidance and practise careful reasoning.
14. Tier 1 STEM reaches all lower-secondary pupils
Peirce says Tier 1 is designed for the full lower-secondary cohort, not only a selected team. Students learn computational thinking and coding with microcontrollers, explore AI tools responsibly and apply human-centred design to practical problems.
This matters because pupils should gain useful foundations even without entering a competition. Ask how the ALP is timetabled, how students are assessed and whether tasks connect clearly to Mathematics and Science concepts.
15. Secondary 1 robotic project examples
The official ALP page identifies curated Secondary 1 projects such as a robotic grand prix, combining coding, electronics and design thinking. Such activities can make technical ideas tangible: pupils see how a programmed instruction affects movement and why changes to a design can influence its performance.
Ask whether pupils are expected to explain variables, debug errors and document what happened. An effective lesson teaches the reasoning behind a prototype rather than merely giving marks to the fastest vehicle.
16. Secondary 2: applying STEM to community needs
Peirce’s ALP description says Secondary 2 pupils undertake more complex projects and may connect STEM with Values-in-Action initiatives. Students can develop prototypes addressing real needs in the community, learning to identify a problem before proposing a technical fix.
A family can ask how the school teaches empathy and user testing. A device may work technically but still be unsuitable for the person meant to use it. Responsible design is a combination of evidence, practicality and respect.
17. The current Makerspace offers practical extension
Peirce’s Makerspace includes opportunities to use technologies such as 3D printing and laser cutting under appropriate supervision. These can help students convert sketches and digital designs into physical models and see how material and measurement constraints affect an outcome.
Ask whether ordinary pupils can use the space during curriculum time or whether specific sessions require selection. Safety and careful planning are part of meaningful engineering education. Attractive equipment is helpful only when teaching gives students the confidence to use it responsibly.
18. Tier 2 STEAM opportunities are selective
The advanced Tier 2 STEAM Makerspace is intended for pupils with deeper interest and aptitude in STEM. Peirce describes projects integrating engineering, coding, design and interactive art, as well as collaboration with Singapore Polytechnic.
Do not tell a Primary 6 child that normal Peirce posting guarantees a polytechnic mentorship, advanced research role or competition team place. Ask about eligibility, available spaces and the actual workload. The regular Tier 1 curriculum should still be a positive fit.
19. AI literacy is about limits and judgement
A young teenager can use an AI tool and receive a convincing answer without understanding how the tool produced it. Peirce’s current ALP aims to teach responsible AI use and the influence of technology on society. Parents should ask how pupils examine limitations, errors and privacy concerns.
Learning to verify an output can be more important than producing impressive-looking generated content. These skills can transfer to research, online reading, projects and later work. A child who says a claim needs more evidence has developed a useful intellectual habit.
20. The Learning for Life Programme is Community Youth Leadership
Peirce’s July 2026 LLP is called Nurturing Community Leaders with a Heart to Serve. It includes Values in Action and student leadership development, aiming to deepen empathy, responsibility and commitment to the wider community.
That current LLP is not automatically identical to the former Bishan Park’s holistic arts programme. A family should evaluate the present school as it is, including how leadership training reaches ordinary pupils and how selected appointments or advanced projects are allocated.
21. Values in Action starts with real people
A good service activity begins by understanding what the intended beneficiaries need. A team might organise a small project for older residents, younger children or the school community; it should listen, plan and evaluate whether its contribution is useful.
Parents can ask whether pupils are taught to reflect on mistakes and adapt their approach. Service learning is stronger when a teenager learns empathy and reliable action rather than simply collecting hours or photographs.
22. Leadership can grow in a quiet pupil
Not every capable leader speaks the most in class. A student can contribute by organising work, keeping commitments, checking details or supporting a worried peer. A school-wide leadership programme should recognise those forms of responsibility as well as formal council roles.
Ask Peirce how a Secondary 1 pupil begins to take on manageable duties and what opportunities exist for those who are not selected for leadership titles. Growth should be taught and supported rather than treated as a talent only some children already have.
23. Current CCAs may differ from the old Bishan Park list
The present Peirce school offers CCAs across sports, performing arts, uniformed groups and clubs. Its current prospectus mentions options for pupils interested in academic pursuits, community work and the arts. Availability and selection can vary by cohort.
Parents should not assume that a team or performance group named in an archived Bishan Park brochure is still operating in its old form. Ask for Peirce’s live CCA roster, trial or audition arrangements and typical activity days.
24. Current DSA does not reopen the old school
Peirce’s recent DSA-Sec talent areas have included STEM, concert band, Scouts and International Chess. That is an earlier admission exercise managed under the current Peirce name. The former Bishan Park school’s DSA information does not create a separate current entry option.
A pupil choosing after PSLE results must use the mainstream posting process and cannot assume that a DSA talent category guarantees ordinary CCA selection. The first question is whether Peirce is a good everyday school for the child.
25. School journeys around Sin Ming and Upper Thomson
Peirce is at 10 Sin Ming Walk. Its school prospectus identifies Bright Hill and Upper Thomson MRT on the Thomson–East Coast Line, as well as Bishan and Marymount stations on other lines. Bus services along Upper Thomson Road and Sin Ming provide additional connections.
Use the actual home address and school gate to estimate the morning route and return after CCA. A station name alone is not a travel-time guarantee. Some pupils may have a direct bus and others will need transfers or a longer walk.
26. The campus has two access areas
Peirce’s virtual campus tour identifies its front entrance at Sin Ming Walk and a back-gate access towards Upper Thomson Road. This detail may matter when planning an independent route and deciding which nearby bus stop or MRT walking path is safer.
Ask the school which gate incoming Secondary 1 pupils should use at particular times. A parent should not assume every historical entrance stays open throughout the day. Practical route planning reduces avoidable stress in the first term.
27. Peirce has its own facilities and teaching spaces
The school’s virtual tour shows its library, computer labs, Science Learning Centre, dance studio, hall and other facilities. These give families a chance to imagine the ordinary timetable and co-curricular opportunities of the successor school.
Do not use photographs of the former Bishan Park campus to infer present facilities. Ask which rooms students actually use and whether equipment or access requires supervision. Facilities are valuable when they support clear teaching and meaningful practice.
28. Full Subject-Based Banding and SEC requirements
Current secondary-school admission uses Posting Groups, while G1, G2 and G3 describe levels of individual subjects. The child’s actual English, Mathematics, Science and Mother Tongue offers are based on MOE eligibility and school arrangements; progression can change as performance develops.
Old Bishan Park Express or Normal stream tables describe an earlier system. Parents entering in 2027 should seek current Singapore-Cambridge Secondary Education Certificate information and ask which upper-secondary combinations are available and under what criteria.
29. Student support and home-school communication
Peirce’s current Parent-School Partnership page describes communication via the general office, email and arranged meetings. It encourages constructive conversations and asks families to contact staff during operating hours except for emergencies.
If the child struggles with work, friendship or anxiety, ask who their first contact would be and how the school monitors progress. For medical, sensory, mobility or learning needs, discuss actual arrangements privately. A broad commitment to inclusion should be followed by an individual plan where needed.
30. A PG3 family example: Score 19 and interest in coding
Imagine a pupil eligible for PG3 who scored 19 and enjoys small programming challenges. The former Peirce PG3 cutoff of 20 offers a historical reason to shortlist the current school. The family reads about Tier 1 coding and asks whether the pupil will receive enough support to work independently.
Then it measures the commute and compares other appropriate schools. A previous boundary does not guarantee admission, and a selected STEM programme is not automatic. The family’s final choice should reflect the ordinary learning and support the child will receive.
31. A family with Bishan Park alumni connections
Suppose a parent once studied at Bishan Park and wants the same educational environment for their child. The parent can share positive memories of arts and school friendships while explaining that Peirce is the actual present-day choice and may have different signature programmes.
The child should be allowed to decide whether today’s Peirce is appealing. Alumni memories can be a source of connection, but the youngster’s subject needs, travel and preferred CCAs must guide a decision about 2027 school life.
32. No, the merger does not add an extra school-choice slot
Bishan Park and Peirce are not two current schools sharing a postal district. There is one current Peirce Secondary School for mainstream S1 posting, with one current school code. A parent cannot select both former names to gain an additional posting opportunity.
Prepare a six-school list of distinct active schools. Check every code and eligibility condition in the official S1 system rather than copying a table from before 2018. The family should remove any defunct name before submitting.
33. How the six-school posting process works
MOE primarily considers PSLE Score. If equal-score eligible pupils compete for remaining places, citizenship, school-choice order and then computerised balloting apply. Ranking a school first can matter in the relevant tie-break setting but cannot overcome an applicant with a better overall PSLE result.
MOE recommends including two or three schools whose previous last-admitted scores were numerically higher and therefore less demanding than the child’s total. Every school should remain an acceptable destination, not a placeholder. Verify Posting Group rules and save the submission acknowledgement.
34. Official sources and the current-school conclusion
Read MOE Heritage Centre: Bishan Park Secondary School, Peirce’s 2018 merger history, current STEM ALP, Community Youth Leadership LLP, campus virtual tour, current contact and MOE SchoolFinder.
Last reviewed 1 November 2026. Bishan Park is a former school merged into Peirce, not an available separate Secondary 1 choice. Peirce’s 2026 score ranges do not predict 2027 admission. This article is an independent parent guide, not an official admission notice.