PSLE Score 26: Check PG1 Eligibility and Plan the Next Step

A PSLE Score of 26 must be read with the child’s four subject Achievement Levels, not as a complete description of their ability or future. A PSLE Score of 26 needs one crucial check before any school choices are made: are both English Language and Mathematics AL7 or better? Under the current MOE posting table, a total from 26 to 30 qualifies for PG1 only when that condition is met. If both subject conditions are satisfied, the pupil is eligible for PG1. If either English or Mathematics is AL8, the score alone does not provide an ordinary Posting Group. The family must then speak with the primary school promptly about the next route, including repeat-PSLE or specialised-school options where applicable. Do not assume every Score 26 child follows the same path. The family should first confirm the official posting position, then consider the pupil’s learning needs, emotional response and next school or programme. A child can have a strong subject and a serious weakness in another; the total does not tell the whole story.

For the 2026 PSLE cohort entering the next school year in 2027, SEAB currently lists 24–25 November 2026 as the tentative results-release window. The actual date will only be confirmed after marking, grading and checks are completed. Posting Group 1 only if both English Language and Mathematics are AL7 or better; otherwise no ordinary PG1/2/3 posting eligibility under the standard score table. This guide explains what parents should do, what the score does and does not mean, how to discuss the result without blame and how to build a practical learning plan. Do not treat prelim marks or last year’s school cut-offs as guaranteed PSLE outcomes or admission promises.

Score: 26; lower PSLE aggregate totals indicate stronger overall performance.
Posting position: Posting Group 1 only if both English Language and Mathematics are AL7 or better; otherwise no ordinary PG1/2/3 posting eligibility under the standard score table.
Why subject results matter: AL6 English + AL7 Mathematics + AL6 Science + AL7 Mother Tongue = 26 and meets the EL/MA condition. AL8 English + AL6 Mathematics + AL5 Science + AL7 Mother Tongue = 26 but does not meet it. These are illustrative profiles; only the child’s actual slip determines the outcome.
First parent action: verify the official slip, DSA status and the MOE S1 instructions.
Learning priority: accurate eligibility verification first; then either a supported PG1 transition or an urgent alternative-pathway consultation, with literacy and numeracy central to recovery.
School decision: check current options, programme fit, travel and support; historical cut-offs are not guarantees.
Family approach: honest information, no blame and a realistic plan.

What Score 26 means for this child’s next step

A PSLE Score of 26 needs one crucial check before any school choices are made: are both English Language and Mathematics AL7 or better? Under the current MOE posting table, a total from 26 to 30 qualifies for PG1 only when that condition is met. If both subject conditions are satisfied, the pupil is eligible for PG1. If either English or Mathematics is AL8, the score alone does not provide an ordinary Posting Group. The family must then speak with the primary school promptly about the next route, including repeat-PSLE or specialised-school options where applicable. Do not assume every Score 26 child follows the same path. It is essential to use the current MOE posting table, not an older Express, Normal Academic or Normal Technical diagram. Posting Groups 1, 2 and 3 facilitate entry to mainstream secondary school and guide the indicative starting level of most subjects. G1, G2 and G3 describe subject levels. They are not fixed labels of intelligence or character.

The four-subject combination is central to recovery planning. AL6 English + AL7 Mathematics + AL6 Science + AL7 Mother Tongue = 26 and meets the EL/MA condition. AL8 English + AL6 Mathematics + AL5 Science + AL7 Mother Tongue = 26 but does not meet it. These are illustrative profiles; only the child’s actual slip determines the outcome. Two children with the same total can therefore need different teaching. A parent should ask which concepts the pupil can explain unaided, which task instructions are understood and where the first incorrect step repeatedly occurs. A generic course based only on the aggregate may miss the most important learning gap.

The overlooked condition at Scores 26 to 30

The official score band is not simply ’26 to 30 equals PG1′. MOE’s published table adds a condition: both English Language and Mathematics must be AL7 or better. At Score 26, a pupil with English AL7 and Mathematics AL7 may qualify for PG1. A pupil with English AL8 and Mathematics AL6 does not satisfy the condition, even if the other two subjects are strong. This distinction is urgent because it changes the next administrative step.

For a family with Score 26, turn this issue into a specific action: verify a placement rule with the official source or school, ask a teacher for evidence from marked work, or select one teachable learning target. The main learning priority is accurate eligibility verification first; then either a supported PG1 transition or an urgent alternative-pathway consultation, with literacy and numeracy central to recovery. Do not make a promise about an admission outcome, subject upgrade or examination result that the relevant school or authority has not confirmed.

First question: read English and Mathematics before looking at the school list

Parents should take the official result slip and check the English and Mathematics ALs separately. ‘AL7 or better’ means AL7 or a lower-numbered AL. If both meet the condition, confirm PG1 eligibility in the official S1 instructions. If either is AL8, contact the primary school immediately. Do not infer that the child can select a PG1 school because the aggregate is 26. The official option documentation and school guidance determine the correct route.

If the child qualifies for PG1 at Score 26

A pupil who meets the English and Mathematics condition is ordinarily eligible for PG1. Most subjects will typically begin at G1. However, Full SBB can recognise stronger individual subjects: subject-level offers depend on the relevant Standard or Foundation grade and the receiving school’s arrangements. Ask the school what the pupil is actually offered rather than assuming every possible G2 or G3 combination will be available.

If English or Mathematics is AL8 at Score 26

This is not the ordinary PG1 route. Do not submit mainstream school choices based on a mistaken interpretation. Contact the primary school’s P6 form teacher, year head or principal and ask for an individual explanation of the progression options. MOE and SEAB’s published post-PSLE arrangements describe re-attempting PSLE and applying to NorthLight School or Assumption Pathway School for pupils not assessed suitable for mainstream posting. Eligibility, recommendation and current admissions windows must be confirmed directly.

Why a total of 26 can conceal opposite profiles

AL6 English, AL7 Mathematics, AL6 Science and AL7 Mother Tongue total 26 and meet the English/Maths threshold. AL8 English, AL6 Mathematics, AL5 Science and AL7 Mother Tongue also total 26, but does not meet the threshold. In the second case, a strong Science result cannot replace the specific English requirement. Parents must not average the grades or decide that a strong subject compensates administratively for an AL8 in English or Mathematics.

The result may reflect one specific literacy or numeracy barrier

A child with English AL8 may need support in decoding, vocabulary, comprehension, writing, or exam task interpretation. A Mathematics AL8 may arise from weak number sense, fractions, ratio, modelling, units or multi-step reasoning. These are not interchangeable problems. Look at actual marked work, identify the first unreliable skill and ask the teacher whether the difficulty is long-standing or context-specific. More papers are not a diagnosis.

A repeat Primary 6 year requires a genuinely different plan

If repeat PSLE is the route agreed with the school, the next year should not consist of repeating the same worksheet routine. Map the missing literacy and numeracy prerequisites. Establish short teaching cycles, independent attempts, spaced retrieval and periodic review. Include attendance, confidence, peer relationships and rest. Parents should ask who will monitor progress and how the school will communicate evidence of improvement.

NorthLight and Assumption Pathway School are distinct options

These schools have specialised programmes and their own admission processes. They should be considered on curriculum fit, experiential learning, pastoral support and progression opportunities, not dismissed as punishment or assumed to be automatic placements. Published arrangements have required a primary school principal’s recommendation. Contact the relevant school and primary school quickly to confirm the actual 2027 entry conditions and deadline.

Can the child take an IP or PG2 route at Score 26?

Do not assume so. A Score 26 pupil who meets the English and Mathematics condition is ordinarily in PG1. A pupil who does not meet the condition is outside the standard PG1/PG2/PG3 score bands. IP is not a fallback for a student who does not qualify for a posting group. Ask the primary school and MOE about the actual eligible pathways rather than building an application around a hoped-for exception.

How to manage distress when eligibility is uncertain

The family may experience shock because the aggregate appears close to the PG1 range. Explain that the rule uses both total score and the specific English/Mathematics condition. Do not blame the child or debate which subject ‘should have counted’. Gather the paperwork and ask the school for help. If the child is withdrawn, frightened or expressing hopelessness, speak with the school counsellor and seek appropriate professional support.

The first 48 hours checklist

Read the score slip carefully; call the primary school; confirm whether both English and Mathematics meet AL7 or better; ask what official options apply; and record any application deadlines. If the pupil qualifies for PG1, begin the regular S1 process. If not, ask directly about repeat-PSLE and the specialised-school routes. Do not rely on unofficial calculators, social-media tables or a neighbour’s result.

A twelve-week plan depends on which route applies

A pupil entering PG1 needs a transition plan that builds organisation, reading, Mathematics confidence and appropriate subject-level readiness. A pupil outside standard posting needs a plan shaped with the primary school and prospective programme. The two situations should not be mixed. The first aim is always to put the child on a correct pathway; academic training comes second.

Read the official result slip, not a guessed score

PSLE is based on Achievement Levels in English Language, Mathematics, Science and Mother Tongue. A low aggregate number represents stronger overall performance. Parents should check the official grades, including Foundation subject information and any relevant language result. An estimated score from a school prelim or an online calculator is not an official result. Where a particular subject grade changes posting eligibility, confirm it with the primary school and MOE.

Apply this to Score 26: Posting Group 1 only if both English Language and Mathematics are AL7 or better; otherwise no ordinary PG1/2/3 posting eligibility under the standard score table. The next action depends on the student’s actual subject grades and the live instructions for the 2027 intake. A parent can be firm about learning and gentle about the child at the same time. Keep the administrative decision and the teaching intervention separate.

Preliminary examination results are diagnostic, not posting outcomes

P6 prelim papers can be harder or differently weighted than the national examination. They are useful for identifying weak topics, but they cannot certify a child’s PSLE aggregate or Posting Group. After result release, use the official result slip for placement. Then revisit the prelim paper to find repeated mistakes: misunderstood instructions, insecure prerequisites, weak explanations, poor time management or stress. A low prelim does not mean that the child is doomed; a high prelim does not guarantee a result.

The current PSLE posting bands

MOE’s published table gives Scores 4–20 as PG3; 21–22 as a choice of PG2 or PG3; 23–24 as PG2; and 25 as a choice of PG1 or PG2. Scores 26–30 qualify for PG1 only when English Language and Mathematics are both AL7 or better. The standard table has no mainstream PG1/PG2/PG3 row for scores above 30, or for scores 26–30 that do not meet the English and Mathematics condition. The full conditions matter; never present 26–30 as unconditional PG1.

Posting Group is not a permanent identity

Posting Groups facilitate entry and help indicate the starting levels of most Secondary 1 subjects. G1, G2 and G3 are subject levels. Under Full SBB, pupils may study different subjects at different levels according to eligibility and school arrangements. IP is a separate programme structure and is not a fourth Posting Group. Explain this carefully so that a child does not hear a placement term as a judgment of their worth.

Subject-level offers under Full SBB

The official subject AL criteria determine whether a pupil may be eligible to study a subject at a more demanding level. The receiving school communicates the actual subject combination and timetable. Parents should ask whether the pupil qualifies for G2 or G3 in each stronger subject and what the school offers. Do not promise automatic upgrades or assume every combination exists at every school.

The 2026 results and 2027 school transition calendar

As at 14 November 2026, SEAB lists Tuesday 24 to Wednesday 25 November as the tentative PSLE results release window. The actual date will only be confirmed after the relevant processes are completed and will be announced publicly. Prepare questions early, but check the live announcement and S1 Portal for the exact dates. Ordinary school choices and specialised school admissions can follow different processes and deadlines.

SchoolFinder and the meaning of historical score ranges

MOE SchoolFinder provides school and programme information, including the previous year’s PSLE score ranges. Those ranges are historical descriptions, not guarantees of an offer in the next intake. Compare the correct Posting Group and route. Consider programme, travel time, subject offerings, school culture, support and the pupil’s interests. Use a spread of genuine choices rather than assuming a score secures the most popular school.

What a family should ask the Primary 6 teacher

Ask which concepts the child can do independently, which mistakes appear repeatedly, whether the difficulty is limited to one subject and how the child responds to unfamiliar tasks. Request examples from marked work rather than relying on broad labels. Ask the teacher to explain how the official score bands apply to the actual result slip. If the pupil does not meet the mainstream condition, ask about the school’s role in repeat-PSLE or specialised-school recommendations.

When the child may have a mainstream placement

If the actual result meets a standard posting band, use the S1 Portal instructions and submit the permitted choices. Read any confirmed DSA offer carefully. A DSA interview or waitlist is not a placement. Ensure the family understands the selected Posting Group and the eligible schools. Keep a copy of the submitted choices and follow the eventual posting and registration instructions.

When the child does not qualify for ordinary posting

MOE and SEAB have published post-PSLE options for pupils not assessed suitable for mainstream secondary posting, including re-attempting the PSLE the following year and applying to NorthLight School or Assumption Pathway School. These routes are not automatic admission guarantees. The primary school can advise on suitability and the required principal’s recommendation. Contact the relevant schools promptly because their admissions arrangements may have short windows.

Repeating Primary 6 needs a different teaching plan

A repeat year should identify the earliest missing prerequisites and set teachable goals. It should include classroom learning, explicit explanation, independent practice, retrieval, a changed application task and periodic review. Protect confidence, sleep, interests and peer relationships. Repeating a year is not a punishment. Nor does it guarantee a particular next score; it creates additional time to learn with a better-supported approach.

NorthLight School and Assumption Pathway School are distinct settings

Families should understand each school’s applied and experiential approach, curriculum, support, progression and admission conditions. Ask whether the environment suits the child’s learning strengths, daily needs and interests. Do not dismiss these schools as a failure route or treat them as a guaranteed place. Obtain current information directly from the schools and the primary school.

English recovery: start with meaning and instructions

A pupil who struggles with English may find other subjects harder because task instructions are language too. Work on reading accuracy, vocabulary in context, understanding question words, finding evidence and constructing clear sentences. Identify whether the issue is reading, grammar, composition or comprehension. Teach a small target and check it on a different passage. More sophisticated vocabulary is not useful when the actual question is still misunderstood.

Mathematics recovery: teach the missing relationship

Identify whether a wrong answer begins with number sense, basic operations, fractions, ratio, units, measurement, diagrams or problem interpretation. Ask the child what each number represents. Use a model or diagram to explain the relationship, then give a new problem with different values. A student should be able to explain the method, not merely copy a worked example. Only after the concept is reliable should speed become a priority.

Science recovery: distinguish observation from explanation

Ask what changed, what was observed and which scientific concept explains the result. Teach the difference between evidence and inference. Use school-level examples and a changed situation to check transfer. A long memorised sentence does not necessarily answer the question. The learner should be able to explain why the evidence supports the conclusion.

Mother Tongue: teach the skill that is actually weak

Spoken fluency at home is not identical to formal reading, writing, comprehension or oral assessment. Diagnose script recognition, vocabulary, grammar, listening, speaking and written expression separately. Use accurate materials for the language taken. Parents can organise a consistent, kind routine without pretending to be experts in every language. Avoid shaming a child’s family language background.

Anxiety and emotional recovery

Children can respond to PSLE disappointment with tears, anger, withdrawal, sleep difficulty or fear of school. Listen before setting academic goals. Keep meals, rest, physical activity and friendships. If distress persists, affects daily functioning or involves hopelessness, speak to the school counsellor or a qualified healthcare professional. Seek urgent local help if the child is in immediate danger. Do not use a result as a threat or punishment.

When tuition is useful

Tuition may help when it addresses a clear learning gap, the teacher observes how the pupil thinks, and each lesson includes independent practice and feedback. Ask what the tutor diagnosed, what will be taught, and how transfer will be checked. Do not purchase several overlapping courses before understanding the child’s needs. The school may already provide relevant support. A small group is useful only when pupils receive meaningful individual attention.

A twelve-week framework for recovery

Weeks 1–2: verify the pathway and establish a baseline. Weeks 3–4: repair a key English or Mathematics prerequisite. Weeks 5–6: strengthen scientific explanation and language skills. Weeks 7–8: retrieve and apply knowledge without hints. Weeks 9–10: establish the new school routine and increase one challenge at a time. Weeks 11–12: review work with teachers and adjust. Adapt the sequence to the pupil’s actual school route and needs.

The eduKate Fencing Method and Learning Continuity

Begin with one small, teachable concept. Demonstrate it clearly, ask the child to explain it, practise an independent variation, then change one feature of the task. If the pupil cannot transfer the idea, return to the earlier step. This is a practical Fencing Method: narrow the difficulty, secure understanding, then extend complexity. The child’s progress should be visible in independent work, not only in copied corrections.

The immutable Clementi reference and the eduKate ecosystem

The first-two-paragraph information-first approach, third-paragraph summary and reader-oriented longform structure are based on the immutable Clementi small-group Mathematics reference: https://edukatesg.com/portfolio/secondary-1-mathematics-tutor-clementi-small-groups-tutorials/. That reference page is not changed. The eduKate REF/HELP distinction is useful here: parents check the official rule first, then use a clear teaching explanation, targeted practice, correction and a fresh independent check. The Secondary 1–4 vocabulary resource can support ongoing language development when used appropriately: https://edukatesg.com/portfolio/2000-essential-english-vocabulary-words-secondary-1-4/.

What successful recovery looks like

Success is an accurate administrative decision, a child who feels safe enough to ask for help, and a learner who can independently do something that was previously difficult. It may include a suitable PG1 or PG3 transition, a supported repeat-PSLE plan, or an applied learning setting. It does not require a family to pretend the result did not matter. Over time, the child’s capacity to learn and participate is more important than a single aggregate number.

The twelve-week learning continuity course for parents

This is an adaptable teaching framework rather than an official MOE timetable. Its purpose is to support posting group 1 only if both english language and mathematics are al7 or better; otherwise no ordinary pg1/2/3 posting eligibility under the standard score table and build the skills needed for the pupil’s next stage. For a mainstream student, adapt it to the receiving school’s curriculum. For a student who may need a repeat PSLE or specialised school pathway, work with the primary school and the receiving institution. Keep rest, recreation, friendships and sleep within the plan.

Week 1: Clarify the official result and the route

Use the official result slip and the current MOE/SEAB instructions. If the Score 26–30 English and Mathematics condition applies, check both subject grades before researching schools. If the pupil is outside ordinary eligibility, call the primary school and ask about the formal next steps. Allow the child to speak about feelings without being interrogated.

For Score 26, keep this week’s work connected to accurate eligibility verification first; then either a supported PG1 transition or an urgent alternative-pathway consultation, with literacy and numeracy central to recovery. Save one example of the child’s independent attempt. Ask the pupil to explain what changed in their understanding and try a fresh question without prompts. If the child cannot yet transfer the idea, return to the prerequisite instead of adding more pages.

Week 2: Map the four subject ALs and learning evidence

Review marked work from English, Mathematics, Science and Mother Tongue. Identify the first wrong step rather than recording only the final mark. Ask the teachers which skills are independently secure and which require explicit teaching. Write down one high-priority target for the next fortnight.

Week 3: Read a short text and understand its instructions

Choose a short passage appropriate to the child’s reading level. Teach the meaning of the question instruction, locate evidence and ask the pupil to answer in their own words. Revisit one useful vocabulary item in a new sentence. Change the passage to see whether the method transfers.

Week 4: Rebuild one Mathematics prerequisite

Identify the actual difficulty—number facts, fractions, ratio, units, graph reading or word-problem interpretation. Use a simple model, ask the pupil to explain what each number means and give a different independent example. Do not use speed tests before the idea is understood.

Week 5: Explain one Science idea using evidence

Use one syllabus-appropriate observation or data set. Ask what was changed, what was observed and which concept explains the result. Correct the distinction between evidence and inference. Then alter one condition and ask the child to apply the same reasoning.

Week 6: Practise Mother Tongue through its actual skill channel

Select a specific task in Chinese, Malay, Tamil or the language the pupil studies. This may be reading, writing, vocabulary, listening or oral expression. Use correct teaching materials and short practice. Do not assume that spoken confidence proves school-level literacy.

Week 7: Build an independent weekly routine

Teach the student to record assignments, pack materials, plan a short revision block and ask a teacher for clarification. For a repeat-year or specialised route, use that programme’s actual timetable and routines. Parents should model organisation without doing the work for the child.

Week 8: Retrieve without looking at the answer

Cover the worked example and ask the learner to reconstruct the idea. Change numbers, data or wording. Record whether the child can now complete the task without prompts. If not, return to the teaching step instead of assigning more of the same worksheet.

Week 9: Prepare for the next school or programme

Use the official school information and confirmed route. Check commute, subject offerings, support, admission deadlines and programme fit. For mainstream posting, follow the S1 Portal. For alternative school admissions, contact the primary school and the relevant institution directly.

Week 10: Add a measured challenge

Only when a skill is secure, add one new demand: a longer passage, an unfamiliar example, more data or gentle time expectations. If the pupil becomes confused, remove the newest condition and find the reason. One challenge at a time makes progress measurable.

Week 11: Review progress with teachers

Show two or three examples of independent work to the teacher or tutor. Ask whether the improvement appears in class and which skill should be taught next. Review sleep, attendance, confidence and workload. Seek appropriate support if anxiety or learning needs persist.

Week 12: Consolidate and adjust the next term

Compare the first and final attempts. Ask the child what they can now do independently and what remains difficult. Agree on one new target, keep the routines that work and remove unnecessary workload. Recovery is a continuing learning process, not a twelve-week promise of a score.

Questions parents should ask before choosing tuition or additional support

What is the first skill the child cannot yet do independently?

Ask the teacher or tutor to point to an actual question and show where the reasoning breaks. A broad statement such as ‘weak in Mathematics’ is not precise enough to choose an intervention.

Is this a knowledge gap, a language gap or an exam execution issue?

A pupil may know the concept but misread the instruction; another may understand the wording but lack the prerequisite. These require different teaching approaches. Check the first wrong step.

What is the school already providing?

Ask about remedial lessons, learning support, consultation time, counselling and subject-level guidance. Coordinate any private tuition with the school’s teaching instead of creating multiple conflicting routines.

How will we know the intervention works?

Ask for a new independent task, not merely completion of a worksheet with help. The pupil should explain the idea and apply it to a changed example. Set a review date.

Is the workload sustainable?

Count school hours, homework, travel, tuition, meals, sleep, recreation and family responsibilities. A course that leaves no time to think independently may be counterproductive.

What signs mean that anxiety needs attention?

Monitor school refusal, sleep disruption, persistent distress, withdrawal or hopeless statements. Speak with the school counsellor or an appropriate healthcare professional when these persist or affect daily life.

What is the child’s own view of the next school?

Ask what they look forward to and what they fear. The learner needs a voice in the decision, even where the official eligibility conditions restrict the options.

When will the plan be reviewed?

Agree to check actual work and wellbeing after four, eight and twelve weeks. Change the plan when the evidence changes.

Frequently asked questions about PSLE Score 26

Does the score alone determine the Posting Group?

No. For Scores 26–30, both English Language and Mathematics must be AL7 or better for PG1 under the standard table. Check the subject results and official instructions.

Can a strong subject be offered at a higher level?

Possibly, under Full SBB when the pupil meets the subject-level criteria and the receiving school offers the subject combination. Ask the school for the actual offer; do not assume an automatic upgrade.

Does PG3 guarantee an IP place?

No. IP is a separate programme with school-specific admission arrangements. PG3 eligibility does not guarantee an IP offer.

Are school cut-off points guaranteed?

No. They are previous-year outcomes and can change. Use MOE SchoolFinder and the current S1 option list.

Can prelim marks be converted into a PSLE score?

No reliable official conversion should be assumed. Use prelim scripts for diagnosis and the national result slip for posting.

Should every disappointed pupil repeat Primary 6?

No. Mainstream-eligible pupils ordinarily progress through the S1 process. Repeat PSLE is a published route for some pupils not assessed suitable for mainstream posting, after consultation with the school.

What if the English and Mathematics AL condition is not met?

For a score from 26 to 30, contact the primary school promptly and seek an individual explanation of the actual progression route. Do not submit ordinary school choices on an incorrect assumption.

How can tuition help?

Only when it addresses a defined learning need, includes clear teaching and checks independent application. Tuition cannot guarantee school admission or a specific result.

The eduKate learning ecosystem: source, explanation, practice and correction

This article follows the information-first layout of the immutable Clementi Secondary 1 Mathematics small-group reference: immediate practical guidance, a compact summary, then a full explanation for parents. That reference page itself is not changed. The eduKate REF/HELP approach separates checking an official rule from explaining it to a learner. A parent can verify eligibility first, then use an explanation, small task, correction and independent re-test to improve understanding.

For language development, the Secondary 1–4 Essential English Vocabulary resource can support purposeful reading and vocabulary in context when used at an appropriate level. Small-group tuition may be useful when the teacher can observe each pupil’s reasoning and adapt the lesson. eduKate’s three-pupil tutorial model is a teaching context, not a promise of admission or score improvement. The school remains the authority on the pupil’s placement and subject offer.

Official source register and verification date

Checked against official and school sources as at 14 November 2026: SEAB 2026 Important Dates; MOE PSLE Scoring System; MOE Posting Groups; MOE Secondary 1 Posting; MOE SchoolFinder; MOE Full Subject-Based Banding; SEAB 2025 PSLE results and alternative routes. SEAB’s current calendar gives 24–25 November 2026 as tentative and states that the actual date is confirmed after all processes are complete. For any score 26–30, refer to the English and Mathematics AL7-or-better condition in MOE’s posting table. For pupils outside mainstream eligibility, the 2025 SEAB release describes repeat-PSLE and specialised-school alternatives as the most recent completed-cohort example; use the live 2026/2027 notices for the actual intake.