If your child has a PSLE Score of 25 and Foundation Mathematics grade A, the family can choose Posting Group 1 or Posting Group 2 for Secondary 1. The Foundation A contributes the equivalent of AL6 towards the total PSLE Score; it is not the same as a Standard-level Mathematics AL6 result. The practical choice is between a PG1 timetable that normally starts most subjects at G1, with possible G2 Mathematics because of Foundation A, and a PG2 timetable that normally starts most subjects at G2. Parents should examine how the child actually understands fractions, number operations and word problems, alongside English, Science and Mother Tongue readiness, before choosing one group for the six school preferences.
For the 2026 PSLE cohort entering Secondary 1 in 2027, school cut-offs available in MOE SchoolFinder reflect the 2025 PSLE cohort entering in 2026. At score 25, many schools’ historical PG2 cut-offs ended at 25, leaving no numerical margin, while PG1 historical cut-offs at schools such as Kranji, North Vista, Punggol Secondary, Greenridge, Queensway and Bedok Green were generally higher. Those columns describe different admission groups and first-year learning demand; they are not two chances at the same seat. Confirm the chosen group, school options, the child’s actual G2 Mathematics eligibility, the journey and school environment rather than relying solely on the more comfortable-looking cut-off.
Quick parent summary
• PSLE Score 25: official choice between PG1 and PG2 for the normal S1 posting exercise.
• Foundation Mathematics A: equivalent AL6 contribution to the PSLE aggregate, but a distinct Foundation grade.
• Under PG1, Foundation A in Mathematics can make the pupil eligible for G2 Mathematics at Secondary 1.
• Under PG2, most subjects ordinarily start at G2; Foundation A does not by itself meet the Standard AL5-or-better criterion for G3 Mathematics.
• One selected Posting Group applies to all six school choices in the S1 Internet System.
• Compare historical school PG1 and PG2 ranges separately, and never call a previous cut-off a guaranteed 2027 offer.
• Assess the child’s learning readiness, school support, travel, programmes and CCAs.
What a Foundation Mathematics A grade means
Primary 6 pupils may sit certain PSLE subjects at Standard or Foundation level. The Foundation grading scale is A, B and C, not the same written AL1–AL8 scale used for Standard subjects. For posting score calculation, Foundation A maps to equivalent AL6, Foundation B to AL7 and Foundation C to AL8. This is why a child can have Foundation Mathematics A and a total PSLE Score of 25.
The conversion exists to calculate the total for posting, not to claim the child took the identical examination as someone who attained Standard Mathematics AL6. Foundation Mathematics uses different assessment demands. Parents should avoid describing the equivalent AL6 as if it were a Standard AL6 achievement for every purpose. Read the original result slip and distinguish the actual grade from its posting-equivalent contribution.
For example, a child might have Standard English AL7, Foundation Mathematics A (equivalent AL6), Standard Science AL6 and Mother Tongue AL6. The total is 25. Another pupil could have Standard Mathematics AL6 and different subject combinations adding to 25. Both may have the PG1/PG2 choice, but the Foundation A criterion is specifically important when interpreting more demanding subject offers.
A good parent decision begins by asking what the child learned in Foundation Mathematics: which concepts are secure, what kinds of examples make sense, and whether the student can apply familiar methods without a diagram or prompt. That is a more useful readiness assessment than treating the grade as a competition with a classmate’s Standard result.
The key decision: PG1 with G2 Maths or PG2 with most subjects at G2?
| Question | PG1 route | PG2 route |
|---|---|---|
| Available at PSLE 25 | Yes | Yes |
| Usual starting load | G1 for most subjects | G2 for most subjects |
| Foundation Mathematics A | Eligible to offer G2 Mathematics under current more demanding subject criteria | Maths ordinarily begins at G2 |
| Does Foundation A alone permit G3 Mathematics? | No; it satisfies the listed Foundation A criterion for G2 | No; PG2-to-G3 requires Standard AL5 or better in the relevant subject |
| Which school cut-off to read? | Historical PG1 cut-off | Historical PG2 cut-off |
| Main educational question | Will G1 in other subjects with G2 Mathematics support balanced progress? | Can the child manage the usual G2 load across most subjects? |
This is not a straightforward choice between a good and a bad programme. Both can be appropriate depending on the pupil. A child who needs more time with English and Science but is ready to extend mathematical reasoning may find PG1 with G2 Mathematics an appealing combination. Another may have comparatively balanced readiness and prefer the overall G2 demand available through PG2.
The school’s actual subject-level offer and timetable arrangements must be confirmed. Eligibility is not identical to receiving a confirmed offer, and parents should not enrol the pupil in higher-level materials before reading the receiving school’s instructions. If the child is nervous about secondary Mathematics, ask what support exists even when the G2 option is available.
Also remember that G2 Mathematics is not a school reputation label. It is a curriculum level with its own sequence and learning demands. Choosing the correct level depends on understanding, confidence and capacity to learn. A child should not be required to accept G2 solely to impress relatives, nor discouraged from it merely because the PSLE Mathematics paper was at Foundation level.
Why the whole four-subject profile matters
Mathematics is the focus of this guide, but the Posting Group determines the usual first-year starting level of most subjects. A pupil who has Foundation Mathematics A may also have individual strengths in language or Science. Their readiness for G2 English, Science or Mother Tongue should not be inferred from the Foundation Mathematics grade alone.
Ask the primary-school teacher about reading stamina, communication, Science explanation and the level of independent work. Does the student understand a new English passage after one reading? Can they explain a simple experiment? Do they manage homework reliably and ask for help when a question is unfamiliar? These skills provide evidence about the broader secondary-school timetable.
A child with score 25 might be strongly motivated but need extra time with abstract algebraic ideas. Another might learn procedures quickly but struggle with word problems. The family should describe both strengths and gaps without allowing the total score to become a permanent identity.
This is one reason Full Subject-Based Banding can be helpful. Students can have different appropriate subject levels. However, the system still uses explicit criteria and school processes; flexibility should not be confused with a promise that every level or combination is available on demand.
What the 2025 school posting ranges mean for a score-25 child
The examples below are historical non-affiliated last-posted scores for the 2025 PSLE cohort entering Secondary 1 in 2026. For the 2027 intake, verify the current SchoolFinder profiles and application rules. A school listed here may be far from home or unsuitable for other reasons. This table teaches correct PG1/PG2 comparisons; it is not a national recommendation to apply to every school.
| Secondary school | Historical PG2 endpoint | Historical PG1 endpoint | Location / what to check |
|---|---|---|---|
| Kranji Secondary School | 24 | 28 | Choa Chu Kang; design work and leadership |
| Punggol Secondary School | 24 | 27 | Punggol; school life and home journey |
| North Vista Secondary School | 24 | 28 | Sengkang; learning support and student activities |
| Mayflower Secondary School | 24 | 28 | Ang Mo Kio; arts and subject options |
| Clementi Town Secondary School | 23 | 28 | Clementi; curriculum fit and commute |
| Queensway Secondary School | 25 | 28 | Queenstown; CCAs and school environment |
| Northbrooks Secondary School | 25 | 27 | Yishun; orientation and teaching routines |
| Greenridge Secondary School | 25 | 28 | Bukit Panjang; design and youth leadership |
| Bedok Green Secondary School | 25 | 30* | Bedok; historic PG1 vacancy notation |
| Junyuan Secondary School | 25 | 28 | Tampines; lessons, travel and programmes |
| Jurongville Secondary School | 25 | 28 | Jurong East; activities and curriculum |
| Broadrick Secondary School | 25 | 30* | Dakota; compare HMT, Maths and student support |
For a score-25 pupil considering Kranji, the school’s previous PG2 endpoint was 24 and PG1 endpoint 28. Under a PG2 application, score 25 was numerically beyond the historic cut-off; under PG1, the score was three points numerically better than the previous endpoint. The comparison is useful only when the family also understands the different overall starting loads.
At Queensway, PG2 ended at 25 and PG1 at 28. A score 25 would be on the old PG2 boundary and have a three-point PG1 historical margin. At Bedok Green, the historical PG1 endpoint was written 30*. That notation indicates unused places in the earlier posting exercise; it does not promise a vacancy or seat the following year.
Note the direction of the numbers. A smaller PSLE total is stronger. If your child scored 25 and the previous PG1 cut-off was 28, the child has a three-point historical numerical margin. If the PG2 cut-off was 24, the child was one point worse than that previous endpoint. A family should record the comparisons accurately instead of describing both situations as ‘around our score’.
Do not infer that a school whose previous PG1 cut-off was 30* offers weaker instruction than one that ended at 27 or 28. Cut-offs describe demand and the last posted student in a particular year; they do not rank teaching quality, emotional wellbeing, student character or the usefulness of co-curricular activities.
Why a PG2 score-25 shortlist needs particular care
At score 25, the normal PG2 score range reaches its upper end. The historical PG2 cut-offs at many schools stopped at 25. This means a score-25 pupil can be on the prior boundary at those schools rather than having a positive numerical margin. Schools with previous PG2 endpoints of 23 or 24 were historical reaches.
MOE’s general advice encourages families to include two or three schools where the child’s score is better—numerically lower—than the previous cut-off. At the maximum PG2 score of 25, there may be no PG2 previous cut-off greater than 25 to create such a margin. Parents should not invent a fictitious PG2 cut-off of 26 merely to make a spreadsheet look reassuring.
A family that still believes the child is ready for PG2 should discuss the actual available schools, the child’s academic readiness and the posting implications with the primary school. It can be a defensible educational choice even though historical school options are close to the boundary, but the uncertainty should be explained. The family should not make promises based on the other group’s more favourable column.
The availability of PG1 as an alternative is important at score 25, yet the decision is not only about admissions arithmetic. If PG1 provides a better starting academic load for the child and more acceptable school options, that may be sensible. If PG2 offers the learning demand the child genuinely needs, parents can investigate it carefully. Educational fit and practical admissions planning must be considered together.
Why a PG1 score-25 shortlist may look numerically different
In PG1, many schools’ historical last-posted scores were 27, 28, 29 or 30. A pupil scoring 25 is several points numerically better than these endpoints. That historical margin can make it easier to build a list of acceptable choices, although no particular school’s current demand is known in advance. The programme still needs to suit the child.
Under PG1, a pupil with Foundation Mathematics A can be eligible to study G2 Mathematics, subject to the actual school offer. This allows a family to consider a coherent mixture: the appropriate overall G1 starting load, with extra Mathematics demand in a subject where the child is ready. It is a serious learning route, not a punishment for not entering PG2.
Parents should ask what an ordinary PG1 timetable looks like under Full Subject-Based Banding. Are form classes mixed across Posting Groups? How are subject-level groups arranged? Can pupils take part in the same CCAs and school activities? What are the criteria for reviewing subject levels later? A parent’s school research should replace stereotypes with the actual current arrangements.
A larger historic numerical margin is not a guarantee. Even where a school previously had vacancies, applicant choices can change. Always rank genuine school preferences and remain attentive to reporting dates, available routes and school information from official sources.
What G2 Mathematics asks a child to learn
Secondary 1 Mathematics moves beyond Primary 6 procedures into more formal numerical and algebraic reasoning. Topics include signed numbers, fractions and decimals, ratios, equations, expressions, geometric relationships and data interpretation. Schools may arrange the sequence differently, so parents should ask for the actual incoming syllabus rather than assume every school starts with the same chapter.
A child who took Foundation Mathematics can still develop confidence with these ideas, but instruction must connect unfamiliar symbols to concepts they understand. For example, the equation 3x = 21 may be introduced by asking what number three equal groups must contain to make twenty-one. Once the pupil sees the equal-groups idea, the algebraic notation becomes more meaningful.
A teacher may also need to revisit fractions. If a pupil can halve a pizza but struggles to calculate one quarter of a quantity, the lesson should connect physical partitioning to number operations before adding more abstract rules. A pupil who memorises steps without understanding is likely to be confused when the numbers or presentation change.
It is normal to need practice with algebraic language. The goal is to recognise what a variable represents, why the same operation is applied to both sides of an equation and how to check an answer. Speed is not the first priority. Understanding creates the foundation for later accuracy and efficiency.
How to tell whether the Mathematics grade reflects real readiness
Ask the primary-school teacher for evidence beyond the grade. Can the child explain how they reached an answer? Do they understand number size and the four operations? Are fractions and decimals reasonably stable? Can they solve an unfamiliar problem by drawing a diagram or choosing a useful operation? How do they respond when their first answer is wrong?
A pupil who performs well on familiar Foundation questions but becomes confused by slightly different representations may need more conceptual support before taking on a faster Mathematics curriculum. Another pupil might have mastered the Foundation material securely and be genuinely ready to attempt more demanding tasks. These distinctions are not visible in the letter A alone.
The family can request examples of work the pupil did independently and tasks completed with guidance. This provides a better conversation with the receiving secondary school than simply announcing, ‘We want G2 Maths.’ The school can then explain its subject-level offer, expected starting knowledge and available support.
Consider motivation as well. Some children enjoy a new challenge when they see why it matters; others are anxious after several years of difficulty. A thoughtful subject decision should promote curiosity and confidence, not push the child into constant worry that accepting a higher level was a mistake.
Worked case: score 25, Foundation Maths A and uneven language strengths
Consider a fictional child with English AL7, Foundation Mathematics A (equivalent AL6), Science AL6 and Mother Tongue AL6, totalling 25. The child enjoys practical problem-solving but finds long English passages difficult. The family initially assumes that entering PG2 is the only ambitious choice. The primary-school teacher suggests examining the child’s understanding and the workload across subjects before deciding.
The family investigates PG1 and PG2 school options. In one school the previous PG2 cut-off was 25 and PG1 cut-off was 28. PG2 is historically at the boundary; PG1 offers a larger numeric margin. The parents ask whether the pupil can take G2 Mathematics after entering PG1 and what support is available for English comprehension.
The pupil attends an open house and enjoys a practical design activity. The family also checks the commute and availability of a preferred CCA. If the child’s readiness favours G1 in several subjects while mathematics is suitable for G2, PG1 with a G2 Maths offer may be a coherent choice. If the broader G2 load seems manageable, PG2 may also be considered.
This is an illustration, not a prescribed route for everyone with Foundation A. The actual subject-level offer and posting are governed by current rules, and the student’s wellbeing should remain central.
A second family case: Foundation A but ready for more general challenge
Another child with the same total has Foundation Mathematics A and is confident in several other subjects. The teacher reports that the pupil asks thoughtful questions, learns new content independently and has strong organisation habits. The family believes the general G2 timetable might be suitable, rather than only extending Mathematics.
They compare PG2 school options within the child’s neighbourhood and recognise that score 25 is often on last year’s PG2 endpoint. They do not call these schools guaranteed or use their PG1 cut-offs when making a PG2 list. They also discuss the possibility of a school outside the six-choice preferences if demand shifts, without treating that uncertainty as a personal failure.
The parents value the pupil’s actual preferences. A school whose PG2 endpoint was 25 might have a CCA the child loves and a supportive learning environment; another school with a similar score could be much farther away. The family chooses with evidence about learning readiness and daily life, not merely the admission label.
If the child ultimately enters PG2, the family plans a calm start with foundational Mathematics revision, regular reading and clear homework routines. The intention is to make G2 sustainable, not to prove a point to other parents.
What the school should explain about G1 and G2 subject levels
Full Subject-Based Banding is designed so that pupils do not remain trapped in rigid old streams. Under PG1, the child ordinarily begins subjects at G1, with more demanding subject offers where eligible. Under PG2, the usual initial level is G2. Form classes can be mixed, and subject-level choices can be reviewed as students progress according to published criteria and school arrangements.
The school should explain how subject levels appear on the timetable, who teaches the pupil and what happens if the child needs extra academic support. If an eligible G2 Mathematics offer under PG1 is available, ask whether the child must make a decision by a particular date and whether there is a process to reassess the choice later.
Do not rely on old descriptions that equate every current Posting Group directly with the former Express, Normal (Academic) or Normal (Technical) streams. The curricular levels have historical relationships but the present framework has more flexibility and mixed form classes.
The new Singapore-Cambridge Secondary Education Certificate replaces the separate N- and O-Level examinations from 2027. Later routes depend on the subject levels taken, results achieved and current post-secondary entry rules, not solely on the pupil’s original Posting Group. Parents should ask the school for factual pathway guidance rather than make absolute predictions from Primary 6.
How to shortlist schools when two Posting Groups are possible
First, draw two separate columns for PG1 and PG2 school research. In each, note only schools that offer the intended group and that the child is eligible to consider. Add the historical score range from the correct group, the school location, any affiliation or admission condition, and programmes the child actually likes.
Second, decide which educational route best fits the pupil. It is reasonable to gather information from both groups before deciding, but the official S1 Internet System requires the chosen Posting Group to apply to all six school preferences. A final list containing three PG1 schools and three PG2 schools is not an appropriate standard submission plan.
Third, make sure the family would be comfortable with every school in the chosen list. Avoid using a school on the other side of Singapore as a supposedly safe backup when the commute is unrealistic. A six-choice list should be a credible plan for several different possible outcomes, not merely a table with six names.
Fourth, rank genuine preferences first. The tie-breakers at a school’s last available place include citizenship, choice order and computerised balloting for students with equal PSLE results. A school put higher in the list can matter in a tie, but choice order does not override the primary score comparison.
Finally, confirm the active exercise instructions, submission deadline and any specific subject-level offers after posting. The family should be able to explain why each school is there, and the pupil should know one positive reason they would be willing to attend it.
School case: Kranji and the difference between PG2 24 and PG1 28
Kranji Secondary in Choa Chu Kang had historical last-posted PG2 and PG1 scores of 24 and 28 for the 2026 intake. At score 25, the school is a historic PG2 reach but offers a three-point numerical comparison in PG1. These facts are useful, but only after the family has decided which starting academic load is right for the child.
Kranji’s school materials describe applied learning in design innovation for sustainable living and youth leadership. A pupil who enjoys improving practical systems and working with a team may find those activities interesting. Ask what ordinary Secondary 1 students do and whether the activities require selection. Programme titles alone cannot guarantee the experience.
The family should also test the route to 61 Choa Chu Kang Street 51 and ask how G2 Mathematics offers work for PG1 entrants. A child might value Kranji’s environment enough to choose it through PG1 rather than a geographically distant PG2 school, if the academic route suits their learning readiness.
School case: Punggol and North Vista for North-East families
Punggol Secondary and North Vista had historical PG2 endpoints of 24, with PG1 endpoints of 27 and 28 respectively. A score-25 pupil would be outside both previous PG2 endpoints but numerically better than their PG1 endpoints. For a family living in Punggol or Sengkang, these are examples of why school geography and posting group need to be considered together.
Read the schools’ current programmes, language and Mathematics support, co-curricular options and transport connections. A child who is anxious about Secondary 1 may benefit from a familiar local route and a welcoming orientation. Another pupil may be excited about particular school activities. Parents should not decide solely from the historic score difference.
A good question to ask is how the school handles a pupil who is studying G2 Mathematics while doing other subjects at G1 under Full SBB. That information is far more specific and useful than a general promise of holistic development.
School case: Greenridge, Queensway and Bedok Green
Greenridge and Queensway both had historical PG2 endpoints of 25 and PG1 endpoints of 28, while Bedok Green had PG2 endpoint 25 and PG1 endpoint shown as 30*. For score 25, the PG2 comparison is the previous boundary at each school. The PG1 comparison offers a larger numerical historical margin, with Bedok Green’s asterisk needing separate explanation.
The 30* notation signals unused places after the previous exercise; it is not a promise of future vacancies or a school-quality rating. A parent may reasonably prefer a school with a 28 endpoint if it offers a better programme and commute, or a 30* school if the child genuinely likes its environment. Those choices should be grounded in real fit.
The family should check the actual location: Greenridge in Bukit Panjang, Queensway in Queenstown and Bedok Green in Bedok are very different daily journeys. The previous score comparison cannot justify a four-year travel burden by itself. Ask the pupil what they want from school and test the route at real reporting times.
What to practise during the holiday after PSLE
A pupil who earned Foundation Mathematics A can benefit from a calm review of core numeracy before beginning Secondary 1. The purpose is to identify skills that are stable and practise ones that still require support. This might include place value, fractions, decimals, negative numbers as an introduction, simple ratio and interpreting written problems.
Use small, meaningful tasks. Compare prices while shopping, measure ingredients, estimate how long a bus journey takes, or ask the child to explain how they would divide a quantity into equal groups. If the pupil can show and explain an idea confidently, move towards written notation. If not, use diagrams and real objects before increasing difficulty.
Avoid promising that a few weeks of accelerated worksheets will fully bridge the difference between Foundation and G2 Mathematics. The child will learn new ideas gradually in the school setting. More important habits are asking questions, showing working clearly, checking answers and being willing to correct misunderstandings.
Do not neglect reading, Science explanations, family time and physical activity. A child choosing the higher overall starting demand of PG2 will need a sustainable weekly routine. A child choosing PG1 with G2 Mathematics will still benefit from consistent foundations in other subjects.
Open-house questions for Foundation Mathematics A families
- If our child chooses PG1, does Foundation Mathematics A qualify for a G2 Mathematics offer at this school under the current rules?
- What actual subject levels and timetable would the child begin in Secondary 1?
- If the family chooses PG2, how is Mathematics taught and what Primary 6 foundations should be secure?
- How are students helped with fractions, decimals, problem-solving and the introduction of algebra?
- What happens if the chosen Mathematics level proves difficult or too easy?
- What is the school’s current process for reviewing subject levels later?
- How does the school support pupils who learn faster in Maths than English or Science?
- What Applied Learning and Learning for Life programmes are open to all students?
- What are the practical CCA times, reporting schedule and travel commitments?
- What learning-support, student wellbeing and parent communication arrangements are available?
Why a school cut-off cannot replace the child’s voice
The family may be tempted to solve the score-25 question by selecting the column with the largest numerical margin. But admission history is one part of a larger decision. The child has preferences, strengths, anxieties and aspirations. A school with a past PG1 cut-off of 30 is not automatically the best, and a PG2 school with a more competitive cut-off does not necessarily offer better teaching.
Listen to how the child describes school visits. Did they feel comfortable asking a question? Which CCA would they enjoy? Would the daily trip be manageable? Does the school’s teaching style seem clear? Parents can help the pupil turn those impressions into practical comparisons without giving up responsibility for the final application.
A pupil who enters Secondary 1 feeling ownership of the choice can be more willing to participate and seek help. That is important for children adapting to more demanding Mathematics, whichever Posting Group is selected.
The message at home should be that the score and subject grade help find an appropriate learning path. They are not a measure of the child’s worth, and the school choice does not have to impress anyone outside the family. The real goal is to develop a confident, capable learner over time.
Frequently asked questions
Can PSLE Score 25 choose PG1 or PG2?
Yes. Score 25 is the current option point between Posting Group 1 and Posting Group 2. One chosen Posting Group applies to all six school preferences in the standard S1 application.
Is Foundation Mathematics A the same as Standard Mathematics AL6?
No. Foundation A contributes the equivalent AL6 towards the PSLE total, but the assessment is a different Foundation paper. Use the actual Foundation grade for subject-level eligibility.
Does Foundation A allow G2 Mathematics under PG1?
Yes, Foundation A is one of the published criteria for a PG1 pupil to offer the relevant subject at G2, subject to school procedures and the official offer.
Does Foundation A permit G3 Maths through PG2?
Not by itself. The stated PG2 eligibility criterion for G3 in a core subject is Standard AL5 or better. Foundation A is mapped to equivalent AL6 for posting, not treated as Standard AL5.
Why can Kranji show PG2 24 and PG1 28?
Those are distinct historical admission outcomes for different groups. A score-25 applicant must use the column corresponding to the chosen Posting Group.
Should we choose PG1 because the historical cut-off is less competitive?
That may be a relevant consideration, but evaluate the overall starting load, eligible G2 Maths, school programmes, commute and the child’s readiness first. The route should be educationally suitable.
Does choosing PG1 close future study options?
No permanent outcome follows from the Posting Group label alone. Future choices depend on subject levels, achieved results, school processes and current post-secondary admission rules. Ask the school for factual pathway guidance.
Final parent decision checklist
- We confirmed the total PSLE Score of 25 and the original Foundation Mathematics A result.
- We understand Foundation A maps to AL6 for posting but is not the Standard AL6 examination.
- We compared PG1 with possible G2 Maths against the wider PG2 G2 starting load.
- We chose one Posting Group for all six normal school preferences.
- We used the correct 2025 PSLE historical PG1 or PG2 school cut-off and retained any 30* notation.
- We considered the child’s actual readiness, school programmes, CCA options, support and travel.
- Our six preferences are schools the child would genuinely attend, ranked in the order we prefer.
Official information and further reading
MOE SchoolFinder; MOE S1 Posting; MOE PSLE and Full Subject-Based Banding; Northbrooks Secondary’s school information; General PSLE Score 25 PG1/PG2 guide; Kranji Secondary school guide; Punggol Secondary school guide.
Evidence note, reviewed 1 November 2026. All school figures are historical 2025 PSLE results for Secondary 1 admission in 2026, not guaranteed outcomes or predicted cut-offs for 2027. The pupil’s official eligibility and each school’s actual subject-level offer take precedence.