If your child receives PSLE Score 29 with English Language AL7 and Mathematics AL7, they meet the English and Mathematics condition for ordinary Posting Group 1 secondary-school posting. The other two subject contributions must add to 15: either Science AL7 and Mother Tongue AL8, or Science AL8 and Mother Tongue AL7. Under the standard initial Full Subject-Based Banding subject-grade criteria, AL7 and AL8 do not independently qualify the child for G2 or G3 in those subjects on entry. Most subjects will therefore usually begin at G1, with opportunities for later subject-level review based on progress and school rules. Parents should choose six genuinely suitable PG1 schools, with strong foundations and supportive teaching as the priority.

For the 2026 PSLE cohort entering Secondary 1 in 2027, published school score ranges reflect the 2025 PSLE cohort’s posting into Secondary 1 in 2026, not guaranteed cut-offs for the coming year. Admiralty Secondary’s historical non-affiliated PG1 endpoint was 29, Kranji’s and Greenridge’s were 28, and Bedok Green and Broadrick were recorded as 30* because places remained in the preceding exercise. For a child with score 29, a previous endpoint of 29 is the old boundary while one of 28 was a historical reach. Families must not treat 30* as a promised seat. Compare actual school culture, G1 foundations, language provision, programmes, transport and wellbeing before ranking six preferences.

Quick parent summary
• Total PSLE Score: 29, with English and Mathematics AL7 each; eligible for PG1 under the current score-26–30 rule.
• Only two remaining posting-score patterns: Science AL7 + MTL AL8, or Science AL8 + MTL AL7.
• Most subjects ordinarily begin at G1; Standard AL7 or AL8 alone does not meet the initial subject-grade threshold for a more demanding G2/G3 offer.
• A school’s historic PG1 cutoff of 29 is a previous boundary, while a cut-off of 28 was a historical reach.
• A 30* notation means unfilled places in the previous posting exercise, not guaranteed 2027 admission.
• Prioritise schools with supportive teaching in reading, numeracy, scientific explanation and the child’s actual Mother Tongue.
• Submit six real preferences, confirm official eligibility, and plan a calm first-term learning routine.

Definition lock: exact score 29 and the English/Maths condition

Singapore’s PSLE Score is the sum of four subject Achievement Level contributions, with smaller totals representing stronger performance. Under the current Secondary 1 Posting Group framework, scores 26 to 30 qualify for PG1 only when both English Language and Mathematics are AL7 or better. This condition cannot be inferred from the aggregate alone.

In this guide, both English and Mathematics are exactly AL7. These two contributions total fourteen, leaving fifteen for Science and Mother Tongue. Each subject’s posting AL cannot exceed eight. The only possible pairs are seven and eight, or eight and seven. Families should not copy a hypothetical example that uses Science AL6 together with MTL AL9, because there is no AL9.

The original subject level also matters. Foundation A, B and C have posting equivalents AL6, AL7 and AL8, but a Foundation result is not an identical Standard examination. Record the actual grade, not just its posting contribution, and ask the primary school to explain any uncertainty about eligibility. The family should never misstate a Foundation grade as Standard AL7 merely to simplify a worksheet.

For a pupil who meets PG1 eligibility, the initial general curriculum is ordinarily G1. Full Subject-Based Banding lets pupils take individual subjects at different levels when the relevant grade criteria and school arrangements permit. Neither Standard AL7 nor AL8 by itself meets the usual initial more-demanding subject threshold. This does not mean later progress is forbidden; schools review appropriate opportunities as pupils demonstrate readiness over time.

The two possible AL patterns at this exact score

Case	English	Mathematics	Science	Mother Tongue	Total
Science AL7, MTL AL8	7	7	7	8	29
Science AL8, MTL AL7	7	7	8	7	29

The table is useful precisely because the child’s exact pattern changes which foundational teaching should receive particular attention. In the first case, Science contributes AL7 and Mother Tongue AL8. The family should ask whether the child’s greater need in Mother Tongue concerns reading, vocabulary, oral confidence or writing. Science still deserves foundational instruction at an appropriate pace.

In the second case, Science contributes AL8 and MTL AL7. The family may want to learn whether the pupil struggles more with recalling scientific ideas, interpreting unfamiliar experiments or expressing explanations in English. The result slip alone cannot answer that. Ask the Primary 6 teacher for work examples.

Neither pattern should be described as a permanent judgement on the child. A twelve-year-old may enjoy design, sport or storytelling while still requiring a measured academic foundation. School choice can support those strengths and interests as well as the knowledge necessary for later progress.

The goal is to move from a single examination record to a practical learning plan. Parents should be able to explain what their child can already do, what they need help learning, and which school might provide clear teaching, meaningful activities and a realistic daily schedule.

Does score 29 allow PG2 if the child has a strong interest in a subject?

Under ordinary score-based posting, the answer is no. Total 29 with the relevant English/Mathematics condition places the pupil in PG1. A parent cannot simply use a school’s PG2 cut-off because the child is particularly interested in Mathematics or Science. Posting Group admission is separate from the individual subject levels that may develop later.

The child’s potential is not limited to a single level forever. Full SBB is designed to provide flexibility as students progress, and schools may consider a more demanding subject level at the appropriate junctures based on performance, interest, readiness and their holistic assessment. That is a genuine possibility but not a promise that any requested upgrade will automatically happen in Secondary 1.

For this exact pattern, the AL7 and AL8 results do not generate an initial G2 offer on the usual PSLE subject-grade basis. Families should therefore plan for a sound G1 start rather than buying G2 books in advance. The receiving school will provide the actual timetable, level, books and future review procedures.

A strong parent conversation focuses on what the child needs to learn now. If fractions or basic scientific explanations are uncertain, it is educationally sensible to strengthen those concepts first. A child who learns to reason accurately and ask questions is developing capabilities that can open later opportunities.

Historical PG1 cut-offs: what parents can use responsibly

These figures are non-affiliated historical PG1 last-posted results from PSLE 2025 for Secondary 1 admission in 2026. They are not an official announcement of 2027 cut-offs. Verify current school information and any eligibility conditions in MOE SchoolFinder before selecting your six preferences.

Secondary school	Historical PG1 COP	Score 29 comparison	Area / research focus
Kranji Secondary School	28	Historic reach	Choa Chu Kang: school support and design projects
Greenridge Secondary School	28	Historic reach	Bukit Panjang: programmes and journey
Admiralty Secondary School	29	Previous boundary	Woodlands: curriculum and pupil support
Bedok Green Secondary School	30*	Prior vacancies; no guarantee	Bedok: local school life and CCAs
Broadrick Secondary School	30*	Prior vacancies; no guarantee	Dakota: teaching, support and commute

A lower PSLE Score is stronger. That means a child scoring 29 was numerically worse than a previous PG1 cut-off of 28 and should regard that school as a historical reach. A previous cut-off of 29 was the boundary in that old exercise. It is not an automatic place, because the coming cohort can choose schools differently.

The star in 30* is important. It indicates that the school had places remaining after the previous posting exercise, and the displayed maximum reference score is not necessarily the score of the last student actually admitted. This does not mean the school has reserved a seat for the next cohort, nor does it measure teaching quality. Do not remove the asterisk from a comparison table.

At score 29, there may be relatively few local schools with a positive numerical historical margin, because 30 is the upper eligible PG1 score. MOE’s general guidance encourages six genuine school preferences and two or three where the score is better than the preceding cutoff where feasible. Parents should recognise the practical constraint of this score band instead of inventing cut-offs beyond the allowed range.

The family’s school list should be geographically sensible. A pupil from Woodlands might find Admiralty accessible; one from Bedok may prefer a local school. Travelling across the island simply because an old score looked more favourable can consume hours every week that the pupil needs for reading, homework, CCAs and rest.

Why a 30* school should not be treated as an inferior school

A previous unfilled-place notation records admissions demand in one cohort. It does not tell parents how effectively teachers explain fractions, how pupils are welcomed into form classes or which co-curricular activities a school offers. Some children may find a school with 30* an excellent educational environment, especially when it is local and provides appropriate learning support.

Ask for specific information. How is English comprehension taught at G1? What does the Mathematics curriculum do when pupils are unsure of number relationships? Are experiments and applied-learning activities available to ordinary pupils? Is the school culture supportive when a child makes an error and needs to try again?

A parent should not make the child feel ashamed of considering a school because of its historical cut-off. The child deserves an educational choice based on teaching, interests, belonging and manageable travel. Prestige is not a substitute for those practical qualities.

Equally, a school with a more favourable previous result is not a guaranteed posting outcome. The next cohort’s choices may change. The most constructive step is to keep six genuinely acceptable options and follow the current official application procedure.

English AL7: what it is useful to know before Secondary 1

English AL7 indicates a broad achievement band, not the precise reason a child may have found the PSLE paper difficult. They might be uncertain about long passages, vocabulary, inference, sentence structure or written expression. A parent can ask the Primary 6 teacher for a few representative work samples to identify where the confusion begins.

One pupil may understand a paragraph read aloud but struggle to decode it independently. Another can read quickly but cannot identify the author’s main point. Another may comprehend the text but have difficulty constructing an organised answer. Each needs a different kind of instruction, so a general demand to practise harder is not enough.

A good reading routine begins with a passage the child can understand, then asks for the main idea and supporting details. Gradually introduce unfamiliar words and discuss their meaning in context. Keep the practice short enough that the child receives useful feedback and learns to explain, rather than rush through another timed test.

English also supports learning in Science and Mathematics. A pupil who understands instructions can interpret a problem more confidently, although they still need the concepts required by those subjects. Look for a school that explicitly teaches reading and writing foundations instead of assuming practice volume alone will produce understanding.

Mathematics AL7: teach the relationship before the procedure

Mathematics AL7 can reflect difficulty with basic operations, fractions, ratios, geometry or unfamiliar problem statements. A child might calculate accurately on simple questions but choose the wrong operation when the situation changes. The family needs to distinguish a conceptual gap from carelessness and from language difficulty.

Ask the pupil what three groups of four mean and whether they can show the relationship with a diagram. Explore halves and quarters through equal parts before moving directly to complicated fraction calculations. If the child confuses numbers with different place values, use money or measurement to show how quantities are represented.

Secondary Mathematics introduces more formal notation and directed numbers. Under the usual PG1 start, the teacher can build foundational skills at G1 and introduce new ideas through appropriate examples. Parents should ask how the school checks understanding and what pupils do when a method is unfamiliar.

A useful sign of progress is when the student can explain why an operation is appropriate and check whether the answer makes sense. Speed comes later. A small set of targeted questions that reveals a misconception is more valuable than many repeated exercises completed without accurate feedback.

The Science AL7 case: build from clear observations

If Science contributes AL7, the pupil may have some familiar knowledge but find unfamiliar experiments or explanations difficult. Ask the primary-school teacher whether the main difficulty is recalling concepts, reading diagrams or applying a principle to a new situation. A child can enjoy practical demonstrations while still needing explicit conceptual teaching.

Begin with observation. What happened? What was measured? Which variables changed? If a plant grows taller in one condition, can the pupil explain which evidence is needed before attributing the change to light or water? These questions introduce scientific reasoning without overwhelming terminology.

At G1 Science, a clear teacher should connect concrete observations to accurate concepts, provide opportunities to explain and help pupils correct misunderstandings. The family should ask about practical safety and whether pupils can develop curiosity through ordinary classroom work, not just selected competition activities.

The student does not need dangerous experiments at home. Safe everyday examples, school diagrams and short explanations are sufficient to practise separating observations from inferences. Learning accurate reasoning matters more than making an impressive demonstration.

The Science AL8 case: diagnose without drawing permanent conclusions

A Science AL8 contribution is a result, not a diagnosis of intelligence or a prediction that the child cannot learn Science. The pupil may have weak recall, difficulty interpreting scientific questions, uncertainty with graphs or anxiety during unfamiliar tasks. Ask the primary-school teacher for examples that show what needs rebuilding.

Use a short sequence: identify an observable fact, state a possible explanation, ask what evidence would help decide, then revise the claim when new information appears. A pupil may need several rounds of concrete examples before they become confident with formal vocabulary. That is ordinary teaching, not a failure.

A school whose G1 Science lessons include safe practical work, clear explanations and constructive feedback may be a strong choice. Ask whether every student can participate and how teachers support children who find the reading demands of Science difficult.

Parents should avoid assigning advanced G3 topics as a way to ‘catch up’ before school starts. First secure the foundations that the child will use repeatedly. Over time, clearer understanding can support appropriate later subject progression under the school’s rules.

Mother Tongue AL7: reading and writing are different needs

When Mother Tongue contributes AL7, the family should check the actual language—Chinese, Malay or Tamil—and ask which skills are less secure. A child may speak comfortably with relatives but struggle to read formal passages; another may recognise written vocabulary yet hesitate in spontaneous conversations.

Ask whether the pupil can identify the main idea of a short text, understand familiar instructions and write a clear sentence independently. Some children need help with character or script recognition; others need more vocabulary, grammar or organisation. These distinctions determine whether a particular teaching approach is useful.

School provision matters. Confirm that the intended school offers the child’s language at the appropriate level or has an approved arrangement. If lessons involve a separate centre or additional travel, include that in the family’s weekly plan before selecting the school.

Positive language experiences can continue through short reading, family conversation and practical messages. The aim is functional understanding and confidence, not memorising complicated expressions without knowing when they are appropriate.

Mother Tongue AL8: an individual foundation plan

If MTL contributes AL8, the child may need more sustained support in the language. However, the number alone does not identify the issue. Listening, speaking, reading and writing can develop at different rates, particularly when the language is used less frequently outside school.

The family can ask teachers to recommend achievable first-term goals. One student may work on recognising common words or characters; another may practise forming a short written response; another may need help understanding spoken instructions. Setting a small, clear target is often more productive than saying the child must improve everything quickly.

The receiving school ordinarily starts the subject at G1 in PG1, subject to any applicable exemption or other official arrangements. Ask about lesson format and learning support. Do not assume the pupil will automatically move to G2 because the parent wishes it, or that the result prevents progress later.

A caring school environment can make the child willing to practise and ask questions. Parents should help maintain a positive relationship with the language and avoid making every conversation a reminder of an examination grade.

How Full Subject-Based Banding affects school life

Full Subject-Based Banding has replaced the old fixed Express, Normal (Academic) and Normal (Technical) streams with Posting Groups for admission and individual General subject levels. Students can belong to mixed form classes and participate together in common curriculum areas and CCAs even when their examinable subjects are taught at different levels.

A child entering PG1 should not be told that they are in a permanent inferior stream. PG1 is an admission and initial curriculum arrangement, not a measure of personal worth. The family should explain how the school will support foundations and the pupil’s growth.

Ask how the school helps new pupils make friends, how form teachers monitor wellbeing and what happens when a child struggles with homework. A predictable routine and a trusted adult can make the first term less stressful.

School culture is an important part of the choice. A school that encourages pupils to ask questions and learn from mistakes may suit a child building academic confidence better than a school chosen purely from an old cut-off table.

Applied learning and CCAs can help a pupil belong

The pupil may have interests that are not visible in the four PSLE ALs. A child who enjoys sport, music, coding, art or helping others may find a CCA that builds confidence and friendships. These experiences are part of a meaningful secondary education, not distractions that should be removed simply because the score was 29.

Applied Learning Programmes can connect classroom concepts to design, sustainability or practical problems. Ask what ordinary Secondary 1 pupils do and which specialised activities require selection. A programme can be useful when it builds reasoning and teamwork rather than merely displaying final products.

A school should also support physical and emotional wellbeing. Parents can ask how CCAs are scheduled, how new pupils settle and whether there are accessible avenues to seek help. A welcoming environment may encourage the child to participate more fully and approach academic work with greater confidence.

Do not choose a distant school merely because it advertises an impressive programme. Calculate the actual journey, CCA return time and the effect on homework and sleep. A local school with good support and enjoyable activities can be a very suitable choice.

School example: Admiralty Secondary and its previous PG1 29

Admiralty Secondary in Woodlands had a historical non-affiliated PG1 cut-off of 29 for the 2026 intake. A child scoring 29 would have been at the old boundary. This is an accurate planning reference, but it is not a guaranteed place in the next cohort.

Families in the north may find Admiralty practically located. Ask how the school introduces English reading, Mathematics foundations and scientific explanation, and how pupils participate in activities. The child should have the opportunity to learn in a supportive form class rather than feel judged by the PSLE total.

A school visit can also help the family understand daily reporting time, CCA options and safe transport. If a school is close enough for the child to arrive rested and return home with time for practice, that can be an educational advantage.

Other families may prefer schools closer to their homes. A score table should guide realistic eligibility assessment, not create an obligation to travel to a particular school merely because its cutoff matches the pupil’s total.

School example: Kranji and Greenridge are historical reaches at 29

Kranji Secondary in Choa Chu Kang and Greenridge Secondary in Bukit Panjang both recorded historical PG1 endpoints of 28. A pupil scoring 29 was one point numerically beyond those old cut-offs. A family may still research the schools because of a genuine interest, but should not label them safer than schools that had a higher previous endpoint.

Kranji’s applied-learning work includes design innovation for sustainable living, which may appeal to a child curious about practical systems. Greenridge has its own activities and school culture. Ask what ordinary pupils learn and how foundational English, Maths and Science teaching works, rather than relying on a programme’s attractive name.

The family’s shortlist should balance aspirations and feasible alternatives. A school chosen only because relatives think it has status is not necessarily the best setting for a pupil developing confidence and fundamental academic skills.

Geography also matters. A family in the west may find one of these schools convenient, while a family in the east could face a long journey. An academic result does not remove the need for adequate sleep and participation in school life.

School example: Bedok Green and Broadrick’s previous 30*

Bedok Green Secondary and Broadrick Secondary recorded prior PG1 cut-offs shown as 30*. The asterisk marks unfilled places after the past exercise, not guaranteed vacancies for the 2027 intake. Parents should keep the notation and its meaning in their planning sheet.

A family in Bedok or around Dakota may find one of these schools practical, depending on the actual route. Ask about current subjects, CCAs, support for English and Mathematics and how students settle into the school community. A school with historical vacancies should not automatically be dismissed as lower quality.

The child’s experience over several years matters more than the number attached to an earlier cohort. Parents should look for clear teachers, accessible help, a welcoming culture and a route the pupil can manage independently. A score band should not make a child feel that an otherwise suitable school is unacceptable.

Do not promise a place just because an old chart showed 30*. Demand can change. The correct action is to submit six genuinely acceptable schools according to official current procedures and wait for the actual posting result.

A worked family case: Science AL7, Mother Tongue AL8

Imagine a pupil with English AL7, Mathematics AL7, Science AL7 and Mother Tongue AL8, adding to PSLE Score 29. The child enjoys physical activities and follows simple scientific demonstrations but needs support with English vocabulary and formal Mother Tongue reading. The family hopes a school will develop those foundations without removing enjoyable activities.

The primary-school teachers identify specific learning priorities: reading the main point of a paragraph, understanding fractions and writing an accurate Science explanation. The parents research PG1 schools near home and ask how those foundations are taught. They also ask whether the child can participate in a favourite CCA.

A school whose previous PG1 cut-off was 29 is an old boundary, not a promise. A school showing 30* had vacancies in the previous exercise, not guaranteed admission in this one. The family ranks six places it would genuinely be willing for the child to attend.

After the posting result, the pupil begins with a simple planner, clear learning goals and supportive feedback. The child understands that the score helps select an appropriate school pathway, but does not define all future achievements.

A second case: Science AL8, Mother Tongue AL7

Another pupil has English AL7, Mathematics AL7, Science AL8 and Mother Tongue AL7. The total remains 29, but the family needs a slightly different plan. The Science foundation may need particular attention while the child has relatively more confidence using Mother Tongue in familiar situations.

The parents ask what aspects of Science were difficult. Was the child unsure of concepts, unable to interpret a graph or struggling to read the question? A school that can provide accurate explanations and safe practical work may help build scientific confidence more effectively than simply assigning harder work.

The family also checks the child’s actual language provision, the school journey and student activities. A practical local school with supportive teaching may be a stronger fit than a distant school whose earlier cut-off was more selective.

The pupil is given achievable first-term goals: explain one observation accurately, ask about a confusing concept and read regularly in English and Mother Tongue. Progress is recognised through understanding and independence, not just the next mark.

How to build six school choices when the score is near PG1’s upper limit

Begin by verifying the official score and English/Mathematics grades. This exact 29, EL7 and Maths7 profile meets the ordinary PG1 condition, but a family with English or Maths AL8 at the same total must not assume the same route. The child’s actual result slip and the school guidance take precedence.

Use MOE SchoolFinder to identify PG1 schools that can be reached from home. Record each school’s previous PG1 cut-off, programmes, specific language provision, CCA, travel and support for foundational work. A prior endpoint of 28 is a historical reach for 29, a prior 29 is the boundary, and a 30* school has a special vacancy notation.

MOE generally advises six genuine preferences and two or three schools with a favourable historical margin when feasible. Near the top of the PG1 score range, this may be difficult. Do not invent a cutoff of 31 or 32, and do not add a school that the family would reject merely because an online list calls it safe.

Rank the six chosen schools according to genuine preference. Where pupils have the same PSLE Score competing for the final place, citizenship, choice order and computerised balloting can act as tie-breakers. The order does not allow an ineligible pupil to bypass the posting criteria or displace a stronger-scoring applicant.

If the pupil has an accepted DSA-Sec placement or any special official pathway, follow the corresponding instructions. After school allocation, the family should use the actual timetable and school communications to plan learning support, CCA and the first reporting day.

A practical first-month Secondary 1 plan

During week one, focus on orientation and practical organisation. Confirm school reporting, materials, class groups, contact details and the morning journey. Help the pupil learn how to record homework and ask teachers for clarification. A child who can manage basic routines is better placed to learn steadily.

In week two, practise one reading skill and one numeracy concept. Ask the pupil to identify a paragraph’s main idea and to explain a simple fraction or equal-group relationship with a diagram. Keep the practice short and specific, and ask the school which prerequisites need the most attention.

In week three, review Science and Mother Tongue according to the actual AL pattern. Use safe observations for scientific reasoning and short meaningful reading or conversation for the language. Avoid giving advanced materials merely to make the child feel behind classmates in another subject level.

In week four, review the whole school experience: friendships, CCA, sleep, transport and whether the pupil can seek help. A positive start should build curiosity, confidence and foundational knowledge. If a subject becomes persistently confusing, discuss a concrete example with the teacher and use the school’s support procedures.

Questions to ask secondary schools before ranking them

• Does the school offer Posting Group 1 and what was its previous non-affiliated PG1 score range?
• How are G1 English and Mathematics taught to students who received AL7?
• How does the school provide Science foundations for pupils who received AL7 or AL8?
• Does the school teach our child’s actual Chinese, Malay or Tamil language at the appropriate level?
• What is the school’s approach to reading, written explanation and numeracy errors?
• Can ordinary pupils participate in applied learning, sports, performing arts and other CCAs?
• How are mixed form classes and student wellbeing support organised?
• What is the normal reporting time and the journey home after late CCA?
• How does the school communicate progress and consider later subject-level adjustments?
• Which practical costs, devices and financial assistance options should parents investigate?

Frequently asked questions

Does PSLE Score 29 with EL7 and Maths7 qualify for PG1?

Yes. These two grades meet the English and Mathematics AL7-or-better condition for the ordinary PG1 score-26–30 range, subject to the official results.

Which Science and Mother Tongue ALs are possible?

Their posting AL contributions must total 15. With each subject capped at AL8, the only pairs are 7 and 8 or 8 and 7.

Does AL7 automatically qualify the pupil for G2?

No. Standard AL7 or AL8 alone does not meet the initial more-demanding subject criterion. Later opportunities can be reviewed under school rules.

Is a previous PG1 cut-off of 29 a guaranteed seat for score 29?

No. It is the earlier boundary. New applications, school vacancies and tie-breakers can produce a different outcome.

Does 30* mean the school will admit any eligible child next year?

No. It records historical unfilled places and cannot guarantee future vacancies. Verify the current school information and application process.

What if English or Mathematics is AL8 at total 29?

Do not assume PG1 eligibility. The current ordinary score-26–30 condition requires AL7 or better in both subjects. Consult the primary school for the official next pathway.

Final parent checklist

• We checked the exact score 29 and English and Mathematics AL7 conditions.
• We confirmed Science and Mother Tongue total 15, and kept any original Foundation grades accurate.
• We understood PG1 admission and normal G1 subject starts, without inventing initial G2 eligibility.
• We compared historical 2025 PG1 school cut-offs and preserved the meaning of 30*.
• We investigated literacy, numeracy, Science and Mother Tongue learning support.
• We chose six suitable schools with genuine preference, manageable transport and worthwhile CCAs.
• We will follow MOE’s current exercise instructions and the actual receiving school’s timetable.

Official references and related parent guides

MOE Secondary 1 Posting; MOE SchoolFinder; Orchid Park Secondary: Full SBB and more demanding subject criteria, updated July 2026; MOE PSLE and Full SBB; General PSLE Score 29–30 parent guide; Score 29 with English or Mathematics AL6.

Evidence updated 1 November 2026. Historical school figures refer to PSLE 2025 admissions into Secondary 1 in 2026 and are not pre-announced 2027 cut-offs. MOE’s current school posting rules, the original result slip and receiving-school instructions take precedence.