Parents Guide to PSLE Results and Choosing Secondary Schools | St. Hilda’s vs St. Anthony’s Canossian Secondary

St. Hilda’s Secondary School and St. Anthony’s Canossian Secondary School are two different government-aided secondary schools in eastern Singapore, with distinct student communities, school traditions and programmes. St. Hilda’s is a co-educational Anglican-heritage school at 2 Tampines Street 82, Singapore 528986, known for its iTHink English communication Applied Learning Programme and Sports and Outdoor Education Learning for Life Programme. St. Anthony’s Canossian is a Catholic girls’ autonomous school at 1600 Bedok North Avenue 4, Singapore 469700, with a distinctive Performing Arts Education niche and a Foundress Values in Action progression emphasising service.

For pupils who sat PSLE in 2025 and entered Secondary 1 in 2026, the historical non-affiliated PG3 endpoints were St. Hilda’s AL 14 and St. Anthony’s Canossian AL 15, while the affiliated PG3 endpoint at each was AL 22. Those affiliated scores are for different qualifying primary schools, not one shared admission queue. Both have different PG2 and PG1 histories too. Parents must verify whether a child genuinely qualifies for affiliation, whether a girls’ or co-educational setting is preferred, how the faith traditions are practised, what learning and CCA opportunities are available, and how each campus fits the weekly commute. A historical COP is never a guaranteed 2027 offer.

St. Hilda’s: co-educational, Anglican Christian heritage, 2 Tampines Street 82.
St. Anthony’s Canossian: girls-only Catholic Canossian school, 1600 Bedok North Avenue 4.
PG3 non-affiliated: St. Hilda’s 12–14; St. Anthony’s Canossian 12–15.
PG3 affiliated: St. Hilda’s 12–22; St. Anthony’s Canossian 14–22.
PG2 non-affiliated: St. Hilda’s 21–23; St. Anthony’s Canossian 21–24.
PG2 affiliated: both ended at 25; earlier first-posted scores 22.
PG1 non-affiliated: St. Hilda’s 25–27; St. Anthony’s Canossian 25–30* with remaining places.
PG1 affiliated: St. Hilda’s 26–28; St. Anthony’s Canossian 26–29.
Affiliation: St. Hilda’s Primary for St. Hilda’s; St. Anthony’s Canossian Primary and Canossa Catholic Primary for SACSS.
Signature: Hilda’s English reasoning and sport; Canossian Music, Drama, eight arts CCAs and service.
Parent action: verify eligibility, exact programme access, religious environment, CCAs, journey and six acceptable preferences.

A co-educational school and a girls’ school are not interchangeable

St. Hilda’s accepts boys and girls, whereas St. Anthony’s Canossian is a girls’ school. A boy cannot choose St. Anthony’s Canossian through normal Secondary 1 Posting. A daughter may be eligible for either, subject to her score, Posting Group and the current rules.

Some girls enjoy a community in which all student leadership roles and performances involve female peers. Others prefer a co-educational classroom and school environment. Parents should ask the child what she thinks, rather than treating either preference as automatically better.

The school cultures are also shaped by different traditions. St. Hilda’s has an Anglican Christian background; St. Anthony’s Canossian is a Catholic Canossian school. Families should ask how faith, assemblies and values education operate in ordinary school life.

The complete 2025 PSLE historical ranges

St. Hilda’s PG3: non-affiliated 12–14; affiliated 12–22.
St. Anthony’s Canossian PG3: non-affiliated 12–15; affiliated 14–22.
St. Hilda’s PG2: non-affiliated 21–23; affiliated 22–25.
St. Anthony’s Canossian PG2: non-affiliated 21–24; affiliated 22–25.
St. Hilda’s PG1: non-affiliated 25–27; affiliated 26–28.
St. Anthony’s Canossian PG1: non-affiliated 25–30*; affiliated 26–29.
Reference period: pupils sat PSLE in 2025 and joined Secondary 1 in January 2026.
Important star: 30* means vacancies remained at that upper displayed boundary in the earlier PG1 exercise.
2027: the new year’s applicant demand and available places are not determined in advance.

A smaller Achievement Level total represents stronger academic performance. A previous endpoint describes the score of the last pupil posted to a particular category, or the maximum vacant-place reporting boundary where a star is shown. It does not create a permanent admission standard.

For a non-affiliated PG3 girl scoring AL 14, St. Hilda’s old 14 was at the boundary and St. Anthony’s Canossian old 15 was slightly less stringent. That small difference is not a guarantee or a meaningful measure of school teaching quality.

An affiliated PG3 girl with AL 20 may find the previous endpoint of 22 at either school relevant, but the affiliation must actually belong to that school. A girl from St. Hilda’s Primary does not thereby qualify for St. Anthony’s Canossian affiliation.

Which primary school affiliation counts?

St. Hilda’s Secondary is affiliated with St. Hilda’s Primary School. St. Anthony’s Canossian Secondary has affiliated routes for St. Anthony’s Canossian Primary School and Canossa Catholic Primary School. The names are specific; being Catholic or Anglican is not itself a primary-school affiliation.

The family should check whether the pupil met the current conditions and whether the secondary school must be ranked first to obtain priority. MOE’s rules govern the actual exercise, not a screenshot of an old parent discussion.

Affiliation is most useful when the child genuinely prefers that school. It should not be treated as a command to rank a school first when the pupil would clearly be happier elsewhere.

Check St. Hilda’s official affiliation page and MOE school-choice and affiliation rules, plus the current S1 Portal record.

Why the PG1 30* at Canossian needs explaining

The previous non-affiliated St. Anthony’s Canossian PG1 range ended at 30*. The star means the school had unfilled vacancies at the maximum displayed eligible score, not that the final pupil necessarily obtained exactly AL 30.

It is misleading to describe 30 as a guaranteed new cutoff, or to tell parents that the school will have the same vacancies in January 2027. Demand can change.

The other PG1 endpoints were St. Hilda’s 27 non-affiliated and 28 affiliated, and Canossian 29 affiliated. These must be used within their respective routes, not blended into a single school-wide threshold.

Full Subject-Based Banding at both schools

Both schools operate the mainstream four-year secondary curriculum under Full Subject-Based Banding. Posting Groups facilitate school admission, while G1, G2 and G3 describe individual subject levels. A child may be strong in Mathematics yet need a different level of English or Mother Tongue support.

Ask how the school offers subjects at more demanding levels and how students can progress when ready. The purpose is to build strong learning foundations rather than impose a permanent label from one PSLE total.

St. Anthony’s Canossian has experience piloting Full SBB. St. Hilda’s likewise must explain its current mixed-level academic and teaching arrangements. Families should ask about actual subject offerings for the incoming 2027 cohort.

St. Hilda’s iTHink: critical thinking through English

St. Hilda’s signature Applied Learning Programme is iTHink, the Hildan approach to developing critical thinkers and effective communicators through English Language. It uses a progression from forming opinions and confidence in Secondary 1 to justifying arguments in Secondary 2 and advocacy in Secondary 3.

This may especially suit a child who enjoys reading, speaking and debating, or a shy pupil who wants structured opportunities to improve communication. The actual experience includes drama, podcasts, heritage learning and integrated service projects.

Parents should ask how teachers help pupils with different reading, vocabulary and speaking foundations. Good communication teaching requires both confidence and factual accuracy.

See the official iTHink ALP for the year-level programme.

Secondary 1 Hilda’s Drama in Education

The school’s Secondary 1 Drama in Education programme includes Readers’ Theatre, group dramatisation and improvisation. A pupil can learn to consider what a character means, speak clearly and cooperate with others.

A child who worries about performing can benefit when lessons begin with manageable group tasks and feedback. Parents should ask how beginners are supported and how individual differences are accommodated.

The goal is improved language and understanding, not merely producing a stage performance. A quiet pupil should have a route to contribute meaningfully.

Secondary 1 Hilda’s Oracy and podcast

The iTHink Oracy Programme guides pupils to research a question, organise a point of view and record a podcast based on their speech. It draws on critical thinking standards, encouraging students to explain reasons rather than simply express a strong opinion.

A short recording can reveal whether the argument has a clear structure. The student may discover that editing cannot repair an unsupported claim. Feedback should help develop evidence and coherent expression.

Parents can ask how digital safety, copyright, personal voice and source credibility are taught alongside the speech activity.

Secondary 2 Hilda’s heritage learning

At Secondary 2, the ALP includes an integrated learning journey about Singapore heritage, involving English, Humanities and Aesthetics. Pupils may investigate artefacts, stories and cultural traditions before producing an appropriate creative response.

This can help students understand that language is part of society and history. A personal recollection is meaningful but may need comparison with other evidence, and a creative piece should communicate something accurate.

Parents should ask which examples and destinations remain current for 2027 and what all pupils are expected to learn, rather than assume every published photograph represents a permanent itinerary.

Secondary 2 Hilda’s debating skills

Students also practise constructing and defending arguments through class debates. They should learn how to find suitable evidence, interpret a competing claim and respond respectfully rather than simply try to win through volume.

This can support English comprehension, oral communication and Social Studies. A pupil who initially finds debating uncomfortable may benefit from structured practice and smaller speaking tasks.

Ask how teachers evaluate reasoning and provide corrections when a pupil misinterprets a source or does not answer the actual question.

Secondary 3 Hilda’s advocacy project

The iTHink Secondary 3 Integrated Project brings together English advocacy, Social Studies issue investigation and Values in Action. Students examine a community problem, research it and develop a response with appropriate guidance.

A teenager must understand that good intentions do not automatically produce helpful action. The project should involve learning from affected people, checking evidence and reflecting on whether a solution worked.

Parents can ask how the school supervises external work and ensures that everyone contributes meaningfully.

St. Hilda’s Sports and Outdoor Education LLP

The school’s Learning for Life Programme is Sports and Outdoor Education. It uses the three-part progression of Exposure, Experience and Extension to develop healthy habits, resilience, teamwork and positive social behaviour.

Exposure introduces a broad range of sports and physical activities. Experience provides opportunities to apply skills at school events. Extension offers deeper development for selected pupils with interest and aptitude.

This means the school is not only for competition athletes. A child who is learning an activity for the first time can still benefit from supported participation and appropriate challenges.

See the official Sports and Outdoor LLP for the structure and current examples.

St. Hilda’s Cross Country and inclusive participation

The school has described Cross Country events with different categories, such as mass runs and more demanding challenges, allowing pupils with different fitness and confidence to participate. Such an approach can support enjoyment and personal improvement rather than requiring everyone to compete at the same level.

Parents should ask how health and safety are managed and how pupils with individual medical or learning needs are supported. Sport should build confidence, not make children ashamed of a different starting point.

A child who dislikes competitive sport may still find meaningful participation through safe physical activity and school community events.

HISPEX and selected sports extension

St. Hilda’s Hildan Sports Excellence Programme (HISPEX) offers advanced development associated with competitive teams. Its current page describes additional sport knowledge, first-aid experiences, sport science and leadership opportunities.

These are not identical to the all-pupil LLP. An incoming pupil should not assume that ordinary posting guarantees entry to a selected Volleyball or Netball team.

A family should ask how trials work, whether a beginner can join a sport and how practice is balanced with normal English, Mathematics and Science learning.

The Nellie Mitchell Talent Development Programme

St. Hilda’s provides selected enrichment through the Nellie Mitchell programme in areas including Art–English Literature, Humanities, Science and sport. It can offer deeper inquiry for students who show appropriate interest or aptitude.

A Science-minded pupil may be interested in Air-novate, a project with the James Dyson Foundation examining air-pollution questions and proposed prototypes. Others may prefer history research, writing or the arts.

However, these extensions are selected. The family’s decision should remain sound if the child does not immediately receive a place in one specialist research group.

Read the Nellie Mitchell programme for the school’s published examples.

St. Anthony’s Canossian: a different performing-arts identity

St. Anthony’s Canossian describes a Performing Arts Education niche with roots in the school’s long tradition of music, drama and performance. Its current September 2026 page states that Music and Drama are included in the formal curriculum for all lower-secondary pupils.

This distinguishes the school from one where arts experiences are available only through a selected CCA. A girl may try creative expression during lessons even without paid external training.

Parents should ask how beginner participation is taught and assessed. An arts niche should help the pupil develop creativity, communication and confidence, not make everyone feel obliged to become a professional performer.

See St. Anthony’s Canossian Performing Arts Niche for its current curriculum and vision.

The eight Canossian performing-arts CCAs

The school’s 2026 page describes eight performing-arts CCAs, including Choir, Concert Band, English Drama, Guitar Ensemble, Percussion, Angklung/Kulintang and Indian or Modern Dance. These provide different ways for a girl to develop through regular practice.

A CCA can offer social belonging, creative expression and teamwork, but selection, trials, audition and limited places may apply. Normal school posting does not guarantee membership in the first preference.

Parents should help the daughter shortlist several acceptable groups and check the real weekly rehearsal schedule.

Music and Drama for all lower-secondary girls

The Canossian programme explicitly describes formal Music and Drama for every lower-secondary cohort. A pupil can learn to listen, interpret a character, cooperate with classmates and communicate through performance.

A shy child may be concerned about this requirement. Parents should ask how teachers support different confidence levels and whether there are preparation or backstage roles when appropriate.

The learning outcome should be greater expression and understanding, not simply being willing to stand in front of a large audience.

The Arts Alive! festival

SACSS has a biennial signature festival named Arts Alive!, developed after the school formalised its performing-arts niche in 2004. The festival can provide opportunities to share work with the wider school community.

But an event happening in a previous year does not guarantee every child a major stage role or an identical future schedule. A student may participate as a performer, a production helper or a learner reflecting on the work.

Ask how the festival connects with all-pupil learning and selected CCA commitments, and what preparations are expected.

LASALLE arts partnership

St. Anthony’s Canossian states that it has a partnership with LASALLE College of the Arts since 2025. It uses industry exposure, talks and workshops to introduce pupils to creative education and potential future pathways.

That is a meaningful opportunity for a girl seriously interested in the arts, but the school should confirm which activities apply to all pupils and which require selection, timing or additional fees.

Parents should not promise a place at LASALLE or another tertiary arts institution simply because the secondary school has a partnership.

Canossian service through art

The school emphasises Art for the Community, linking performance and creativity with Values in Action. This can help pupils see that music, drama or design may communicate with people beyond an examination or competition audience.

A performance for a community partner needs to consider what the audience would enjoy and whether the activity is accessible. Good service begins with listening, not merely showcasing talent.

Parents can ask whether a selected arts CCA is required for community performance or whether ordinary pupils have age-appropriate opportunities to serve too.

The Foundress Values in Action progression

St. Anthony’s Canossian describes a Foundress VIA Framework intended to develop belonging, belief and action. Its year-level activities progress from encouragement and gratitude to community planning and more demanding service.

For Secondary 1, pupils have written letters to Primary 6 juniors. Secondary 2 activities have included choosing a beneficiary and planning outreach. Secondary 3 includes the SAC Blaze charity carnival, and Secondary 4 emphasises gratitude and connections with the Canossian community.

These are meaningful when pupils understand the people affected and reflect on whether the project helped, not when they simply seek a service certificate.

Secondary 1 letter writing is real communication

Writing an encouraging letter to a younger pupil can teach a girl to imagine what another person is experiencing. A Primary 6 student may feel uncertain about PSLE or entering a new environment.

The task gives a practical purpose to choosing words carefully and showing empathy. A sincere and specific message may mean more to a recipient than an elaborate speech about kindness.

Parents can ask how teachers help pupils express their own experience without sharing sensitive personal information or making unrealistic promises.

Secondary 3 SAC Blaze teaches planning

The charity carnival asks older pupils to consider community welfare, manage activities and support selected beneficiaries. It can teach budgeting, teamwork, communication and appropriate handling of funds or materials.

A pupil who plans a successful-looking stall still needs to ask whether the activity benefited the intended cause and whether the communication was accurate.

Parents should ask how the school supervises the planning and how students learn to revise decisions after feedback from community partners.

The difference between leadership by speech and leadership by service

St. Hilda’s iTHink teaches advocacy through English and builds character through sports and outdoor education. St. Anthony’s Canossian develops creative communication through performing arts and service through its Foundress framework.

Both can help a child learn empathy, teamwork and responsibility, but the learning contexts are different. A pupil who enjoys arguing a point with evidence may prefer St. Hilda’s. Another who expresses ideas through music and wants sustained arts practice may respond more strongly to Canossian life.

The right approach is to ask the child which difficult tasks they would want to practise repeatedly. Long-term interest matters more than a one-day showcase.

Academic teaching is not a secondary concern

Both schools must teach normal English, Mathematics, Science, Humanities and Mother Tongue subjects under the national system. Parents should ask how the school explains algebra, corrects comprehension errors and supports students who find Science reasoning difficult.

A child who enjoys arts may still need challenging Mathematics, and a sports enthusiast may require help organising written work. The chosen school should be able to discuss individual support without reducing the pupil to a single label.

The next national qualification will follow the relevant Singapore-Cambridge SEC rules for mainstream pupils entering in 2027.

Religious environment: Anglican and Catholic

St. Hilda’s Christian ethos is associated with the Anglican school tradition, while St. Anthony’s Canossian is Catholic. Both draw on faith-related values, but the school activities, assemblies and approaches to spiritual education may differ.

A parent from another religious background should ask respectfully about what is compulsory, what is optional and how students of different backgrounds are included. It is not reasonable to assume that a school of a particular heritage requires every pupil to share the same faith.

An informed decision should reflect the child’s comfort with the everyday environment, not an adult stereotype about religion.

The two East-side campuses

St. Hilda’s is at 2 Tampines Street 82, while St. Anthony’s Canossian is at 1600 Bedok North Avenue 4. Both are in eastern Singapore, but the morning journey and late CCA route may differ substantially.

Test the trip from the actual family home at school arrival time, including bus or rail changes and the walk to the correct entrance. Then plan the trip after sport or a long arts rehearsal.

A manageable commute creates time for meals, homework, rest and family life. A school with one highly attractive programme may still be unsuitable if daily travel leaves the child chronically exhausted.

CCA practice and audition times matter

At St. Anthony’s Canossian, certain performing-arts CCAs have had multiple afternoon rehearsals each week, sometimes finishing near 6pm. At St. Hilda’s, selected sport teams can have substantial practice and competition commitments.

Parents should not assume that every CCA follows the same timetable. Ask what the specific 2027 activity will require, how students are selected and what happens when the preferred group is full.

A child should have several activities they can enjoy, rather than choose a school on the assumption that one team or ensemble place is guaranteed.

DSA admissions have already occurred for 2027 entry

Both schools ran DSA-Sec assessments earlier in 2026. St. Hilda’s published sports talent areas, while St. Anthony’s Canossian offered various performing-arts and sports routes. These were separate talent-selection exercises, not ordinary school preferences that can be added after PSLE results.

A pupil with a confirmed DSA school allocation must honour the commitment under MOE rules. Others should use their official PSLE results and the S1 Portal for normal eligible school choices.

Younger children planning future DSA should read the next published criteria rather than copy a prior application schedule.

See St. Hilda’s 2026 DSA and St. Anthony’s Canossian 2026 DSA for the completed exercise.

Fees and financial assistance

Both schools are government-aided, but St. Anthony’s Canossian has autonomous status. Parents should check current school and miscellaneous fees for the pupil’s citizenship or residency category and account for books, uniforms, meals, transport and prescribed devices.

A music or sports CCA may have additional equipment or activity costs, but the family should ask what the school provides and whether financial support is available. The existence of a specialist programme does not prove that all selected trips are free.

MOE Financial Assistance and relevant school-level bursaries can help qualifying households. Apply through the correct current process before purchasing subsidised items.

The 2026 Open House question

St. Hilda’s current homepage advertises its 2026 Open House and pre-registration, but a specific public date and time should be verified from the current school link. St. Anthony’s Canossian held its DSA E-Open House on 23 May 2026; that past event is not proof of a separate November visitor schedule.

Parents should contact either school directly before travelling rather than rely on a dated school event reused in a guide. If visits are available, ask about normal lessons and CCA allocations, not only the strongest public performance.

A good visit helps the child compare how they feel in a co-educational sports culture or a girls’ performing-arts community, and what daily learning demands may be involved.

Three family scenarios

An affiliated St. Hilda’s Primary pupil scoring PG3 AL 20

The girl or boy may qualify for St. Hilda’s affiliated route, whose previous PG3 endpoint was 22, subject to official conditions. That does not create affiliation at the Canossian school. The family should investigate St. Hilda’s English and sports programmes and maintain realistic alternative choices.

A Canossian-affiliated girl scoring PG3 AL 20

The girl attended St. Anthony’s Canossian Primary or Canossa Catholic Primary and meets the relevant rules. Her previous affiliated PG3 endpoint was 22. St. Hilda’s non-affiliated PG3 ended at 14, so the family should not compare the same pupil with the Hilda’s affiliated endpoint unless she has separate qualifying affiliation.

A non-affiliated girl scoring PG3 AL 14

Both schools’ previous non-affiliated PG3 endpoints were numerically at or above AL 14, though St. Hilda’s was at the boundary. The girl may prefer the Canossian performing-arts environment or St. Hilda’s English and sport emphasis. Neither place is guaranteed, so other acceptable schools must remain on the list.

Questions for St. Hilda’s Secondary

How does the school teach Secondary 1 Drama in Education and the Oracy podcast to beginners?
How are Secondary 2 debates and heritage projects assessed?
What parts of Sports and Outdoor Education are accessible to non-athletes?
How do pupils join HISPEX or Nellie Mitchell talent extensions?
Does the child qualify for St. Hilda’s Primary affiliation and the correct first-choice conditions?
What are the real 2027 CCA schedules and student-support channels?
What are the 2026 Open House registration arrangements?

Questions for St. Anthony’s Canossian

What lower-secondary Music and Drama experiences are provided to every girl?
How are the eight performing-arts CCAs allocated and which accept beginners?
How do Arts Alive!, LASALLE partnerships and professional mentorship connect to school-wide learning?
What Foundress VIA activities will the new Secondary 1 cohort complete?
Does the pupil qualify for Canossian or Canossa Catholic primary-school affiliation?
What is the typical late-rehearsal journey home?
How does the school provide academic, SEN and wellbeing support?

Results-week parent checklist

Read the child’s actual PSLE Score and Posting Group eligibility.
Separate affiliated and non-affiliated ranges for each school.
Remember St. Hilda’s accepts boys and girls; St. Anthony’s Canossian accepts girls.
Check which primary-school affiliation, if any, the pupil truly qualifies for.
Compare English reasoning and sport with formal arts and the Foundress VIA route.
Ask which advanced programmes require separate selection.
Test the Tampines Street 82 and Bedok North Avenue 4 commutes.
Confirm current CCA, device, booklist and assistance requirements.
Build six eligible schools the child could genuinely attend.
Submit in preference order and retain the S1 Portal confirmation.

Frequently asked questions

Are St. Hilda’s and St. Anthony’s Canossian the same type of school?

No. St. Hilda’s is co-educational with Anglican Christian heritage; St. Anthony’s Canossian is a Catholic girls’ school.

What were the non-affiliated PG3 cut-offs in 2026?

St. Hilda’s had a prior endpoint of AL 14, and St. Anthony’s Canossian had AL 15. Both were based on the 2025 PSLE cohort.

What were the affiliated PG3 endpoints?

AL 22 at each, but for different qualifying primary schools and applicants. Affiliation is not interchangeable.

Which school teaches iTHink English?

St. Hilda’s, with Drama in Education, Oracy, debates, heritage inquiry and advocacy.

Which school has formal lower-secondary Music and Drama for every pupil?

St. Anthony’s Canossian, through its Performing Arts Education niche.

What does Canossian PG1 30* mean?

It indicates that places were still available at the maximum displayed score in the earlier non-affiliated PG1 route, not guaranteed future admission.

Are the specialist arts and sport programmes guaranteed?

No. General curricular exposure and selected CCA, talent or enrichment places have different requirements.

Does matching last year’s cutoff secure a 2027 place?

No. Future demand, available places and applicable priority or tie-break rules can change the outcome.

The parent’s final East-side school decision

St. Hilda’s can be a strong fit for a pupil who wants to become a clearer English communicator and benefit from inclusive sports and outdoor education. St. Anthony’s Canossian offers a different girls’ community, broad performing-arts learning and a structured tradition of service.

Choose with accurate affiliation, a realistic PSLE comparison, the child’s own preferences, academic support, activity availability and a sustainable daily journey. Both schools can offer valuable education, but neither should be selected from a copied cutoff or an assumption that their Christian identities or East-side locations make them interchangeable.