Parents Guide to PSLE Results and Choosing Secondary Schools | Tampines Secondary School

Tampines Secondary School (TPSS) is a co-educational mainstream secondary school at 252 Tampines Street 12, Singapore 529427. For parents deciding where to apply after the 2026 PSLE, its distinctive educational combination is Creative Engineering through Maker education and Creative Expressions through visual and performing arts, supported by digital-literacy teaching and a student-development team. The historical PSLE ranges for the 2025 PSLE cohort admitted to Secondary 1 in 2026 were Posting Group 3: AL 13–19, Posting Group 2: AL 21–24 and Posting Group 1: AL 25–27. These are not guaranteed cut-off scores for the 2027 intake.

TPSS can appeal to children who want to build a model, experiment with drones or coding, explore art forms without already being specialist performers, and learn through purposeful collaboration. Its Applied Learning Programme gives all Secondary 1 pupils experiences in upcycling and drones and all Secondary 2 pupils experiences in solar cars and micro:bit coding, with more advanced opportunities for selected Maker Faire pupils. The school’s arts programme includes a 14-week Secondary 2 Devised Drama Workshop and whole-school exposure. TPSS has published both an Open House 2026 poster and a 2027 Secondary 1 booklist; check the poster’s event details and do not buy books before confirming subject levels. The official 2026 PSLE release window remains tentative for 24–25 November.

School: Tampines Secondary School, 252 Tampines Street 12, Singapore 529427.
2025 PSLE historical 2026 S1 ranges: PG3 13–19; PG2 21–24; PG1 25–27.
Four-year route: mainstream Full Subject-Based Banding, leading towards the SEC framework.
Creative Engineering ALP: Tier 1 for all, including drones/upcycling in Sec 1 and solar cars/micro:bit in Sec 2.
Advanced STEM: selected Tier 2 Maker Hub/Maker Faire opportunities; competitions and exhibitions not automatic.
Creative Expressions LLP: arts exposure for all, with 14-week Sec 2 drama and more specialised arts CCAs.
Digital skills: OneNote at Sec 1, video editing at Sec 2, Excel at Sec 3, responsible AI at Sec 4–5.
Current planning: Open House 2026 poster and 2027 Secondary 1 booklist on the school’s official website.
Parent decision: match score and Posting Group, understand CCA access, support and travel, and rank six acceptable schools.

What makes Tampines Secondary different?

Tampines Secondary celebrates forty years of schooling in 2026. Its Principal’s Message describes a caring community of learners, thinkers and leaders. The description becomes useful when families look at concrete experiences: students make and test objects in the Maker Hub, try different artistic forms and learn to manage digital tools appropriately.

This combination may be particularly attractive for a child whose interests are not confined to one subject. A pupil could enjoy a practical engineering challenge and still want to participate in drama or music. Another might discover that making a model requires both Mathematics and careful communication. There is a broad difference between a school that displays high-level projects and one that gives every beginner an accessible introduction.

The best decision still depends on the child’s ordinary academic learning, ability to make friends, willingness to participate and travel from home. A school is more than its two flagship programme names. Ask how English, Mathematics, Science and Humanities are taught, how pupils get feedback and what support is available when the transition from Primary 6 is difficult.

What the historical PSLE scores actually tell you

The completed posting exercise based on 2025 PSLE results produced the historical TPSS ranges PG3 13–19, PG2 21–24 and PG1 25–27 for Secondary 1 entry in 2026. Within each route, the first number is the strongest posted result and the final number is the cut-off point recorded after all school choices and allocation had been completed.

In the AL system, a smaller total is academically stronger. A PG3 child scoring 16 in the 2026 results may reasonably investigate TPSS using its previous endpoint of 19. But that is a historical comparison, not a confirmation. A child scoring PG3 19 matched the prior boundary and needs sensible alternatives. A PG2 child must compare with PG2 24, not PG3 19.

PG3: historical 13–19; last-posted 19 for the earlier intake.
PG2: historical 21–24; last-posted 24.
PG1: historical 25–27; last-posted 27.
Year: 2025 PSLE results used for the 2026 Secondary 1 intake.
Future: no new 2027 cut-off is fixed before the 2026 cohort chooses and posting completes.

A school’s past COP is not an admission guarantee. The following cohort may rank schools differently; vacancies and school places can vary, and ties for the last seats may involve citizenship, school-choice order and computerised balloting. It is equally wrong to describe a school’s cut-off point as a measure of how kind, interesting or capable its teachers are.

Understand Full Subject-Based Banding before choosing

TPSS operates under Full Subject-Based Banding. Posting Groups help organise the Secondary 1 admissions exercise, while G1, G2 and G3 refer to the demand of each individual academic subject. A pupil might be ready for a more demanding Mathematics level while receiving additional support in a language subject, or the other way round.

Parents should ask what subject levels the incoming child will be offered, whether higher levels are available for selected subjects, when the school reviews readiness and what support exists for pupils who need a slower pace initially. It is better to understand how a child progresses than to use Posting Group labels as permanent descriptions of ability.

Some PSLE totals provide an option between two Posting Groups. Where offered, that choice applies across the six-school submission. It is not a chance to use PG3 for one school and PG2 for another. Parents should read the official form and seek a clear explanation from the primary school if uncertain.

Creative Engineering: a Maker mindset for all

The TPSS Applied Learning Programme is called Creative Engineering — Tinker, Design, Innovate. The school uses hands-on Maker education to connect STEM concepts to real-world problems. The emphasis is not merely on using tools; students should ask why a design works, test assumptions, notice faults and change an approach based on evidence.

This is educationally valuable when a child understands the problem behind the product. A student could build a model that looks impressive but cannot explain what it does. A stronger learner can say what was measured, why a particular feature was chosen, how a failed test informed a revision and what the prototype still cannot accomplish.

The school’s current ALP page distinguishes Tier 1 for all students from Tier 2 for STEM-enthusiastic pupils. Parents should preserve that distinction when discussing the opportunity with a child. Being posted to the school does not automatically mean joining a Maker Faire competition team.

The official Creative Engineering ALP page gives the year-level activities and the Maker Hub features.

Secondary 1: upcycling and drones

TPSS states that all Secondary 1 pupils receive hands-on experience with upcycling and drones or quadcopters. Upcycling invites pupils to examine a discarded material and explore how it could be repurposed into something useful. It can teach a child to look at constraints, not simply regard an object as rubbish.

The drone component can help students investigate motion, control, stability and safe operation. A child might discover that changing one parameter affects several others, and that a simple demonstration can conceal substantial engineering choices. Whether the class uses simulation, physical flying or a combination of experiences should be confirmed for the incoming cohort.

Students then form Junior Tech Start-up groups to address a real-world challenge connected to Water or Technology. The group-work format gives pupils a reason to practise communication, task division and feedback. Parents can ask how teachers ensure that every child understands the design rather than allowing one experienced student to complete everything.

What upcycling can teach beyond environmental slogans

A serious upcycling task begins with examining the properties of a material. Is it rigid, flexible or absorbent? Does it become unsafe or ineffective after repeated use? Is it realistic to repair? A pupil might have to choose between durability, function, appearance and cost.

These are not abstract engineering ideas. Families make similar decisions whenever they repair or replace household objects. A child’s project can open a useful discussion about waste, consumption and design without requiring the family to purchase expensive equipment.

Parents should ask whether the school teaches pupils to justify their choices. A colourful creation can be pleasant, but the most valuable outcome is the ability to explain why it solves a practical problem, how it was tested and what would be improved next time.

Secondary 2: solar toy cars and micro:bit coding

The ALP’s Secondary 2 experiences include constructing a solar toy car and learning micro:bit coding. Students explore energy and a small programmable device, then work in Junior Tech Start-up groups around challenges such as Energy or Ageing.

The solar car can become an introduction to energy transformation, mechanical motion and the role of environmental conditions. A vehicle may behave differently depending on the available light, friction or design. The child needs to observe and test rather than assume that ‘solar power’ means a model will perform perfectly.

Micro:bit coding introduces the relationship between instructions, sensors, inputs and outputs. A simple program may fail because a condition is wrong or a sequence is incomplete. The student learns to debug systematically. These habits are useful in Mathematics, Science and planning work even if the child does not later study Computer Science.

The Ageing theme also encourages consideration of human needs. A teenager designing a tool for older adults must think about simplicity, accessibility and whether the intended user would actually want the proposed solution. Technical creativity is most useful when paired with empathy.

The Maker Hub is a learning space, not an automatic competition place

The school’s ALP sessions are held in a Maker Hub with equipment such as 3D printers, laser cutters and electronics kits. The school also lists mass tinkering after examinations. These facilities can create useful opportunities for trying a design, working with materials and developing confidence.

However, access to equipment must be taught safely, and the range of tasks may differ by age and supervision. Parents can ask what every student learns to do independently, what is demonstrated by an adult and how safe tool use is assessed. It would be misleading to say a child can operate every machine after joining the school.

Selected STEM enthusiasts may access Tier 2 open-door Maker Hub activities with guidance from trained student leaders and staff. Ask how a Secondary 1 child can join, how many places exist and whether there is a route for pupils who develop interest later.

Maker Faire CCA and specialised STEM talent

TPSS describes the Maker Faire CCA as a talent-development setting for pupils identified through DSA, CCA trials or other school processes. Its work includes competitions, exhibitions, workshops and projects with specialist support. The existence of a CCA can be attractive to a child who is motivated to pursue engineering more deeply.

A pupil admitted through ordinary PSLE posting should nevertheless check the trial and allocation rules. There may be limited places, prerequisites or different schedules. A child who does not enter the selected group still benefits from the Tier 1 core ALP. The family should like the whole school, not depend on one uncertain team place.

The ALP page has older language about international trips being on hold because of a pandemic. That should not be interpreted as a current confirmed overseas programme or a current blanket ban. Ask the school directly about activities that are actually scheduled in 2027.

Creative Expressions: the second distinctive programme

Tampines Secondary’s Learning for Life Programme is Creative Expressions: Character Development through Visual and Performing Arts. The school uses visual art, music, drama and dance to help students reflect, collaborate and communicate meaning. Its philosophy recognises that the arts can give pupils a safe setting to explore another person’s experience.

The LLP distinguishes Tier 1 artistic exposure for all from Tier 2 engagement for pupils in visual and performing arts CCAs. This matters because a child without formal music or drama lessons can still take part in introductory experiences. Deeper performance training and competition commitments may require CCA membership and selection.

Parents should ask what the current intake will do, how teachers prepare beginners and whether artistic tasks are assessed for technique, reflection or collaboration. A child should not be discouraged from participating solely because classmates have taken private lessons for years.

See the official Creative Expressions LLP page for its all-pupil and specialised pathways.

PLAY: accessible arts experiences for students

The school’s Tier 1 arts enrichment activities are grouped under Platforms for Lifelong Artistic Youths (PLAY). The published examples include batik painting, metal tooling, mosaic art, ukulele and hip-hop dance, as well as assembly performances and cultural activities.

For a new Secondary 1 pupil, trying an unfamiliar art form can develop courage and curiosity. A child who thinks they are ‘not artistic’ may discover an interest in rhythm, visual patterns or designing something by hand. Another may become more willing to cooperate with classmates when the task is different from a conventional written assessment.

The school’s responsibility is to guide participation safely and support different skill levels. Parents can ask which art forms are introduced to each year level and whether pupils are able to choose or must participate in a common module. Broad exposure should not be mistaken for automatic selection into a specialist arts CCA.

Secondary 2: a 14-week Devised Drama Workshop

A specific current LLP feature is the 14-week Secondary 2 Devised Drama Workshop. The school says pupils can take roles such as actor, director or stage manager, building scripts about contemporary issues and working through rehearsal and performance with professional instructors.

This is not only for teenagers who dream of acting. The workshop can teach students to consider another person’s perspective, communicate through voice and movement, plan a shared performance and respond to feedback. Stage management offers a practical form of responsibility for someone who is less comfortable performing in front of an audience.

Parents should ask how the school supports shy pupils and how the work is assessed. Does every child have a meaningful role? How are disagreements handled during rehearsal? What happens when a pupil initially finds a performance task overwhelming? A good programme builds courage gradually rather than making students feel publicly judged.

It is also useful to ask how contemporary issues are chosen and discussed. Drama can encourage empathy, but it should support respectful conversation and age-appropriate guidance, not assume all pupils share one viewpoint.

Tier 2 arts: opportunities and time commitments

Visual and performing arts CCAs provide the school’s deeper LLP engagement. TPSS lists groups such as Art Club, Photo Media Club, Show Choir, English Drama, Dance Dynamics, Malay Dance, Modern Chinese Dance and Concert Band. These offer different ways for a child to contribute through performance, creation or technical production.

The pupil should choose an activity they would enjoy attending repeatedly. A child who likes photography may prefer Photo Media. A singer might enjoy choir but should understand the rehearsal schedule. An aspiring dancer may need to prepare for auditions and performances. A CCA is a regular obligation, not a one-day event.

Ask how places are allocated and whether beginners can try a group without previous experience. Do not assume that every school performance team has unlimited capacity simply because the LLP has broad arts exposure.

CCAs and LEAPS 2.0: why normal participation matters

TPSS publishes a CCA policy stating that all pupils must participate in at least one CCA, attend scheduled activities and obtain permission for an external alternative. The school’s CCA directory lists sports, arts, Maker Faire and uniformed groups, with a current schedule accessible from the page.

The MOE LEAPS 2.0 framework recognises participation, achievement, leadership and service. This means a child can develop through consistent attendance and contribution even if they never win a national medal. Parents should support sustainable involvement rather than treat a CCA solely as a way to acquire bonus points.

Ask the child to identify at least three acceptable options, then look at the actual timetable and any trials. Some sports sessions and performances may finish later than ordinary lessons. A family should not select a school without understanding how the return journey works on an activity day.

Review the TPSS CCA options and LEAPS 2.0 policy for the current rules and schedule.

Digital skills: an unusually explicit year-level progression

TPSS publishes an after-school Digital Literacy Programme that builds progressively from Secondary 1 to Secondary 5 where applicable. Its current ICT page describes OneNote note-taking in Secondary 1, Clipchamp video editing in Secondary 2, Excel in Secondary 3 and responsible use of ChatGPT in Secondary 4 and 5. These are concrete examples of skills useful for education and future work.

Parents can appreciate the distinction between using a device and knowing how to learn with one. A pupil comfortable watching short videos may still have difficulty organising notes, backing up assignments or using a spreadsheet to examine data. A systematic programme can give them practical habits that reduce confusion.

The school also describes a Student IT Advocates programme teaching cyber wellness, passwords, data backup, privacy settings and later social engineering and deepfake awareness. Participation as a student advocate may be a selected leadership opportunity, so parents should ask what lessons are available to all pupils and what requires appointment.

The TPSS ICT and digital learning page gives a useful sequence to discuss with the child and helps parents ask about actual device and software requirements.

OneNote in Secondary 1: a simple but important foundation

A twelve-year-old may need to track homework from several teachers and different digital platforms. Learning to structure OneNote notebooks and find past work can prevent routine frustration. The key is consistency: a child should know where today’s lesson, corrections and future tasks are stored.

Parents can ask how teachers teach note-taking and whether pupils receive models of good subject notes. A digital page full of pasted slides is not necessarily a useful learning record. Students need to practise summarising information, identifying uncertainties and returning to errors after feedback.

A child who struggles with organisation may benefit from keeping one simple system rather than downloading many separate productivity applications. The school’s digital curriculum can provide common language for parents and teachers to reinforce the same habits.

Responsible AI use is more than getting answers quickly

The TPSS ICT programme’s upper-secondary examples include responsible use of ChatGPT for research and ideation, with an emphasis on ethics. Parents can begin discussing similar principles in Secondary 1: AI can be useful for generating questions or suggesting a starting explanation, but it can also provide wrong information confidently.

The pupil should learn to verify claims, keep personal data private, distinguish an original assignment from copied work and explain what was actually understood. A teacher’s rules about AI assistance matter, and parents should not assume a tool is permitted for every assessment simply because it is used in one school lesson.

Responsible technology habits develop gradually. Asking ‘How do you know this is true?’ encourages a child to value evidence rather than mere convenience.

International experiences: specific examples, not promises

TPSS’s current Trips for International Experience page lists four overseas learning journeys planned for Secondary 2 and 3 pupils in 2026: Sabah, Ho Chi Minh City, Chongqing and Taiwan, with themes including literature, art, sustainability, Chinese and Science. The school also documents 2025 trips to Malaysia, Vietnam and Thailand.

These are evidence of programme opportunities, not guaranteed future trips or places for every Secondary 1 entrant. Selection, cost, safety requirements and programme timing may change. Ask what pupils study before travel, how they interact with host communities and whether alternative cultural learning experiences are available.

The best educational goal is not collecting foreign destinations but developing understanding of cultures and different ways of living. Families should examine eligibility and financial support before assuming a trip will be possible.

See the official TPSS international learning page for the school’s year-specific examples.

Student wellbeing: who helps when something goes wrong?

TPSS publishes a Student Development Team with staff responsible for year levels, educational support, counselling and special educational needs. Its current mission explicitly includes a culture of care, early identification and referral for pupils needing additional assistance, and positive networks of peers and adults.

A student who moves into Secondary 1 may initially feel lost with new subjects or friends. Parents should ask which staff member handles the first concern, how the form teacher helps, and what to do if academic problems, absence or peer conflict continue. Having a named route matters more than a general assurance that support exists.

A child who is academically excellent may still struggle with confidence or anxiety, while another may need practical help organising work. Families should describe the actual need instead of attaching a broad label and assuming that the school will immediately know the right intervention.

The TPSS Student Development Team page describes the support roles and school-wide approach.

The 2026 fortieth anniversary and school culture

Tampines Secondary marked its fortieth year in 2026, reflecting on its community and values of Integrity, Courage, Adaptability, Respect and Excellence. The school’s Principal frames learning as the development of curious learners, innovative thinkers and empathetic leaders.

A school anniversary may create pride, but the parent should look at ordinary interactions too. Do student guides answer questions patiently? Can a child ask a teacher for clarification? Are mistakes treated as occasions for learning? Is school spirit visible when pupils support one another, not only when a performance is successful?

The strongest school culture helps a child participate without constantly comparing their identity to other students’ results or awards. A welcoming class and a manageable timetable are practical forms of educational quality.

Tampines Street 12: test the commute

The school’s official address is 252 Tampines Street 12, Singapore 529427. It may be relatively convenient for households in Tampines and other parts of the East, but a school name is not evidence of an easy route from every point in the estate.

Test the real weekday morning journey, including walking, bus waiting and the correct entrance. Then plan the return journey after CCA or a rehearsal. A pupil carrying a musical instrument or sports equipment may take longer than a parent visiting briefly.

If the commute is long, write down the full weekly schedule and ask whether the school’s opportunities are worth the loss of daily time. A child who sleeps well, learns with confidence and can enjoy a CCA may develop more sustainably than one who spends four years rushing home exhausted.

Use the TPSS official contact and address for the confirmed location and general-office enquiry number.

2027 booklist: a practical step, not a shopping instruction for everyone

The school published a 2027 Secondary 1 booklist on 29 October 2026. That is useful advance information for families, but it should not be treated as an instruction to purchase all the items before posting or before the child’s subject levels and Mother Tongue arrangements are confirmed.

An eligible pupil may be offered selected subjects at a more demanding G-level, and different booklists can apply. Families who qualify for MOE financial assistance should also check whether purchases need to follow a specific school subsidy or voucher process.

After school posting, confirm registration, subject offers, booklist, uniforms, device, fees and orientation through the school’s current parent notices. Buying the wrong books may be an avoidable expense at a busy time.

Read the official TPSS 2027 booklist page after your child’s particular subject arrangements are confirmed.

DSA in 2026: the window has closed

TPSS’s 2026 DSA exercise invited applications in performing arts, visual arts, Creative Engineering and Modelling STEM, and football. Selection could involve auditions, portfolios, practical challenges and interviews. The school states that even applicants meeting criteria were not guaranteed an offer.

The application period was in May and early June, and its selection took place before the PSLE results. A family receiving PSLE results in November cannot newly apply to DSA for January 2027. A child with an accepted and confirmed DSA placement must honour the school and talent-area commitment and is not free to submit a different ordinary six-school list.

For a younger sibling planning a later application, study the new cohort’s criteria rather than reuse the earlier schedule. DSA should be pursued when a child genuinely wants the activity and the school, not merely to gain an admission advantage.

The TPSS 2026 DSA criteria and commitment rules identify the earlier talent areas and different selection methods.

Open House 2026: what to verify

The school posted an official Open House 2026 poster on 29 October 2026. Its public page supplies the poster rather than a full searchable text timetable, so parents should read the image carefully or contact the general office about the event date, start time, finishing time and any registration requirements before travelling.

During the visit, ask the child to explain which part of Creative Engineering interests them and which arts experiences they would like to try. Ask school staff whether all pupils participate in the identified modules, and clarify how more specialised Maker Faire and performing-arts opportunities are selected.

Verify the official 2026 Open House poster’s date, time and any registration requirement.
Ask what every Secondary 1 pupil does in upcycling and drone activities.
Visit the Maker Hub if access is offered and ask about equipment safety and beginner support.
Explore the PLAY arts modules and the Secondary 2 drama experience.
Find out whether Maker Faire, sports and arts CCAs require trials or auditions.
Discuss G-level offers, academic learning support and digital-literacy routines.
Ask about the correct 2027 booklist and financial assistance procedures.
Test the journey home from Tampines Street 12.

See the TPSS Open House 2026 notice for the current school poster.

Six Secondary 1 school choices: build a realistic list

When the official results arrive, note the child’s total and eligible Posting Group. Compare Tampines Secondary only with the matching historical route: PG3 19, PG2 24 or PG1 27 as the last-posted score. Do not combine ranges or assume that a school’s future COP is already known.

MOE recommends six genuinely acceptable eligible choices, including two or three where the child’s score is better than the school’s previous cut-off. Because lower AL totals are stronger, this generally means including schools with larger, less stringent historical endpoints. These should be schools the child would actually want to attend.

Rank schools in real preference order. When applicants with identical scores compete for a final place, the standard tie-breakers consider citizenship, school-choice order and computerised balloting. Choice order does not erase an eligibility requirement, but it should not be random.

Three family situations worth discussing

A pupil who likes engineering and wants to try drama

The child enjoys practical STEM and also wants to become a stronger communicator. Tampines Secondary’s two signature programmes offer a specific reason to investigate the school. Parents should ask how beginners are guided in both experiences, and make sure the child likes the ordinary academic routine and CCA options too.

A child whose main reason is Maker Faire

The pupil wants advanced coding and making projects. TPSS offers Tier 2 opportunities and Maker Faire, but selection is not automatic. The family should ask about trials, alternative technical pathways and how much time the CCA requires, and be willing to choose the school even if a specific team place is unavailable.

A PG3 child scoring AL 19

This total matches the previous Tampines Secondary PG3 endpoint. Listing the school may make sense if it is genuinely preferred, but the family should not promise entry. It should include less stringent historical alternatives and ensure each of the six options is a place the child could accept positively.

Results-week checklist

Confirm the final results-release date through SEAB; 24–25 November remains tentative until announced.
Read the child’s actual PSLE total and eligible Posting Group.
Verify the completed TPSS score ranges through MOE SchoolFinder.
Review both Creative Engineering and Creative Expressions with the pupil.
Ask about Maker Faire and arts CCA selection and the actual practice timetable.
Check digital skills, subject-level progression and learning support.
Test morning and late CCA transport to 252 Tampines Street 12.
Research six eligible, acceptable schools with realistic alternatives.
Submit S1 preferences through the official portal in genuine order and keep confirmation.
After posting, confirm 2027 books, devices, fees and school registration before purchasing materials.

Frequently asked questions

What were Tampines Secondary’s 2025 PSLE ranges?

For the 2026 Secondary 1 intake, the historical ranges were PG3 13–19, PG2 21–24 and PG1 25–27. These are not fixed 2027 admission thresholds.

Is Tampines Secondary an IP school?

No. It is a co-educational mainstream secondary school using Full Subject-Based Banding.

Does every Secondary 1 pupil try drones?

The school’s current ALP description places hands-on upcycling and drones within Tier 1 for all Secondary 1 students. Confirm the incoming cohort’s activities with school staff.

Does every child join Maker Faire?

No. Maker Faire is a specialised talent-development CCA with separate routes for selection or identification. The broader ALP applies to all.

Does the school offer arts for pupils with no prior formal training?

Yes. Its Tier 1 PLAY programme is described as broad arts exposure, while deeper arts CCA engagement depends on the activity and allocation.

What is the 14-week drama programme?

The school describes a Secondary 2 devised drama workshop with roles in performance, direction and stage management, supported by instructors.

Has the school published 2027 Secondary 1 books?

Yes. The official booklist page was updated on 29 October 2026. Wait for actual subject-level and financial-assistance instructions before buying.

Can AL 19 guarantee a PG3 place in 2027?

No. AL 19 was the previous endpoint. New demand, vacancies and relevant tie-breakers determine the next result.

The parent’s final Tampines Secondary decision

Tampines Secondary School can be a good match for a child who wants to build things, explore creative expression and develop practical digital and social skills. Its combination of all-pupil Maker education and broad arts learning gives families concrete topics to investigate before deciding.

Choose it because the child can imagine engaging with both schoolwork and the community, knows what activities they can realistically access, has a sustainable journey and can seek help if needed. The correct Posting Group and a balanced six-choice list should support that decision, not replace it.