eduKateSingapore

Three students in school uniforms work through open books at a classroom table, with textbooks and stationery nearby and study notes on the whiteboard behind them.

PSLE Cut-Off Points | How to Compare PG1, PG2, PG3 and IP School Ranges

A school’s PG1, PG2, PG3 and Integrated Programme score ranges must be read as distinct admission routes where they are offered. Parents should not use the least stringent number shown anywhere under the school name.

MOE’s current Posting Group table places Scores 4–20 in PG3, 21–22 in PG2 or PG3, 23–24 in PG2, Score 25 in PG1 or PG2, and Scores 26–30 in PG1 only when English and Mathematics each meet AL7 or better.

Posting Groups and starting subject levels

Posting Groups facilitate placement and guide initial G1, G2 and G3 subject levels. Under Full Subject-Based Banding, students may study different subjects at different levels according to their eligibility and school offerings.

A parent should note the exact year and route, and ask whether the comparison answers the child’s actual decision. The score alone is not a complete school assessment.

The 21–22 and 25 option bands

At Scores 21–22 and 25, check the official permitted option and its implications before comparing schools. Do not mix a PG2 historical COP for one preference with a PG3 COP for another as if both were one chosen route.

Where an example is given, treat it as a method demonstration rather than a claim about a named school’s current admissions. A historical comparison is evidence, not certainty.

A wrong-range worked example

Suppose a school has hypothetical PG2 and PG3 historical ranges of 22–25 and 11–18 respectively. A family evaluating PG3 must use the PG3 range; 25 is not the PG3 COP. These figures are invented examples, not school data.

A second check against the official SchoolFinder listing is useful because copied tables may omit the relevant programme, affiliation or year.

Integrated Programme and school fit

An IP programme may have a distinct route and score range. Check the school’s actual programme, admission requirements and learning expectations. Compare curriculum, language opportunities, CCAs, commute and child fit rather than treating the school name alone as the decision.

Discuss the shortlist with the child. Include schools that are realistic in daily life as well as attractive on paper; an offer is only useful when the child is willing and able to attend.

Practical parent checklist

Official references and related guides

For current details consult MOE SchoolFinder, MOE Posting Groups, MOE Parent Kit. See the PSLE score ranges and cut-off points hub, the complete PSLE score guide and the six-school choice worksheet. Updated November 2026; this article does not predict or guarantee any school’s 2027 admission cut-off point.

A score-by-score eligibility reading example

A child with Score 20 is in the PG3 band in the ordinary posting table. A child with Score 21 or 22 has a PG2/PG3 option. A child with Score 24 is in PG2, while Score 25 offers a PG1/PG2 option. For Scores 26–30, English and Mathematics must each meet the specified AL7-or-better condition for PG1 eligibility.

These are general boundaries. Check the child’s actual result slip, the official option instructions and any specialised admission requirements. A total score does not replace the need to inspect individual subjects, particularly at conditional boundaries.

Why G-level subject offers are not the same as posting

A Posting Group is used for admission and broadly indicates the starting level for most subjects. Under Full Subject-Based Banding, students may take particular subjects at different G1, G2 or G3 levels according to their eligibility, strengths and the school’s arrangements.

A parent should not assume that choosing a Posting Group determines every subject level permanently. Equally, being able to study a particular subject at a higher level does not by itself mean the student can use a different school’s historical Posting Group cut-off point.

How to evaluate an IP school correctly

An Integrated Programme route should be assessed as a programme decision, not merely a lower historical score number. Ask how the curriculum is organised, what the school expects of independent learners, which pathways follow the programme and what support is available when a student struggles.

If a school offers multiple routes, note the route beside the score range. Compare the child’s eligibility and interest with the specific programme rather than copying a score from a different route. Check the school’s current programme description and MOE SchoolFinder before adding it to the shortlist.

Explore the connected learning guides

Choose the question that brought you here. Open one useful guide, try a small task, and stop when you have what you need.

Take one question further

The same learning habit can travel across subjects, while each subject keeps its own methods. These routes help you notice a difficulty, understand one part of it, and return to something you can do.

A word is familiar, but using it is difficult.

Move from recognising a word to retrieving it in a new context. Understand vocabulary plateaus.

Try it without the guide: Choose one word you already know. Close the guide and use it in a new sentence. Explain why it fits; try another context tomorrow.

A piece of writing has ideas, but the reader loses the thread.

Make the order of events and the links between sentences clear. Explore composition writing.

Try it without the guide: Choose one short paragraph. Read the relevant explanation, close it, and revise the paragraph. Ask someone to tell you what happened and why.

The Mathematics seems familiar, but marks still disappear.

Find the first point where the working stops being reliable. Find Secondary 4 A-Math mark leakage.

Try it without the guide: For a Secondary 4 A-Math question you have attempted, locate the first uncertain line. Repair that step, then try a comparable question without the worked answer.

A Science fact is remembered, but the explanation is incomplete.

Connect the evidence to a scientific idea and the resulting change. Follow the Primary Science learning route.

Try it without the guide: Choose a familiar Primary Science example. Explain the evidence, the idea and the result without notes. Then change one condition and explain your prediction.

Two accounts of the world seem to disagree.

Check the question, source, date and evidence before combining claims. Explore the World Knowledge research library.

Try it without the guide: Take one claim. Find the source best placed to support it, note its date, and state what remains uncertain. Return to your original question.

There is plenty of help, but independence is hard to see.

Check what the learner can understand and do after support is removed. Understand how education works.

Try it without the guide: Choose one small task the child has practised. Agree on a calm, brief attempt without prompts. Use what happens to choose one next step, then stop.

For the structure behind these connections, read the eduKateSingapore runtime manifest and the eduKate ecosystem boot contract. The reader map describes public navigation; those manifests preserve the wider ownership and return rules.

eduKate Asia

Subscribe to
our newsletter