FAQs

Q1: What should I do on Registration Day?

• Please register your child's attendance by acknowledging message sent on Parents Gateway (PG).

• Download Sec 1 Information booklet for information on S1 matters.

• Attend the Online Engagement Session on 23rd Dec 2021.

Q2: How do I check my child's class?

• You may check your child's assigned class via the PG message sent.

Q3: Can I walk in for Sec 1 Registration?

• According to MOE guidelines, Sec 1 Registration is to be conducted online. Should you face any difficulties, please contact our office staff at 6759 8547 or email us at opss@moe.edu.sg

Q4: How do I know if my child is offered Subject-based Banding (SBB), Higher Mother Tongue (HMT) or 3rd Languages?

• If your child is eligible for these programmes, you will be notified via Parents Gateway (PG) by 24 Dec 2021.

• Please indicate your acceptance/rejection/acknowledgement via PG by 27 Dec, 5 pm.

Q1: What is the Sec 1 Orientation Programme about?

• The Sec 1 Orientation programme is a 3-day programme, which aims to help your child transit from Primary to Secondary school life.

• You may refer to the Sec 1 Information Booklet pages 27 - 29 for more details.

Q2: What is the dismissal time?

• The dismissal time will be 4.30pm on 4 and 5 Jan, and 3pm on 6 Jan.

Q3: What does my child need to wear during the Sec 1 Orientation Programme?

• Wearing a school uniform helps a student to feel a part of the school. This is especially important as our students come from many different primary schools. Therefore students should report to school in their Orchid Park Secondary School Uniforms. However, if students are not able to purchase their uniforms in time, they are allowed to use their primary school uniforms but they need to purchase their OPSS uniform by the end of the first week of school.

Q4: What does my child need to bring for the Sec 1 Orientation Programme?

• Please ensure that your child brings along his/her PE attire, school tie, writing materials, water bottle and an English storybook. You may refer to Page 29 of the Information booklet.

The reporting time for school is 7.40am and the general dismissal time is 2.30pm (Mon, Tue and Thu), 1.20pm (Wed) and 12.35pm(Fri). However, your child may be released earlier or later depending on the class timetable and CCA. Do refer to the class timetable that will be on the school website, for the actual dismissal time.

The timetable is projected to be released by Sat 1 Jan 2022. However, we seek your understanding if the release of the timetable is delayed due to unforeseen circumstances. As the students will be attending the Secondary One Orientation for the first 3 days, lessons will only start on Thu 7 Jan 2022 for the secondary one students.

The timetable will be released on the school website (https://orchidparksec.moe.edu.sg/). A printed copy of the timetable will also be given to each student through the class mentors during the orientation.

We firmly subscribe to the philosophy of ‘Discipline with Care’. We believe that this process serves as an educative process for students to learn and correct themselves when they make mistakes. Consequences may or may not be meted out depending on the nature of the misbehaviour or offences committed.

The school allows students to bring their mobile phone to school but there are conditions to adhere to so that the phones do not become a distraction in or outside class when learning is taking place.

We have a set of school rules to regulate phone usage and it comes with consequences when students are found to have breached it. Students can use their mobile phone during recess, before and after school. Do note that usage of the mobile phone is restricted to the ground level only. Details of the mobile phone rules will be mentioned during the Sec 1 Orientation. They can also be found in the students’ organizer which your child will receive within the first week of school.

Our rules on the use of mobile phones also serve to provide a sense of peace and security for all members of the school community.

The Ministry of Education has a policy that mandates all students in secondary schools to participate in at least one CCA. CCA participation is made compulsory at this level as students are more independent as compared to primary school students.

In Orchid Park Secondary School, we strive to create a safe environment in CCAs for our young ladies and gentlemen, where they are challenged and empowered to explore their passions, exercise initiative, take risks, allowed to make mistakes and more importantly grow and learn from them. Through CCAs, we want to provide authentic learning platforms for our students to learn and develop Core Values, 21st Century Competencies Skills and Social Emotional Competencies.

To help your child/ward select their CCAs, there will be CCA exposure sessions on 14/1, 19/1, 21/1 and 26/1 in the afternoon (timings to be confirmed at a later date) during our school’s regular CCA practice sessions. Your child/ward will be given opportunities to try out all CCAs available in our school. In addition, there will also be a briefing on CCA during the Secondary 1 virtual Parent-Teacher Meeting cum CCA showcase on 15 Jan 2022. Through these sessions, parents and students will have the opportunity to find out more about the CCAs before they make their selections.

CCAs offered by Orchid Park Secondary School

Physical Sports & Games

Basketball (Boys & Girls), Floorball (Boys & Girls), Hockey (Boys), Soccer (Boys), Netball (Girls), Wushu (Boys & Girls)

Uniformed Groups

Boys’ Brigade, Girls’ Brigade, National Cadet Corps(Sea), National Civil Defence Cadet Corps, National Police Cadet Corp

Visual and Performing Arts

Visual Art, Choir, Modern Dance, English Drama, Guitar Ensemble, Concert Band

Club & Societies

Info-comm technology (Media production)

Common FAQs on CCA

1) Can my child/ward choose not to join a CCA from the school?

CCA provides an important platform for social interaction amongst students of diverse background. It also offers excellent platforms for students to learn core values, social and emotional competencies and the emerging 21^st Century Competencies as your child/ward enters a period of pliable character and identity formation.

They can choose from any of the 4 groups; Physical Sports & Game, Uniformed Groups, Visual & Performing Arts and Clubs & Societies.

As your child/ward is more independent as compared to primary school students, the Ministry mandates that all secondary school students must have a CCA.

Your child/ward will be liable for a ‘FAIR’ conduct grade if his/her attendance for CCA is below 50% at the end of a semester. A ‘FAIR’ conduct grade can have an adverse effect on awards, bursary/financial aid and other forms of school-related applications.

2) What are mandatory CCAs?

The National Cadet Corps (NCC). National Civil Defence Cadet Corps (NCDCC) and National Police Cadet Corps (NPCC) are mandatory CCAs for all secondary schools. Students in these CCAs are not permitted to change their CCA throughout the secondary school years except for medical reasons, or once at the end of Secondary 1 or 2.

3) What must my child/ward do to join a CCA?

Your child/ward will be exposed to all CCAs during week 2 to 4 of school term 1.

He/she will have to rank the CCAs (1 to 6) according to his/her interests/choices on a online platform (Link will be provided at a later time). The options will need to be submitted by 4^th Feb 2021.

Students who did not submit their CCA options will be allocated a CCA at the school’s discretion.

4) How is the posting or allocation of CCA determined?

As much as we would like to allocate your child’s/ward’s first choice, he/she would not benefit fully if the enrolment of a CCA is too big or considered not suitable for the CCA.

Your child/ward will be assessed by the teachers in charge and instructors of the CCA. Together with the information (previous CCA, NAPFA test result (if any), medical history) given, your child/ward will be allocated his/her 1^st choice if it is matched with the teachers’ recommendation. Once all places available are filled up, there will be no more allocation of students into that CCA.

Students who are not posted to the CCA of their first choice will then be considered for his/her next choice and so on, subject to availability of places.

The allocation of CCA to your child/ward is not based on a ‘first-come-first-served’ submission of the CCA options through the online platform.

5) Can my child/ward appeal to join another CCA instead of the one allocated?

There is a 1 week of appeal period. However, we would encourage your child/ward to try the CCA allocated to him/her to broaden his/her experience and learn a wider range of skills for at least a year.

6) Can my child/ward change CCA if he/she wants to experience a different CCA?

Students are allowed to change CCA at the end of the academic year, subjected to school’s approval and availability of places in the CCA. However, the changing of CCA is not encouraged as continuous involvement and commitment to the same CCA will be rewarded through the level of attainment in LEAPS 2.0. In addition, regular participation and sustained engagement over four to five years in the same CCA allows for the progressive development of skills and knowledge, as well as the development of character.

7) Can my child/ward join more than one CCA?

Your child/ward may opt to participate in more than one CCA to broaden his/her experience, gain more exposure and learn a wider range of skills. However, such involvement will be passion-driven and approval will take into consideration, his/her academic results and his/her ability to sustain attendance in his/her core CCA. Your child/ward will not be awarded higher level of attainment for participation in an additional CCA.

8) Can CCA level of attainment be awarded for my child/ward’s participation in activities organised by external organisations?

A student may participate in a non-school-based CCA or community-based activity to pursue his/her interests which are not offered in the school, but not in lieu of a CCA in school. These external activities will mainly be interest-driven and the additional participation will not contribute to a higher attainment level.

The only exceptions are as follows:

a) Participation in National Projects of Excellence (NPOE) mainly:

- The Singapore National Youth Orchestra

- Singapore Youth Chinese Orchestra

Their involvement with the NPOE can be considered as their CCA and their level of attainment will be calculated according to a

school-based CCA.

b) Training with National Sports Associations (NSAs)

Students selected to undergo a sustained programme with a NSA may seek the school principal’s permission to be

exempted from the school’s CCA training sessions. Such programme will need to be endorsed by the principal and

monitored by the NSAs through progress reports. Once the training stint with the NSAs ends, students will have to resume

training with the school’s CCA.

c) Representation in a competition endorsed by school

Self-representation or personal participation will not be recognized.

d) Service hours that impacts the community

Q1: My child missed the eligibility criteria for SBB (Sec) subjects but has a strong passion for the subject. May I appeal for my child to take the subject at a more demanding level?

Students are eligible for Subject-Based Banding (Secondary) [SBB (Sec)] subjects at multiple points throughout their secondary school education. The first point they may be eligible is at the start of Sec 1 based on their individual subject scores at the PSLE.

• Subsequently, they have opportunities to be identified for SBB (Sec) subjects in the middle of Sec 1, start of Sec 2, and so on, based on their performance in school. The school will work with them to ensure that they take the subject at the appropriate level.

Q2: Will there be additional school-based support for a child who takes a subject at a more demanding level under SBB (Sec)?

Schools employ a variety of approaches to help students taking subjects at a more demanding level under Subject-Based Banding (Secondary) [SBB(Sec)] adjust both academically and emotionally. Support measures may include:

• Bridging and remedial lessons where necessary;

• Regular dialogue sessions with students to motivate them as well as to allow them to surface their learning concerns; and

• Monitoring of student well-being and academic progress, both for the subject(s) at the more demanding level as well as the remaining subjects.

Q3: When will students be offered to take subjects at a more demanding level? How will the schools inform parents of eligible students to take up subjects at a more demanding level?

Eligible students will be offered to take subjects at a more demanding level at four different junctures:

• Start of Secondary 1

• Mid-point of Secondary 1

• End of Secondary 1

• End of Secondary 2

Similar to current practice, upon meeting the eligibility criteria, schools will issue a letter of offer for the respective subjects to parents of eligible students. Parents can then decide whether to accept the offer for the child to take up subjects at a more demanding level. Parents are encouraged to contact their child’s school should they have any queries regarding the child’s eligibility, and to also consult the school before deciding if they would accept the offer.

Q4: What if my child struggles with the higher-level subject?

• Students are encouraged to continue with the higher-level subjects until the end of Sec 2, as students do need time to adjust to the higher academic demands.

• Our school will monitor students’ progress in the higher-level subjects as well as overall progress in all subjects, and will endeavour to provide the necessary support to students to help them cope.

Q5: Can I change a SBB subject I am doing to a lower level at any time if I cannot cope?

• It takes time to adjust to the demands of a higher-level subject, so students should allow themselves a full two years before deciding if they wish to continue offering the subject at a higher level in the upper secondary years. Interest in the subject is more important than the marks obtained, so students should not use marks as an indicator of their ability to cope with the subject.

• The school would involve the student’s parents and teachers when such a request is made. The student and his/her parents can make the final decision to continue or drop the subject, as long as they are aware of the impact on the student’s post-secondary progression.

Q6: How did MOE come up with the Subject-Based Banding (Secondary) eligibility criteria?

The Subject-Based Banding (Secondary) eligibility criteria aims to identify students who are stronger in specific subjects, and who are likely to benefit from taking these subjects at a more demanding level so that they can further build on their strengths.

The AL 5 or better eligibility criterion for students to take a subject at the Express level is consistent with the course placement criteria under the new scoring system, and hence indicates that a student is likely to be able to cope with the subject at a more demanding level. A student who achieves a PSLE Score of 20 (i.e. an average of AL 5 for each subject) would qualify for the Express course, where the student would take all subjects at the Express level by default. Therefore, AL 5 is used as the qualifying AL to assess if students from other courses are ready to take the subject at the Express level.

Q7: What are the possible benefits of taking higher-level subjects?

• Some students (and parents) have shared that SBB allows the students to challenge themselves, and to have more options for Sec 3 subject combinations and post-secondary courses.

• A strong foundation in literacy, numeracy and reasoning, would ensure students are better prepared for various post-secondary progression pathways (e.g. to ITE and Polytechnic).

Q8: Will my child continue with the higher-level subjects all the way to Sec 4?

Your child may continue with the corresponding higher-level subject at upper secondary if he/she meets our school’s criteria at the end of Sec 2.

• General Matters

Q1: When will MOE roll out Full SBB to other secondary schools?

Full SBB is being implemented in 28 secondary schools since 2020. 31 more schools are implementing Full SBB in 2022, with additional schools coming onboard in 2023 and 2024. Rolling out Full SBB in phases allows MOE HQ to gain valuable insights on the implementation of Full SBB, and will guide MOE HQ to develop relevant resources for schools, teachers and students to better support the initiative.

Q2: Are students in schools that are implementing Full SBB allowed to opt-out of aspects of Full SBB (such as mixed form classes and taking Humanities at a more demanding level)?

• Students will not be able to opt out of mixed form classes. This is a key feature of the secondary school experience when Full SBB is introduced. Within these classes, students have more opportunities to learn from, interact with and bond with a more diverse group of peers.

• Students who are eligible to take Humanities at a more demanding level can decide whether to take up the offer, based on their interest in the subject(s) and ability to cope with overall curriculum demands.

Q3: Under Full SBB, will students still take GCE O- and N-Level examinations at the end of their secondary education?

• At the moment, there are no changes to the national exams for FSBB students. Students will register for their subjects according to the stream that they offer these subjects at, eg. Express Mathematics, N(A) Science etc. Students will continue to take the GCE O- and N-Level examinations until 2026.

• Under Full SBB, the GCE O- and N-Level will be replaced with a common national examination and certification. This will apply from the 2024 Secondary 1 cohort onwards. From 2027, the common national certification will reflect the subject level at which each subject is taken. Students will sit for a common national examination, and receive a common national certification, which reflects the subject level that they offered each subject at. The subject levels, G1, G2 and G3, will be mapped from today’s N(T), N(A) and Express standards respectively.

Q4: Will there still be “lateral transfers” in this new system?

Course-based policies, including the concept of “lateral transfer”, are currently being reviewed under Full SBB. Details will be made available when the review is completed.

Q5: How will Full SBB affect my child’s post-secondary options?

MOE is reviewing the admissions to Post-Secondary Education Institutions (PSEIs). Changes to post-secondary admissions will be progressively introduced and fully implemented by AY2028 admissions, to better recognise the different combinations of subjects and subject levels that students would have.

Today, admissions to Post-Secondary Education Institutions (PSEIs) recognise the efforts of students who take relevant subjects at a more demanding level through the provision of SBB(Sec).

For example, students in the N(A) course can use their O-Level subject grades to apply for the Polytechnic Foundation Programme (PFP) or the Direct-Entry-Scheme to Polytechnic Programme (DPP). Similarly, students in the N(T) course can also use their O-Level or N(A)-Level subject grades to apply for ITE Nitec and 3-year Higher Nitec courses. This will continue for all students who take subjects at a more demanding level.

However, the post-secondary admissions framework is currently under review, to take into consideration the changes under Full SBB. Details on changes to post-secondary admissions and pathways will be made available when the review is completed.

Q6: Scoring for Mother Tongue Language Exemption and Asian Language/ Foreign Language

Under the new scoring system, students exempted from MTL, due to extenuating circumstances, will be assigned an MTL score so they have a PSLE Score comprising four subjects, for the purposes of S1 Posting. The same approach is taken in today's T-score system. Their assigned MTL score will:

• Take reference from peers with similar scores for English, Mathematics, and Science.

• Maintain parity of treatment with students who take Foundation MTL (who will score between AL 6 to 8)

Hence, students will receive an assigned MTL score between AL 6 to 8 in PSLE.

• Matters on Mixed From Classes and Common Curriculum

Q1: Will students continue to be in mixed form classes throughout their entire secondary school journey (i.e. from Secondary 1 to Secondary 4/5)?

The implementation of mixed form classes is currently only applicable at the lower secondary levels as at upper secondary, students have more diverse subject combinations.

Streaming for different subject combinations will take place based on students’ Sec 2 overall results. Students will be placed in courses that best fit their academic ability and aspirations for their upper secondary education.

Q2: With a mix of students from different streams in each form class, will I be with them for all our lessons?

Students from different streams are in the same Form Class for the Common Curriculum subjects. The outcomes of a FSBB classroom are

(a) to foster a sense of belonging in all students,

(b) to nurture students’ strengths and potential, and

(c) to appreciate diversity.

Over time, with established classroom routines and expectations put in place, students will form strong bonds that will enable them to help one another in the learning process.

For the other subjects, students will be with peers of the same stream and those who have done well to qualify for a SBB subject.

Q3: Will I have problems mixing with others from widely diverse backgrounds?

• It is important for students to feel accepted, safe and empowered in the classroom. Through our emphasis on positive teacher-student relationships as well as peer support and relationships, students will be well supported emotionally and learn to adopt the right mindsets and skills when engaging with one another.

• There are also CCAs and many school-wide activities such as cohort camps, Learning Journeys and sports-based events (Sports Carnival, Cross-Country) that enable students to form strong friendships regardless of backgrounds.

Q4: Will teaching be effective in mixed form classes, since students may learn at different paces?

There are six Common Curriculum subjects that students attend together in their mixed form classes, i.e. Art, Character and Citizenship Education (CCE), Design and Technology (D&T), Food and Consumer Education (FCE), Music, and Physical Education (PE).

While the learning outcomes will be common for all students, teachers will differentiate their teaching to meet the learning needs of all students in the class to ensure that they continue to be sufficiently supported and challenged in their learning. This will allow students to learn through different experiences and ways of thinking while ensuring a high level of quality and rigour in teaching is maintained.

For other subjects, i.e. English, Mathematics, Science, Mother Tongue Language (MTL) and Humanities subjects, students will be grouped in different classes (Teaching groups) based on the levels (G1, G2, or G3) at which they take each subject.

Q5: My child has qualified for the Express course. How will they benefit from being in a mixed form class?

Mixed form classes allow students to take six Common Curriculum subjects, i.e. Art, Character and Citizenship Education (CCE), Design and Technology (D&T), Food and Consumer Education (FCE), Music and Physical Education (PE), in an environment where students offer more diverse perspectives and bring different strengths to the lessons. This provides opportunities for students to build their communication, collaboration, and cross-cultural skills, which are important educational outcomes.

Students will continue to offer English, Mathematics, Science, Mother Tongue Language (MTL) and Humanities at the appropriate level, based on their interest and aptitude for the subjects.

Q6: How are teachers supported to handle classes with more diverse student profiles?

Our teachers are trained to cater to students’ learning needs, while taking into consideration their subject-specific strengths and interests. They continue to be supported with professional development.

Teachers are provided with resources and professional development opportunities to hone pedagogical practices for classes with more diverse learner profiles. These include using differentiated instruction to engage diverse learners, design and carry out effective assessment practices, and create a positive classroom culture.

Q7: With Full SBB, the form teacher (class mentor) may not have the opportunity to teach the whole class. How will the form teacher (class mentor) stay connected with all the students in the class?

Teacher-student interactions take place both during and outside of classroom teaching time. Form teachers and co-form teachers work as a team with students’ subject teachers to take care of students’ well-being and learning needs. For instance, form teachers (class mentors) engage students through Character and Citizenship Education (CCE) lessons and other school activities such as learning journeys, Values-in-Action (VIA) programmes and school camps.

In planning the school’s curriculum, schools take extra care to ensure that form teachers and co-form teachers would have contact with all the students in the form class. For instance, some schools have carved out dedicated timetabled slots for form teachers to have regular check-ins with their form class.

Collectively, these measures enable the form teachers and co-form teachers to get to know and understand each student under their care.

Q8: For Common Curriculum subjects, will students be assessed according to the course that they were posted to? For instance, will students in the Express course be graded separately from students in the N(A) course in a mixed class?

For examinable Common Curriculum subjects such as Art, Design and Technology (D&T) and Food and Consumer Education (FCE), students will be assessed at a common level and standard regardless of the course that they were posted to.

There would be common curriculum coverage and assessment tasks and rubrics that will allow all students to meet each subject’s requirements.

Q9: What will the timetable be like?

· Students will stay in their Form Classes for all subjects in the Common Curriculum. For the other subjects, they will move to different venues, according to the level of each subject they are offering. These will be indicated clearly on the timetable.

· Lessons will begin at 7:55am after flag-raising and students will end at different timings depending on their subject combinations.

Matters on Curriculum Matters and demands of higher-level Humanities subjects

Q1: At which point during the school year can students indicate their interest to take Humanities subjects at a more demanding level?

• Students who wish to take a subject at a more demanding level can indicate their interest to their subject teacher at the end of Secondary 1.

• Subject teachers will then advise interested students on the appropriate subject level at which they can take the subject at Secondary 2.

• If the students meet the eligibility criteria for taking the subject at a more demanding level, they will then begin the respective class at the start of Secondary 2.

Q2: How does studying Humanities benefit me and what are the differences between the N(A) and Express syllabuses for the Humanities?

Studying the Humanities at a higher level enables students to be more holistic in their cognitive development and appreciation of the world.

For Humanities, the N(A) syllabus is a subset of the Express syllabus.

Q3: When students take Humanities at a more demanding level in Secondary 2, how will it affect their chances of taking Humanities at the GCE O- and N-Level examinations?

• Students can continue to take the Humanities subject at a more demanding level as they transit into upper secondary, so long as they meet the eligibility criteria and are deemed suitable by the school.

• This will apply to both students in the N(T) course offering N(A) Humanities, as well as students in the N(A) course taking Express Humanities.

Q1: How do we know whether to buy Mother Tongue books at standard level or higher level?

• Students have to purchase their Mother Tongue book according to the stream they have been offered, unless they are being offered an SBB MT or wish to take up Higher Mother Tongue offered by MOE or are applying for Higher Mother Tongue offered our school.

Q2: What time does the Higher Mother Tongue lesson starts?

• Higher Mother Tongue lessons are made up of 7 periods. These lessons will generally be held during curriculum hours. There will be one period that will be held outside curriculum lessons. Depending on the timetable, that lesson may end between 3 to 3.30 p.m.

Q3: If child is offered HCL/HML, and cannot manage after semester 1 or the whole year, can they drop in Sec 2?

• HMT subject teachers will monitor students’ progress regularly and will provide necessary advice on the matter. Students are encouraged to complete at least the first 2 years of the subject so that they will be able to have a better picture of their performance in the subject.

There will be an engagement session for parents on PLD in the 2nd week of school term.

More information will be shared during the session.

• Please click on the following link for the Sec 1 booklist:

https://orchidparksec.moe.edu.sg/news-at-events/announcements/school-booklist-2022

• Calculators

It is not necessary to purchase a new calculator as long as the model is approved by SEAB.

Students may approach their respective Math teachers to check before purchasing.

You can also check at this link for Approved calculators.

https://www.seab.gov.sg/home/examinations/approved-calculators

• Music

It is compulsory for students to buy a ukulele for their music lessons. The ukulele will be used over 2 years (Sec 1 and Sec 2).

You do not need to buy a ukulele if you already have one at home. However, please show your music teacher your ukulele so that he/she can check that it is in a good and working condition for use during the music lessons.

• Design & Technology (D&T)

All students (both male and female) will study D&T. Therefore, they will need to purchase the D&T items in the booklist.

• Art

Art items stated in the booklist must be purchased. However, if you already have the same type of items, please show them to your Art teacher so that she can check if your existing Art items are still in a good and working condition for use during the Art lessons.

• Stationaries for other subjects

Students should purchase the stationery items mentioned in the booklist as they will be used for learning. If students wish to purchase them only when teachers ask for them, they are welcome to do so. However, the items may not be available due to limited stocks.

For items like a headset with microphone and calculator, students are welcome to use what they currently own.

Optional items are also available in the school bookshop during the first week of school. However, these items will be based on stock availability.

School Uniform Matters

Students can purchase their uniform directly from the school or the vendor on the allocated date/time but you are strongly encouraged to purchase it online to reduce waiting time. If you are not available on the allocated date/time, you may choose other days to purchase textbooks or uniform from school.

It is recommended that students purchase two sets of uniforms depending on how frequently they change their attire.

School uniform vendor and number:

Yangtze Kiang Tailor Retail Outlet

Blk 26 Teck Whye Lane, #01-180, Singapore 680026

Tel: 67691260 / Fax: 67629285

Email address: yangtzekiang@singnet.com.sg

Students are required to wear their school ties on Mondays. However, Sec 1 students do not need to wear their ties on the first day of school.

School Shoes Matters

School shoes can be canvas or sports shoes as long as they are predominantly, at least 70% white-based. The colour of the stripes do not matter as they are predominantly white-based.

More information on purchasing of school books and uniforms for students on the FAS scheme can be found in the Information booklet page 5 and 8 respectively.

More information regarding application for FAS can be found in the Information booklet page 24.