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 Sec 1 matters.

• Attend the Online Engagement Session on 21 Dec 2023 (9 - 10.30am).

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?

• Sec 1 Registration will be conducted online.  You are strongly encouraged to attend the Online Engagement Session on 21 Dec 2023, as all necessary information will be shared with you and your child to ensure that your child is ready and prepared for the first day of school.  Should you face any difficulties or have any concerns, 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 More Demanding Level (MDL) Subject, Higher Mother Tongue (HMT) or 3rd Languages?

• If your child is eligible for these programmes, you will be notified via Parents Gateway (PG) by 22 Dec 2023.

• Please indicate your acceptance/rejection/acknowledgement via PG by Tuesday 26 Dec, 5pm.

Q1: What is the Sec 1 Orientation Programme about?

• The Sec 1 Orientation Programme is a 4-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) for more details.

Q2: What is the dismissal time?

• The dismissal time will be 4 pm on 2nd to 4th Jan, and 12.15 pm on 5th Jan.

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

• Wearing the OPSS school uniforms helps students feel belonged to and 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 OPSS school uniforms. However, if students are not able to purchase their uniforms in time, they are allowed to report in their primary school uniforms but they need to purchase their OPSS school uniforms 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, writing materials, water bottle and an English storybook. You may refer to Page 28 of the Sec 1 Information Booklet.

The reporting time for school is 7.40 a.m. and the general dismissal time is 2.35 pm. (Mon, Tue, Wed, Thu) and 12.15 pm. (Fri). However, your child may be dismissed earlier or later depending on his/her class timetable and CCA schedule . Do refer to the class timetable that will be on the school website, for the actual dismissal time on different days of the week.

The timetable is projected to be released by Mon 1 Jan 2024. 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 1 Orientation Programme for the first 4 days of school, lessons will only start on Monday 8 Jan 2024 for Sec 1 students.

The timetable may be viewed on the school website (https://www.orchidparksec.moe.edu.sg/links/Student/tt/). 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 for offences committed may be found in the Student Organiser which your child will be receiving within the first two weeks of school. 

Our school rules on the use of mobile phones serve to teach our students to be responsible users of the devices, in addition to providing a sense of peace and security for all members of the school community.

Students are allowed to bring their mobile phones to school.  However, there are conditions which they need to adhere to so that the phones do not become a distraction in or outside class when learning is taking place.

We have put in place a set of school rules to regulate mobile phone usage and consequences for breaching them.  While students may use their mobile phone during recess, before and after school, usage of the mobile phones is restricted to non-learning venues at the ground level only. Details of the mobile phone rules will be shared during the Sec 1 Orientation Programme. They can also be found in the Student Organizer which your child will receive within the first two weeks of school.

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 OPSS, 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, make mistakes and more importantly grow and learn from them. Through CCAs, we seek to provide authentic learning platforms for our students to learn and develop School Values, 21st Century Competencies Skills and Social Emotional Competencies. 

To help your child/ward select their CCAs, there will be CCA exposure sessions on 24/1, 26/1, 31/1 and 2/2 in the afternoons (timings will 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 CCAs during the Secondary 1 Parent-Teacher Meeting cum CCA showcase on 20 Jan 2024. 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), Football (Boys), Netball (Girls), Volleyball (Boys)

Uniformed Groups

Boys’ Brigade, Girls’ Brigade, National Cadet Corps (NCC(Sea)), National Civil Defence Cadet Corps (NCDCC), National Police Cadet Corps (NPCC) 

Visual and Performing Arts

Art Club, Modern Dance, English Drama, Guitar Ensemble, Concert Band

Clubs & Societies

  Info-comm Technology (Media Production), Student Council

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 21st 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 the given stipulated deadline.

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 1st 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

Q1: For students entering Secondary One N(A) in 2023, will they still have the option to take Secondary Five in 2027 under Full SBB (i.e. first year for SEC national exam)?

The option of a fifth year will continue to be available for students entering Secondary One N(A) in 2023. Students will sit for the GCE N-Level examination in 2026 and those who are eligible for and wish to take up the fifth year in 2027 can do so. They will then sit for the common national examination, the Singapore-Cambridge Secondary Education Certificate (SEC) in 2027.

Q2: Will there still be “lateral transfers” in this new system?

The provision for students to offer all their subjects at a more demanding level, or what is currently known as "lateral transfer", will continue to be available. Schools will guide students on their subject and subject level options based on a holistic consideration of their individual circumstances, strengths and interests in different subjects, overall ability to cope and well-being.

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

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 the new Singapore-Cambridge Secondary Education Certificate (SEC) examinations. This will apply from the 2024 Secondary One cohort onwards. From 2027, the national certification will reflect the subject level at which each subject is taken.

The subject levels, G1, G2 and G3, will be mapped from today’s N(T), N(A) and Express standards respectively.

Q4: 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.

As students will offer a more diverse combination of subjects at different subject levels, under Full SBB, MOE has reviewed the admissions criteria for post-secondary pathways to recognise a wider profile of learners and provide students with more options, while ensuring students have the necessary fundamentals to thrive in their chosen pathway.

• The existing Junior College admission criteria will be retained to ensure that students are right-sited to cope with the academic rigour of the A-Level pathway;

• The option of a fifth year in secondary school will continue to be available for eligible students to pace their learning and take subjects at a more demanding level to access more post-secondary pathways;

• Students who wish to pursue courses in the polytechnics and the Institute of Technical Education will enjoy more flexibility.

• Admission criteria to Polytechnic Year 1 will be reviewed to better recognise the different subject levels taken by students, and updates will be provided in due course.

The post-secondary admissions framework is currently under review, to take into consideration the changes under FSBB.

Details on changes to post-secondary admissions and pathways will be made available when the review is completed.

Q5: 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 8.10 am after flag-raising and students will end at different timings depending on their 

subject combinations.

Posting Groups

Q1: How are Posting Groups different from the N(T), N(A) and Express streams? Is it just a renaming or rebranding 

of the existing system?

The use of Posting Groups under Full SBB is fundamentally different from today’s stream-based system and signals a shift to a more flexible and customised approach. Posting Groups are only used for the purposes of admitting students into secondary schools and to guide the initial subject levels students offer at the start of Secondary One. Once in school, students will be grouped in mixed form classes comprising of students from different Posting Groups. They will spend about a third of their curriculum time taking a set of Common Curriculum subjects together i.e. Art, Character and Citizenship Education (CCE), Design and Technology (D&T), Food and Consumer Education (FCE), Music, and Physical Education (PE).

Under Full SBB, eligible students will also have more flexibility to take subjects at different subject levels depending on their subject-specific strengths and learning needs, and have access to a wider range of subject offerings and programmes. While the three Posting Groups will map to the PSLE Score ranges of the existing N(T), N(A) and Express streams, they will not shape or define students’ secondary and post-secondary experiences and pathways, unlike the existing academic streams.

Having three Posting Groups ensures schools remain accessible and continue to have a good mix of students across diverse learner profiles, and students have opportunities to interact with other students with different interests and backgrounds.

Q2: Why is there a need to have three Posting Groups? For example, why can’t students all be posted together, in one Posting Group instead? Or has MOE considered having only two Posting Groups instead of mirroring the current system?

MOE has studied alternative posting models as part of our review, but the alternatives are not tenable as they would result in an unbalanced school landscape with a stark hierarchy across schools.

For example, if we only had one Posting Group, every school would have a single Cut-Off Point (COP) for entry. This significantly limits the range of schools that students can access, and narrows the diversity of student profiles that schools admit. Some schools may end up admitting only students offering subjects at G3, while others may admit only students offering subjects at G1. Students would have fewer school choices and limited opportunities to interact with other students with different interests and backgrounds in secondary school, potentially compromising their social-emotional development.

With three Posting Groups, students will have a wider range of school choices and each school will have a more diverse set of learner profiles across a range of PSLE Scores. This ensures schools remain accessible and continue to have a good mix of students across diverse learner profiles, and students have opportunities to interact with other students of different strengths, interests and backgrounds.

Q3: Would students within the same school but admitted through the different Posting Groups be able to access subjects at the same subject level?

With the implementation of Full SBB, students will be able to offer subjects at different subject levels, based on their strengths and learning needs. As such, it would be possible that students within the same school but posted through the different Posting Groups could access the same subjects at the same subject level as they progress through secondary school. This is in line with the intent of Full SBB to allow students to better customize their educational experiences, without being constrained by their academic streams.

Increased Subject Level Flexibility

Q1: Are students free to offer any subject and subject level combinations under Full SBB?

The guidelines for students to offer various subjects and subject levels are calibrated to balance between greater customisation for students while ensuring that they continue to benefit from a broad-based education that develops strong fundamentals and stretches them to their fullest potential. Schools will take into consideration the students’ holistic development and optimise their learning experiences, as well as the school’s resourcing constraints.

At the start of Secondary One, students may offer the PSLE subjects at a more demanding level based on their individual AL score. Students who offered English, Mathematics and/or Science at Foundation level at PSLE but are offering most of their subjects at G3 may offer these subject(s) at a less demanding level.

Beyond the start of Secondary One, students may offer subjects at a more demanding level based on their performance in the subject in secondary school and a holistic assessment by the school to ensure that the student can cope with the subject and overall workload.

Students may also offer elective subjects at a less demanding level in upper secondary if they wish to, based on their strengths, interests, and post-secondary aspirations.

To offer compulsory subjects at a less demanding level beyond the start of Secondary One, schools will holistically assess student’s aptitude and attitude towards learning, socio-emotional well-being, and impact on post-secondary progression options. Schools will guide and advise students on their eligibility to offer subjects at a more or less demanding level.

Q2: Will allowing students to study subjects at a less demanding level cause a drop in educational standards?

At the start of Secondary One, we encourage all students to offer subjects at a subject level suited to their learning needs based on their PSLE Score to ensure they are exposed adequately to the demands of the subjects at the subject level.

In line with the intent of Full SBB to allow greater customisation of learning, eligible students may be allowed to offer selected subjects at a less demanding level. This would allow them to build stronger foundations in the subject and better manage their learning load. They may offer the subject at a more demanding level subsequently if they meet the eligibility criteria.

This calibrated approach allows us to ensure academic rigour and broad-based learning, while providing students with a more customised learning experience according to their strengths and interests, and empowers students to have greater ownership of their learning.

Q3: What are elective subjects? Why is there greater flexibility for these subjects to be taken at more or less demanding 

levels at upper secondary?

Upper secondary elective subjects are subjects that students can choose to offer in addition to the five compulsory subjects, English Language, Mother Tongue Languages, Mathematics, Science, and Humanities. They allow students to explore their interests and pursue greater depth of learning in domains that are deemed essential for holistic education and post-secondary articulation.

There is greater flexibility for upper secondary elective subjects to be taken at more or less demanding levels as students may choose to offer these subjects based on their strengths, interests and aspirations. The flexibility provides students the opportunity to pursue their interests and passion in an additional subject even if they do not wish to take on the subject at a more demanding level due to the higher curriculum and assessment load.

Shifting Away from Stream-based Subject Offerings and Programmes

Q1: What is the rationale for removing Social Studies [N(T)] as a standalone subject and replacing it with G1 Humanities?

G1 Humanities is introduced to broaden students’ knowledge, interest and understanding of society and the world by 

exposing them to the different Humanities disciplines of Geography, History, Literature in English and Social Studies. 

The introduction of G1 Humanities in place of the Social Studies [N(T)] is aligned with the intent of Full SBB to remove 

stream-based provisions by providing students access to the humanities, regardless of their Posting Groups.

Q2: Will the replacement of Social Studies [N(T)] as a standalone subject with G1 Humanities, which comprises both 

Social Studies and Humanities Exposure Modules, increase the academic load for students?

The learning load of G1 Humanities will be calibrated and pitched appropriately to suit the interests and abilities of students offering the subject. The Humanities Exposure Modules, which give students exposure to Geography, History and Literature in English, will be taught through a short, bite-sized modular approach to manage the learning load.

G1 Humanities will continue to be a non-examinable subject.

Q3: What will students learn in the G1 Humanities Exposure Modules? How is it different from the G2 and G3 

elective Humanities subjects (curriculum coverage, lesson time, assessment etc)?

The learning objectives of G1 Humanities Exposure Modules will be largely similar to those of G2 and G3 Humanities electives.

In Geography, students explore places, people and geographical phenomena in their everyday lives to develop an understanding of the interconnectedness between humans and the environment and a desire to contribute towards building a sustainable future.

In History, students learn how key individuals, groups, events and ideas had shaped Singapore, the region and the world in the past, and understand how these developments continue to influence the world we live in today.

In Literature in English, students explore short literary works, make connections to their own lives and the world, and in the process learn to empathise with others and appreciate different perspectives.

Unlike the G2 and G3 Humanities electives, the G1 Humanities Exposure Modules are non-examinable and are designed as bite-sized modules to be taught within a term at both lower and upper secondary levels. The learning load for G1 Humanities Exposure Modules will be differentiated in terms of the scope of content and skills to cater to the learning needs of the students offering G1 Humanities while ensuring that they benefit from the exposure to the Humanities.

Q4: How and when do schools communicate the eligibility criteria for students in N(A) and N(T) courses to take Humanities

 at a more demanding level?

Schools typically communicate the eligibility criteria and considerations to Secondary One students via briefings, e.g. at the 

start of the new academic year or other platforms like school websites. This will help students and their parents make 

informed choices of taking up the offering of subjects including Humanities subjects at a more demanding level.

In OPSS, we briefed parents and students during Parents Engagement sessions.

Q5: When students take Humanities at a more demanding level in Secondary Two, 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 taking the N(T) course offering N(A) Humanities, as well as students taking the N(A) course offering Express Humanities.

Mother Tongue Language (MTL)

Q1: How is the standard of G1 and G2 MTL pitched, compared to MTL 'B'?

• The MTL 'B' Syllabus is pegged at a standard between the N(A)/G2 and N(T)/G1 MTL.

While both MTL 'B' and N(T)/G1 MTL curricula share a common focus on developing oral communication skills, MTL 'B' has more emphasis on reading and writing compared to N(T)/G1 MTL. The 2021 Secondary MTL curriculum incorporates writing in the form of technology-aided text input into both the N(T) MTL and MTL 'B' curriculum.

• N(A)/G2 MTL emphasises more broadly on the development of students' listening, speaking, reading and writing skills.

Q2: What is the MTL progression requirement for entry into JC/MI for students who take G1 or G2 MTL? Have we made it 

more difficult or easier for students to enter JC/MI?

• For students who take G1 or G2 MTL, the minimum MTL requirement for entry into JC/MI will be a pass grade for these subjects (i.e., Grade D and Grade 5 respectively).

• This requirement is similar to the previous criteria of a 'Pass' in MTL 'B'. Students who were able to attain a 'Pass' in MTL 'B' should not face significant difficulties in meeting the new minimum MTL requirement.

• For students who take G3 MTL, the minimum MTL requirement for admission to JC/MI will continue to be D7.

 Q3: 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.

Computing

Q1: What is the rationale for removing Normal (Technical) Computer Applications (N(T) CPA) as a standalone subject 

and offering G1, G2 and G3 Computing only at upper secondary?

The discontinuation of CPA as a standalone subject for students from the N(T) stream is in line with our shift away from stream-based subject offerings and programmes.

We recognise the importance of developing digital competencies and skills in all our students. With increasing digital adoption and the availability of Personal Learning Devices, it is timely to make the learning of these skills more authentic and meaningful by folding the skills into learning activities found across the various subjects. For example, lower secondary students will have opportunities to develop digital competencies through tasks like using spreadsheets and word processing tools and making PowerPoint presentations in the learning of subjects such as Mathematics and Languages.

Starting from the 2026 Secondary Three cohort, G1, G2 and G3 Computing are made available as an elective subject at the upper secondary levels to further develop students' interests and strengths in computer education. GCE N-Level CPA will be replaced by G1 Computing, G2 Computing will be introduced as a new upper secondary elective subject and GCE O-Level Computing will be replaced with G3 Computing.

Mixed Form Classes and Common Curriculum 

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

Students will be in mixed form classes in lower secondary.

At upper secondary, students have more diverse subject combinations. Schools will assess if the mixed form class experience should be extended to the upper secondary levels, taking into consideration the building of form class identity, the school's ability to customise support for the students and resource capacities.

Q2: Why do schools not have a standardised way of allocating students to form classes at lower secondary (i.e. mixed form classes)?

• Schools have the autonomy to decide how best to structure their form classes at lower secondary level to comprise students of different learner profiles, based on the school’s unique offerings, programmes, their student’ profile and needs.

• Students will thus have more opportunities to interact with peers who have different strengths and interests, and are taking subjects at different subject levels.

Q3: Are students allowed to opt out of aspects of Full SBB (e.g., mixed form class)?

Students may not opt out of mixed form classes as mixed form classes provide students with more opportunities to learn from, interact, and bond with peers of different backgrounds, strengths and interests. This is a key feature of the secondary school experience under Full SBB.

In terms of their academic learning, students can decide if they wish to offer subjects at a more or less demanding level based on eligibility, interest, and ability to cope with their overall curriculum load and their aspirations. School will also assist to guide students in customising their learning based on a holistic assessment of students’ development and well-being.

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 different learner profiles to ensure that they continue to be sufficiently supported and challenged in their learning. This will allow students to learn at a suitable pace while ensuring that a high level of quality and rigour in teaching is maintained.

Our teachers are trained to cater to students' learning needs. They 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, designing and enacting effective assessment practices, and creating a positive classroom culture.

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 with different profiles of learners bringing more diverse perspectives and strengths to the lessons. This provides opportunities for students to build their communication, collaboration, and cross-cultural skills, which are important educational outcomes for all students, regardless of their subject level.

Q6: With Full SBB, the form teacher may not have the opportunity to teach the whole class. How will the form teacher 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 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 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.

Q7: For Common Curriculum subjects, will students be assessed according to the course that they were posted to? For instance, will students taking the Express course be graded separately from students taking the N(A) course in a mixed class?

For examinable Common Curriculum subjects, students will be assessed at a common level and standard. While the learning outcomes will be common for all students, teachers will differentiate their teaching to meet the learning needs of different learner profiles in the class to ensure that they continue to be sufficiently supported and challenged in their learning.

Changes to Post-Secondary Admission

Q1: What is the eligibility criteria for the fifth year?

The eligibility criteria for the fifth year balances between ensuring timely progression and providing students with more time to improve their understanding of subjects, where meaningful. The criteria will also identify students who are able to pursue their subjects at a more demanding level, based on their strengths, interests, and aptitude. Students who were able to access the fifth year previously would continue to be able to do so today. More information about the eligibility criteria will be shared through schools.

Q2: Why is the current Junior College admission criterion retained instead of being relaxed like the other post-secondary articulation pathways to introduce greater porosity?

Given the rigour of the A-Level curriculum, MOE has assessed that relaxing the Junior College admission criterion is not advisable as students admitted via the relaxed criterion would likely struggle to complete the course in two years. The current criterion ensures that students in general have (i) sufficient academic foundations to cope with the A-Level curriculum and (ii) meaningful outcomes upon completion of the GCE A-Level course.

Q3: What is the Polytechnic Foundation Programme (PFP)?

PFP is a one-year programme that offers a practice-oriented curriculum to prepare polytechnic-bound students from the N(A) course for entry into the relevant polytechnic diploma courses. This is an alternative to the Secondary Five year, which caters to the top 15% of Secondary Four N(A) students each year.

The PFP currently has about 1,500 places set aside each year and is offered by all five polytechnics.

Q4: Are all diploma courses included in the PFP?

All five polytechnics offer the PFP, and more than 80% of the polytechnic diploma courses are offered under the PFP. The exceptions are courses with highly specialised entry requirements such as SP's Diploma in Nautical Studies, which requires applicants to go through a series of tests and interviews with the Singapore Maritime Academy before they can be considered for admission. These are due to minimum qualifications beyond the N-Level certification set by the relevant regulatory boards.

Q5: What are the PFP eligibility criteria?

Currently, to qualify for the PFP, Secondary Four N(A) students are required to obtain a raw ELMAB3 aggregate score of 12 points or better for their N-Level.

In addition,

• For Group 1 courses, students need to score at least Grade 3 or better in five subjects, including English Language, Mathematics, one relevant subject, and two other subjects excluding CCA.

• For Group 2 courses, students need to score at least Grade 2 or better in English Language, and at least Grade 3 or better in four subjects, including Mathematics, one relevant subject, and two other subjects excluding CCA.

From the Academic Year (AY) 2024 intake, the minimum grade requirement of two 'Best' subjects will be relaxed to Grade 4.

Details of the PFP eligibility criteria are in the table below.

Secondary 4 students in the N(A) stream who offer GCE O-Level examination subjects may use the following grade conversion table for computation of their ELMAB3 aggregates.

Q6: Why are we expanding the PFP? How many more students are estimated to be eligible for the PFP following the expansion?

In line with the implementation of Full SBB, we are adjusting the admissions criteria for various post-secondary pathways to increase access for students of different profiles, while ensuring that students are able to cope with the academic rigour in their selected pathways.

With the expansion of the PFP, the PFP intake for Academic Year (AY) 2028 could reach around 2,600 students per AY, if all newly eligible students choose to progress to the PFP. This would be an increase from about 1,700 students per AY admitted to the PFP today.

Q7: Following the expansion of the PFP, is MOE looking to review other post-secondary pathways such as the Direct-Entry-Scheme to Polytechnic Programme (DPP), Early Admissions Exercise for polytechnics and ITE or the Direct Admissions Exercise?

Yes, MOE is reviewing post-secondary pathways and admissions, to build on the changes arising from Full SBB, and ensure students can progress into pathways suited to their interests, strengths and pace of learning. The review strives to improve porosity of pathways, while ensuring students are able to cope with the rigour of the education pathway. Details will be released when ready.

For more FAQs on FSBB 

You may refer to https://www.moe.gov.sg/microsites/psle-fsbb/full-subject-based-banding for more details.

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.

Please click here for more information on the compulsory purchase of Chromebook for your child/ward.

Orders can be submitted here: https://go.gov.sg/pdlpadmin

There will be an engagement session for parents on PDLP during the Sec 1 Parents Engagement session on 20 Jan 2024.

More information will be shared during the session. 

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

https://www.orchidparksec.moe.edu.sg/links/Student/books/

• 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.

• Stationery 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.

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

School Shoes Matters

School shoes can be canvas or sports shoes as long as they are predominantly, at least 70% white-based.  

More information regarding application for FAS can be found in the Information booklet page 22 to 23 and page 37 (Annex D)