Secondary 3 English Tuition | Raffles Place Weekday vs Weekend Parent Dilemma

Choosing Secondary 3 English tuition from Raffles Place on a weekday or weekend becomes much easier when parents know the real learning target: your child must learn to make a relevant claim, support it with evidence, adapt it to the intended audience and sustain that control under an increasingly demanding school timetable. Pick the day on which the teenager can do those things actively, not the day that appears most ambitious in a timetable. A rested learner who can justify a judgement is learning more than an exhausted one who copies a polished essay.

Secondary 3 English often exposes an important gap between sounding persuasive and reasoning persuasively. Students may produce impressive introductions that never settle the question. They may paraphrase a source and mistake that for explaining it. They may use “everyone knows” in place of evidence or write an excellent speech in the tone of a complaint email. The remedy is not simply more writing: it is clearer decisions about purpose, reader, evidence and structure.

The programme described here uses eduKateSG’s premium three-student, approximately 90-minute weekly tuition format at 8 Fourth Avenue, Singapore 268674, near Sixth Avenue MRT. Raffles Place is the family’s possible search or work area, not a second teaching centre or guaranteed pickup point. Ask about available groups, the learner’s English subject level and the real route from school before choosing a weekday. At weekends the starting point may be home, not the financial district.

For subject information, see SEC English Tutorials | Raffles Place. For the family-schoolweek perspective, see Surviving Tuition | Raffles Place. This article tackles a narrower Secondary 3 question: how to build arguments and audience-aware writing that stand up to scrutiny, then decide whether a weekday or weekend allows that learning to happen.

Quick decision for Secondary 3 families

• Weekday: select only if school demands, meals and the travel route leave enough thought for real argument planning and revision.
• Weekend: select if it restores attention without removing every recovery or family hour.
• Teaching target: task fulfilment, claims, evidence, rhetorical effects, audience-appropriate writing and independent transfer.
• Correct syllabus: check G1, G2 or G3 and the student’s actual cohort, especially across the 2027 SEC change.
• Centre: three-student, about 90 minutes weekly, at 8 Fourth Avenue near Sixth Avenue MRT.

Contents

• 1. When an elegant opening hides the missing answer
• 2. Secondary 3 is a turning point in the correct English pathway
• 3. Raffles Place offers unusually useful material for rhetoric and evidence
• 4. What weekday-versus-weekend choice means for a Secondary 3 timetable
• 5. Six diagnostic questions before a parent pays for more English practice
• 6. Worked analysis: when a promotional statement masquerades as evidence
• 7. Situational writing example: keep the reader, purpose and facts aligned
• 8. Argumentative writing: how to include a counterpoint without surrendering the thesis
• 9. Comprehension language: effect is not a synonym for meaning
• 10. Spoken English: reasoned conversation is not a memorised speech
• 11. The three-student format should expose reasoning, not polish it invisibly
• 12. Four weeks from an attractive essay to an accountable one
• 13. Frequent English traps and what to do about them
• 14. Parent questions about the year, venue and schedule

1. When an elegant opening hides the missing answer

A fictional Secondary 3 student receives this school task: “Should schools use local neighbourhoods as part of English language learning? Discuss.” The learner begins with half a page about Singapore’s striking skyline and concludes that Raffles Place is a beautiful destination. The vocabulary is fluent, but the response has not yet addressed whether, how, and under what conditions learning outside the usual classroom is worthwhile.

A tutor should not respond by supplying a grander opening. Start with the task words. “Should” asks for a reasoned judgement; “schools use local neighbourhoods” defines a possible learning approach; “as part of English language learning” defines the educational purpose. “Discuss” asks for consideration, not an advertisement for a tourist destination.

Have the student state a qualified view in one sentence: “Carefully planned local texts can enrich English lessons, provided the activities connect to explicit reading and writing goals.” Now ask for a reason that proves something about English learning, not just a description of pleasant scenery. Comparing factual heritage accounts with present-day precinct descriptions develops source comparison and audience awareness.

Build the counterpoint honestly. Outdoor travel can consume time and require supervision; not every class needs to leave school to learn from local sources. An indoor lesson using authentic extracts can still be valuable. The judgement can therefore recommend a combination rather than pretending only one method is educationally legitimate.

When the pupil revises, compare the original introduction and the new controlling sentence. The improvement is visible because the response now answers the task. In another session, replace the topic with student media literacy or volunteering. If the learner can find the actual question without a tutor’s prompt, the method is transferring.

A long weekday after CCA may encourage the student to write familiar phrases rather than do this difficult thinking. A weekend may provide better attention, though it may also crowd out essential recovery. Scheduling should be judged by whether the child can plan, challenge and revise a claim independently.

2. Secondary 3 is a turning point in the correct English pathway

Secondary 3 introduces more sustained preparation for upper-secondary assessment, but not every learner is taking the same English paper. Full Subject-Based Banding allows subjects at G1, G2 and G3 levels, and the 2027 Singapore-Cambridge Secondary Education Certificate (SEC) begins from 2027. A student in Secondary 3 during 2026 who graduates on the usual four-year timetable may be preparing for the new qualification, but the school must confirm the applicable subject level and pathway.

The SEAB 2027 G1 listing identifies English Language K100; the G2 listing identifies K200; and the G3 listing identifies K300. These are English subject codes within a common certification framework, not a fourth English level.

Why does this matter for tuition? A writing task at one level may demand a different depth of development, text complexity or response mode from another. A coach who simply hands every Secondary 3 learner a generic “O-Level model essay” may miss both the learner’s present school demands and the actual assessment year.

The tutor should review school compositions, comprehension answers, editing work, listening and oral feedback and the level-specific syllabus before designing practice. The goal is capability: read a prompt, interpret a source, plan relevant points, support each point and check tone. Correct syllabus alignment makes that capability purposeful rather than abstract.

Students already performing well may need greater precision in evaluation and rhetorical analysis. Those who struggle to maintain a coherent paragraph need a more explicit sequence from claim to supporting evidence to explanation. The label “Secondary 3” is insufficient to diagnose the next teaching step.

Examination preparation should not begin with a promise about a future mark. It begins with a baseline response, a documented error, a taught correction and a fresh independent answer. The teenager gradually becomes able to supervise his or her own thinking when no tutor is present.

3. Raffles Place offers unusually useful material for rhetoric and evidence

The neighbourhood is associated with commerce and the Singapore River, but it is not only a skyline backdrop. Its historical development offers source material that serves different communication purposes. A heritage account records changes over time; an urban-development page explains present priorities; a tourist caption may attempt to make a location appealing. The English learner should identify the genre before evaluating the claim.

According to the National Heritage Board’s Commercial Square/Raffles Place marker, the square was part of Singapore’s historic commercial centre. The Singapore River Story traces the development of the area, including Change Alley and river-related trading history. These official descriptions can be paraphrased and compared as documented context.

The URA’s Raffles Place Alliance profile presents today’s precinct as a central business district with complementary retail and leisure activity. Its purpose differs from a museum-style historical account. The student should note who wrote each document, what each wants readers to understand, and what information remains outside its scope.

A class can analyse this hypothetical headline: “A new generation rediscovers the heart of Raffles Place.” The phrase “rediscovers” suggests renewed interest, while “heart” is a metaphor that gives the district emotional importance. But the headline alone does not provide visitor counts or prove a trend. Rhetorical effect and factual evidence are different things.

An honest English response can say, “The word ‘heart’ frames the district as central and significant, encouraging a positive impression,” without saying, “All Singaporeans consider it their favourite place.” One analyses language; the other invents public consensus. This is the exact boundary Secondary 3 students need to learn.

A local exercise can be completed without arranging a field trip or claiming permission from businesses. Printed NHB and URA excerpts are enough to examine voice, audience, accuracy and evidence. In a composition, the student may invent a visit, provided the invented character or encounter is not presented as recorded history.

Location also matters practically. A parent employed in Raffles Place may search for tuition during office hours, but the child could be studying far away. The educational appeal of local material does not make the centre physically local; the actual teaching venue remains at Sixth Avenue.

4. What weekday-versus-weekend choice means for a Secondary 3 timetable

At this level, school assessments, CCA, projects, subject commitments and friendship time may compete for the same hours. Start with the child’s non-negotiable school and sleep needs, then locate the possible English lesson. An additional tutorial is useful only if the teenager can participate, not merely arrive.

If a parent imagines collecting a student in Raffles Place, check whether the student’s school is actually nearby. Calculate the route from school dismissal, not from an imagined downtown starting point. A weekend journey may begin at home and be materially different.

Raffles Place MRT connects the North–South and East–West lines; Sixth Avenue is on the Downtown Line. An option through Newton uses the North–South Line and a Downtown Line connection, which requires attention to the interchange arrangements. Consult SMRT Journeys and the LTA Downtown Line page when checking an actual date and time.

Add realistic margins for a meal, station access, transfers, lesson arrival, travel home and remaining work. A child who has been outside the home since early morning may struggle to evaluate a counterargument in the final forty minutes of a late class. The most efficient-looking slot can become inefficient if its learning quality collapses.

On weekends, ask whether a morning class would replace all non-academic time. Teenagers still need sport, social relationships, household responsibilities and rest. A packed weekend may produce the same tiredness as a weekday, just at a different hour.

A practical test is to give the student a fresh 120-word prompt at the proposed lesson time. Can the child identify the audience, make a defensible central claim and explain a counterpoint? If the answer is consistently no because of fatigue, reconsider the timetable rather than blaming effort.

The schedule must allow a brief delayed return. A pupil who can improve a paragraph independently two days later has used tuition to grow control. A pupil who depends on the tutor to re-open every sentence has not yet developed a portable method.

5. Six diagnostic questions before a parent pays for more English practice

Task fulfilment: Ask the teenager to underline the main instruction word and explain what kind of answer it requires. If “evaluate” becomes “describe”, the draft may be fluent but irrelevant. Teach the difference through contrasting prompts.

Evidence: Locate a paragraph where the student writes “This proves that…”. Ask what actually proves the conclusion. An opinion, example or quotation can be relevant without being sufficient. Students need to learn appropriate strength of claims.

Audience: Show a recent situational writing piece. Does it sound appropriate for its recipient, role and purpose? A speech, report, invitation and formal email are not interchangeable containers into which a memorised introduction can be dropped.

Development: Ask the learner what work each paragraph does. One should make a distinct point, another may provide an alternative view, and a conclusion should settle the actual question. Repeating a thesis in more elaborate language is not argument development.

Comprehension: Give a short source describing a hypothetical policy and ask what is stated, implied and not established. Weak inferences sometimes reflect overconfidence rather than insufficient vocabulary. A precise answer respects limitations.

Independent control: Ask whether the pupil can self-diagnose one off-task sentence after a two-day gap. If every revision requires an adult to point at the error, prioritise a short repeatable checklist and delayed practice instead of simply increasing the volume of timed papers.

A helpful consultation uses untouched scripts and the student’s own explanation of the writing choices. The tutor should be able to say what the first four weeks are designed to change. “More practice will help” is too vague to be an educational plan.

6. Worked analysis: when a promotional statement masquerades as evidence

Use two entirely fictional short texts for a controlled English exercise. Text A, a school proposal, says: “A class might analyse heritage accounts and modern precinct descriptions in one lesson. This could improve students’ awareness of how different sources frame a place.” Text B, a promotional caption, says: “Raffles Place is the only authentic way to learn Singapore’s history. Every student leaves inspired.”

First identify what each text does. Text A makes a tentative educational proposal using “might” and “could”. It does not claim that any results have occurred. Text B uses absolutes—“only” and “every”—to generate excitement. Those expressions carry a much heavier evidential burden.

A weak student response is: “Both texts prove that visiting Raffles Place improves examination grades.” Neither text provides examination evidence. Even Text B says nothing about grades, and it asserts a universal response that would need evidence. The problem is not a missing quotation; it is the wrong type of claim.

A more defensible comparison is: “Text A cautiously presents a possible language-learning use of local sources, whereas Text B promotes an exclusive and highly positive experience through absolute wording. Neither text demonstrates an effect on examination performance.”

Now ask the learner to locate the linguistic mechanism. “Only” excludes alternatives. “Every” generalises without exceptions. “Might” and “could” signal possibility. The contrast comes from the authors’ degree of commitment, not merely from the fact that one paragraph sounds enthusiastic.

For deeper G3 practice, introduce the idea of audience and incentive. Why might a promotional text choose absolute expressions? What would a parent, teacher or public authority need before accepting the underlying claim? These questions develop evaluation without requiring the student to invent an unverified statistic.

Transfer the analysis to two unseen texts on a different topic, such as school reading or technology use. If the student can identify persuasive phrasing, separate it from evidence and offer a proportionate conclusion, the method is not tied to Raffles Place.

7. Situational writing example: keep the reader, purpose and facts aligned

Here is an original, school-level task: “As a student representative, write an email to your English teacher proposing a classroom activity in which classmates compare historical and contemporary accounts of Raffles Place. Explain its learning value, outline a workable activity, and ask for the teacher’s view.” This is a fictional teaching prompt, not a published examination task.

Start with the recipient’s needs. The teacher needs to know the educational purpose, what would happen, what materials are required and what response is requested. The writer should not claim that a visit has been organised, that a school has approved expenses, or that local businesses have agreed to host pupils.

A direct opening could read: “I would like to suggest a short classroom comparison of two reliable texts about Raffles Place. One could explain its historical commercial role and the other its present-day development. This would help us practise identifying purpose, tone and factual evidence in non-fiction.”

The body can specify a sequence: “Students could read selected extracts, highlight statements that describe the past or present, and discuss how each source’s audience affects its presentation. We could then write a short comparison paragraph using quotations accurately.” This plan is feasible inside a lesson and does not require invented logistical commitments.

An appropriate close would be: “Would you consider including this as part of an English lesson? I would be happy to prepare a sample comparison sheet for your review.” The writer makes a polite request rather than claiming authority.

The key point is not to reproduce these sentences word for word. Ask the student to explain why the reader, purpose and request fit together. Then change the scenario to a library awareness event or school newsletter and require a fresh email written without a memorised opening.

A good tutor checks fulfilment before style. Missing the requested learning benefit is more serious than failing to use a sophisticated transition phrase. Once content and register are secure, sentence variety, economy and tone can be improved without losing the original purpose.

8. Argumentative writing: how to include a counterpoint without surrendering the thesis

A student asked whether public spaces should be used for language learning might write, “This is wonderful because students can see beautiful places and have fun.” The point is not necessarily irrelevant, but it lacks a clear connection to how English improves. Teach the writer to explain a mechanism: observation becomes description, factual sources become comparison, and discussion becomes oral reasoning.

One developed argument might begin: “Local spaces can make non-fiction reading more concrete when teachers pair observation with reliable source texts.” The next sentence should show how, not merely repeat the opinion. “Students could compare an NHB historical description with a modern precinct account, identifying changes in audience, purpose and evidence.”

A counterpoint is not an opposing paragraph added for decoration. “However, travel time and supervision requirements can limit the value of an outdoor activity” raises a relevant challenge. The writer should then consider an adjustment, such as classroom-based source analysis, rather than abandoning the argument.

The refined judgement might read: “Schools need not organise frequent external visits, but occasional place-based activities and carefully selected local texts can enrich English lessons when they serve precise learning goals.” It remains a position with conditions. Nuance is not indecision.

Encourage the student to distinguish an illustrative example from empirical proof. A suggested classroom exercise shows how a method could operate; it does not establish that every child improves. If a claim uses numbers or external research, the source, context and relevance need checking.

At the final revision stage, highlight each paragraph’s first sentence. If those sentences all say “local learning is good” in different words, the argument may be repetitive. Replace duplication with distinct functions: comprehension, audience, practical limitations and a final considered recommendation.

The English tutor should test the same structure with a fresh topic that has no geographical connection, such as whether schools should require students to read more non-fiction. Transfer shows that the pupil has learned argument construction rather than memorised one persuasive essay.

9. Comprehension language: effect is not a synonym for meaning

An upper-secondary comprehension response may need to explain how a choice of words shapes a reader’s impression. Merely translating the word into a dictionary meaning often leaves the effect unexplained. For example, a fictional article may call a meeting point “a pocket of calm beneath the towers”.

“Pocket” is not literally a garment pocket here. It depicts a small contained area. “Calm” contrasts with the surrounding intensity implied by “towers” and bustling city life. A strong answer connects wording to impression: the description makes the space seem like a quiet retreat within a busy setting.

The pupil should avoid claiming that the author has proved all visitors feel peaceful. The sentence conveys an intended impression; it is not a survey. Distinguishing writer’s framing from objectively established outcomes is a high-value comprehension skill.

For another practice sentence, try “The announcement sent a ripple of questions through the hall.” A literal paraphrase like “people asked questions” loses the spreading-image effect. A better explanation describes how “ripple” suggests queries moving outward from one group to another.

Teach the student to identify the selected words, describe their associations, then explain the effect in this exact context. The word’s dictionary definition is a starting point, not the finished answer. Encourage short, direct explanation rather than a catalogue of literary-device names.

An independent test might use an unfamiliar advertisement, narrative or opinion piece. The student should decide whether the question asks for literal meaning, inference, tone or effect before answering. Knowing the operation prevents long but misdirected responses.

10. Spoken English: reasoned conversation is not a memorised speech

Teenagers sometimes prepare oral responses by memorising a flexible-sounding introduction. It can work for the first sentence and then collapse when the teacher asks a relevant follow-up. Good preparation trains the ability to listen, respond and refine a view rather than to reproduce a rehearsed monologue.

Use a realistic practice prompt: “Do you think students should learn more about the history of places they pass through?” The pupil can state a view, give one reason, support it with an everyday example and recognise a limitation. The point is coherence, not rehearsed eloquence.

A developed response could say: “Yes, because knowing the history of a familiar area can make ordinary places more meaningful. For instance, learning that Raffles Place was once called Commercial Square helps us notice how a city changes. Still, students can also learn from reliable texts if a visit is impractical.”

Follow up with, “What would you do if classmates found history boring?” A thoughtful answer adapts the method: short photographs with captions, contrasting past and present accounts, or student-selected questions. The speaker is now reasoning with the prompt rather than retreating to the prepared script.

Teach respectful disagreement. “I see why you might think that, although I’d place more emphasis on…” is useful when it reflects genuine listening. Filling every response with the same phrase is not. The tutor should observe whether the student answers the actual follow-up.

In a three-student class, give each participant a different viewpoint or question. No learner should become the permanent speaker while the others nod. Rotate roles so that everyone has to defend a claim, ask a question and summarise what was learned.

11. The three-student format should expose reasoning, not polish it invisibly

A 90-minute tutorial has to do more than return an impressive redrafted essay. In a three-student group, the tutor can inspect each learner’s unedited first response, ask why it was written that way and show the first point where an assumption or irrelevant example entered.

One pupil may omit the audience’s requested action, another may make a broad claim without evidence, and a third may write an argument that ignores the question’s qualifier. The group can share a short lesson on task fulfilment while each student receives a different next challenge.

Peer explanation is valuable when it stays accountable. Ask one child to identify the actual instruction, a second to challenge unsupported evidence, and a third to propose a more reader-appropriate sentence. Then have each produce an individual revision without copying another pupil’s final draft.

The tutor can differentiate according to the learner’s G1, G2 or G3 English level, school writing demands and level of independence. An advanced pupil may evaluate the strength of a counterpoint; a student rebuilding paragraph coherence may first need a clear controlling sentence and one relevant example.

A small group does not automatically guarantee such attention. Parents should ask how often each learner explains and rewrites independently, how feedback relates to school marking criteria, and what work is set for retrieval later in the week. An attentive teacher makes the group size useful.

Independent work should not become a second nightly lesson for parents. One well-designed new prompt, one paragraph revision and a brief explanation of why the change helps may be enough to show whether the method has travelled.

12. Four weeks from an attractive essay to an accountable one

Week 1 — baseline and task alignment. Collect an untouched composition or situational response. Mark the instruction, audience and purpose before reading the student’s answer. Identify the earliest mismatch and have the child explain why the original wording seemed relevant.

Teach a short planning step: a one-sentence judgement, two distinct reasons, one credible limitation and the role of a final recommendation. For functional writing, substitute audience, purpose, requested content points and action. The learner should apply the sequence to a fresh mini-prompt before the lesson ends.

Week 2 — evidence and explanation. Use a short official source extract and a clearly labelled fictional promotional text. Ask the student to distinguish stated facts, opinions, rhetorical suggestions and unsupported universals. Rewrite a weak paragraph so that an example actually explains the thesis.

Introduce a counterargument without allowing it to take over the essay. Challenge the learner to write a final sentence that absorbs the limitation and still answers the main task. A better judgement is not necessarily a more forceful judgement; it is proportionate to its evidence.

Week 3 — audience and spoken flexibility. Give the same practical idea to two readers: a class teacher and a schoolmate. Ask for a short email and informal message that retain the truthful details while adjusting tone and requested action. Add an oral follow-up to test whether the student can think beyond a script.

Review sentence economy and paragraph jobs. The student should delete a polished but irrelevant paragraph rather than defend it because it took time to write. A writer who can remove attractive irrelevance has learned a crucial examination-room decision.

Week 4 — new first attempt under a reasonable constraint. Set an unfamiliar prompt with a time limit matched to the learner’s current school task, not an arbitrary full-paper sprint. Compare first-attempt relevance, evidence and organisation with Week 1. End with a calm student explanation of the difference.

If the learner’s method improves but fatigue is preventing practice, change the schedule. If the writing remains off task despite ample energy, change the diagnosis and teaching sequence. Four weeks provide evidence for discussion, not a grade prediction.

13. Frequent English traps and what to do about them

Decorative quotation: The student inserts a source phrase but never explains what it supports. After quoting, add one sentence that makes the precise link to the claim. Remove quotations that do not serve the paragraph.

Absolute claims: “Everybody”, “never” and “only” sound decisive but frequently exceed the evidence. Replace them with an accurate scope when the source requires one, and explain why the stronger term was unjustified.

Unplanned tone shift: A polite request becomes a scolding complaint halfway through. Recheck the writer’s role, the reader’s needs and the requested action at the start of every paragraph.

Overwritten opening: A page of background delays the answer. Put a direct, qualified response near the start and use examples to develop it. Examiners and real-world readers both benefit from relevance.

Counterargument without return: A paragraph raises a useful difficulty but the essay never reconciles it with the thesis. The final judgement should show how the difficulty changes, limits or refines the recommendation.

Source versus invention: The writer treats a fictional promotional quote as an official Raffles Place policy. Label the source and check who published it before making factual claims. Original practice texts are teaching tools, not local reporting.

Perfect draft, weak first attempt: Extensive tutor corrections produce a strong essay, but the child cannot start a new one. Require a delayed fresh prompt and inspect the student’s first independent plan.

14. Parent questions about the year, venue and schedule

Where are the lessons? The referenced eduKateSG three-student tutorials are held at 8 Fourth Avenue near Sixth Avenue MRT, not at Raffles Place MRT.

Does my Secondary 3 child sit the 2027 SEC? A 2026 Secondary 3 student following the usual four-year timetable may do so in 2027, but the school’s information about the individual student’s cohort, English level and pathway should determine preparation. Confirm the current SEAB syllabus and school advice.

Will G3 English materials help a G1 or G2 learner? Some underlying skills may overlap, but task complexity and assessment demands can differ. Select the actual English level and appropriate next challenge rather than treating G3 as the universal worksheet default.

Is weekday better for consistent study? It can be when travel and CCA are manageable. A weekend may provide better energy but can also be overfilled. Look for an actual independent return attempt, not just consistent attendance.

What if the teacher says my child writes well but misses the question? Ask for the original script and prompt. Teach task interpretation, a controlling response and paragraph relevance before adding descriptive flair.

How soon should improvement be visible? The earliest sign may be that the child can spot an unsupported assertion or off-task paragraph without being told. No responsible tutor can guarantee an examination grade or a fixed timeframe for every learner.

Can I assume there is a Saturday seat? No. Availability and suitable placement must be checked with the centre. This guide compares learning conditions rather than advertising verified openings.

A timetable comparison that asks the right question

Consideration	Weekday	Weekend
Learning energy	After dismissal, CCA, food and travel	After family and other weekend commitments
Writing test	Can the student plan an argument without copying?	Can the student revise an off-task paragraph independently?
Travel origin	Often school, not a parent’s office	Often home, not the CBD
Improvement evidence	New prompt answered a day or two later	New prompt answered on a different day

Sources and fact checks: NHB — Commercial Square/Raffles Place; NHB — Singapore River Story; URA — Raffles Place Alliance; MOE — Full Subject-Based Banding; SEAB G1 English K100; SEAB G2 English K200; SEAB G3 English K300.

Arrange a practical review: Request a parent–student consultation or ask eduKateSG about a suitable Secondary 3 English group. Bring the latest uncorrected writing, the actual English level and a real timetable.

Student characters, practice texts, activity suggestions and family dilemmas are fictional teaching examples. They are not recorded results, evidence of a real Raffles Place school project, claims of premises in the CBD or statements about current class vacancies.