Secondary 2 in Singapore under Full Subject-Based Banding is the year when the student’s developing strengths begin to shape the next stage of school. A child can be taking English at G2, Mathematics at G3, Science at G2 and a humanities subject at another level. The useful question is no longer which broad stream the child belongs to. It is what each subject requires, which choices are actually available at that school, and what evidence supports the student’s next step.
For parents searching Secondary 2 G1 G2 G3, Full SBB subject choices, subject-level movement, Secondary 3 subject combinations, upper-secondary preparation, SEC 2027 or what happens at the end of Secondary 2, this guide connects the academic calendar to practical decisions. It distinguishes what MOE establishes nationally from the choices, combinations, deadlines and entry conditions a school communicates locally.
The governing principle is simple: Secondary 2 should turn a year of learning into an informed next-year plan without turning one examination mark into a judgment about the whole child. Reliable decisions consider understanding, transfer, subject-specific interest, workload, independence, wellbeing and future requirements. The strongest choice is not necessarily the one with the most G3 labels; it is the combination that offers challenge the learner can sustain and meaningful routes forward.
A fast answer for parents and students
Secondary 2 is a decision-and-readiness year: confirm each subject level, collect representative work, ask about Humanities options and other subject-level reviews, compare the school’s actual upper-secondary combinations, check later pathway requirements, and choose a workload the learner can sustain. Keep the student’s voice in the decision. A choice supported by evidence is more valuable than a label selected for prestige.
The Secondary 2 decision map
- What is fixed nationally: Full SBB uses G1/G2/G3 subject levels; Posting Groups guide school entry; SEC begins in 2027.
- What schools decide and communicate: option grids, availability, deadlines, school-based criteria and formal placement.
- What families can investigate: independent work, interests, effort, recovery, time budget and prerequisite gaps.
- What must remain open to revision: post-secondary entry criteria for the eventual admission year and the student’s changing strengths.
1. What changes from Secondary 1 to Secondary 2
Secondary 1 is primarily the year of learning a new school’s people, routines and pace. Secondary 2 still requires organisation, but the question gradually shifts from adaptation to choice. Teachers now have a longer record of the child’s habits and performance. The child has begun to discover which tasks come naturally, which only work with help, and which feel meaningful enough to pursue through difficulty. These are not all the same signal.
A practical difference is that upper-secondary decisions become visible. Subject options are not universal across all schools, and a student’s existing subject levels may affect the combinations and course demands the school considers suitable. Families should obtain the school’s current subject-option booklet, prerequisite information and decision dates. No internet summary can replace those documents for an individual school.
2. Posting Groups are not a child’s academic identity
Posting Groups 1, 2 and 3 are used for secondary-school admission and guide initial subject levels. Once the student is in school, it is more precise to describe the subjects and levels individually. A Posting Group 2 pupil may offer a particular subject at G3 if eligible; a student’s profile may contain more than one G level. Treating the original posting group as a permanent ceiling misunderstands the purpose of Full SBB.
Parents can maintain a one-page subject map with subject, current level, teacher, evidence of progress and next decision. For example, one row could read ‘Mathematics — G3 — understands algebraic manipulation but loses marks on unfamiliar application questions — fortnightly retrieval and transfer practice’. That is much more useful than ‘good at maths’ or ‘PG2 student’. The map should be reviewed as evidence changes, not engraved into the child’s identity.
3. What G1, G2 and G3 actually describe
G1, G2 and G3 are subject levels with different curriculum demands. They are not rankings of character, potential or worth. Different subject levels can place different demands on abstraction, language, pace, application and assessment. A learner’s strongest subject may sit at a more demanding level than another subject without contradiction. Equally, a lower subject level may be the right place to consolidate fundamentals and build independence.
The decision should distinguish a subject that is appropriately challenging from one that is overwhelming. Appropriately challenging work produces errors that teaching and deliberate practice can repair. Overwhelming work may produce dependence on constant adult prompting, fragile memorisation, displaced learning in other subjects or chronic exhaustion. Conversely, work that is consistently secure and under-demanding may justify exploring higher challenge with school guidance.
4. The new Humanities opportunity in Secondary 2
Secondary 2 matters because Full SBB extends opportunities for eligible students to offer Humanities at a more demanding level from that year. Geography, History and Literature in English should therefore be considered through real student evidence rather than assumed ability from PSLE English alone. A child who enjoys argument, evidence, human stories or interpreting maps may reveal strengths that were not obvious at the end of primary school.
Read the school’s current criteria and ask how performance, aptitude, interest and readiness are assessed. An interest in historical stories does not automatically mean that the student can evaluate sources; enjoying geography does not automatically establish skill in explaining relationships between human decisions and physical environments. The correct preparation tests how a learner handles discipline-specific tasks and follows through on corrections.
5. Three different questions hidden inside ‘Should my child move up?’
First, can the child learn the more demanding content? Second, can the child sustain the additional work alongside all other commitments? Third, does that subject-level change serve an authentic interest or future option? These questions are related but not interchangeable. A high score under ideal tuition conditions addresses only a fraction of the first; it says little about the second or third.
Use a short trial of appropriately pitched unfamiliar tasks, then review both the answers and the manner in which they were produced. Look for self-correction, time taken, explanations, resilience after feedback and how much prompting was required. If teachers recommend a higher level, ask which school evidence supports it and what bridging plan would make the transition responsible. The school controls formal offers and subject placement.
6. Read assessments as evidence, not as verdicts
A mark is a useful indicator only when interpreted in context. A strong mark on familiar exercises may hide weak transfer. A lower mark on unusually complex work may coexist with fast improvement and good reasoning. Do not compare percentages from G1, G2 and G3 as if the assessment demands were identical. They are not interchangeable measurements, and class rank across levels is especially easy to misuse.
Study the question types and the script. Is the error caused by missing knowledge, flawed reasoning, inaccurate reading, a calculation slip, poor timing or an incomplete answer? Did the learner know the method without a model? Could the learner explain the correction the following week? The same score can require entirely different interventions. Assessment should locate what to teach next, not merely announce success or failure.
7. The Secondary 2 evidence portfolio
Keep the portfolio compact enough to be used. For each subject, save one representative piece of independent work, a correction showing what changed, a short retrieval check, an example of unfamiliar application, and the teacher’s most useful feedback. Add a one-sentence student reflection: ‘I can do X without help, still struggle with Y, and will practise Z before the next assessment.’ This record tells a richer story than a spreadsheet of marks alone.
Once a month, parents and students can review four columns: current strength, recurring error, next action, and evidence that the action worked. A child who can identify why a composition loses marks or why a science explanation is incomplete has moved from being a recipient of instructions to becoming an agent in learning. This maturity matters throughout upper secondary.
8. Mathematics: from procedural confidence to flexible reasoning
In Secondary 2 Mathematics, a learner may know how to perform an algebraic procedure in isolation yet become uncertain when a word problem disguises it. That difference is diagnostic. The next practice task should not be thirty more copies of the same rearrangement. Instead, vary the context, ask the student to name the quantities, justify each step, and check whether the answer makes sense in the situation.
A sustainable Mathematics routine alternates retrieval of foundational skills, short deliberate practice on a specific error, and transfer to a new problem. For a G1 learner this might mean strong number and relationship language before additional abstraction. For a G2 learner it might mean strengthening the algebraic bridge. For a G3 learner it might mean moving beyond rehearsed textbook patterns. The exact task follows the syllabus and student’s needs.
9. English: language can limit other subjects too
English learning in Secondary 2 is not only about writing longer essays or memorising advanced vocabulary. The student must understand the purpose and audience of texts, track argument and inference, select relevant evidence, and write sentences that communicate precisely. Weak reading can also make a science question or a humanities source look harder than the underlying concept. That is why English deserves a place in the subject-wide diagnostic map.
Ask the learner to distinguish ‘I did not know the concept’ from ‘I did not understand what the question required’. Work with short authentic texts and make the student point to the line that supports an answer, explain the difference between fact and inference, and revise a response for clarity. Progress is demonstrated when better language changes performance on unfamiliar material, not simply when vocabulary lists become longer.
10. Science: explain before memorising
Secondary 2 Science learning draws on observation, models, measurement, evidence and explanation. A student may memorise a definition but fail to apply it to a changed experiment. Another may understand a process orally but lose marks through imprecise scientific language. Both deserve targeted teaching. Encourage diagrams, prediction-before-observation, control of variables, and short explanations linking cause to observed result.
Where a school later offers different upper-secondary science pathways, compare the learner’s experience of scientific reasoning and quantitative work with the demands and prerequisites of the options available. Avoid telling families that one combination is universally best. Pure and Combined Science options, where offered, have distinct curricular structures and school entry rules. The student needs a route aligned with capacity, interest and future eligibility.
11. Humanities: make evidence visible
Humanities answers often depend on the quality of reasoning rather than the number of facts remembered. In History, a child may need to test provenance, context, claim and corroboration. In Geography, a learner may need to relate spatial patterns, causes, consequences and plausible responses. In Literature, an interpretation gains strength when textual details and explanation support it. These are learnable habits, not innate gifts.
Choose a sample question and have the student underline the command word. Identify what counts as evidence, explain why a tempting but generic response is weak, and revise the answer. Parents can ask, ‘What in the source makes you say that?’ rather than give the conclusion. This approach improves the reliability of the evidence used when discussing Humanities at a more demanding level.
12. Mother Tongue and Higher Mother Tongue
Language pathways may carry distinctive workload and eligibility conditions. Families should read the school’s current information on Mother Tongue, Higher Mother Tongue and relevant alternatives rather than assume rules inherited from older cohorts. From 2026, MOE broadened initial Secondary 1 Higher Mother Tongue eligibility for students with strong PSLE Mother Tongue results, regardless of their overall PSLE score. That does not mean every learner benefits from adding demand without considering time.
A useful language review distinguishes oral confidence, reading comprehension, writing, listening and independent usage. If the child is performing well only because scripts are rehearsed, extend to fresh situations. If stronger language learning would deepen identity, interest or future routes, treat it as a meaningful educational choice. If it creates disproportionate strain, discuss the available options with the school.
13. The hidden cost of a subject combination
A combination is more than a list of attractive subject titles. It is a timetable, a homework load, assessment patterns, practical work when relevant, outside commitments and a set of future prerequisites. Students often focus on the subject they most want without asking what else must share the week. A second question is equally important: what essential subject will lose time if this option is selected?
Build a realistic weekly budget using school hours, travel, meals, CCA, rest, family responsibilities, homework, revision and open time. Do not fill every remaining hour with tuition. A combination that is technically permissible but requires daily sleep loss is not sustainably designed. The best choice should be academically viable under ordinary weeks, not only during a brief burst of enthusiasm.
14. Distinguish interest from prestige
Interest is not simply liking the name of a subject. It is willingness to engage with its actual work after the novelty fades. A student who says ‘I want Physics’ should be able to describe what they find absorbing about measurement, explanation, modelling or mathematical problem solving. A student who wants Literature should encounter sustained close reading and analytical writing before deciding. Sampling authentic tasks is more informative than status language.
Prestige-based selection can produce a brittle profile: a subject is chosen because it sounds advanced, yet it absorbs the effort required to maintain a gateway subject or protect wellbeing. The opposite mistake is excessive caution that closes an opportunity despite evidence of readiness. Parents should be neither maximalists nor gatekeepers. Ask what the work is, what the student can do, and why the option matters.
15. Course requirements must be checked at source
Families sometimes begin with a desired future course, then assume that more demanding secondary subjects will automatically create access. Post-secondary admissions are more specific. They may depend on designated subjects, subject levels, grades, aggregate calculations and other requirements. The first SEC examination takes place in 2027, and a new Post-Secondary Admissions Exercise is scheduled from 2028 for applications using SEC results. Criteria must be checked against the student’s relevant application year.
Do not promise entry to a JC, MI, polytechnic or ITE programme on the basis of a broad label such as ‘G3 student’. Conversely, do not assume that a mixed-level profile has no route. Use the official MOE and institution guidance to identify actual gates; then ask the school’s education and career guidance team how they apply to the student’s subject portfolio. Re-check these gates when official criteria change.
16. How to compare two combinations fairly
Write each option on a separate sheet. Compare four categories: what the student wants to learn; what the school permits based on current rules; how the workload fits the week; and what future pathways the subjects keep open. Score neither with imaginary precision nor with a single prestige ranking. Instead label each category ‘secure’, ‘needs discussion’ or ‘unknown’ and gather the missing evidence.
If Option A includes a subject the child loves but stretches time, consider what can be removed or simplified before rejecting it. If Option B is safer academically but leaves a meaningful interest unserved, ask about CCAs, enrichment or future elective opportunities. The decision is not only a test of what the student can endure; it is a design problem balancing capacity and growth.
17. What to ask at a school subject-choice briefing
Parents should leave the briefing knowing which combinations are actually offered, prerequisites by subject and level, how school results are used, whether any appeal or review channel exists, what happens when an option is oversubscribed, and the actual submission deadline. Ask about practical requirements and how students can sample unfamiliar subjects. Record school answers in writing rather than relying on other parents’ recollections.
Also ask how a child with a mixed G-level profile is advised. Schools can explain how their timetable, staffing and curriculum structures affect feasible combinations. An online guide can clarify questions but cannot invent a specific school’s offer grid. If an answer seems uncertain, ask the relevant head of department or year-level team rather than extrapolating from another school.
18. The parent–teacher conversation that actually helps
Before the meeting, select two pieces of work that show the student’s present level and one recurring concern. State the question precisely: ‘Would the difficulty with inference prevent a higher Humanities level?’ is more answerable than ‘Can my child do better?’ Invite teachers to describe the evidence behind their advice, the typical demands of the proposed route, and what a realistic trial or bridging programme might look like.
After the meeting, summarise the recommendation in three sentences: current position, reason, next action. Avoid negotiating as though a level is a reward. A subject-level decision should support learning, and schools hold the formal authority for their offerings. The family’s contribution is an accurate account of effort, wellbeing and independent performance outside classroom hours.
19. When a strong student is quietly overloaded
High scores can coexist with an unsustainable system. A learner may use every weekend for preparation, depend on several tutors and have no time to correct mistakes properly. From a distance, the report card looks excellent. A closer review finds that one failed routine or extra CCA week could cause the schedule to collapse. The concern is not ambition itself; it is fragility.
Watch for rising hours with flat understanding, avoidance of unfamiliar questions, dependence on answer keys, loss of sleep, or the student becoming unable to explain a result without prompts. Instead of automatically adding more sessions, simplify the timetable and rebuild independent study. True readiness for more demanding work includes the ability to learn, not merely the ability to survive a practice cycle.
20. When a weaker result conceals real progress
A lower-scoring learner may still be developing the capacity that will create later improvement. Perhaps homework is now captured reliably, conceptual errors are fewer, or explanations are becoming clearer although formal marks have not caught up. These achievements should not be used to excuse a persistent gap. They should be used to identify which mechanism is improving and which remains unresolved.
Compare representative work across time. Ask the student to solve an earlier missed question without notes and then an unfamiliar variation. If both improve, the learning is becoming more durable. If the familiar question improves but the new one does not, transfer remains the bottleneck. Teachers can use this distinction when deciding whether to consolidate or extend.
21. A four-stage revision cycle
Begin with retrieval: without notes, write what the child knows about a small topic. Continue with diagnosis: compare against the syllabus or worked example and identify the exact missing step. Next comes targeted repair: study the principle, practise it and explain why it works. Finish with transfer: solve a different problem or respond to a new text that uses the same underlying idea.
This cycle prevents the common mistake of equating time at a desk with learning. A revision session can be short and productive if it changes the student’s ability to act independently. A long evening can be unproductive when it consists of copying notes, rereading solutions or completing question after question without examining recurring errors. Record the outcome, not just the hours.
22. How to organise the Secondary 2 calendar
At the beginning of the school year, enter known school events, CCA commitments, assessment windows, consultation dates and subject-choice milestones into one shared view. Keep flexible periods for unpredictable schoolwork. Because mid-year examinations were removed across secondary levels by 2025, families should not assume an old half-year examination timetable still governs progress. Schools may continue to use other assessment arrangements.
Once a month, compare scheduled work with the student’s actual capacity. A calendar is a decision tool: it should reveal clashes early enough to act. During high-demand weeks, protect sleep and prioritise the core bottleneck rather than introducing ambitious new resources. During quieter weeks, rebuild foundations, read widely and explore upper-secondary interests without the pressure of an immediate test.
23. Distinguishing a content gap from an executive-function gap
Two students may miss the same assignment for different reasons. One understands the topic but loses track of deadlines; the other records every instruction but cannot start because the knowledge is missing. The first needs a clearer capture and planning routine. The second needs teaching and guided practice. Treating both as low motivation leads to ineffective support and unnecessary conflict.
Use four prompts: What exactly was the task? Can the student explain the first step? Was sufficient time available? Can the student proceed without an adult completing the thinking? If the task was not understood, clarify. If the subject knowledge is weak, teach. If the time budget is impossible, reduce or redistribute commitments. If dependence persists, scaffold independence and gradually withdraw prompts.
24. A hypothetical case: mixed strengths, good judgement
Consider fictional student Alicia, who offers Mathematics at G3, English at G2 and Science at G2. Her Maths results are stable, but her science answers are often too vague, and she spends long evenings on comprehension. A superficial strategy would be to push every subject upward because one G3 result proves she is ‘high ability’. A better strategy is to protect her Maths strengths, diagnose language-related science errors and rebuild independent reading.
Her family examines whether a higher Science level is viable only after studying her explanations, teacher feedback and workload. They also investigate upper-secondary combinations actually offered at her school. Alicia is not an inconsistent student because her levels differ. The mixed profile is a useful description of what she currently needs, and those needs may change with sustained progress.
25. A hypothetical case: marks without transfer
Fictional student Tricia receives impressive marks on routine exercises and wants the most demanding combination available. However, in unfamiliar problems she freezes until someone tells her which formula applies. Her parent initially interprets additional practice as the answer. The teacher instead recommends solving fewer, more varied problems, keeping an error notebook and verbalising the reasoning before looking at solutions.
Over six weeks the family observes whether Tricia can identify a method independently and recover from a wrong first attempt. If she can, that is stronger evidence of readiness than repeating a perfect score on a narrow question bank. If not, consolidation is a responsible academic choice rather than a rejection of her ambition.
26. A hypothetical case: resilience before expansion
Fictional student Kai Kai has become more organised than in Secondary 1 but still struggles with English reading and writing. He is drawn to History because he enjoys discussions. A quick assumption that weaker English rules out Humanities would be too crude. The family looks closely at his ability to explain a source, identify evidence and write coherent reasons, then asks his school which Humanities routes might suit him.
His plan combines reading practice with short source-based responses and teacher feedback. A small improvement in evidence use may matter more than memorising an extra chapter. His interest deserves to be taken seriously; the decision nevertheless requires a clear view of actual curriculum demands and independent performance.
27. The six-week subject-choice exploration
In Week 1, collect school requirements and identify candidate subjects. In Week 2, sample authentic tasks and ask the student to rank interest after doing the work, not before. In Week 3, observe independent task completion. In Week 4, discuss performance and workload with relevant teachers. In Week 5, compare feasible combinations and future requirements. In Week 6, document the selected route and any necessary bridging actions.
This is a planning protocol, not an official school timetable. If deadlines are sooner, compress it. If guidance arrives later, adapt the sequence. The point is to prevent a decision driven entirely by one mark, a friend’s choice or anxiety about prestige. A student should be able to explain not only what was chosen, but why that choice fits the evidence.
28. What an effective bridging plan contains
A good bridge identifies prerequisite knowledge, the exact standard expected in the new subject, and the gap between them. It allocates realistic practice opportunities with feedback and a clear decision point. A poor bridge simply assigns more worksheets. For Mathematics, bridge tasks may test algebraic fluency and applied reasoning; for English or Humanities, comprehension, evidence and writing; for Science, models, calculations and experimental explanations.
Schools may use their own bridging arrangements. Parents should not promise that a self-designed plan guarantees a subject-level change. Use the plan to increase readiness and give teachers better evidence. Maintain the learner’s existing essential subjects while bridging. A transition that improves one subject by dismantling all the others has not been designed responsibly.
29. Avoid five recurrent Secondary 2 mistakes
One mistake is calling the student a permanent G1, G2 or G3 child instead of discussing subjects. A second is comparing marks across unequal assessments. A third is choosing subjects because friends chose them. A fourth is assuming that any future pathway can be determined from an old admissions pamphlet. A fifth is equating additional tuition hours with readiness. Each mistake substitutes a proxy for the actual learning or decision problem.
The corresponding correction is to maintain a subject-specific evidence map, interpret performance with teachers, sample real tasks, consult current official requirements and measure independent transfer. Parents can be ambitious without being indiscriminate, and cautious without closing doors reflexively. Precision in the question creates proportionate support.
30. What a strong end-of-year handoff looks like
By the end of Secondary 2, the student should know the levels and subjects they are likely to take next year, the reasons for that plan, and the most important prerequisite gaps to repair. They should also possess a workable weekly study routine, know how to ask a teacher for clarification and be able to explain at least one example of learning from error. The parent should know which guidance came from MOE, which from the school and which remains provisional.
A good handoff does not require the student to choose a lifelong career. It needs enough clarity to begin Secondary 3 with purpose and room to grow. The student enters the next year not as a score converted into a timetable, but as a developing person whose strengths, interests and capabilities are now being translated into subject choices.
Parent and student questions: practical answers
Is Secondary 2 a streaming year?
Not in the old Express/Normal sense for the Full SBB cohorts. It is an important planning year because schools advise on appropriate upper-secondary subjects, levels and combinations. Those decisions should be discussed with the student and school using current criteria.
Can a PG1 or PG2 student take a G3 subject?
A student’s Posting Group is not a permanent description of every subject. Full SBB allows eligible students to offer subjects at more demanding levels at appropriate junctures. Ask the school about the specific subject, criteria, timing and support rather than relying on a blanket assumption.
Should every strong G2 student automatically move to G3?
No. Achievement is useful evidence, but the learner also needs to manage the next level’s demand alongside the rest of the timetable. Teacher advice, independent performance, resilience, workload and personal goals matter.
Can Humanities be taken at a more demanding level in Secondary 2?
There are Full SBB opportunities for eligible students to offer Humanities at more demanding levels from Secondary 2. The exact offer and school processes must be checked with the student’s school.
Do students sit the SEC in Secondary 2?
No. Secondary 2 involves school-based learning and assessment. The Singapore-Cambridge Secondary Education Certificate is the national qualification taken at the end of secondary education, with its first examination in 2027 for the new Full SBB cohort.
Are there still mid-year exams?
MOE’s system-wide removal of mid-year examinations was completed by 2025. Schools still evaluate learning through other assessments and classroom evidence; families should follow the actual school assessment calendar.
What if my child wants a subject the school does not offer?
Start with the school’s current option list and ask whether a suitable alternative, enrichment opportunity or other future route exists. Do not assume every secondary school offers identical subject combinations.
Is the most demanding combination the safest for university?
Not necessarily. Admissions depend on actual subject prerequisites, levels, grades and the post-secondary route. A combination that damages learning and wellbeing may narrow rather than enlarge real choices. Check official requirements for the relevant admission year.
Should parents buy all Secondary 3 textbooks early?
Only after the student’s actual subjects and levels are confirmed by the school. Early purchasing based on assumptions can be wasteful, especially when a subject-level review or combination change is still possible.
What should a child do during the year-end break?
Review core prerequisite gaps, read broadly, restore sleep and practise a sustainable routine. A concise bridge tailored to the chosen subjects is more valuable than racing through every upper-secondary chapter before teachers begin.
Does a high G1 score equal a high G3 score?
No. Assessments are pitched to different subject levels. To compare readiness, look at the learner’s performance against the proposed demands, using school advice and suitable evidence rather than equating raw percentages.
When should a parent intervene?
Intervene when the evidence identifies a persistent gap, an unsustainable workload, loss of independence or wellbeing concerns. First distinguish organisation, knowledge, time and motivation issues; then select support proportionate to the cause.
Authoritative reading and related eduKateSG guides
Full Explanation of G1, G2 and G3 Secondary Education in Singapore is the main reference hub. The earlier chapter is How Secondary 1 Works After PSLE. For decisions about level adjustments read How Subject-Level Movement Works; for subject selection read How Subject Combinations Work; for report interpretation see How to Read School Reports; and for the eventual pathways see SEC Results and Post-Secondary Routes.
Policy sources: MOE Full Subject-Based Banding; MOE 2024 announcements on SEC and progression; MOE 2026 announcements on the Post-Secondary Admissions Exercise; and MOE Education Conversations on assessment policy. School offerings and review timelines are school-specific and may change.
Final principle: make a choice the learner can explain
The true result of Secondary 2 is not a boastable string of subject labels. It is a coherent learning portfolio: subjects selected with care, weaknesses identified without shame, strengths given genuine room, expectations matched to available time, and a student increasingly able to describe how they learn. That is the foundation on which Secondary 3 can build.