G1 vs G2 vs G3: Differences, PSLE & SEC

What is the difference between G1, G2 and G3 in Singapore secondary schools? G1, G2 and G3 are three subject levels under Full Subject-Based Banding (Full SBB). G stands for General. G1 is mapped from the former Normal (Technical) subject standard, G2 from Normal (Academic), and G3 from Express. G3 generally has the greatest academic demand of the three for comparable levelled subjects. The labels describe the subjects a student studies; they are not separate permanent school streams.

Here is the point that clears up most confusion: PG1, PG2 and PG3 are Posting Groups used for entry to secondary schools; G1, G2 and G3 are levels of individual subjects once students study there. The posting group guides the initial level of most subjects, but a pupil may offer different levels for English, Mathematics, Science and other subjects where permitted. This is why a child in PG2 may be offered G3 Science or Mathematics.

Parents commonly ask whether a child can change levels, whether G1 means ITE is the only future, whether G2 prevents polytechnic admission, and whether G3 automatically means O-Levels. The answers are best understood through real school decisions and the Singapore-Cambridge Secondary Education Certificate (SEC), beginning in 2027.

Quick comparison: G1 vs G2 vs G3

Level	What G means	Former standard mapped to	What the label describes	What it does not mean
G1	General 1	Normal (Technical)	The level of a particular academic subject	A permanent stream, a fixed career destination or a measure of personal worth
G2	General 2	Normal (Academic)	The level of a particular academic subject	A separate N(A) stream or a ceiling on future subject learning
G3	General 3	Express	The more demanding mapped level of a particular subject	Automatic PG3 admission, automatic JC entry or all subjects at one level

These mappings are useful historical explanations but not exact copies of old school identities. Full SBB removes the separation of students by Express, N(A) and N(T) streams for cohorts entering Secondary 1 from 2024. It introduces mixed form classes, subject-specific choices and a common national examination certificate from 2027. Your child’s actual combination matters more than the number they are first associated with.

Posting Groups and PSLE scores: a different table

PSLE score	Possible Posting Group(s)	Indicative level of most subjects when starting Secondary 1
4–20	PG3	G3
21–22	PG2 or PG3	G2 or G3, depending on posting choice
23–24	PG2	G2
25	PG1 or PG2	G1 or G2, depending on posting choice
26–30	PG1	G1, subject to the published English and Mathematics conditions

These are indicative admission group ranges in MOE school guidance, not a substitute for the detailed Secondary 1 Posting rules or school-specific cut-offs. A student eligible for a particular posting group is not automatically guaranteed admission to every school through that group. The table also does not say that all academic subjects remain at one level throughout secondary school.

The essential questions parents ask

Do you know? Why are there G1, G2 and G3 instead of Express, N(A) and N(T)?

The earlier streaming system grouped students into broadly separate courses. Full SBB recognises that a child’s strength can differ by subject, allowing greater customisation rather than assigning a single course standard to every academic subject. MOE also aims to provide more interaction among pupils with different profiles through mixed form classes and common curriculum periods.

The change is not simply a marketing exercise: school timetables, subject groups, opportunities to study at more demanding or less demanding levels and national certification arrangements are different. Academic requirements still exist, and they matter when applying for further education. The key principle is matching each subject to readiness while preserving a sensible balance of challenge, confidence and long-term opportunities.

Do you know? Does G3 mean better than G2, and G2 better than G1?

The numbers represent different academic levels of subject demand, with G3 generally the most academically demanding among the three for comparable subjects. But “better” is a poor way to describe a whole student. A pupil studying G3 Mathematics while struggling to understand the work may not be learning more effectively than a pupil building strong, independent G2 Mathematics skills. Level and quality of learning are different dimensions.

When discussing options, ask whether the learner can explain concepts, complete unfamiliar questions and sustain the workload. The goal is not to maximise every number on the report book. It is to build a capable young person and select sufficiently demanding qualifications for realistic interests and future courses.

Do you know? What does the G in G1, G2 and G3 stand for?

The G stands for “General”. The numeral identifies the subject level. It does not stand for grade, gifted, group, government or a particular mark earned in a test. A student receives assessment results separately from the level of the subject they are studying.

This distinction prevents a common mistake at parent–teacher meetings. “My child got 70% in G2 Science” is meaningful because it identifies both the level and the result. “My child is G2” does not tell you whether the pupil is strong at Mathematics, how their language subjects are organised or whether they have a higher-level offer.

Do you know? Is Posting Group 3 the same as G3?

No. PG3 is used for school posting and determining the indicative start of Secondary 1 studies. G3 is used to describe the level of an individual subject. A PG3 pupil might take most subjects at G3 but offer one subject at G2, depending on school arrangements and needs. A PG2 pupil might take one or more subjects at G3.

Parents should request two separate pieces of information: the admission group used during Secondary 1 posting and the actual subject-level list after offers have been accepted. The first explains how school entry was organised; the second explains everyday teaching, textbook choices and examination preparation.

Do you know? Can students mix levels, such as G3 Science, G2 Mathematics and G1 Mother Tongue?

Full SBB permits subject-specific levels where eligibility and school arrangements allow. Exact combinations depend on the subjects offered, academic performance, applicable rules and any special provisions for languages. A hypothetical mixture may help explain the concept, but families should not assume any particular combination is automatically approved.

The right action is to request the current subject list and any relevant offer letters from the school. Where a child is strong in Science but needs additional Mathematics support, ask how the two subjects can be managed and whether future upper-secondary choices have Mathematics prerequisites. Treat the mixture as an academic plan requiring thought, not as an odd exception.

Do you know? Does Full SBB put every child in the same classroom?

Students share mixed form classes for important parts of lower secondary, including common curriculum subjects such as Art, Design and Technology, Food and Consumer Education, Music, Physical Education and Character and Citizenship Education. For levelled academic subjects, they may attend separate teaching groups according to G1, G2 or G3.

This combination allows shared school identity while recognising that English, Mathematics or Science may require different teaching demands. It does not mean every student reads the same textbook or sits the same examination paper. Ask the school to show how the daily timetable actually works, especially if the child changes subject level.

Do you know? Can a PG1 child take G2 or G3 Mathematics?

Yes, when eligibility criteria are met and the school offers the relevant subject level. At the start of Secondary 1, specific PSLE subject grades can make a learner eligible for a more demanding English, Mathematics, Science or Mother Tongue course. MOE schools describe Standard PSLE AL5 or better for certain PG1 G2/G3 offers, and Standard AL6 or Foundation AL A for a G2 offer, subject to detailed school conditions.

Later movement may also be possible as the pupil grows in competence. Rather than assuming every child who enters through PG1 must wait years to study a more demanding subject, check the current offer letter and speak with the subject teacher. An option should be selected because it fits the child’s readiness and interests, not because the family feels embarrassed about a number.

Do you know? Can a PG2 child take G3 English?

Yes. For example, a pupil whose aggregate PSLE score places them in PG2 may have obtained a sufficiently strong individual English Language result to qualify for a G3 English offer at Secondary 1. The school’s published PSLE eligibility and subsequent assessment criteria determine what is possible.

The family should examine how the learner reads unfamiliar texts, expresses and supports ideas, writes accurately and manages the increased learning demand. Accepting a higher level can be beneficial for a suitable pupil, but it also creates an obligation to bridge any gaps. An offer is an opportunity, not a guarantee of high marks.

Do you know? Can students move between G levels after Secondary 1?

Yes, subject to school assessment and suitable review points. Full SBB provides opportunities for pupils to study subjects at more or less demanding levels as their strengths, readiness and needs become clearer. Some MOE schools publish a reference threshold of 75% in the current level as one condition for offering a subject at a higher level, alongside holistic assessment of the pupil’s ability to cope.

Movement is not automatic promotion or demotion. The teacher must consider whether the pupil understands the foundation, whether the next syllabus contains material not yet studied and whether the overall workload is manageable. Parents should ask for the school’s current criteria and how bridging support works.

Do you know? Can a student move directly from G1 to G3?

At the start of Secondary 1, a PG1 student with the appropriate strong PSLE result in a particular subject can be eligible for a G3 offer under the published arrangements. Subsequent movements depend on school decisions, suitable timing and subject readiness. It is not correct to assume every pupil can bypass any content gap or demand a direct move whenever they score well on a single test.

A more useful aim is to identify the next learning requirement. Ask what G2 and G3 work demand in the relevant subject and have the child attempt representative unfamiliar problems. If skills are missing, a bridging plan should teach them in a logical order. Confidence becomes meaningful when understanding transfers.

Do you know? Can G3 be reduced to G2 without affecting other subjects?

A school may consider a less demanding level in a specific subject based on performance and holistic needs, while the learner’s other subjects can remain at their existing levels where appropriate. Any level change should involve consultation because the effect on the SEC result and future course prerequisites may be significant.

Before changing a level, determine whether the difficulty is temporary or persistent. A pupil who has just moved school, been unwell or missed a topic may need targeted support rather than an immediate syllabus change. Compare sustained independent performance, school feedback, personal well-being and future options. Record the decision and the reasons so it can be reviewed intelligently.

Do you know? Is there one common examination paper for G1, G2 and G3?

No. A common SEC certification framework beginning in 2027 does not mean that the content and assessment demands become identical for all subject levels. Students sit for subjects at the level they offer, and applicable syllabus codes and examination structures distinguish what they are assessed on.

Parents should use the published SEAB syllabus for the specific subject and year. Avoid relying on the old statement “everyone sits O-Levels” or assuming an equal grade printed at two levels represents identical subject demand. The qualification, level and grade must be read together, especially for post-secondary admissions.

How differences appear in learning

Do you know? How does G1 versus G2 versus G3 Mathematics feel to a learner?

All suitable Mathematics teaching depends on secure foundations such as number sense, mathematical language, relationships and careful working. Across levels, the breadth, complexity and expected depth of questions differ. One pupil may need to practise expressing a practical percentage change accurately; another may need to form algebraic equations from several linked conditions or justify a multi-step method.

A parent need not compare three full syllabuses by intuition. Obtain actual school examples and observe the child solving an unfamiliar task. Does the learner understand the wording, know which quantities matter, select a defensible method and check the result? The first breakdown tells you what to teach next. Faster completion of familiar worksheets is not by itself evidence of readiness for another level.

Do you know? What changes between G1, G2 and G3 English?

English Language at each appropriate level develops communication and comprehension, but the specific syllabus and assessment expectations vary. Parents may see differences in the complexity of texts, writing demands, interpretation and the degree of independence expected in responses. Strong practical communication remains valuable at G1; clear evidence and argument matter at the higher levels as well.

Use the child’s work to diagnose the genuine obstacle: decoding vocabulary, identifying the main idea, drawing inferences, organising a paragraph or revising for the intended reader. The best support may be a daily reading habit, a careful writing routine or explicit practice in explaining evidence. Resist buying the “highest-level” workbook without knowing what skill needs repairing.

Do you know? What should parents compare in Science?

Compare the current syllabus, the sophistication of scientific explanations, practical and data skills, and the level of transfer expected in unfamiliar contexts. Memorising definitions does not establish mastery even when a question looks easy. Students need to observe carefully, distinguish claims from evidence and apply principles with appropriate precision.

For example, show a graph or short experiment described in the child’s school material. Ask what changes, what stays controlled, what pattern appears and how the proposed explanation follows. If the child can solve a rehearsed item but cannot explain why the evidence supports the answer, the next step is reasoning practice. Consult the actual G1, G2 or G3 syllabus before discussing future subject upgrades.

Do you know? Are all subjects offered at every level?

No. Different subjects have different level structures and SEAB syllabuses, and each secondary school has its own approved subject offerings. Lower-secondary common curriculum subjects are not simply three interchangeable versions of every G-level academic subject. At upper secondary, elective availability, prerequisites and timetable combinations can narrow choices further.

Parents planning ahead should ask three questions: Is the subject an approved syllabus for the relevant examination year? Does the school actually offer it? Is the child eligible to take it alongside the rest of their combination? A “yes” to the first question does not automatically answer the other two.

Do you know what subject levels can mean for the future?

Do you know? Will G1 and G2 students receive a different certificate from G3 students?

Students in the Full SBB cohorts sit the Singapore-Cambridge Secondary Education Certificate from 2027, replacing the older separate N- and O-Level national examination certificates. The SEC records subject-level information rather than pretending all syllabuses are identical. Different subjects and grades can contribute to different educational opportunities under their respective entry requirements.

The shared certificate reflects a system with more flexible subject combinations, not a guarantee that every result qualifies for every course. A family should check the subject, level, grade and year of admission together when exploring destinations.

Do you know? Is G3 required for junior college?

JC admission has prescribed entry requirements and aggregate scoring rules reflecting the academic preparation needed for pre-university study. MOE announced a shift from six subjects under L1R5 to five subjects under L1R4 from the 2028 intake, together with related subject requirements and thresholds. Parents should consult the official rules for their child’s entry year.

It would be misleading to suggest that a single SEC certificate makes any mixture of G1, G2 and G3 sufficient for JC. Students who are interested in a JC route should discuss relevant G3 subject prerequisites early, monitor progress and consider appropriate alternatives, including pathways that lead to further qualifications over time.

Do you know? Can a G2 subject count towards Polytechnic Year 1 entry?

MOE’s announced 2028 changes allow one G2 subject to be included in the five-subject ELR2B2 aggregate under specific rules, while the other four subjects must still be taken at G3. Course-specific subject criteria continue to apply. This means that a mixed G2/G3 academic profile can matter positively in a way that older simplified advice may overlook.

It does not mean a student offering only G2 subjects automatically qualifies for Polytechnic Year 1, nor that a G2 subject can replace any G3 subject. Check the actual “English”, “Relevant” and “Best” subject requirements. A well-chosen G3 level in Mathematics or a relevant Science may have importance for certain course families.

Do you know? What about the Polytechnic Foundation Programme?

PFP is one route that can support eligible secondary-school graduates in progressing towards diploma studies. It is not the same exercise or entry formula as direct Polytechnic Year 1 admission, and it comes with its own requirements. Families should look up the PFP arrangements that apply to the relevant SEC intake instead of relying on older descriptions tied to the previous N-Level system.

First identify courses that suit the student’s interests, then compare published entry criteria. If a particular course is attractive, find which subject levels and grades are required and what alternative qualifications can also lead towards it. Eligibility to apply should never be confused with guaranteed admission.

Do you know? Does G1 mean ITE is a dead end?

No. ITE provides technical and career-focused qualifications, and eligible graduates may pursue further training or apply for other educational programmes according to specific criteria. A student’s route after G1 depends on the actual subjects taken, their qualifications and subsequent performance. It is inaccurate and harmful to present any legitimate educational institution as evidence of failure.

An informed parent might compare an ITE engineering course with a related polytechnic diploma, focusing on teaching style, practical content, entry conditions and progression routes. The student then has a genuine reason to strengthen Mathematics, English or a technical skill. Clear pathways are more motivating than abstract pressure to chase a label.

Do you know? Could a student who began in G1 eventually reach university?

Future admissions depend on qualifications earned along the way. Some learners progress through technical or diploma routes and later meet the selection conditions for further study, although admission is never automatic. The starting subject level at age twelve is not a complete forecast of a person’s achievements in adulthood.

Plan in stages. What is needed to succeed in the next year? Which subject strengths can be developed? What qualification provides the next recognised opportunity? What grades or skills will that progression require? This gives the child a realistic map while recognising that interests and abilities can change with time.

Do you know? Why is January 2028 mentioned in SEC discussions?

MOE announced that students taking the first SEC examinations in 2027 will receive results in January 2028 and can participate in a new Post-Secondary Admissions Exercise introduced from 2028. It will coordinate applications to several routes, replacing a number of existing main admissions exercises. Some early admission processes continue.

This date matters when families read advice from the N-Level and O-Level era, which may refer to a different sequence of results and applications. Check the latest MOE announcement for the actual cohort, and pay attention to eligibility as well as deadlines.

A decision framework when your child receives a subject-level offer

Question to settle	Evidence to use	Decision to make
Is the child eligible?	School offer letter and current MOE/school criteria	Confirm which levels are genuinely available.
Is the present foundation secure?	Unaided schoolwork, corrected errors and teacher feedback	Identify any bridging content before accepting greater demand.
Does the child want the subject?	Interests, motivation and actual work samples	Understand whether the challenge is meaningful.
Can the timetable absorb the change?	Homework load, commute, CCA, sleep and other subject requirements	Adjust routines without sacrificing health.
Does this subject matter for future options?	School subject-combination guide and official entry prerequisites	Preserve relevant pathways without overloading every subject.
When will the school review it?	Year-level processes and teacher guidance	Agree on a checkpoint and measures of progress.

Five realistic family examples

Example 1: PSLE score 22 and the PG2/PG3 choice

A student with a PSLE score of 22 may have an eligibility choice between PG2 and PG3 under the indicative posting ranges. The family compares realistic schools rather than assuming that the higher posting group is always the better decision. They consider the pupil’s individual subject results, confidence with schoolwork, transport time, school programmes and available support. They also ask whether the child could take a stronger individual subject if entering through PG2. This decision should be grounded in current MOE posting rules and school-specific information.

Example 2: PG1 with a strong Mathematics subject score

A student is admitted through PG1 but has performed well enough in the individual PSLE Mathematics subject to receive a school offer at G2 or G3, where eligible. The family looks at the offer and tests the pupil on unfamiliar questions rather than comparing siblings. The child may take stronger Mathematics while other subjects remain at G1. The arrangement recognises a real strength, but the family keeps a bridging and workload plan so the new subject does not become an unmanaged pressure.

Example 3: PG2 pupil ready for G3 Science, less ready for English

A learner starting mostly at G2 enjoys experiments and can reason clearly about data. The school offers G3 Science after reviewing eligibility, while English stays at G2. The family supports Science through explanation practice and strengthens English reading through short, frequent sessions. They do not force the child to move every subject at once. At later school reviews they can consider whether another subject is ready for greater challenge.

Example 4: Strong G3 examination scores but fragile study habits

A teenager takes predominantly G3 subjects and has good marks, but every assignment depends on lengthy parental supervision. The family sees that academic level and independent learning are different things. Instead of adding more tuition immediately, they work on planning homework, checking errors and retrieving knowledge without notes. The objective is to sustain real understanding and well-being, not merely preserve the highest subject labels.

Example 5: A technically minded learner planning a future qualification

A pupil enjoys building simple electronics projects and writing step-by-step instructions. Their current Mathematics is at G1 or G2, and their parents are anxious about post-secondary options. They explore recognised ITE and polytechnic course descriptions, identify actual entry requirements and design school learning tasks around measurement, accurate language and problem solving. The family does not promise a diploma or degree. Instead, they create a chain of achievable qualifications and revisit it as the child develops.

Short answers to questions parents search for most

Do you know? Is G3 the same as an A grade?

No. G3 is a subject level. A grade or percentage measures performance within an assessment. Neither term should be confused with Posting Group 3, which is a Secondary 1 admission category.

Do you know? Can my child fail G3 but pass G2?

The syllabuses and assessments differ, so scores across levels are not automatically interchangeable. A poor result at one level should trigger diagnosis, not a speculative conversion to another level’s pass mark. Ask the school what subject-level review options exist.

Do you know? If my child takes G3 Mathematics, must they take G3 Science?

No automatic across-subject rule follows. Subject-level decisions depend on eligibility and readiness, although certain upper-secondary combinations and future courses may have prerequisites. Confirm both subjects with the school.

Do you know? Can students take G1 English but G2 Maths?

Subject levels can vary when approved under current school arrangements. The actual possible combination depends on eligibility, school offerings and rules. Refer to the child’s official subject list, not a hypothetical model.

Do you know? Do all G2 learners study the same subjects?

No. Compulsory subjects, subject-level offers, electives and school offerings vary. The level does not define a single complete timetable across every secondary school.

Do you know? Does G1 or G2 mean a child cannot succeed in life?

No. These terms describe the academic demand of subjects during secondary school. Later education, qualifications, skills and personal development depend on many factors, including the opportunities and support available.

Do you know? Can a Secondary 3 student change subject levels?

Changes may be possible at approved school review points, but timing, subject requirements, curriculum gaps and national examination preparation become especially important. Speak to school leaders before assuming a late change is straightforward.

Do you know? Can I insist that the school put my child into G3?

Parents can ask about the published eligibility criteria and discuss evidence of readiness, but level offers and approvals are subject to school processes. A constructive request includes work samples, demonstrated improvement and a willingness to address bridging gaps.

Do you know? Is Full SBB the same as every pupil sitting the same SEC paper?

No. Students share the SEC qualification framework but sit subjects at their respective levels. Check the relevant SEAB examination syllabus and subject code.

Do you know? Should I buy G3 books to help a G1 child advance?

Not as the default response. Use the school’s correct current-level booklist first, identify gaps and add suitable challenge material only when prerequisites are stable. Advanced worksheets cannot replace missing foundations.

Do you know? Will all secondary schools offer G3 Additional Mathematics?

No school should be assumed to offer every elective or combination. Check current school subjects, prerequisites, possible cohort changes and timetable restrictions.

Do you know? Is Higher Mother Tongue simply G3 Mother Tongue?

No. Higher Mother Tongue has distinct syllabus and eligibility arrangements. Consult the language department and official rules; do not treat the terms as synonyms.

Do you know? Are PG1, PG2 and PG3 labels written on the SEC?

Posting groups primarily serve admission and initial subject-level guidance. The meaningful examination information is the subjects and their respective levels and results under the SEC framework.

Do you know? What happens if my child changes levels and misses lessons?

Bridging support and additional independent learning may be needed because the other level may have covered different content. Request a precise list of missing material and a plan for checking mastery.

Do you know? Does one G2 subject guarantee Polytechnic Year 1 eligibility?

No. The planned 2028 rules allow a specified G2 subject to count within ELR2B2 under conditions, with four other required G3 subjects. Course prerequisites and aggregate cut-offs still apply.

Do you know? Can G1 students qualify for awards or school leadership?

Students can develop strengths and contribute through academic effort, CCA, service and leadership according to the relevant school and award criteria. Their subject level alone is not a complete description of achievement.

Do you know? Is the old N(A)-to-Secondary-5 advice still current?

Older advice may describe cohorts and national examinations before SEC 2027. Use the current MOE admissions and SEC guidance for students under Full SBB rather than assuming the historical route is unchanged.

Do you know? When should we decide on future careers?

Explore interests from lower secondary and refine choices over time. A twelve-year-old does not need a permanent career promise. The family can identify strengths, check qualifications and revisit opportunities at subject-choice and examination milestones.

Do you know? What should I do when adults compare my child’s G level?

Return the discussion to evidence and support: what the child understands, how the work is improving and which subject decisions are sensible. Comparisons that ignore subject-specific strengths are often inaccurate and unhelpful.

Do you know? Where can I confirm current information?

Use MOE Full SBB and Secondary 1 Posting guidance, your school’s official notices, current SEAB syllabuses and the latest post-secondary admissions criteria. Online parent discussions can offer experiences, but they are not authoritative statements of eligibility.

A parent checklist from PSLE to the SEC

Record the exact PSLE total and the Achievement Level for each individual subject.
Separate the Posting Group used for admission from the G level of each actual subject.
Read every higher-level subject offer carefully and observe the school’s response deadline.
Confirm the correct subject textbooks and timetable before buying extra materials.
Ask for examples of independent work and corrected errors rather than only headline marks.
Discuss meaningful level changes with the school and obtain bridging guidance.
Check that the pupil has time for sleep, CCA, physical activity and friendships.
Review upper-secondary electives and actual school prerequisites in Secondary 2.
Use SEAB syllabus codes and official SEC dates for the graduating cohort.
Work backwards from a realistic set of JC, polytechnic, PFP or ITE options without promising automatic admission.
Update the plan whenever the school reviews the subject level or MOE changes entry arrangements.
Remind the learner that a level describes the present learning programme, not their worth or permanent potential.

How to use this guide in a twenty-minute family conversation

Spend the first five minutes confirming the terminology. Ask your child to explain what G1, G2 and G3 mean and why their Posting Group is different. Then write the level of each actual academic subject on a sheet. If either parent does not know the full subject list, consult the school timetable rather than guessing.

Spend the next five minutes on one strength and one difficulty. Ask the student to show recent independent work, and allow them to explain the earliest mistake and what they learned from it. Do not use the conversation to rank classmates or siblings. This makes the support plan more precise and less threatening.

Use another five minutes to consider options. Is there an offered higher-level subject? Would a subject-level adjustment help? What does the subject teacher recommend? Are any important upper-secondary prerequisites involved? If you do not have enough evidence, write the question for the next school conversation and keep the current plan steady until then.

Use the final five minutes to agree on one measurable next step, such as independent correction of three questions or completing a short reading task and explanation. Set a date to review what actually improved. This modest process respects both the real differences between subject levels and the fact that young people develop over time.

Official sources

The answer in one sentence: G1, G2 and G3 describe different levels of subjects, not three types of children. Understand the level, check the school’s actual options, build genuine competence and make each new decision with the student’s strengths and future prerequisites in view.

What Is the Difference Between G1, G2 and G3? | Do You Know? Full SBB Questions Parents Ask