How to survive G1 SEC 2027 across the complete SEAB subject list? Start by identifying the student’s actual registered subject and syllabus code, not a stream label or a worksheet borrowed from another level. Then find the first idea that is difficult—reading a question, writing a clear message, using units, explaining an observation, handling practical skills or completing authentic coursework—and practise it through one guided example and a different independent task.
Quick answer: SEAB lists 15 G1 syllabuses for school candidates in the first Singapore–Cambridge Secondary Education Certificate examination in 2027: seven Cambridge subjects, five local subjects and three MOE–ITE applied subjects. The applied subjects are available only at approved schools, and 2027 is their last stated examination year in SEAB’s current list. All 15 subject guides below are already published and link to the corresponding 2027 syllabus route.
What can students look forward to? G1 is the level of an individual subject, not a life sentence or a verdict on ability. Under Full Subject-Based Banding, a pupil may study a combination of G1, G2 and G3 subjects according to school decisions and readiness. Skills learnt in G1—accurate communication, mathematical reasoning, scientific explanation, creativity, safe practical work and customer understanding—can support further training and careers. 2028 post-secondary eligibility depends on the full SEC profile and each course’s conditions, not simply holding any single G1 subject.
Choose the exact 2027 G1 SEC syllabus before choosing the revision plan
These 15 codes are taken from SEAB’s official 2027 G1 syllabus directory, updated 12 October 2026. The linked pages are published eduKateSG study guides, not official SEAB specimen papers or claims that every subject is offered by every secondary school. Confirm the learner’s own subject registration and the most recent documents.
Which of the 15 subjects should a student actually prepare for?
The first decision is administrative, not academic: check the school’s timetable, subject selection and registration. A student taking G1 English and Mathematics might offer a Science or technical subject at another level. Studying the wrong examination code wastes time and can introduce content that the pupil was not expected to know.
Do not turn the complete subject list into a shopping list of fifteen tutors. These are possible subjects in the 2027 school-candidate directory, not a requirement for one child to take all of them. Ask the school which were offered and registered, then match practice to those syllabuses.
Under Full SBB, an appropriate adjustment in subject level is possible subject to school processes, but a single good weekly lesson does not automatically authorise promotion. The learner’s academic readiness, workload and wider goals matter.
Seven Cambridge subjects: match study strategy to the form of assessment
English Language — K100
Read and respond to meaning; purposeful writing, language use, listening and oral communication. Open the detailed first-principles subject survival guide. Ask the child what the course tests in writing, calculation, practical tasks, projects or authentic investigation. The correct proportion of teaching time should follow the current syllabus and the individual’s weaknesses, not an all-purpose exam booster.
Mathematics — K110
Number and Algebra, Geometry and Measurement, Statistics and Probability; show working and check units. Open the detailed first-principles subject survival guide. Ask the child what the course tests in writing, calculation, practical tasks, projects or authentic investigation. The correct proportion of teaching time should follow the current syllabus and the individual’s weaknesses, not an all-purpose exam booster.
Design and Technology — K124
Human needs, design process, mechanisms, electronics and authentic making. Open the detailed first-principles subject survival guide. Ask the child what the course tests in writing, calculation, practical tasks, projects or authentic investigation. The correct proportion of teaching time should follow the current syllabus and the individual’s weaknesses, not an all-purpose exam booster.
Nutrition and Food Science — K125
Nutrition, food labels, meal planning, food safety, supervised three-dish practical coursework. Open the detailed first-principles subject survival guide. Ask the child what the course tests in writing, calculation, practical tasks, projects or authentic investigation. The correct proportion of teaching time should follow the current syllabus and the individual’s weaknesses, not an all-purpose exam booster.
Art — K126
Visual communication, original artwork, artistic investigation and evidence of process. Open the detailed first-principles subject survival guide. Ask the child what the course tests in writing, calculation, practical tasks, projects or authentic investigation. The correct proportion of teaching time should follow the current syllabus and the individual’s weaknesses, not an all-purpose exam booster.
Computing — K127
Spreadsheets, Scratch, problem-solving, file organisation and practical digital tasks. Open the detailed first-principles subject survival guide. Ask the child what the course tests in writing, calculation, practical tasks, projects or authentic investigation. The correct proportion of teaching time should follow the current syllabus and the individual’s weaknesses, not an all-purpose exam booster.
Elements of Business Skills — K129
Customers, marketing mix, service communication and school-supervised business investigation. Open the detailed first-principles subject survival guide. Ask the child what the course tests in writing, calculation, practical tasks, projects or authentic investigation. The correct proportion of teaching time should follow the current syllabus and the individual’s weaknesses, not an all-purpose exam booster.
Five local subjects: practical communication, reasoning and creative expression
Chinese Language — K120
Chinese functional writing, language use, comprehension, oral conversation and listening. Read the published SEC 2027 survival guide. A student should be able to explain meaning and use an unfamiliar new example after teaching. For language tasks, the actual reader or listener matters. For Science and Music, observations and evidence must be linked to a justified explanation.
Malay Language — K121
Malay functional writing, reading, oral response and listening with relevant vocabulary. Read the published SEC 2027 survival guide. A student should be able to explain meaning and use an unfamiliar new example after teaching. For language tasks, the actual reader or listener matters. For Science and Music, observations and evidence must be linked to a justified explanation.
Tamil Language — K122
Tamil practical writing, reading evidence, oral expression and listening. Read the published SEC 2027 survival guide. A student should be able to explain meaning and use an unfamiliar new example after teaching. For language tasks, the actual reader or listener matters. For Science and Music, observations and evidence must be linked to a justified explanation.
Science — K123
Machines Around Us, Food Matters and Our Body and Health; explain evidence rather than guess. Read the published SEC 2027 survival guide. A student should be able to explain meaning and use an unfamiliar new example after teaching. For language tasks, the actual reader or listener matters. For Science and Music, observations and evidence must be linked to a justified explanation.
Music — K128
Listening, aural evidence, rhythmic and melodic understanding and authentic coursework. Read the published SEC 2027 survival guide. A student should be able to explain meaning and use an unfamiliar new example after teaching. For language tasks, the actual reader or listener matters. For Science and Music, observations and evidence must be linked to a justified explanation.
Three MOE–ITE applied subjects: an important 2027 transition
The current SEAB G1 page states that Mobile Robotics, Smart Electrical Technology and Retail Operations are available only to candidates from schools approved to offer them, and 2027 will be the last year of examinations for these MOE–ITE Applied Subjects. Do not presume a younger pupil can register for K130, K131 or K132 in a future examination year. School advice and subsequent official announcements should guide planning.
Mobile Robotics — K130
MOE–ITE applied subject: circuits, robot mechanisms, integration, testing and fault-finding. Read the 2027 applied-subject guide. Students should concentrate on the actual school-approved equipment, assessed practical tasks, safety and individual authorship, rather than attempting unsafe demonstrations at home.
Smart Electrical Technology — K131
MOE–ITE applied subject: electrical principles, lighting, safe circuits and home automation. Read the 2027 applied-subject guide. Students should concentrate on the actual school-approved equipment, assessed practical tasks, safety and individual authorship, rather than attempting unsafe demonstrations at home.
Retail Operations — K132
MOE–ITE applied subject: stock, merchandising, customer interactions and digital orders. Read the 2027 applied-subject guide. Students should concentrate on the actual school-approved equipment, assessed practical tasks, safety and individual authorship, rather than attempting unsafe demonstrations at home.
The transfer of skills does not disappear when a particular examination is withdrawn: mechanisms, digital control, safe electrical understanding, customer communication and stock processes remain useful for further learning. But future candidate eligibility and examinations must be confirmed through new official information rather than guessed from a 2027 resource.
The first useful learner diagnostic is a small independent question
- Language: can the student identify the reader, purpose and most important detail in a new notice, then give a concise, relevant reply?
- Mathematics: can they translate a practical story into an equation or ratio, show units and explain what the answer means?
- Science: can they identify the evidence from a simple graph or observation and distinguish a supported conclusion from a guess?
- Art, Design and Music: can they observe, make a choice, explain why it fits the brief and show genuine development of their own work?
- Computing and technical applied subjects: can they plan, test, correct a small error and safely show the actual digital or physical outcome?
- Nutrition and Business Skills: can they make decisions from relevant information, respect customers or food safety, and preserve authentic assessed coursework?
Use a recent marked school question and a separate fresh task. Watch where the child first makes an unsupported decision. A tutor should repair that point with a diagram, simpler case, relevant language or short demonstration, and then withdraw hints for the next problem. The educational result is greater independence.
Original worked example 1: everyday Mathematics and a decision about price
Imagine two entirely fictional monthly services. Option A charges a fixed $12 plus $3 per additional unit used. Option B charges a fixed $24 plus $1 per additional unit. The task is to find which costs less at different usage levels, not to recommend an actual service contract.
Step 1 — make the quantities meaningful. Let x be a nonnegative number of additional units. The model costs are A=12+3x dollars and B=24+x dollars. The fixed parts remain even if x=0, while the second terms vary with usage.
Step 2 — test x=2. A=12+3×2=$18. B=24+2=$26. Option A is cheaper by $8 at this usage level.
Step 3 — find break-even. Solve 12+3x=24+x, giving 2x=12 and x=6. At x=6, A=30 and B=30. This is a numerical equality, not a guarantee that both fictional services provide identical features.
Step 4 — test above break-even. At x=10, A=12+30=$42 while B=24+10=$34. Option B is cheaper by $8. The recommendation changes because usage changes.
Transfer. If B’s fixed fee becomes $28, solve 12+3x=28+x, giving x=8. A learner should predict that raising B’s fixed fee pushes the break-even usage higher before performing the calculation.
This task practises model choice, equality, value for money and verbal explanation. It can support G1 Mathematics and, where appropriate, business and practical decision-making skills, without pretending to represent an official paper or real product.
Original worked example 2: interpreting evidence without inventing a conclusion
Consider a fictional learner survey with 30 responses about a school activity: 12 favour a reading event, 10 favour a sports event and 8 favour a music event. The numbers are imaginary classroom data, not results collected from real pupils.
Step 1 — check the total. 12+10+8=30. A student should verify that the categories correspond to the stated response count before calculating percentages.
Step 2 — calculate proportions. Reading 12/30=40%; sports 10/30≈33.3%; music 8/30≈26.7%. The values total approximately 100%, with minor rounding.
Step 3 — interpret accurately. Reading is the most frequently selected of these three choices, but 40% is not a majority of more than half. It would also be wrong to claim 40% of all Singapore students prefer reading events on the basis of this fictional small group.
Step 4 — change the evidence. Suppose a different fictional 30-person group chooses reading 9, sports 13 and music 8. The largest group is now sports, 13/30≈43.3%. A sensible recommendation should respond to the new numbers rather than repeat an earlier preference.
Transfer. Ask what extra evidence a real school needs before deciding an event: whether these respondents reflect the intended participants, timing, resources, safety and other relevant constraints. An evidence-based recommendation identifies both what the figures support and what they do not establish.
This reasoning is shared by Mathematics, Science data responses and Elements of Business Skills investigations. The actual assessed coursework must use genuine authorised evidence, never fictional survey participants invented to improve a report.
Original worked example 3: why measurements and units matter
A fictional device is stated to use a steady 15 W of power for 8 minutes in a simplified model. We want the energy transfer. This is a paper-only calculation, not electrical equipment advice.
Step 1 — read the quantities. Power is a rate, in watts or joules per second. Energy is a total, in joules or watt-hours. Minutes must be converted when multiplying watts by seconds.
Step 2 — calculate time. 8 minutes×60=480 seconds. A pupil who multiplies 15×8 will omit a factor of 60 when asking for joules.
Step 3 — calculate energy. E=Pt=15×480=7200 J. In watt-hours, 15×(8/60)=2 Wh. Independently, 2 Wh×3600 J/Wh=7200 J.
Step 4 — independent change. If power becomes 10 W for the same 8 minutes, energy becomes 10×480=4800 J. The student should predict less energy for lower constant power over the same interval.
Here the essential transferable skill is not the formula alone; it is making an accurate quantity decision, converting units and giving a physical interpretation. The same habit supports Science, technical training and consumer information.
When the subject includes coursework, student ownership matters
Several G1 subjects include project, practical, artistic, digital or investigation components. In the 2027 K125 Nutrition and Food Science syllabus, for example, Paper 2 coursework carries 60% and includes supervised food preparation, reasons for dish choices, an exploration and an honest evaluation. A polished slide deck cannot substitute for a student’s own safe practical work.
The precise coursework scheme varies by subject. Business Skills investigations must use authorised real information, Art portfolios should show original visual process, and Computing practicals require the learner to produce and save the correct files. Parents should not assume every ‘project’ has the same weighting or submission rules.
A tutor may explain how to plan, organise files, make a graph or evaluate a separate fictional practice example. They should not fabricate photographs, observations, interviews, safety checks or individual assessed work on the child’s behalf. School assessment instructions remain authoritative.
A focused 90-minute tutorial that fits the actual subject
First 10 minutes — baseline. Ask the learner to complete a small authentic, level-appropriate question without hints. The tutor identifies the first unstable decision rather than relying entirely on the overall mark.
Next 15 minutes — clear model. Rebuild the concept through words, examples, diagram, sound, visual arrangement or practical task depending on the subject. The student explains what the model means.
Next 20 minutes — guided work. Solve one correct original example while stating assumptions and relevant course expectations. Make the thinking visible without pretending the pupil has independently mastered it.
Next 20 minutes — independent transfer. Change the value, reader, evidence or design requirement. Give the student time to respond without the tutor selecting every next step.
Next 15 minutes — interleaved practice. Add a separate related course skill, such as a graph, practical evaluation, listening response or task interpretation, where appropriate.
Final 10 minutes — specific feedback. Record one corrected misconception, a realistic next target and a small review task that can be attempted after a delay.
The schedule is illustrative. A practical workshop, language oral session or assessed school activity may require a different arrangement. The key is protecting genuine pupil thinking and realistic workloads.
A four-week G1 survival plan parents can evaluate
Week 1: confirm subject and baseline. Read the actual 2027 syllabus, gather one marked answer and give a short unfamiliar question. Check which skill is missing before prescribing tuition.
Week 2: repair the specific foundation. Practise the relevant language, number model, scientific explanation or safe design technique with one guided example and one fresh attempt.
Week 3: try a changed context. Ask the pupil to explain why a new problem is similar or different. Mix a small number of related subject skills and use spaced retrieval rather than only rereading familiar notes.
Week 4: demonstrate independence. Give an unfamiliar comparable task with no hints, show the original Week 1 work alongside it and record what changed. The tutor should explain which next goal is worthwhile or whether support can be reduced.
A pupil can make important progress in one learning skill without a sudden whole-subject grade change. A credible teacher gives evidence of that progress and does not promise a specific exam result.
Post-secondary possibilities under the first SEC and 2028 PSE
Under MOE’s 2026 announcements, students receiving their first SEC results in January 2028 will be able to apply through the new Post-Secondary Admissions Exercise (PSE). It replaces the major concurrent admission exercises for eligible applicants to JC, MI, polytechnics and ITE programmes, with distinct programme requirements and existing early-admissions routes continuing where specified.
The important question is not which destination a single G1 syllabus supposedly guarantees. It is which complete combination of subjects and levels the learner has, what their results show, and which entry criteria are currently in force for an intended course. Where eligibility is uncertain, official receiving-institution information and school career guidance are more reliable than predictions in tuition advertising.
G1 learning can still support real interests. A pupil drawn to food study might explore later hospitality, culinary or food-related training; someone who enjoys technical mechanisms may discover product design or equipment servicing; a creative student may pursue art or media; a student with good customer communication may become interested in service and retail operations. These are examples of possible future explorations, not reserved pathways or guaranteed employment.
The meaningful near-term outcome is good foundations and a student who understands which opportunities require additional learning. Career choices can be revisited as interests, achievements and entry requirements become clearer.
What parents can ask when selecting a G1 tutor
- Which specific G1 syllabus code, paper types, coursework and examination year does this learner actually follow?
- Can you identify the first misconception from the student’s authentic uncorrected schoolwork?
- Do you know which topics are within the current syllabus, rather than imported from a different G2 or G3 paper?
- How will the pupil demonstrate a new skill without continuous teacher hints?
- Where there is assessed coursework, how will independent student authorship and safe practical evidence be protected?
- Can you explain a meaningful four-week learning target without promising a grade, school placement or post-secondary place?
- What qualifications, actual subject experience, lesson size, fees, safeguarding and feedback arrangements apply?
- Will the study plan leave time for school homework, rest and independent learning?
Frequently asked questions about surviving G1 in 2027
Does one student sit all 15 G1 syllabuses?
No. These are subjects listed in the G1 school-candidate directory. School offerings, subject selection and actual registration determine what an individual learner takes.
Is G1 a permanent secondary-school stream?
No. Full SBB uses subject levels G1/G2/G3 and mixed-level combinations rather than the former streaming labels. School-managed subject-level changes depend on readiness and criteria.
Why do subjects have K100, K110 and other K codes?
They are the published 2027 SEC syllabus identifiers. Older materials may show 2026-and-earlier reference codes; the current year’s document is the relevant examination source.
Are the three MOE–ITE applied subjects available in every school?
No. SEAB says they apply only to approved schools and states that 2027 will be their last examination year.
Does every G1 subject have a written-only examination?
No. Some involve oral, listening, computer-based work, coursework, projects or practical assessment. The exact published scheme varies by syllabus.
Can a tutor complete a coursework portfolio for the student?
They may teach relevant methods through separate practice, but student-authored assessed work, photographs and observations must remain authentic and follow school supervision rules.
Does passing G1 automatically secure an ITE or polytechnic course?
No. Eligibility depends on the full SEC results, subject levels and current entry requirements of the receiving course, including the applicable 2028 PSE arrangements.
What is the most useful first improvement target?
One precise gap from authentic current-school work, taught through a clear explanation and then checked using a different independent task.
How do families know tuition is helping?
Compare the pupil’s uncorrected first attempt with a fresh later task, looking for clearer model choice, accuracy, units, communication and reduced prompts.
What if the child learns well without tuition?
That is a positive outcome. Good school support, appropriate practice and independence may make ongoing paid tuition unnecessary.
Additional G1 subject survival deep dives — four complementary guides
The complete 15-subject directory above remains the core. These four separately authored, published complementary guides examine particularly useful decisions in K125 food literacy, K126 Art portfolio communication, K127 Computing lab performance and K124 Design and Technology prototyping. They are not new syllabuses or additional subject entries. Check the current official 2027 SEAB document and the student’s actual school arrangements.
- K125 Nutrition and Food Science — Food Literacy, Label Calculations and Coursework
- K126 Art — Portfolio, Creativity and Design Confidence
- K127 Computing — Digital Skills, Spreadsheets and Practical Exam
- K124 Design and Technology — Prototyping and Design Project
Original worked example 4: food labels and a fair per-serving comparison
Food literacy is useful across G1 Nutrition and Food Science, Mathematics and everyday consumer decisions. Consider two fictional snack-label panels. Product A is listed as containing 12 g of sugar per 100 g and its stated serving weighs 30 g. Product B lists 9 g of sugar per 100 g and its stated serving weighs 45 g. These invented numbers are for reading labels and ratio arithmetic; they are not product claims or personal diet recommendations.
Step 1 — identify what is being compared. The first set of figures describes sugar per 100 g, while the second set describes portion sizes. If the question asks for sugar per serving, multiplying the per-100-g figure by the serving mass divided by 100 is necessary.
Step 2 — calculate Product A. A’s sugar per 30 g portion is 12×30/100=3.6 g. The unit is grams of sugar in the specified serving, not grams per 100 g.
Step 3 — calculate Product B. B’s sugar per 45 g portion is 9×45/100=4.05 g. Although B has a lower per-100-g sugar value, its larger stated serving contains more sugar than A’s smaller serving.
Step 4 — make a fair per-100-g comparison. If equal masses of the two imaginary products were consumed, B would have a lower sugar amount per 100 g (9 g versus 12 g). But the supplied labels use different portion sizes, so comparing the stated servings answers a different question.
Step 5 — transfer to different serving sizes. If a user consumed 60 g of Product A and 60 g of Product B, the stipulated sugar amounts would be 12×60/100=7.2 g for A and 9×60/100=5.4 g for B. This demonstrates why a denominator must be checked before saying which option has ‘less’ of something.
Step 6 — explain the scientific limitation. A sugar figure by itself does not describe a product’s complete nutritional profile, allergy suitability, nutrient balance, cost or relevance to an individual’s needs. A student should compare the information actually requested rather than treat one number as a universal health judgement.
For general healthy-meal literacy, Singapore’s Health Promotion Board My Healthy Plate encourages a variety of foods, with broad quarter-quarter-half meal-planning proportions. It is a public educational guide rather than a prescription for every student’s personal circumstances. The current K125 syllabus explicitly includes food and nutrition label interpretation as a learning outcome.
What parents should verify if their child sits SEC in 2027
Check the subject registration. Write down the actual code, such as K100 for G1 English, K123 for G1 Science or K125 for G1 Nutrition and Food Science. An older worksheet may show a 2026-and-earlier reference code; that should not override the current syllabus.
Check the paper and coursework requirements. Some subjects are mainly written, some require oral or listening work, and some have substantial projects or practical coursework. In K125, for example, the official 2027 scheme gives 40% to a written paper and 60% to teacher-supervised coursework involving three final dishes and evidence of planning and evaluation.
Check the timetable and permitted conditions. English and Mother Tongue written papers are planned in September under the SEC framework, with other written papers generally in October–November, but each candidate needs the current specific timetable and school instructions. Avoid relying on an older N(T)- or N(A)-Level calendar.
Check the relevant receiving institution. If the family is exploring ITE Higher Nitec, Polytechnic Foundation, direct Polytechnic entry or another route, the student should examine the complete subject mix and the current programme’s actual minimum requirements. The G1 subject guide helps with study; it is not an official admissions decision.
Three illustrative student profiles, not three permanent destinations
Profile A — a learner who enjoys digital problem solving. They are taking an appropriate Computing or school-approved technical subject, with Mathematics and language courses at their registered levels. Their first improvement might be saving a correct spreadsheet file and testing a changed formula independently. Later routes may involve technology or digital operations if official prerequisites are met.
Profile B — a learner interested in people and services. They enjoy the customer-experience contexts of Elements of Business Skills or Retail Operations. Their skill goals may include reading instructions, verifying a price, writing a clear reply and drawing an evidence-based recommendation. They can later explore relevant service or hospitality training without assuming that G1 itself guarantees one course.
Profile C — a learner who enjoys food, science and making. They may have a strong interest in Nutrition and Food Science, responsible food preparation, safe procedures and honest observations. Their learning plan should include food literacy and mathematical interpretation alongside genuinely student-produced supervised practical work. Possible food or culinary training remains subject to programme requirements.
These profiles illustrate interests and learning goals, not rules about which posting group belongs in a career. A student may be strong in unexpected subjects, change interests or pursue additional qualifications later. A useful tutor and parent should encourage the next achievable learning step, not assign an irreversible destination.
Choosing the amount of tuition: independence is the intended result
Some children need a subject specialist when their current syllabus includes a narrow technical or practical skill. Others mainly need help with reading questions, number sense, language or graph interpretation. A good diagnostic differentiates those needs instead of marketing an intensive all-subject package to every family.
A short focused teaching cycle can be enough to repair one misconception. A learner with several missing mathematical foundations may benefit from longer structured support, but the tutor should still show dated independent improvement rather than only hours delivered.
Parents can ask whether the teacher makes room for homework, rest, co-curricular commitments and learning outside tuition. Overloading a learner with repetitive worksheets does not automatically create better reasoning or stronger long-term options.
If a student independently solves unfamiliar school-aligned work and can explain the result, reducing tutoring is a positive outcome. The purpose of a good 2027 SEC survival guide is to help the learner move forward with useful skills, honest evidence and growing self-direction.
Official SEAB and MOE references and connected eduKate hubs
- SEAB — 2027 G1 school-candidate syllabus directory (15 listed subjects)
- SEAB — Singapore–Cambridge SEC examination and certification
- MOE — new Post-Secondary Admissions Exercise in 2028
- MOE — Full Subject-Based Banding overview
- MOE — post-secondary institution and pathway information
- eduKateSG — What is G1? MOE and SEAB subject levels
- eduKateSG — first-principles Secondary 1 Mathematics tutorial example
- eduKateSG — practical science, honest evidence and interpreting data
Editorial integrity — 18 October 2026: All numerical prices, survey counts, energy figures and teaching cases are original fictional examples and not SEAB specimen-paper items, real products, practical equipment instructions or student assessment records. All 15 subject links were verified as live published eduKateSG portfolio pages before linking. Actual schools decide which subjects are offered; the latest official syllabus, school rules and receiving-course entry requirements take precedence. No tuition provider can guarantee a particular result or career.
Explore the 2027 SEC survival guides: All 15 G1 subjects · All 25 G2 subjects · Official SEC information from SEAB. Choose the syllabus code that matches the learner’s school registration, not the Posting Group label alone.