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PG1, PG2 and PG3 G2 Computing K237 | 2027 SEC e-Exam, Lab Paper, Spreadsheets, Media and Scratch

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by

eduKate Asia
eduKate Secondary small-group study for How Super Intelligence Works: Parameters and Weights.

What does PG1, PG2 or PG3 mean for the new 2027 SEC G2 Computing subject? PG1, PG2 and PG3 are initial Secondary 1 posting arrangements. G2 Computing is a specific examined elective under syllabus K237, first examined in the 2027 Singapore–Cambridge Secondary Education Certificate. It combines a 50% electronic theory paper and a 50% supervised lab-based paper.

For K237, Paper 1 is a 90-minute e-Examination covering all six syllabus modules. Paper 2 lasts two hours and fifteen minutes and tests practical media, spreadsheet and programming tasks, including the proper saving of electronic work. Scratch, Excel and PowerPoint appear in SEAB’s relevant candidate software guidance.

This detailed but friendly guide explains how to prepare for each paper without mistaking general digital literacy for a national Computing subject. Students can enjoy technology, practise accurate problem-solving, test computational artefacts and learn responsible online behaviour at every Posting Group.

Independent eduKateSG parent guide based on the SEAB 2027 G2 Computing K237 syllabus and school-candidate catalogue checked October 2026. Candidate software, permitted aids and controlled assessment procedures must follow the examination authority and school.

G2 Computing K237: the short answer

  • Paper 1: e-Examination, 1h 30m, 70 marks, 50% of the subject.
  • Paper 1 sections: 20 multiple-choice marks and 50 structured-question marks.
  • Paper 2: lab-based exam, 2h 15m, 80 marks, 50%.
  • Lab tasks: Media software (~30 marks), Spreadsheets (~25 marks), Programming (~25 marks).
  • Paper 1 modules: Computer Fundamentals, Networking, Impact of Computing, Spreadsheets, Media Software, Programming.
  • Paper 2: Modules 4–6 only.
  • Official software and equipment: follow the K237 syllabus and school’s examination preparations.
  • PG1/PG2/PG3: admissions labels, not a restriction on learning programming.

Contents: explore the Computing question you need

1. What is G2 Computing K237?

SEAB lists G2 Computing K237 as a new syllabus first examined in the 2027 Singapore–Cambridge Secondary Education Certificate. It teaches computer systems, networking, software, programming and the impact of computing. It is a formal examined elective rather than a generic computer-literacy activity.

Example: A student enjoys digital school work but needs to know whether Computing appears in the actual subject combination.

Helpful next step: Use K237, the school offer and the 2027 syllabus before selecting tuition or practice materials.

Keep the distinction clear: A coding club or ALP is not automatically a K237 national registration.

2. Posting Groups are not coding ability levels

PG1, PG2 and PG3 are Secondary 1 admission groups. A particular G-level belongs to an individual subject, and a learner’s interest in technology is not set by their original PSLE posting.

Example: A PG1 learner enjoys Scratch while a PG3 learner prefers Literature to programming.

Helpful next step: Encourage useful problem-solving and check formal eligibility separately.

Keep the distinction clear: There is no national exam called PG2 Coding; K237 identifies G2 Computing.

3. There are two 50-percent papers

The 2027 G2 Computing scheme has Paper 1 e-Examination worth 50% and Paper 2 lab-based examination worth 50%. Their purposes differ: the first examines theory and application, the second practical software skills.

Example: A learner studies only theory definitions and is unprepared for a supervised software task.

Helpful next step: Keep one plan for written reasoning and another for practical production.

Keep the distinction clear: A high laboratory score does not remove the academic demands of the theory paper.

4. Paper 1 is an e-examination

The K237 Paper 1 e-Examination lasts one hour and thirty minutes and carries seventy raw marks. It covers all six syllabus modules, including computer fundamentals, networking and programming.

Example: A student can use a computer quickly but does not understand the purpose of a wireless router or a program condition.

Helpful next step: Practise interpreting questions, making relevant comparisons and explaining concepts.

Keep the distinction clear: Screen familiarity is not a substitute for computing knowledge.

5. Paper 1 has two sections

The theory e-examination includes Section A with twenty multiple-choice questions worth twenty marks and Section B with short structured questions totalling fifty marks.

Example: A child relies on recognising familiar keywords in multiple-choice options but struggles to explain the same ideas in a structured response.

Helpful next step: Practise both accurate selection and brief explanations using teacher feedback.

Keep the distinction clear: Choosing an answer and justifying the principle are different skills.

6. Paper 2 is a supervised laboratory examination

K237 Paper 2 lasts two hours fifteen minutes, carries eighty raw marks and is taken with a computer. Candidates submit the required softcopies for marking under the examination procedure.

Example: A student completes a spreadsheet but forgets which files need to be submitted.

Helpful next step: Practise approved lab workflows and understand output verification.

Keep the distinction clear: An everyday personal laptop setup is not automatically the controlled examination environment.

7. The allotted time includes saving

SEAB specifically notes that Paper 2’s time allowance includes time for saving the required work. File management is part of a successful supervised lab response, even though it is not the same as programming knowledge.

Example: A learner produces an accurate chart but leaves it unsaved at the end of an authorised practice.

Helpful next step: Rehearse the school’s prescribed saving and submission routine.

Keep the distinction clear: Do not invent auto-save guarantees or shortcut instructions for the national system.

8. Three practical tasks make up the lab

The 2027 lab paper has three task categories: media software, spreadsheets and programming. Their approximate raw-mark distribution is thirty, twenty-five and twenty-five respectively.

Example: A student practises Scratch every day but never opens a spreadsheet.

Helpful next step: Create a balanced practice schedule across the actual lab tasks.

Keep the distinction clear: Approximate task mark distribution does not mean the same exact question will appear each year.

9. The media-software task has about thirty marks

Paper 2 assigns roughly thirty marks to media software. Students may need to create computational or digital media artefacts that satisfy specified requirements, not simply make an attractive presentation.

Example: A learner produces a visually impressive video but ignores the file format or sequence requested.

Helpful next step: Read the specification and verify that the actual output fulfils it.

Keep the distinction clear: More decorative effects are not proof of a correct media task.

10. The spreadsheet task has about twenty-five marks

Spreadsheets are an assessed practical domain of K237, with approximately twenty-five raw marks in Paper 2. Accurate formulae, cell references and relevant charts matter.

Example: A student copies a formula down a table, unintentionally shifting a reference.

Helpful next step: Check how each reference changes and test outputs with known values.

Keep the distinction clear: A neatly formatted workbook can contain incorrect calculations.

11. The programming task has about twenty-five marks

Programming is one of the lab paper’s three practical areas, allocated approximately twenty-five marks. Students need to solve the specified task and confirm that the program behaves correctly.

Example: A Scratch game runs once but fails when the user chooses another input.

Helpful next step: Use ordinary and boundary test cases in teacher-approved practice.

Keep the distinction clear: A single successful run does not demonstrate general correctness.

12. Six modules structure the syllabus

K237 consists of Computer Fundamentals, Networking, Impact of Computing, Spreadsheets, Media Software and Programming. The theory paper may assess all six, while the lab assesses Modules 4–6.

Example: A student mistakenly assumes the lab paper covers computer security definitions because they appear elsewhere in the course.

Helpful next step: Label revision by the actual paper and module.

Keep the distinction clear: Not every taught module is assessed in the same format.

13. Module 1 introduces computer systems

Computer fundamentals include components such as CPU, GPU, main memory and secondary storage. Students should understand functions and comparisons rather than only memorise product names.

Example: A child knows a laptop has eight gigabytes of memory but confuses memory with storage.

Helpful next step: Compare what each component does in an ordinary task.

Keep the distinction clear: A larger number on a product advertisement does not automatically make a system suitable for every use.

14. CPU and GPU serve different functions

Processors carry out computing tasks, while graphics-related hardware handles particular visual processing demands. Integrated and dedicated arrangements can also differ in memory sharing.

Example: A learner assumes a faster GPU will automatically improve word processing in every circumstance.

Helpful next step: Identify the workload and what system resource it uses.

Keep the distinction clear: Computer specifications should be interpreted in context.

15. Main memory and secondary storage are distinct

Students should distinguish temporary working memory from longer-term file storage and know why a computer may need both. This helps explain performance and preservation of data.

Example: A laptop restarts and the child expects every unsaved document to remain as it was.

Helpful next step: Discuss which information is held temporarily and which is saved.

Keep the distinction clear: Saving a document is not the same as increasing the computer’s RAM.

16. Bits and bytes need correct units

The syllabus compares bits, bytes and larger data units. These units help students interpret storage quantities and network-related information without confusing size with speed.

Example: An advertisement uses gigabytes, while a data-transfer claim uses a different unit.

Helpful next step: Write the unit next to each value before comparing.

Keep the distinction clear: Numerically large figures cannot be compared if they represent different quantities.

17. Input, processing and output form a model

A computer application takes inputs, processes them and produces outputs. Students learn to identify how data is transformed into information or action.

Example: A barcode reader provides input to a stock-management program that produces a price display.

Helpful next step: Trace the input and the processing rule before naming the output.

Keep the distinction clear: A display is not proof that the underlying data are accurate.

18. Module 2 covers networks

Networking examines communication, shared resources and how devices connect. Learners need to distinguish a local network from systems spanning multiple networks.

Example: A student thinks the home router and the internet are exactly the same thing.

Helpful next step: Identify the devices within the local network and the connection beyond it.

Keep the distinction clear: Being online does not mean every local network has the same arrangement.

19. LAN and WAN describe different scope

A local area network covers a limited setting, whereas a wide area network connects across broader locations. The internet interconnects many networks.

Example: A learner calls a classroom’s small device network the whole internet.

Helpful next step: Discuss geographical scope and connection purpose.

Keep the distinction clear: A larger network is not automatically faster or safer.

20. Routers, modems and interfaces have roles

Different networking equipment handles different connections and communications. Students should be able to explain the purpose of a component without assuming every household uses identical devices.

Example: A child sees one home box that performs multiple functions and thinks router and modem are interchangeable terms in every case.

Helpful next step: Use a simple conceptual diagram rather than tampering with household equipment.

Keep the distinction clear: This guide does not authorise changes to school or home network security settings.

21. MAC and IP addresses have different purposes

K237 includes distinctions between MAC and IP addresses. Understanding which is used for a local network or routing across networks helps students read computing explanations more accurately.

Example: A learner memorises the term address but cannot describe which network context it concerns.

Helpful next step: Compare their roles in the supplied example.

Keep the distinction clear: Real personal device addresses should not be published in school demonstrations.

22. Cloud storage differs from local storage

Files stored through cloud services may be accessible across devices with network access, while local storage resides on a device. Each option has practical benefits and limits.

Example: A student assumes an internet outage cannot affect access to a cloud-only file.

Helpful next step: Compare availability, backup arrangements and access needs.

Keep the distinction clear: Cloud storage is not a guarantee that a file is always reachable or private.

23. Module 3 includes computing’s impact

The syllabus asks students to consider technology in communication, education, transport and retail, as well as broader societal implications. Sound answers connect a computing capability to a real effect.

Example: A learner says AI improves everything without identifying a task or evidence.

Helpful next step: Choose a specific use case and discuss an advantage and a relevant limitation.

Keep the distinction clear: An enthusiastic general claim is not a complete assessment explanation.

24. AI is a computing topic, not an answer shortcut

K237 introduces Artificial Intelligence as part of computing’s impact. Students should understand the idea and examples while following school rules about permitted assistance.

Example: A child asks an AI model to produce a complete assessed spreadsheet without understanding its formulas.

Helpful next step: Study the concept independently and verify every generated suggestion.

Keep the distinction clear: An AI-created artefact cannot be claimed as wholly original assessed work when prohibited.

25. Cybersecurity includes recognising threats

Students learn about scams and malware and the importance of protective measures. Security skills connect to responsible everyday use but do not mean all students need to become cybersecurity professionals.

Example: A message urges a student to open an unfamiliar attachment and enter account credentials.

Helpful next step: Discuss signs of suspicious requests and use trusted reporting channels.

Keep the distinction clear: Never share student passwords or personal identifiers to demonstrate an exam concept.

26. Backups support recovery

A backup creates a separate recoverable copy under an appropriate storage strategy. It can help when an original file is lost or damaged.

Example: A learner stores the only version of a project on a removable device that stops working.

Helpful next step: Use approved school backup practices and verify the saved copy.

Keep the distinction clear: A filename appearing in a list does not always mean the latest work was backed up.

27. Privacy and copyright are assessed ideas

Responsible digital use includes protecting personal information and understanding how copyrighted media can be used. These ideas also matter when producing assessed digital artefacts.

Example: A student imports a music track from an unknown site into a school media project.

Helpful next step: Use school-authorised resources and record attribution when required.

Keep the distinction clear: Technical ability to copy content is not the same as permission to use it.

28. Module 4 is spreadsheet thinking

Spreadsheets combine information structure, calculations and charts. Students benefit from understanding dependencies among cells rather than treating the workbook as a colourful table.

Example: A budget sheet looks correct until the quantities are changed.

Helpful next step: Trace which cells supply inputs and which calculate outputs.

Keep the distinction clear: A beautifully formatted sheet with incorrect formulae is still wrong.

29. Formatting does not alter underlying value

Currency, date and percentage formats change how a value is displayed but not necessarily the stored numeric meaning. Students need to recognise the difference.

Example: A cell shows 25% when its stored value corresponds to one quarter.

Helpful next step: Test whether the formula uses the intended underlying value.

Keep the distinction clear: Visual formatting alone is not a mathematical explanation.

30. Conditional formatting depends on a rule

K237 includes changing cell appearance based on content and comparison rules. Understanding the condition is more important than choosing a dramatic colour.

Example: A spreadsheet highlights values greater than a threshold, but a learner selects greater than or equal to by mistake.

Helpful next step: Write the logical condition before applying the visual format.

Keep the distinction clear: A highlighted cell reflects the chosen rule, which itself might be wrong.

31. Charts should represent the correct data

Bar, column, pie, line and combination charts serve different reporting purposes. Students should know why a particular representation suits the task.

Example: A learner uses a pie chart for an unrelated time sequence and confuses the intended comparison.

Helpful next step: Identify whether the question concerns categories, parts of a whole or change over time.

Keep the distinction clear: A visually pleasing chart is not necessarily an appropriate chart.

32. A chart updates when its data source changes

Linked spreadsheet charts respond to changes in the referenced cells. Students should check that the chart uses the correct data range and updates as expected.

Example: A chart appears correct until new rows are added outside its selected range.

Helpful next step: Test the relevant input changes and review the output.

Keep the distinction clear: A static screenshot may hide a broken underlying spreadsheet connection.

33. Relative and absolute references differ

A relative reference changes when copied, while an absolute reference holds selected cell positions fixed. Students must choose the reference behaviour required by the formula.

Example: A learner copies a formula and accidentally shifts the fixed rate cell.

Helpful next step: Check the references after filling the formula down.

Keep the distinction clear: A formula copied successfully is not proof it calculates the intended result.

34. Logical spreadsheet functions need test cases

IF, AND, OR and NOT express rules that determine outputs under different conditions. Incorrect logic may generate plausible values for ordinary inputs.

Example: A student uses OR when the task requires both conditions to be satisfied.

Helpful next step: Write a small truth table for the conditions and compare expected outputs.

Keep the distinction clear: One correct-looking row is not enough to validate a logical formula.

35. Aggregations need a defined range

Functions such as SUM, AVERAGE, MIN and MAX depend on their selected cells. The calculation is meaningful only if the range matches the question.

Example: A class-average formula includes the heading row or excludes the last student.

Helpful next step: Inspect the referenced cells and compare with a small hand calculation.

Keep the distinction clear: An automatically generated value is not necessarily the correct statistic.

36. Module 5 develops media software

The media software module addresses creating digital artefacts such as images, video or other specified outputs. Learning focuses on accurate use of tools to meet a stated brief.

Example: A student creates an exciting animated title but ignores the required dimensions or file format.

Helpful next step: List the deliverable requirements before editing media.

Keep the distinction clear: Visual excitement cannot compensate for a missing requested output.

37. Media elements need a communication purpose

Text, images, movement, sound and timing should help the audience understand the intended message. More effects do not automatically mean better communication.

Example: A student adds transition after transition until the important information becomes hard to read.

Helpful next step: Identify what the viewer should understand and remove unnecessary distractions.

Keep the distinction clear: A media task is judged against the actual specification, not personal preference alone.

38. Layering and ordering can matter

Digital media artefacts often contain multiple elements that interact. Students should check whether the relevant object appears at the correct time, position and order.

Example: A title disappears under another shape or becomes visible only after the intended scene.

Helpful next step: Review the sequence and layering during approved practice.

Keep the distinction clear: A file that opens successfully can still contain a content error.

39. Exported files must be usable

Producing a media artefact involves saving in the correct form under the lab instructions. A technically complete project may still be unusable if the output is wrong.

Example: A student exports an empty frame rather than the completed animation.

Helpful next step: Open the saved output and compare it with the task requirements.

Keep the distinction clear: Assume only the file types officially permitted in the student’s controlled environment.

40. Module 6 involves Scratch and programming

The 2027 G2 software references include Scratch. Programming work develops algorithms, logical structures and problem solving through tested computational artefacts.

Example: A learner arranges Scratch blocks that animate a character but never checks the intended game scoring rule.

Helpful next step: State the inputs, conditions and expected outputs before coding.

Keep the distinction clear: A creative-looking program is not automatically logically correct.

41. Algorithms describe reproducible steps

An algorithm expresses the procedure needed to achieve a result. Students should be able to explain what happens when a different input is supplied.

Example: A quiz works for a correct answer but gives the same response to every incorrect answer.

Helpful next step: Trace the steps for contrasting inputs.

Keep the distinction clear: A one-time demonstration is weaker evidence than reliable behaviour across cases.

42. Sequence controls execution order

The order of operations in a program can affect its output, just as the order of formula updates can affect an interpretation. Students should make dependencies visible.

Example: A game checks whether the player won before updating the score.

Helpful next step: Trace the actual order and compare it with the intended order.

Keep the distinction clear: A computer does not correct an illogical sequence merely because the programmer intended something else.

43. Selection implements decisions

Conditional statements choose between actions according to true or false conditions. The rule must fit the task’s wording.

Example: A program should unlock a reward only if two criteria are met but uses OR instead of AND.

Helpful next step: Write the decision rule in plain language and test each combination.

Keep the distinction clear: A condition that sounds nearly right can change the output significantly.

44. Repetition needs a stopping condition

Loops repeat actions, but their conditions and counters determine whether they stop or process the correct range of values.

Example: A score display continues increasing after the game should finish.

Helpful next step: Record how the controlling value changes and when the loop should end.

Keep the distinction clear: An endlessly repeating loop is not automatically an advanced programming solution.

45. Variables hold changing values

Variables represent quantities or states that change during program execution. The learner should understand when and why each variable changes.

Example: A game updates the previous score rather than the current score variable.

Helpful next step: Trace variable values after the important program actions.

Keep the distinction clear: Plausible output in one case does not prove all updates were correct.

46. Debugging is an evidence process

Debugging starts with observing a mismatch, forming a hypothesis about the cause and testing a targeted correction. Students can learn to enjoy discovering the source of an error.

Example: A sprite moves correctly until a particular button is pressed.

Helpful next step: Reproduce the failing condition and isolate the relevant block.

Keep the distinction clear: Changing many unrelated parts at once makes it hard to know what solved the issue.

47. Boundary cases reveal hidden failures

A program may work for normal values but fail at a minimum, maximum or unexpected input. Reasonable test cases support more trustworthy outputs.

Example: A form accepts ages from 1 to 18 but mishandles the value 18 exactly.

Helpful next step: Test values just below, at and above the boundary where appropriate.

Keep the distinction clear: One ordinary input cannot establish general correctness.

48. Validation is not the same as accuracy

Validation checks whether information follows a rule, while accuracy asks whether it reflects reality. Students should keep these distinct.

Example: A registration form accepts an eight-digit number with the right format but it may still be the wrong number.

Helpful next step: Design separate checks for format and factual correctness.

Keep the distinction clear: Passing validation does not prove that entered data are true.

49. File naming should be planned, not improvised

During supervised lab work, the learner must follow the official file naming and saving procedures. Clear practice reduces the chance of missing deliverables without guessing national interface details.

Example: A student saves three outputs but uploads only an old draft.

Helpful next step: Use the school’s current controlled practice instructions and verify each final file.

Keep the distinction clear: This guide cannot invent official buttons, filenames or submission paths.

50. The test environment matters

A home software version may differ from an approved examination installation. SEAB requires examination centres to provide appropriate hardware and authorised software.

Example: A student’s favourite video editor is not available in the school’s candidate environment.

Helpful next step: Practise with the approved applications and functionality.

Keep the distinction clear: An external plug-in or AI helper is not automatically permitted in the exam.

51. Paper 1 and Paper 2 need different practice

Theory benefits from clear explanations and interpretation; the lab benefits from creating, testing and saving artefacts. The most effective routine connects the conceptual rule to its practical expression.

Example: A child can define an absolute cell reference but still copies a spreadsheet formula incorrectly.

Helpful next step: Follow a short explanation with a teacher-approved practical test.

Keep the distinction clear: Knowing terminology and performing the operation are different achievements.

52. Maths helps spreadsheets and logic

Ratios, formulas, comparisons and graphical interpretation support K237 tasks. Students should link mathematical operations to the real task rather than enter numbers mechanically.

Example: A student computes a percentage increase from the wrong base cell.

Helpful next step: Explain what the base quantity represents before writing the formula.

Keep the distinction clear: Correct syntax does not guarantee the model answers the right question.

53. English helps programming too

Computing briefs contain conditions, constraints and output requirements. A reading error can create a technically functioning artefact that solves the wrong problem.

Example: A question says at least two conditions, but the learner interprets it as exactly two.

Helpful next step: Translate the requirement into plain language before coding.

Keep the distinction clear: An impressive interface cannot compensate for misunderstanding the specification.

54. A PG1 student can enjoy technology

A pupil admitted through PG1 can build computational thinking in class projects and approved enrichment, regardless of whether a formal G2 Computing place is currently offered.

Example: A learner creates a small Scratch animation and notices why an event block must run first.

Helpful next step: Celebrate the explanation and the ability to test an idea.

Keep the distinction clear: Posting Group does not set a lifetime limit on programming learning.

55. PG2 is not automatic Computing enrolment

Although K237 is a G2 national syllabus, a student admitted through PG2 is not automatically registered for it. Upper-secondary choices follow the school programme and applicable eligibility rules.

Example: A child studies G2 English and Mathematics but selects another elective.

Helpful next step: Ask the school whether K237 is offered and which combinations include it.

Keep the distinction clear: One subject level should not be inferred from the original admission category.

56. A PG3 learner may choose G2 or G3 interests differently

Some subject-level choices may be mixed under Full SBB rules. PG3 students do not all study examined Computing, and G3 Computing K349 is a separate syllabus from K237.

Example: A learner enjoys G3 Science but does not want an additional coding elective.

Helpful next step: Respect interest, school eligibility and the total workload.

Keep the distinction clear: Choosing not to take Computing is not evidence of poor digital literacy.

57. Computing is not the only digital-literacy route

Cyber wellness, information evaluation and responsible online behaviour are developed across the curriculum. A student can be digitally capable without registering for K237.

Example: A learner researches a school issue carefully and checks official sources but takes no Computing exam.

Helpful next step: Recognise the transferable skill and continue learning it.

Keep the distinction clear: A nationally examined Computing subject and general digital citizenship are related but different.

58. The school workload should remain realistic

A Computing elective adds written and lab preparation alongside other G-level subjects and CCAs. Short, accurate practice often works better than unstructured screen hours.

Example: A learner spends an entire evening changing game graphics and does no formula checking.

Helpful next step: Choose a targeted weekly task for each major practical area.

Keep the distinction clear: More screen time alone is not a measure of computing mastery.

59. Examination-year changes need review

K237 begins examination in 2027. A younger student should use the syllabus issued for their actual eventual examination year when it becomes available.

Example: A Secondary 1 learner in 2027 saves software references for a later examination several years away.

Helpful next step: Recheck the official school and SEAB information before major registration decisions.

Keep the distinction clear: Technology platforms and national assessment details can evolve.

60. A constructive final Computing question

Invite the learner to show one digital artefact, describe what it should do and demonstrate how they tested it. That explanation can reveal genuine computational thinking.

Example: A spreadsheet appears correct until one input is changed, and the learner notices the failure.

Helpful next step: Praise the evidence-based correction and ask which new test would help next.

Keep the distinction clear: The student’s original Posting Group cannot determine how creatively or responsibly they may use technology.

G2 Computing K237 parent FAQs

What is the SEC G2 Computing code for 2027?

K237; the syllabus is new with the first examination in 2027.

How many papers does K237 have?

Two: e-Examination Paper 1 and lab-based Paper 2.

How much is Paper 1 worth?

50% of the subject.

How long is the e-Examination?

1 hour 30 minutes.

How many raw marks is Paper 1?

70, with 20 multiple-choice and 50 structured marks.

How long is the lab examination?

2 hours 15 minutes.

How much is Paper 2 worth?

50% of the subject, marked out of 80 raw marks.

What are the three lab tasks?

Media software, spreadsheets and programming.

How are lab marks distributed?

Approximately 30 for media, 25 for spreadsheets and 25 for programming.

Do Paper 1 and Paper 2 assess the same modules?

Paper 1 covers all six modules; Paper 2 focuses on Modules 4–6.

Does G2 Computing use Scratch?

Yes. SEAB’s 2027 candidate software reference includes Scratch.

Does it require Python?

The G2 software reference differs from G3 K349; follow the K237 approved software list.

Is the theory paper an e-Exam?

Yes, according to the K237 syllabus.

Can a child use their own AI plugin during the exam?

Only software officially authorised in the controlled examination environment can be used.

Does the lab require saving files?

Yes. The specified time includes saving required softcopies for marking.

Can a PG1 learner become good at coding?

Certainly. Coding interest and lifelong skills are not limited by Posting Group.

Does PG2 automatically mean taking Computing?

No. The school must offer the elective and the student must be eligible.

Are all schools required to offer K237?

No. Confirm current school subject combinations and approved arrangements.

Is an ALP robotics project the same as K237?

No. An ALP or CCA does not automatically become a national examination entry.

Where are the official software and paper rules?

SEAB’s 2027 K237 syllabus and the G2 school-candidate catalogue.

Related eduKateSG Computing and SEC learning

Official MOE and SEAB source documents

A happy next digital task

Ask the learner what a program, spreadsheet or digital media artefact is meant to do, and whether they can show evidence that it does so. A clear description and an honest test often reveal more learning than a complicated screen full of effects.

The value of Computing is practical understanding, responsible decisions and creative confidence—not a label associated with a child’s original school Posting Group.