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PG1, PG2 and PG3 LEAPS 2.0 and CCA Bonus Points | Participation, Leadership, Service and 2028 PSE

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by

eduKate Asia
Three students sit with open study materials along a sheltered school corridor overlooking a playing field and nearby buildings.

Does PG1, PG2 or PG3 affect CCA bonus points, and how does LEAPS 2.0 work for the 2028 post-secondary admissions exercise? Posting Groups concern admission to Secondary 1. LEAPS 2.0 separately recognises Participation, Achievement, Leadership and Service. Under MOE’s published framework, an Excellent overall attainment gives two co-curricular bonus points, Good gives one and Fair gives none. Recognition depends on all four domains, not one medal.

For families looking towards the first common Singapore–Cambridge SEC results in January 2028, the important distinction is between academic subject eligibility, the four-domain CCA record and any bonus-point deduction permitted under the actual post-secondary route. MOE has announced a new PSE from 2028 while retaining DSA-JC, Polytechnic EAE and ITE EAE. No bonus point guarantees a specific posting.

This practical, positive guide explains what each LEAPS domain recognises, gives worked hypothetical profiles, describes how the 2028 JC and MI overall bonus cap differs from LEAPS recognition, and shows how families can encourage genuine contribution rather than chasing certificates. A child’s school experience should remain rewarding whether the student entered through PG1, PG2 or PG3.

Independent eduKateSG parent reference, checked 17 October 2026 against MOE’s published LEAPS 2.0 framework, COS 2025 and COS 2026 announcements. Check the school’s official attainment record and updated admissions conditions for the child’s actual intake. Illustrations are explanatory, not official individual calculations.

Quick answers: LEAPS, points and 2028 PSE

  • Four domains: Participation, Achievement, Leadership and Service.
  • Excellent: two bonus points; at least Level 3 in every domain and Level 4 in one.
  • Good: one point; at least Level 1 in every domain plus an approved higher-level pattern.
  • Fair: no co-curricular bonus point.
  • 2028 JC and MI: announced total admissions bonus cap of three points; LEAPS itself can contribute at most two.
  • 2028 PSE: new common post-SEC admission exercise; eligible bonus points do not override course-specific subject requirements.
  • Best next step: ask the school for the four confirmed domain levels and focus on actual learning.

Find the parent question you need answered

1. Posting Group does not decide co-curricular contribution

PG1, PG2 and PG3 are secondary-school entry categories. LEAPS 2.0 recognises co-curricular development through participation, achievement, leadership and service, regardless of which posting group a student entered through. The purpose is whole-person growth rather than recreating academic labels outside class.

For example: Two classmates enter through different posting groups yet contribute equally to their school orchestra. Their dedication can be recognised without comparing their academic syllabuses.

Helpful next action: Look at what the learner actually does, learns and contributes in school, not at a posting label.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

2. The four LEAPS 2.0 domains

MOE defines the four domains as Participation, Achievement, Leadership and Service. Each observes a different aspect of co-curricular life: sustained CCA involvement, representation or accomplishment, responsibility and initiative, and service to others. Families should understand all four rather than focusing on medals.

For example: A student attends robotics club consistently, helps organise an event and contributes to a community project. These activities may touch different domains.

Helpful next action: Ask the school to show which recognised activities contribute to each domain and which evidence is recorded.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

3. LEAPS means recognition, not an extra SEC subject

A co-curricular attainment record is not a G1, G2 or G3 SEC examination paper. Eligible bonus points can be relevant to later admissions, but they are not a replacement for satisfying the formal subject and grade conditions of a course.

For example: A learner has a strong LEAPS record but does not meet the published minimum requirements of a desired programme.

Helpful next action: Use the academic requirements and co-curricular recognition as two separate parts of planning.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

4. Excellent means two co-curricular bonus points

MOE’s LEAPS 2.0 recognition table awards two bonus points for an Excellent attainment. Excellent requires at least Level 3 in all four domains and at least Level 4 in one. The rule measures breadth plus a particular strength.

For example: A student reaches Level 4 in Participation but only Level 1 in Service; that does not meet the minimum Level 3 in every domain.

Helpful next action: Check all four domain levels rather than making a prediction from one impressive result.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

5. Good means one co-curricular bonus point

The Good recognition requires at least Level 1 in all four domains and one of the specified higher-level combinations: Level 2 in three domains; Level 2 in one plus Level 3 in another; or Level 4 in one. It yields one bonus point.

For example: A child has Levels 2, 2, 2 and 1 across the domains and meets one of the published patterns.

Helpful next action: Use the official MOE table, not an informal system of adding up domain numbers.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

6. Fair carries no LEAPS bonus point

A student whose recorded levels do not meet Good is recognised as Fair under the LEAPS 2.0 table, and this does not translate into an admission bonus point. Fair is an attainment category, not a judgement that the student’s CCA experience was useless.

For example: A learner builds friendships and a lifelong interest in badminton but has not satisfied the published four-domain threshold.

Helpful next action: Recognise the actual experience and ask which future opportunities are available without shaming the student.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

7. Excellent cannot be calculated from one medal

Achievement is one of four LEAPS domains. An award may be meaningful, but the outcome depends on the whole attainment profile and whether the event qualifies under MOE and school processes.

For example: A student wins a local competition and assumes two bonus points are guaranteed.

Helpful next action: Ask which Achievement level the school records and check Participation, Leadership and Service too.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

8. Participation recognises sustained engagement

The Participation domain considers involvement in a school-based or school-endorsed CCA, including years, active contribution and conduct. Long-term engagement allows skill and relationships to develop beyond a one-off event.

For example: A learner trains for four years in the same CCA and becomes a reliable teammate.

Helpful next action: Discuss both attendance and the learner’s actual engagement rather than pursuing attendance numbers alone.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

9. A CCA should be chosen for genuine interest

An activity the learner can sustain is often more valuable than joining one because its name sounds prestigious. Motivation helps attendance, skill improvement and friendships over several years.

For example: A child prefers a media club to a competitive sport but feels pressured because friends chose the sport.

Helpful next action: Explore actual school options, expectations and what the learner wants to learn.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

10. Attendance has documented criteria

MOE’s LEAPS examples use participation across years with at least 75% attendance in the illustrative scenarios. The school’s records and the full framework determine the actual recognition level.

For example: A family counts every school holiday as an attendance session and predicts a level from memory.

Helpful next action: Ask the teacher how attendance is captured and confirm the student’s record when appropriate.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

11. Changing CCAs needs school advice

Students’ interests and circumstances can change. Since sustained engagement affects Participation recognition, a transfer should be considered carefully with the school’s process rather than treated as an automatic bonus-point calculation.

For example: A student moves from uniformed group to choir after discovering a strong musical interest.

Helpful next action: Discuss the personal reason and the effect on participation records with the CCA teacher before switching.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

12. Achievement is not limited to winning gold

The Achievement domain includes representation as well as accomplishments in competitions, exhibitions, performances, conferences and similar endorsed opportunities. Representation need not always be tied to the child’s main school CCA.

For example: A student represents a school at a robotics showcase without winning a prize.

Helpful next action: Ask whether the event and representation were school-endorsed and recorded in the relevant domain.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

13. Endorsement matters for external achievements

MOE recognises certain achievements through a school or school-endorsed organisation. An external activity alone should not be assumed to qualify without the school’s verification.

For example: A child earns an award at an independently organised private course and wants to count it automatically.

Helpful next action: Provide the event details to the school and ask what the published recognition rule permits.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

14. Service is more than collecting hours

The Service domain values meaningful contribution to community and school through Values-in-Action work, including planning and reflection. The activity should meet a genuine need rather than function only as a numerical tally.

For example: Students organise a reading session for younger children and adapt the session after listening to their feedback.

Helpful next action: Ask whom the activity helped and what was learned from the experience.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

15. MOE describes annual service participation

MOE’s framework states that secondary students contribute at least six hours per school year to the community, with opportunities for VIA. Different attainment levels depend on the fuller details of the framework.

For example: A student completes a class service event and assumes six hours guarantees a high Service level.

Helpful next action: Check the actual VIA requirements, involvement and recorded domain level with the school.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

16. Reflection is part of real community learning

An effective service reflection describes what the community needed, what the student did, what worked and what could improve. It should be respectful and specific rather than an inflated account of personal heroism.

For example: A student notices that a planned donation drive collected items that the recipient organisation could not use.

Helpful next action: Discuss how listening to the organisation could improve the next project.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

17. Leadership need not mean student council president

MOE recognises several forms of leadership development, including modules, class responsibilities, student-led projects and formal appointments. The domain is broader than being elected to a famous position.

For example: A quiet student reliably coordinates a class activity and learns to support teammates.

Helpful next action: Ask which actual responsibility and developmental activity the school recognises.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

18. Leadership includes service to others

Strong leadership is demonstrated through responsibility, teamwork and supporting a shared goal. Titles may provide an opportunity, but the learning should go beyond the badge or position.

For example: A committee member realises that members need clear tasks and a more inclusive planning process.

Helpful next action: Encourage the learner to explain what they changed and what their team experienced.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

19. Personal leadership can grow gradually

A student might begin by managing their own commitments, later support peers and eventually organise a team task. This progression can be healthy even without immediate formal recognition.

For example: A learner starts by arriving prepared at CCA, then volunteers to mentor a newcomer.

Helpful next action: Notice growth in reliability and communication without forcing a rushed leadership application.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

20. Achievement and Leadership are different domains

Representing a team at a competition can count as Achievement, while organising and mentoring may fall under Leadership according to the school’s framework. A single activity can offer many experiences, but parents should not double-count levels without records.

For example: A student captains a sports team that wins a tournament and assumes the two domains must automatically reach their maximum levels.

Helpful next action: Ask how the school classifies and records the distinct contributions.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

21. The Good recognition has several pathways

The three alternative Good patterns allow different co-curricular profiles to be recognised while requiring at least Level 1 in all four domains. Families should look for a legitimate pattern rather than insist every student reaches identical levels.

For example: One learner has stronger Achievement, another stronger Leadership, and both may meet a Good pattern if the other requirements are met.

Helpful next action: Read the actual level table with the student rather than estimating from one category.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

22. The Excellent rule requires balance

Excellent is not only a high average. The minimum Level 3 in all four domains is decisive, with at least one Level 4. This creates a reason to stay engaged across different forms of school life.

For example: A learner excels in Service and Participation but has limited Leadership opportunities.

Helpful next action: Discuss realistic, meaningful school-recognised ways to develop the weaker domain.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

23. A hypothetical Excellent example

Suppose a student’s school confirms Participation 4, Achievement 3, Leadership 3 and Service 3. Under the stated LEAPS rule, these levels satisfy Excellent because each domain reaches Level 3 and one reaches Level 4.

For example: The child can appreciate a well-rounded record without needing to chase another prize for its own sake.

Helpful next action: Check the final school record rather than presenting an illustrative profile as an official personal result.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

24. A hypothetical Good example

Suppose a school has confirmed levels Participation 2, Achievement 2, Leadership 2 and Service 1. This meets the Good pattern requiring at least Level 1 everywhere and Level 2 in three domains.

For example: The learner can identify which activities provided useful growth rather than treating Good as a disappointing label.

Helpful next action: Celebrate the meaningful participation and check final recognition formally.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

25. A hypothetical Fair example

Suppose Participation is 4, Achievement is 0, Leadership is 2 and Service is 2. The missing minimum Level 1 in Achievement means this profile does not satisfy the Good rule even though Participation is strong.

For example: The family might have misread a CCA record and assumed many years alone guaranteed a bonus.

Helpful next action: Review the official record and ask about valid opportunities to learn and represent others.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

26. LEAPS and 2028 PSE are separate processes

MOE announced the common SEC from 2027 and a new Post-Secondary Admissions Exercise in January 2028. LEAPS recognition can form part of admissions bonus-point calculations where the route permits, but PSE application is its own exercise with eligibility and choices.

For example: A student has an Excellent co-curricular record but still needs to choose an eligible diploma or JC pathway.

Helpful next action: Check both the attainment record and the admissions instructions for the relevant year.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

27. A bonus point does not create eligibility

Co-curricular bonus points improve the net aggregate where the admissions route recognises them. They do not necessarily waive subject minimum-entry requirements, restrictions or a programme’s qualifying thresholds.

For example: A learner needs a certain Mathematics grade for a course and assumes two LEAPS points erase the subject requirement.

Helpful next action: Read grade conditions separately from net-score calculations.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

28. The 2028 JC/MI total bonus cap is three

MOE’s 2025 announcements revised the overall cap on bonus points for JC admission from four to three under the five-subject L1R4 framework from the 2028 intake, with the MI cap aligned. The LEAPS co-curricular component itself remains a maximum of two.

For example: A family adds two LEAPS points to several other possible bonus categories and assumes every point can be subtracted without limit.

Helpful next action: Distinguish the overall admissions cap from the LEAPS recognition category.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

29. Gross and net aggregate are different

The gross aggregate is calculated from the applicable academic subjects under the current route. The net score may include allowed bonus-point deductions, subject to caps and rules. These are related but not identical numbers.

For example: A student has an illustrative gross aggregate of 12 and two eligible bonus points, suggesting a net score of 10 where those deductions are permitted.

Helpful next action: Use the formal admissions instructions for the year; this example is not an offer or eligibility guarantee.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

30. The revised JC aggregate uses five subjects

MOE announced L1R4 for JC admission from the 2028 intake, with a JC qualifying threshold of 16 gross points under the revised framework and specific Humanities and Mathematics/Science subject positions. CCA points do not alter which subjects meet those positions.

For example: A family assumes a strong CCA record makes it unnecessary to consider an eligible Humanities subject.

Helpful next action: Plan subject requirements first, then examine applicable bonuses.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

31. MI admissions remain a distinct choice

The revised MI L1R4 subject requirements also include Humanities and Mathematics/Science roles, but MOE retained the MI qualifying threshold at 20. Students should evaluate the actual three-year pathway rather than see MI as merely a secondary option.

For example: A learner likes a more gradual A-Level study route and wants time for broader involvement.

Helpful next action: Compare JC and MI requirements and learning fit using official sources.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

32. PSE choice order matters in 2028

MOE’s 2026 announcement says 2028 PSE uses choice order as a posting tie-breaker after citizenship and before gross aggregate and ballot. The rule concerns applications where net scores are tied, so honest ordering of suitable options matters.

For example: A learner lists a less desired course first for a speculative tactical reason and regrets the decision.

Helpful next action: Rank eligible schools and courses by real preference after considering subject and personal fit.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

33. CCAs and aptitude admissions connect

DSA-JC, Polytechnic EAE and ITE EAE continue alongside the 2028 PSE. Genuine co-curricular achievements and projects may provide relevant evidence of interests and aptitude in those separate selection processes.

For example: A student develops a robotics portfolio from school participation and explains what they built and tested.

Helpful next action: Keep authentic project evidence while checking the actual direct-admission programme’s criteria.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

34. A CCA certificate is not a conditional offer

An award or LEAPS record may support an application, but DSA-JC and EAE providers make their own selection decisions. Neither the number of trophies nor the CCA bonus score automatically admits a student to a particular route.

For example: A child earns Excellent LEAPS recognition and assumes a place at a named JC is guaranteed.

Helpful next action: Review the individual admission route’s requirements and deadlines.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

35. Spending money is not the same as attaining a level

Many meaningful LEAPS activities occur through ordinary school CCA, school-endorsed representation and VIA. Families need not assume a paid enrichment programme is essential for recognition.

For example: A parent considers an expensive external club solely to obtain another certificate.

Helpful next action: Ask the school what opportunities are recognised and whether the child genuinely wants to participate.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

36. Students deserve sustainable CCA schedules

Long weekly training, school homework and occasional events must fit with physical rest and emotional wellbeing. The aim is growth, not exhaustion in pursuit of a single additional bonus point.

For example: A learner volunteers for several clubs and starts missing sleep before school assessments.

Helpful next action: Review the overall timetable and select priorities that can be sustained.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

37. A CCA should remain enjoyable

A student can develop discipline and friendships even when their CCA performance never leads to a high-profile award. The formal record is one outcome, not the sole purpose.

For example: A teenager learns an instrument slowly but begins to appreciate ensemble work.

Helpful next action: Ask what the learner enjoys and which part of the practice has improved.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

38. School-endorsed cross-school opportunities

MOE’s school-based and endorsed activities can include approved programmes beyond the immediate school. Such activities should be confirmed through school channels before assuming recognition.

For example: A student joins a district performance organised with several schools and wants the participation recorded.

Helpful next action: Check the teacher’s approval, event classification and evidence process.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

39. External competitions require verification

For achievements outside regular CCA, school endorsement can determine whether recognition is possible. The student should maintain honest records and not assume every certificate counts.

For example: An online competition advertises national status but has not been endorsed by the school.

Helpful next action: Ask the school to verify the event and recognition criteria before making promises.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

40. School records should be checked periodically

CCA attendance, leadership roles and VIA records are best understood early enough to correct genuine administrative errors. Waiting until graduation can make verification harder.

For example: A student notices that a service project is missing from their co-curricular record.

Helpful next action: Provide the school with the actual event evidence and ask for an official check.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

41. Do not fabricate attainment evidence

Representation, service hours and leadership responsibilities must reflect real participation. Invented certificates or inflated hours can undermine trust and harm the learner.

For example: A parent proposes adding uncompleted service hours because the student is close to a LEAPS threshold.

Helpful next action: Record only genuine work and follow the school’s correction process for mistakes.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

42. Avoid comparing siblings by points

Different cohorts, interests and school opportunities can produce different attainment profiles. A family can support both children without treating one Excellent and one Good as a ranking of character.

For example: One sibling enjoys sports competitions while another prefers quiet community work.

Helpful next action: Discuss each student’s actual learning and chosen contributions separately.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

43. Service should meet a real community need

Meaningful VIA begins with listening to beneficiaries and understanding what is useful. Students can learn planning and empathy through small projects that work.

For example: A group plans a clothing drive but discovers a recipient organisation needs particular sizes and items.

Helpful next action: Ask the organisation what would help, then adjust the plan responsibly.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

44. Leadership opportunities can be shared

Many students can learn leadership through rotation, supporting others and student-led activities. Families need not turn every club into a contest for one title.

For example: A student who rarely speaks volunteers to document decisions and facilitate inclusive discussion.

Helpful next action: Notice reliable contribution and ask whether the school recognises the role.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

45. Achievement includes reflection

Representing a school at a competition can teach preparation, resilience and teamwork regardless of the final placing. Students benefit from reviewing what changed through participation.

For example: A team does not reach the final but improves its ability to collaborate under time pressure.

Helpful next action: Ask what skill was gained and which example demonstrates it.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

46. Participation over four years has meaning

Consistent CCA involvement gives time to become competent, make friends and contribute to newer members. Its benefit should not be reduced only to an attendance threshold.

For example: A child becomes a peer mentor in the same club after several years.

Helpful next action: Describe the growth, not just the number of sessions attended.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

47. What parents should ask the CCA teacher

A precise question includes the child’s present recorded domain levels, which activities have been counted and whether any documentation is missing. This is more helpful than asking whether an award guarantees two points.

For example: A family sees Level 2 Service but expected Level 3 after a VIA project.

Helpful next action: Ask the teacher what exact evidence and framework condition determined the level.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

48. Final attainment is confirmed at graduation

MOE’s framework recognises overall LEAPS attainment at the end of the graduating year. Interim estimates can guide planning but should not be presented as the final national admission record.

For example: A child has a provisional level in Secondary 3 and wants to know their exact 2028 bonus.

Helpful next action: Use the school’s eventual confirmed attainment and applicable admissions rules.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

49. No score predicts a guaranteed posting

Even with an eligible net aggregate and bonuses, admission depends on requirements, vacancies, other applicants and the official posting process. Historical cut-off figures should be understood as references.

For example: A family assumes a course will admit every student who matches last year’s score.

Helpful next action: Build a realistic ranked list and consider several genuinely suitable options.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

50. An example of balanced school life

A learner attends one CCA consistently, takes appropriate leadership tasks, joins a school-endorsed representation and contributes to VIA. Each activity can serve a meaningful purpose while also being accurately recognised.

For example: The student develops friendships and a portfolio of real learning without taking three paid enrichment courses.

Helpful next action: Keep ordinary school commitments sustainable and celebrate concrete improvement.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

51. An example of choosing a CCA wisely

A Secondary 1 child is deciding between a sports CCA and a performing arts CCA. Both could develop valuable skills and relationships, but the strongest long-term choice may be the one the learner is motivated to attend regularly.

For example: The student enjoys rehearsals more than competitions but feels pressured to choose a popular team.

Helpful next action: Attend school trials where available and ask about the actual weekly experience.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

52. An example of responsible VIA planning

A group wishes to support younger readers. Rather than counting service hours first, they ask teachers and recipients which activities would be helpful, prepare materials and reflect on how the sessions went.

For example: The project changes its format after feedback from the participating children.

Helpful next action: Document genuine involvement and discuss the learning with the teacher.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

53. The next school stage still needs academic planning

For a 2027 SEC candidate, the January 2028 PSE combines different future routes. LEAPS matters, but accurate subject codes and grades remain central. The student should prepare for examinations and personal development without treating them as competing identities.

For example: A candidate has strong service commitments and an upcoming Mathematics assessment.

Helpful next action: Protect a sensible study schedule alongside agreed CCA responsibilities.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

54. Why a weak mark should not end CCA participation

Students gain confidence, friendships and purpose outside classroom assessment. Stopping every co-curricular activity because one test went poorly may remove a meaningful source of motivation.

For example: A child struggles with English but feels capable and connected in a school choir.

Helpful next action: Identify the specific English skill to repair while discussing a manageable CCA schedule.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

55. What to do if a CCA record looks wrong

Administrative mistakes can happen. Families should gather the factual dates and school-approved records, then request a calm review by the relevant teacher or school office.

For example: A student attended an endorsed performance but the event is absent from the achievement log.

Helpful next action: Contact the school with concise evidence, without assuming the missing entry guarantees a higher level.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

56. A lifetime skill is more than a bonus point

LEAPS aims to acknowledge development in participation, achievement, leadership and service. Students can carry collaboration, self-management and civic responsibility into JC, polytechnic, ITE and beyond regardless of the precise bonus.

For example: A learner moves from school into a diploma and continues volunteering as a personal choice.

Helpful next action: Ask what habit the student wants to continue long after the certificate is issued.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

57. An encouraging family conversation tonight

The most helpful question is what the learner has learnt through their activity and which next contribution would be meaningful. The official recognition can be checked separately with the school.

For example: A student explains how coordinating practice made the group more welcoming to newcomers.

Helpful next action: Listen to the example and recognise its personal significance without turning it into a ranking.

For accurate admissions planning, distinguish the student’s genuine educational experience, the school’s recorded LEAPS domain level and the rules for the receiving course. This avoids turning a valuable co-curricular opportunity into an unsupported promise of points or admission.

Frequently asked parent questions

What does LEAPS 2.0 stand for?

It is MOE’s framework for recognising participation, achievement, leadership and service in co-curricular learning.

How many co-curricular bonus points is Excellent?

Two.

How many points is Good?

One.

Does Fair give a bonus point?

No, although the student may still have valuable learning experiences.

What levels are needed for Excellent?

At least Level 3 in all four domains, with at least Level 4 in one domain.

Can three Level 2 domains qualify for Good?

Yes, with at least Level 1 in all four domains and the published Good conditions.

Does one medal guarantee two bonus points?

No. Overall recognition depends on all four domains and authorised records.

Does CCA attendance matter?

Yes. Participation considers sustained approved activity and relevant attendance and contribution conditions.

Can VIA contribute to LEAPS?

Yes. Service recognises meaningful approved community involvement.

Can students without formal titles develop Leadership?

Yes. MOE recognises several leadership development activities beyond elected positions.

Do all paid external courses count as achievements?

No. School endorsement and the recognition rules matter.

Are LEAPS points an SEC examination grade?

No. Co-curricular recognition is separate from national academic subject assessment.

Do bonus points remove subject prerequisites?

No. Course eligibility and minimum-entry requirements must be checked separately.

What is the 2028 JC/MI overall bonus cap?

MOE has announced an overall cap of three points, distinct from the maximum two co-curricular LEAPS points.

Does the 2028 PSE still recognise CCA?

The current MOE framework provides CCA bonus recognition for eligible post-secondary routes, subject to the 2028 admissions rules.

Will Polytechnic EAE and ITE EAE continue in 2028?

MOE has announced that both will continue alongside the 2028 PSE.

Will DSA-JC continue?

Yes, according to MOE’s 2026 announcement, subject to the programme’s current requirements.

Can a PG1 child earn Excellent LEAPS?

Posting Groups are not attainment categories; the four domain rules are what matter.

When is the final LEAPS recognition recorded?

At the end of the graduating year according to MOE’s framework.

What should parents do if levels seem inaccurate?

Ask the school for its official record and provide any relevant genuine activity evidence.

Further reading across the eduKateSG ecosystem

These related guides cover different layers: how co-curricular learning works, what Full SBB means, and how SEC results connect to later courses. Parents can choose the link that directly answers their next question instead of reading unrelated examination advice.

Official Ministry of Education sources

What matters most

The purpose of participating in a CCA, taking leadership responsibility or contributing to a VIA project is the student’s experience of building skills and serving others. Recognition can help with admissions, but it is only one part of an education.

A useful conversation is to ask: What did the child learn to do for themselves or someone else this term? When that has a clear answer, co-curricular learning is already doing meaningful work.