SEC Science tutorials for Bugis students should begin with the correct examination route, not a generic promise of more practice. At eduKateSG, our three-student small-group approach connects the student’s actual Science syllabus with a diagnosis of what is secure, what is uncertain and what needs rebuilding before timed work becomes useful.
For families comparing SEC Science tuition, combined Science preparation or a Physics, Chemistry or Biology tutor, the central question is whether the teaching can turn a marked paper into a better next attempt. A score identifies how much was credited. It does not, by itself, explain which decisions failed or how to repair them.
This guide is for families travelling from Bugis. It does not represent a branch in Bugis or an affiliation with a school bearing the Outram name. Consultations and suitable placements are arranged at 8 Fourth Avenue, Singapore 268674, near Sixth Avenue MRT. Confirm the student’s examination year, subject level and exact Science combination before selecting a class.
The purpose of this page is examination planning across the Science pathways. Detailed subject-level teaching examples are provided in the linked G1, G2 and G3 Bugis guides. A useful revision plan should know where each belongs rather than merge every learner into the same worksheet sequence.
Ask about SEC Science preparation on WhatsApp or arrange a parent–student consultation.
Science Learning Lens for Bugis — SEC
Science in a Mixed Retail and Heritage District
Bugis offers familiar prompts for scientific questions about shade, heat, glass, light, sound, materials, crowd movement and indoor–outdoor transitions. We do not treat the district as a measured experiment. Instead, we convert everyday observations into clearly stated paper scenarios with supplied values and controlled conditions so the learner can practise scientific reasoning safely and precisely.
Heat, Shade and Surface Comparisons
A learner may notice that sheltered and unsheltered spaces feel different, but Science asks which quantity would be measured and what else must be controlled. In a hypothetical comparison, two surfaces are measured at stated times under the same relevant conditions. Students distinguish surface temperature from air temperature and subjective sensation before drawing a conclusion.
Light, Glass and Reflection
Glass-fronted and brightly lit environments make light questions intuitive. We use supplied ray diagrams and values rather than claims about specific buildings. The learner identifies the relevant incident and reflected paths, interprets the geometry and links the diagram to the stated optical relationship.
Sound and Evidence
Busy urban environments invite observations about sound, but scientific claims require a defined measurement. We may provide fictional sound-level readings at several positions and ask students first to describe the trend, then to identify what additional evidence would be required to explain it. This teaches the difference between a measured pattern and a proposed mechanism.
Movement Data as a Rate Problem
A hypothetical pedestrian or vehicle covers a stated distance in a stated time. Students compare average rates rather than raw distances alone. No claim is made about actual Bugis movement speeds; the familiar setting simply gives the learner a concrete entry into ratio reasoning.
From Bugis Context to Transfer
After the Bugis context has made the concept accessible, we remove the place name and change the representation. The same relationship may reappear as a graph, equation, apparatus diagram or unfamiliar setting. Transfer shows that the learner owns the scientific idea rather than the local cue.
A More Important Transition Than It First Appears
Examination preparation asks the student to do several things together. The learner must recall an idea, recognise its relevance, read the supplied information, choose a method, communicate the reasoning and manage the available time. A difficulty in any one of those decisions can make a familiar topic feel unexpectedly difficult.
That is why completing more papers is not always the right first response. A learner with a missing concept may simply rehearse uncertainty under a clock. Another learner may know the content but need practice deciding when to stop writing and move on. The same assignment would serve those students differently.
We separate the decisions during diagnosis and reconnect them during practice. Concept repair is followed by independent application. Independent application is followed by mixed work. Timing is added when it can reveal execution rather than merely reproduce an already-known gap.
The Hidden Examination Problem: The Same Score Can Mean Different Things
Consider three fictional learners, Adrian, Jo and Ben. These are teaching characters, not testimonials. Each scores 18 out of 30 on an invented short assessment. Adrian loses marks on questions he did not reach. Jo attempts everything but repeatedly uses an incorrect concept. Ben recognises multiple-choice answers yet cannot construct the same reasoning in writing.
Adrian needs his time use examined, including whether hesitation came from weak recall. Jo needs the repeated concept repaired. Ben needs a bridge from recognition to explanation. Their equal totals do not imply equal learning needs.
A useful diagnostic records the question, the first failed decision and the conditions of the attempt. Was help available? Was the work timed? Had the student seen the question before? Without that context, an apparent improvement may reflect a more familiar task rather than stronger independent performance.
The next lesson should respond to the pattern, not simply assign the next paper in a book.
Why Consider Three-Student SEC Science Tutorials?
A three-student class allows the tutor to see individual starts, not only final answers. Each learner can identify the relevant concept before discussion. The tutor can then examine why different methods were chosen and ask for another independent attempt.
The group also allows comparison. One student explains a graph, another checks whether the explanation uses the data and a third identifies an assumption. The roles change so that no learner becomes only the listener or only the fast calculator.
The class size is useful when it supports precise feedback and active work. It is not a substitute for syllabus alignment, a clear lesson purpose or an honest account of what the student can currently do.
SEC Is the Certificate Framework, Not a Fourth Science Level
The Singapore-Cambridge Secondary Education Certificate begins in 2027, bringing the previous N(T), N(A) and O-Level examination structure under the SEC name. Subjects are taken at G1, G2 or G3. SEC is not a fourth level above G3. See SEAB’s official SEC overview.
Year level, subject level and examination year are separate. A Secondary 2 learner studying Science at G3 is not automatically ready for the full upper-secondary examination course. A student sitting a 2026 qualification should use that cohort’s requirements rather than have the 2027 label applied retrospectively.
For subject-level context, consult MOE’s Full Subject-Based Banding guidance. For examination preparation, start with the exact subject entry and syllabus year. Both pieces of information are necessary, but they answer different questions.
Establish the Exact Science Route
G1: The 2027 school-candidate list identifies Science as K123. Use the official G1 directory rather than assume a combined Science pairing.
G2: The combinations are Physics–Chemistry K223, Physics–Biology K224 and Chemistry–Biology K225. The G2 directory identifies the relevant entry.
G3: Separate Physics, Chemistry and Biology use K323, K324 and K325. Combined Physics–Chemistry, Physics–Biology and Chemistry–Biology use K326, K327 and K328. Check the G3 directory and the school’s actual subject combination.
The codes are not learning goals. They are a useful safeguard against preparing for the wrong content or assessment structure. Once the route is confirmed, the teaching plan should become specific to the learner rather than remain a list of administrative labels.
Assessment Differences That Change Preparation
G1 includes computer-based and written work
The 2027 K123 scheme has a 75-minute computer-based Paper 1 and a 60-minute written Paper 2, each worth 50%. The first can include interactive or moving stimuli. See the G1 assessment scheme.
Our planning response is to distinguish understanding the Science from reading the presentation. A learner should know what quantity or event to track when information is shown on a screen. A written answer still needs to communicate the relevant relationship. School-provided familiarisation is the appropriate reference for the actual examination interface.
G2 pairs two response formats within each discipline
For G2, each chosen discipline’s multiple-choice and structured papers share one 75-minute session. Candidates take the two discipline pairs for their combination. These are not four separate 75-minute sittings. See SEAB’s G2 scheme.
The practical teaching implication is to practise changing response mode without losing control. Recognising a correct option and constructing a complete explanation are different tasks. A learner should experience both within a planned sequence instead of preparing each in isolation until the final week.
G3 combined Science includes a practical component
The 2027 G3 combined Science scheme allocates 20% to multiple choice, 32.5% to each of two discipline papers and 15% to a practical test. See the combined Science scheme. Separate sciences require their own syllabus checks.
A written practical question can test method reasoning, but it does not reproduce every aspect of handling equipment. The preparation plan should identify what supervised practical experience the learner receives and what remains to be practised through school or another suitable arrangement.
These differences are why a single generic SEC Science timetable is insufficient. The route determines the components; the diagnostic determines what needs attention within them.
Our First-Principles Preparation Method
We begin with one recent, representative piece of work and a short fresh task. The marked paper shows where credit was lost. The fresh task helps establish whether the difficulty still exists or whether a copied correction has concealed it.
Next, we identify the first decision that must change. That may be choosing a quantity, recalling a concept, reading a graph, selecting a command-word response or deciding how much working to show. A useful plan names the decision rather than describing the student as generally weak in Science.
The tutor then models the missing relationship. Guided practice follows, but the support is deliberately reduced. A later question changes the context and removes the chapter label. The student must select the idea instead of simply repeat the method demonstrated immediately before.
Timing comes after enough method stability has been established. The purpose is to examine execution under realistic constraints, not to make an already-confused student fail faster. The resulting work is reviewed and used to decide the next teaching step.
Build a Revision Map With Observable Evidence
We use three working categories: secure, unstable and not yet understood. These are descriptions of current evidence, not permanent labels. A topic can move between categories when a new task reveals something important.
A secure topic can be used independently after a delay and in more than one representation. An unstable topic succeeds in familiar conditions but fails when the wording, diagram or timing changes. A not-yet-understood topic needs explanation before more testing will be informative.
The map should identify the evidence behind each category. Writing electricity: weak is too broad. Writing series-circuit current understood, voltage distribution inconsistent gives the tutor and student a clearer next task.
The plan should also preserve stronger areas. A learner does not need to repeat an entire secure chapter merely because it appears before a weaker one in the textbook. Short checks can maintain visibility while teaching time is used where it is needed.
Separate Recall From Familiarity
Our revision tasks ask the learner to produce something before looking at the notes. Draw a simple diagram, state a relationship, explain a distinction or begin a calculation. The attempt tells us what is available without the answer being supplied visually.
After checking, the student repairs the missing point and tries a different application. The sequence is not an exercise in catching the learner out. It gives a more useful picture than asking whether the page looks familiar.
A student who cannot retrieve a definition may still understand an example. A student who recites the definition may still be unable to use it. We test both so that memory and meaning are not mistaken for each other.
Use Spaced Checks and Mixed Questions Purposefully
We return to earlier concepts after the original lesson is no longer fresh. A short check can establish whether the learner still knows which quantity to calculate or which process explains a diagram. The result determines whether another explanation or another independent attempt is appropriate.
Mixed questions add a different demand: choosing the method without a chapter heading. We introduce this after the individual ideas have enough clarity to be distinguished. Mixing several poorly understood topics would make diagnosis harder rather than automatically improve the practice.
A small mixed set might contain one graph question, one calculation and one explanation. The learner identifies the task before answering. The tutor can then separate a selection problem from a difficulty executing the selected method.
What a Focused Lesson Can Look Like
In an illustrative 90-minute session, ten minutes revisit a previous error pattern and fifteen minutes reconstruct the day’s priority concept. Twenty minutes of supported practice are followed by twenty minutes of independent work with altered wording or representation.
Fifteen minutes then test a short mixed or timed sequence. The final ten minutes compare the starting and ending attempts, identify a remaining uncertainty and set a purposeful continuation task. Confirm the actual Science lesson duration and timetable during the consultation.
The sequence changes with the learner’s needs. Near an assessment, a larger timed section may be useful. Earlier in the course, more time may be spent building the model. In either case, the student must produce work that reveals whether the teaching has changed an independent decision.
Three SEC Preparation Pathways
Repair: The learner has gaps that repeatedly disrupt current work. We identify a small set of important prerequisites and rebuild them before assigning large quantities of timed practice. The repair should reconnect directly to the examined tasks.
Stabilisation: The learner understands most content but loses control when topics or response formats change. Practice targets selection, explanation and checking under gradually more realistic conditions.
Extension: The learner is secure and needs more demanding transfer. We introduce unfamiliar data, competing explanations and carefully chosen limitations. The purpose is greater precision, not a promise that predicting a difficult question will guarantee a particular grade.
A Worked Revision Decision: Two Equal Scores, Two Different Plans
Imagine a student earns 7 out of 10 on each of two original practice sections. In the first, the three lost marks all result from one incorrect unit conversion. In the second, the three lost marks come from three unrelated missing concepts.
The equal scores should not lead to identical assignments. The first section may benefit from a focused conversion repair and a fresh mixed check. The second may require three short explanations or a decision about which prerequisite should be addressed first.
We do not assume the first repair guarantees three recovered marks on the next assessment. The next questions may differ. The useful inference is narrower: the observed errors suggest different teaching priorities, which must then be tested with new work.
This is how a diagnostic becomes a plan rather than a label.
A Worked Timing Decision: Speed Is Not One Skill
Suppose a learner spends eight minutes on a short explanation question. The tutor should not assume slow writing is the cause. The student may have spent five minutes selecting the concept, two minutes composing the answer and one minute writing it.
A useful observation separates reading, deciding, calculating or planning, writing and checking. The remedy follows the bottleneck. Faster handwriting will not solve five minutes of uncertainty about the relevant model.
We may first practise identifying the concept without writing the full answer. Then we practise a concise plan. Only after those stages are more controlled do we ask for the complete response within a shorter time. The clock tests the developed method rather than replaces it.
A Worked Data Question: Difference and Percentage Change
Use original teaching values of 40 and 50 units. The absolute increase is 10 units. The percentage increase relative to 40 is 25%. These are different descriptions of the same change, and the question determines which is required.
Now reverse the comparison, from 50 down to 40. The absolute decrease is still 10 units, but the percentage decrease is 20% because the starting value has changed. A student who reports 25% in both directions has remembered a number rather than identified the reference quantity.
This exercise can support several Science contexts without pretending that the values came from a real experiment. Its purpose is to make the denominator a meaningful decision. The next question changes the context so the learner must identify that decision again.
A Worked Explanation: Evidence Is Not a Mechanism
Suppose an invented graph shows that a measured rate rises as a supplied variable increases over the tested range. A question asks the student to describe the relationship. Another asks the student to explain it using the relevant scientific idea.
The description should identify the observed relationship. The explanation must add a mechanism appropriate to the stated system. Repeating that the rate rose because the variable increased does not supply that mechanism.
We ask the learner to underline the evidence in one colour on their own paper and mark the mechanism separately. If both markings cover the same restated trend, the causal link is probably missing. The technique is a teaching aid, not an instruction about the official examination answer format.
Preparing Physics Without Formula Hunting
A Physics revision task should ask the learner to identify the system and requested quantity before choosing an equation. A correct formula can still produce the wrong answer when a value from the wrong interval, component or object is substituted.
We may ask for a diagram, a list of given quantities with units and a short statement of the relationship. Once these decisions are secure, the student can make the working more efficient. The purpose of the initial detail is to establish control, not to require unnecessary writing forever.
A final check asks what the result means and whether it fits the stated model. A number with an appropriate-looking unit is not sufficient when the calculation used an inappropriate assumption.
Preparing Chemistry Without Losing Chemical Meaning
Chemistry revision should keep observations, particles and symbols connected. A learner should know what a formula represents, what a coefficient counts and how an equation relates to the substances described in the question.
For calculations, we ask the student to write the route before inserting values: what is known, what is required and which relationship connects them? The route must follow the actual syllabus. A more advanced calculation is not automatically necessary for a different subject-level course.
For experimental questions, the learner separates what was observed from what is inferred. A clear observation is valuable even before the chemical explanation is complete. That distinction gives the tutor a more precise starting point for correction.
Preparing Biology Without Rewriting the Textbook
A Biology answer should follow the process requested by the question. Naming every structure in a diagram may not explain how a substance moves or why a condition changes the outcome.
We ask what enters, where it moves, what changes and which structure enables the change. The learner then chooses the level of detail required. A question about a whole-organism effect may need a link to an organ or cell, but not every answer requires a complete account at every scale.
The final response should preserve the causal chain while removing irrelevant detail. Concision becomes possible after the learner knows which links are essential.
Practical Preparation: Planning, Doing and Evaluating
We distinguish three related tasks. Planning asks what evidence would answer the question. Execution asks whether the learner can collect and record that evidence appropriately. Evaluation asks what limitations remain and how they could affect the conclusion.
A student may be strong in one and weak in another. A clear written plan does not establish careful equipment handling. Neat measurements do not automatically establish a valid comparison. A useful improvement must address a specific limitation rather than repeat a generic phrase.
We use school practical feedback as part of the diagnostic and state the limits of the tuition provision. Families should confirm any supervised practical arrangements rather than assume a full laboratory from the phrase Science tutorials.
An Illustrative Weekly Revision Rhythm
Consider a learner with three realistic short practice opportunities between lessons. The first revisits the lesson’s corrected concept without the worked answer visible. The second applies it in a changed representation and includes a brief older-topic check. The third uses a small mixed set and records one remaining question.
This is an example, not a universal weekly quota. A student close to a school assessment may need a different allocation. Another may have less available time. The plan should identify the purpose of each task before increasing its length.
Leave a place for unfinished learning. When a task exposes a misconception, the response should be to clarify it, not automatically add the entire task to a growing backlog. The next lesson can then begin with a useful question instead of a stack of incomplete worksheets.
Use Full Papers as Tests of the Whole Preparation
A full paper is useful when it can reveal how the student coordinates knowledge, selection, communication and time. Before assigning it, we ask what we expect to learn from the attempt. A paper should have a diagnostic purpose beyond filling an afternoon.
Afterwards, we review the distribution of errors. Some require concept repair. Some require a response to the command word. Others concern data reading, units, a practical limitation or time use. The correction is followed by new work that tests the repaired decision.
We do not count a successfully recopied solution as proof of mastery. The learner must show that the idea can be selected and used when the original answer is no longer available.
Teaching Ahead Without Making Predictions About the Paper
Pre-teaching can make an upcoming school topic less unfamiliar by introducing its central quantities, diagram or vocabulary. It should remain connected to the student’s course and readiness.
Predicting the exact questions that will appear is not a reliable basis for our teaching plan. We prefer to prepare the student to recognise a relationship across different contexts. The unfamiliar surface should not remove the learner’s method.
School communications and official examination materials should determine the actual dates and arrangements. This article does not provide an invented day-by-day SEC Science timetable or a forecast of examination questions.
What Progress Should Look Like
Look for independent starts, better selection of evidence, clearer explanations and fewer repeated errors when the context changes. A learner should increasingly be able to explain why an earlier approach failed and what makes the new approach suitable.
We also examine how much support was needed. A correct answer produced after several prompts is a useful step, but it should not be reported as equivalent to an independent answer. Progress becomes more intelligible when the conditions are recorded honestly.
No particular grade or improvement timeline is guaranteed. The student’s starting point, attendance, school demands, practice and assessment conditions all matter. The commitment is to a clearer preparation process and a better-informed next teaching decision.
When Should an Bugis Student Begin?
Consider a consultation when revision has become repetitive without changing the error pattern. The student may have extensive notes but weak independent recall, unequal Science components, difficulty with unfamiliar data or a tendency to run out of time despite understanding the topic afterwards.
A learner who is preparing effectively may not need another weekly class. A learner with one narrow gap may need targeted support rather than a complete replacement revision system. The proposed arrangement should have a clear educational purpose.
Access From Bugis and Class Details
The teaching location is 8 Fourth Avenue, Singapore 268674, near Sixth Avenue MRT. Consult SBS Transit’s Sixth Avenue station information for the arrival end of the journey, then plan the route from the student’s actual starting point.
Consider school dismissal, walking, a meal, the tutorial and the return home. A sustainable slot should fit the whole weekday rather than only the time shown for one train segment. No identical door-to-door journey is claimed for every Bugis household.
Format: Three-student small-group tuition. Focus: The learner’s exact Science subject level, combination and examination year. Materials: Diagnostic tasks, worked explanations, selected practice, schoolwork review and purposeful continuation tasks. Placement: Subject to suitable readiness and availability. Confirm duration, fees, timetable and practical provision directly before enrolment.
What Parents Can Bring to the Consultation
Bring the exact Science subject entry, a recent marked assessment, practical feedback and the school’s current topic or revision schedule. Include an original attempt rather than only a neatly recopied correction.
We ask which questions were completed independently, what help was given and whether the difficulty has repeated. We also discuss realistic practice time and the other demands in the student’s week. A preparation plan should be usable, not merely ambitious on paper.
Frequently Asked Questions
Is SEC Science a fourth level above G3?
No. SEC is the certificate framework, with subjects taken at G1, G2 or G3. The distinction is set out in SEAB’s overview. A tuition enquiry should name the actual Science level and combination.
Should preparation begin with a full paper?
Only when that attempt will provide useful information. A short fresh task may diagnose a repeated misconception more efficiently. Full papers become valuable when the learner is ready to test coordination of content, interpretation and time.
Can older papers still be useful?
They can provide practice after the content and assessment fit have been checked against the learner’s actual syllabus. Similar subject names are not enough to establish that every old question or timing rule remains suitable.
Does a good multiple-choice score show that explanations are secure?
Not by itself. We ask the student to justify a selection or answer a related question without options. The follow-up shows whether recognition is supported by reasoning that can also be expressed independently.
How should a student manage uneven Science components?
Use evidence from each component. The weaker area may need more explanation time while the stronger one receives short maintenance checks. Reassess the balance as the learner improves rather than divide time mechanically forever.
Can tuition replace laboratory experience?
Written planning and data work cannot replace every equipment-handling skill. Confirm the actual practical arrangements and continue to use school laboratory opportunities appropriately. The preparation should match the component the student will actually sit.
Can a grade be predicted from a few practice scores?
A few practice scores do not establish a dependable final outcome. The questions, timing, help available and familiarity all affect their meaning. We use scores to identify teaching priorities rather than present a guaranteed examination result.
What is the simplest useful action for parents?
Ask the student to explain one corrected decision without reading the model answer. Then ask what they will check when a similar question appears again. This keeps the discussion focused on learning rather than only on the total score.
Helpful Reading for Bugis Families
PSLE Science Tuition | Bugis · A Student’s Life | Bugis · Education and Tuition | Bugis · Surviving Tuition | Bugis · SEC Science Tutorials | City Hall
SEC Science Tutorials for Bugis Families
A useful preparation system gives the learner a method for the unfamiliar. Identify the task, select the relevant concept, read the evidence, perform the necessary reasoning and check what the answer actually claims.
For students who are behind, we repair the missing connection. For students who are inconsistent, we test whether understanding survives changed contexts and time. For students who are ready, we deepen precision without replacing understanding with indiscriminate volume.
Science Learning Blueprint for Bugis — SEC
Reading the City as a Science Text
A student travelling through Bugis moves through changing shade, road surfaces, sheltered spaces, moving vehicles, indoor cooling and outdoor heat. We use such ordinary observations only as prompts for scientific questions: what quantity would describe the change, what could be measured, what alternative explanation must be controlled, and what evidence would justify a conclusion? The place is not treated as a laboratory result. It is a source of observable questions that can then be converted into safe paper-based models.
From Crowded Information to the Relevant Variable
Dense urban environments contain many simultaneous changes. That makes them useful metaphors for scientific selection. A question may provide five pieces of information while only two control the calculation. We teach the learner to mark the requested quantity, circle the evidence that bears on it and deliberately leave irrelevant information unused. The habit is especially valuable in data-response questions, where the difficulty often comes from selection rather than arithmetic.
Heat, Shade and Surfaces
A simple urban heat question can compare two hypothetical surfaces placed under the same stated conditions. The student first distinguishes surface temperature from air temperature, then identifies what was actually measured and whether the comparison was controlled. We avoid claiming that a particular Bugis location has a measured temperature unless data are supplied. The teaching point is how to build a defensible comparison from stated evidence.
Movement, Time and Rate
Urban movement gives a familiar context for rates without requiring claims about actual journey times. If a model object covers 120 metres in 80 seconds, the average speed is 1.5 metres per second. A second journey may cover a greater distance yet have a lower average speed if it takes proportionally longer. Students learn to compare ratios rather than the largest raw number.
Evidence Before Explanation
We sometimes present a fictional Bugis-style urban dataset with noise level, temperature or footfall as abstract values. The learner first describes the pattern, then identifies which additional evidence would be needed for an explanation. This trains an important scientific boundary: a correlation in supplied data is not automatically a proven cause.
Systems Thinking in a Dense District
Science becomes easier when the learner sees systems rather than isolated facts. A transport system contains inputs, constraints and flows; a biological system contains structures, materials and processes; an electrical circuit contains connected components. We use the city only as an analogy for organisation, then return immediately to the exact scientific system named in the syllabus question.
SEC Is the Certificate Framework, Not a Fourth Level
From 2027, the Singapore-Cambridge Secondary Education Certificate brings G1, G2 and G3 subjects into one certificate framework. SEC is not a subject level above G3. We therefore establish the student’s exact subject level, Science route and examination year before building the revision plan.
A Revision Map Should Be Evidence-Based
We use working categories such as secure, unstable and not yet understood. Secure means the learner can retrieve and apply the idea after a delay. Unstable means the concept works in familiar conditions but fails when representation or timing changes. Not yet understood means another explanation is required before more testing will be informative.
Arrange a Parent–Student Consultation
Tell us the examination year, Science level, combination or separate subject and one repeated difficulty. Those details are enough to begin a practical conversation about the appropriate support.
Arrange an SEC Science consultation on WhatsApp
eduKateSG
8 Fourth Avenue, Singapore 268674
Near Sixth Avenue MRT
Three-student small-group tuition
By appointment