Secondary 2 G3 A-Math Tuition Alexandra

Secondary 2 G3 Additional Mathematics Tuition Alexandra | What happens in SEC G3 A-Math Tutorials. A-Math readiness is about recognizing methods, not racing through chapters — a stage-appropriate guide for Singapore parents and students.

Did you know that a pupil can factorise ten quadratics on a worksheet and still fail the next one in a mixed test? A worksheet heading quietly tells the student which technique to use. A real mathematics problem may not.

Secondary 2 G3 Additional Mathematics tuition searches from Alexandra are often about preparing for subject choice. The pupil ordinarily studies lower-secondary Mathematics; there is no national Secondary 2 A-Math examination. The school decides what upper-secondary subjects it offers and how pupils are placed.

This guide shows how careful tutoring can turn existing algebra, graphs and equations into transferable thinking, so families have meaningful evidence of readiness rather than inflated assurances that teaching far ahead guarantees a future subject.

The immutable eduKateSG Secondary 1 Mathematics Tutor Clementi small-group tutorial reference describes premium tuition with up to three pupils and 1.5-hour tutorial sessions near Sixth Avenue MRT at Fourth Avenue. This series uses that teaching model without editing the original. Alexandra is the geographic search context of these articles, not a claim that eduKateSG operates a separate Alexandra teaching centre. Confirm the actual venue, group, fees, timetable and availability directly.

A reading route through this Alexandra guide

School level and syllabus
What happens in a three-pupil tutorial
Learning outcomes and readiness
Worked mathematical examples
Independent practice and answers
An illustrative eight-week cycle
Parent progress evidence
Frequently asked questions
Related guides and authoritative sources

The correct Secondary 2 Mathematics and Additional Mathematics stage

Secondary 2 pupils should follow their current lower-secondary Mathematics subject level, school assessments and subject-combination guidance. The later choice to take Additional Mathematics, where offered, rests with the school and student. Tuition can strengthen prerequisites, clarify motivations and identify areas for repair, but cannot allocate a school subject.

The phrase “Secondary 2 G3 Additional Mathematics tuition Alexandra” can be a useful family search phrase, but it does not imply a national lower-secondary A-Math examination. The school confirms the child’s actual Mathematics subject level, current syllabus and upper-secondary subject opportunities. The instructional priority is durable prerequisites and present school assessments.

Inside a small-group tuition lesson: what the learner actually does

A sensible illustrative 90-minute session might allocate ten minutes to unaided retrieval, fifteen to a diagnostic, twenty to a carefully modelled explanation, twenty-five to individual changed-problem practice, ten to correcting the earliest invalid line, and ten to a review and next target. Actual lessons should be adapted to the child’s school chapters, readiness, co-curricular activities and available teaching time.

An unaided opening question

The tutor asks the pupil to try a short problem on paper before giving a hint. This reveals the actual method selection and the first line where understanding becomes uncertain.

Error diagnosis instead of guessing

A wrong final answer can arise from a missing prerequisite, an illegal cancellation, a misplaced sign, an overlooked domain or a good method executed incorrectly. Identifying the cause is more useful than merely counting errors.

A precise worked explanation

One valid solution is explained step by step. The tutor names why operations preserve equality and where restrictions or geometric interpretations matter.

Changed independent practice

A coefficient, representation or condition is altered. The model is hidden and each pupil solves a suitable variation. This tests transfer rather than memory of the earlier pattern.

Spaced retrieval and mixing

The repaired principle returns days later in a question with no topic heading. The pupil should explain it with fewer prompts and check the final answer.

An actionable progress report

The learner and family see one secure concept, the specific error being repaired and the next school-relevant target. Progress is demonstrated through new work, not an absolute grade guarantee.

A group of three can still allow differentiated teaching: one learner may require a numerical analogy, another a current-school application and the third a more demanding transfer problem. After a shared explanation, each pupil should do their own written problem and receive specific feedback. The process matters more than the size claim alone.

Observable learning targets for Secondary 2

Expand and factorise quadratics in both directions.
Recognise a factorisation opportunity inside an unfamiliar question.
Check solutions to simultaneous equations against both originals.
Interpret the gradient and equation of a line from two points.
Reverse an inequality correctly after division by a negative number.
Keep excluded values when simplifying algebraic fractions.
Apply index laws under the correct multiplication and division conditions.
Use distance and midpoint formulas only when the problem calls for them.
Evaluate readiness using school evidence, interest and the student’s workload.

A reliable target is not simply ‘complete more worksheets’. Look for a correct unaided first step, an explanation of why the transformation is allowed, a sensible domain or unit check and success on a different question. The pupil’s school feedback should inform what to prioritise, and any enrichment must remain appropriate to current subject placement.

Detailed mathematical clinics: worked solution, mistake and transfer

The following examples are illustrative educational material, not a statement that every school near Alexandra is teaching each topic in the same week. Every clinic begins with valid reasoning, identifies a plausible first error and follows it with a changed question to test independent understanding.

1. Factorisation is multiplication in reverse

Worked reasoning: x² − 7x + 12 = (x − 3)(x − 4), because −3 and −4 add to −7 and multiply to +12.

Where a learner can go wrong: The wrong answer (x + 3)(x + 4) produces +7x after expansion. A pupil should check all coefficients, not just the constant.

Now try the changed question: Factorise x² + x − 12 = (x + 4)(x − 3) and prove it by expansion.

Why this matters: A tutor can check whether the learner understands why the two numbers must satisfy two conditions, rather than relying on visual guessing.

2. Leading coefficients change the problem

Worked reasoning: 2x² + 7x + 3 = (2x + 1)(x + 3). The cross terms 6x + x give the needed 7x.

Where a learner can go wrong: Students accustomed to monic quadratics may ignore the leading coefficient two. Ask for a complete re-expansion before marking the factorisation correct.

Now try the changed question: Factorise 3x² + 10x + 3 as (3x + 1)(x + 3).

Why this matters: This builds a prerequisite for more advanced polynomial reasoning, where ignoring one coefficient can invalidate the entire solution.

3. Difference of two squares

Worked reasoning: x² − 25 = (x − 5)(x + 5). Expansion gives x² + 5x − 5x − 25, with the middle terms cancelling.

Where a learner can go wrong: The false expression (x − 5)² expands to x² − 10x + 25. Recognise the distinction between a product of conjugates and a square.

Now try the changed question: Factorise 4x² − 9 = (2x − 3)(2x + 3).

Why this matters: This identity later supports rational-expression simplification, exact solutions and some equation techniques.

4. Solving a quadratic after factorisation

Worked reasoning: x² − 5x + 6 = 0 becomes (x − 2)(x − 3) = 0. Thus x = 2 or x = 3.

Where a learner can go wrong: A pupil who writes only the factors has answered a factorisation question, not a solve-the-equation question. The zero-product principle supplies the actual values.

Now try the changed question: Solve x² − 7x + 10 = 0, giving x = 2 or x = 5.

Why this matters: Ask for the question’s command word. ‘Factorise’, ‘solve’ and ‘sketch’ require different final forms.

5. Simultaneous equations require a pair

Worked reasoning: Solve 2x + y = 11 and x − y = 1. Adding them gives 3x = 12, so x = 4 and y = 3.

Where a learner can go wrong: Stopping after finding x ignores the second unknown. Check 2(4)+3=11 and 4−3=1 in the original pair.

Now try the changed question: Try x + y = 12 and x − y = 4, obtaining x = 8 and y = 4.

Why this matters: The solution is a pair that satisfies both conditions at once; that idea matters later when finding intersections between graphs.

6. Slope between two points

Worked reasoning: For (−1,3) and (2,9), the gradient is (9−3)/(2−(−1)) = 6/3 = 2. The line has equation y = 2x + 5.

Where a learner can go wrong: Subtracting the coordinates in opposite directions only in the numerator introduces a spurious negative sign. Use the same point order for both differences.

Now try the changed question: Find the line through (0,1) and (3,10): y = 3x + 1.

Why this matters: A point-substitution check should verify that the proposed line actually passes through both supplied coordinates.

7. A negative gradient does not mean negative y-values

Worked reasoning: For y = −2x + 7, the y-intercept is +7. At x = 3, y = 1; the slope is nevertheless −2.

Where a learner can go wrong: The gradient describes how y changes with x; it does not force every point below the horizontal axis. Ask the pupil to compare (0,7) with (3,1).

Now try the changed question: For y = −3x + 5, compute y at x = 0 and x = 2; the values are 5 and −1.

Why this matters: This is a reasoning check rather than simply a graph-reading exercise.

8. Inequalities reverse after division by a negative

Worked reasoning: −3x + 5 ≥ 14 means −3x ≥ 9, hence x ≤ −3 after division by −3.

Where a learner can go wrong: Writing x ≥ −3 keeps the original inequality direction despite the negative divisor. Check x = −4 in the original to see which interval is valid.

Now try the changed question: Solve −2x + 1 < 9. The answer is x > −4.

Why this matters: The inequality describes a whole set of possible values. Use a number line to understand the boundary and strictness.

9. Rational simplification retains an excluded value

Worked reasoning: (x² − 9)/(x − 3) = x + 3 after factoring and cancelling, but only for x ≠ 3.

Where a learner can go wrong: The simplified expression may be evaluated at 3; the original fraction may not. Cancellation does not change what was undefined in the initial problem.

Now try the changed question: Simplify (x² − 16)/(x + 4) as x − 4, subject to x ≠ −4.

Why this matters: Preserving the original domain becomes especially important with functions and calculus.

10. Multiplying equal bases versus adding powers

Worked reasoning: (2⁵ × 2³)/2⁴ = 2^(5+3−4) = 2⁴ = 16.

Where a learner can go wrong: The sum 2⁵ + 2³ equals 32 + 8 = 40, not 2⁸. An index law for products must not be applied to addition.

Now try the changed question: Compute (3⁴ × 3²)/3³ = 3³ = 27.

Why this matters: Ask which mathematical operation separates the powers before choosing an exponent rule.

11. Coordinate distance is different from a path’s length

Worked reasoning: Between (1,2) and (4,6), the straight-line distance is √(3²+4²)=5.

Where a learner can go wrong: Adding the horizontal and vertical changes gives 7, the length of an L-shaped route rather than the direct distance. Draw the right triangle to see the distinction.

Now try the changed question: Between (−2,1) and (1,5), the direct distance is also 5.

Why this matters: Check the question’s wording. ‘Distance’, ‘route length’ and ‘midpoint’ need different information and formulas.

12. Midpoints mean averaging coordinates

Worked reasoning: The midpoint of (−2,3) and (4,9) is ((−2+4)/2,(3+9)/2) = (1,6).

Where a learner can go wrong: Subtracting corresponding coordinates would give displacement, not midpoint. A pupil should name which geometric object they are finding.

Now try the changed question: The midpoint of (1,−3) and (7,5) is (4,1).

Why this matters: A coordinate sketch should place the result halfway between the two endpoints in both directions.

13. Completing the square as optional readiness

Worked reasoning: x² − 8x + 7 = (x − 4)² − 9. Expand the right side to verify the identity.

Where a learner can go wrong: Using (x − 8)² would create −16x rather than −8x. The value inside the square comes from half the linear coefficient.

Now try the changed question: Rewrite x² + 6x + 5 as (x + 3)² − 4.

Why this matters: This can be an enriching preview for secure pupils, not a reason to neglect currently assessed Secondary 2 topics.

14. Two fictional price plans as linear models

Worked reasoning: Plan A costs $12 + $2t and Plan B costs $4 + $4t for t hours. Equating costs gives 12 + 2t = 4 + 4t, so t = 4.

Where a learner can go wrong: Choosing the cheaper plan based only on its fixed fee ignores the changing per-hour cost. Evaluate each formula for several t-values to build intuition.

Now try the changed question: If Plan A changes to $16 + $2t, the new break-even time is t = 6.

Why this matters: The problem is entirely hypothetical. It teaches how rates and fixed amounts create lines that intersect.

15. A missing measurement is not necessarily zero

Worked reasoning: Four measurements are 8, 9, 10 and 11 minutes; the fifth is missing. The known total is 38, but the five-measurement mean is not determined.

Where a learner can go wrong: Inserting zero for the missing observation manufactures data. A blank may mean the value was never recorded, not that a time of zero minutes occurred.

Now try the changed question: If the actual five-measurement mean is given as 10, the total is 50, so the missing value is 12.

Why this matters: This distinction prevents confident-looking calculations from being built on assumptions that the evidence does not support.

16. Direct and inverse proportionality

Worked reasoning: If y is directly proportional to x and y = 12 at x = 3, the constant of proportionality is four, giving y = 4x.

Where a learner can go wrong: A pupil may assume every relationship is additive. A proportional relationship requires a constant ratio for nonzero x, not merely matching changes.

Now try the changed question: If instead y is inversely proportional to x, with xy = 12, then y = 3 at x = 4.

Why this matters: Students should decide which model fits the language and verify it against the known values.

Independent self-check before looking at the answers

Try the following questions from a blank page. Where the first step is uncertain, leave the working visible rather than copying the key; that evidence helps a tutor decide whether a prerequisite, explanation or practice routine is required.

Factorise x² − 8x + 15.
Solve x + y = 10 and x − y = 2.
Solve −4x ≥ 12.
Simplify (x² − 16)/(x − 4).
Find gradient through (−1,3) and (2,9).
Rewrite x² − 6x + 5 by completing the square.

Answer key and verification

Question 1: (x − 3)(x − 5).

Question 2: (x,y) = (6,4).

Question 3: x ≤ −3.

Question 4: x + 4, with x ≠ 4.

Question 5: 2.

Question 6: (x − 3)² − 4.

After reading the answers, hide the worked examples and change one number, sign or condition. Complete the new variation and check it independently. A later unseen question in mixed practice is stronger evidence of understanding than repeating the identical exercise immediately after a demonstration.

An illustrative eight-week diagnosis-to-transfer plan

This plan is a learning framework, not a promise that a pupil will complete a prescribed chapter list or attain a particular grade in eight weeks. The tutor should consider school assessments, CCA commitments, travel, sleep, existing gaps and realistic home practice.

Weeks 1–2 — diagnose rather than assume

Review actual school scripts and an unseen factorisation and equation diagnostic. Observe the first invalid step.

Weeks 3–4 — practise reversible algebra

Expand, factorise and substitute, then verify results with changed coefficients and signs.

Weeks 5–6 — connect graphs and restrictions

Interleave coordinate geometry, rational expressions, inequalities and index laws without topic headings.

Weeks 7–8 — discuss genuine upper-secondary readiness

Retest an initially weak concept, compare school feedback and evaluate subject choices according to school rules and student interest.

Additional Secondary 2 problem-solving workshop: diagnostic depth and independent transfer

The following supplementary workshop extends the worked examples with additional problems and explicit corrections. The learner should try each task before reading the explanation. A tutor can select only the tasks that match the student’s actual school level and the first weakness observed. The purpose is to diagnose a rule, repair it, and test whether it can be used on a related but different question.

For lower-secondary learners, these activities reinforce current Mathematics and optional readiness for upper-secondary Additional Mathematics. They are not presented as a separate national Secondary 1 or Secondary 2 A-Math examination syllabus.

Workshop 1: A rational equation and its forbidden input

Task: Solve 1/(x−2)=3.

Solution and reasoning: State x ≠ 2. Multiply by the nonzero denominator: 1=3x−6, so x=7/3. Substitute to verify.

Diagnostic mistake: A candidate x=2 would make the original denominator zero. A worksheet solution that ignores excluded inputs is incomplete.

Changed check: Solve 2/(x+1)=1, giving x=1 with x ≠ −1.

Workshop 2: A distance formula with a negative coordinate

Task: Find the distance between (−3,−1) and (1,2).

Solution and reasoning: The coordinate differences are four and three, so distance is √(4²+3²)=5.

Diagnostic mistake: An error may come from subtracting signed numbers incorrectly or adding four and three, which gives an L-shaped route rather than the direct length.

Changed check: Find distance between (0,0) and (6,8): ten units.

Workshop 3: A contextual simultaneous-equation problem

Task: In a fictional classroom, three notebooks and two pens cost $13, while one notebook and two pens cost $7.

Solution and reasoning: Subtract the two equations. Two notebooks cost $6, so each notebook costs $3. Then $3 + two pens = $7, so a pen costs $2.

Diagnostic mistake: Guessing prices from one bill alone ignores the second constraint. Define variables n and p and show both original equations.

Changed check: Check 3(3)+2(2)=13 and 3+2(2)=7.

Workshop 4: Direct proportionality with square dependence

Task: Suppose y is directly proportional to x² and y=18 when x=3.

Solution and reasoning: Write y=kx². Substituting gives 18=9k, so k=2 and y=2x².

Diagnostic mistake: Assuming y=kx gives k=6 but fails a changed input because the question explicitly says ‘proportional to the square’.

Changed check: At x=5, y=2(25)=50.

Workshop 5: A graph intercept obtained from two points

Task: A line passes through (2,5) and (4,11). Find its equation.

Solution and reasoning: The gradient is (11−5)/(4−2)=3. Write y=3x+c, then 5=6+c, so c=−1 and y=3x−1.

Diagnostic mistake: A learner may put c=5 by copying the first point’s y-coordinate. That works only when the point has x=0.

Changed check: At x=0, the correct line gives y=−1.

Workshop 6: An inequality written as a compound interval

Task: Solve 2<3x−1≤8.

Solution and reasoning: Add one to all three parts: 3<3x≤9. Divide by three, giving 1<x≤3.

Diagnostic mistake: Solving only one side would include invalid values. Both conditions must be satisfied simultaneously.

Changed check: For 0≤2x+4<10, subtract four and divide by two to obtain −2≤x<3.

Workshop 7: Factorisation inside a fraction

Task: Simplify (x²−x−6)/(x+2).

Solution and reasoning: Factor the numerator as (x−3)(x+2). Cancel for x≠−2 to obtain x−3.

Diagnostic mistake: Cancellation cannot occur term by term across addition, and the original zero denominator remains excluded.

Changed check: Simplify (x²+x−12)/(x+4) to x−3, subject to x≠−4.

Workshop 8: Inverse proportion as a work-rate model

Task: Suppose travel time t is inversely proportional to speed v for a fixed journey. At 40 km/h, time is three hours.

Solution and reasoning: The fixed distance is vt=120 km. At 60 km/h, t=120/60=2 hours.

Diagnostic mistake: Subtracting one hour because speed rose by twenty misuses a linear change; the correct relationship is a product constant.

Changed check: At 80 km/h, the same journey takes 1.5 hours.

Workshop 9: Solving quadratic inequalities using a sign test

Task: Solve (x−1)(x−4)>0.

Solution and reasoning: The product is positive where both factors have the same sign: x<1 or x>4.

Diagnostic mistake: A learner may choose the middle interval because it lies between the roots. Test x=2 to see that the product is negative there.

Changed check: For (x−2)(x−5)<0, the solution is 2<x<5.

Workshop 10: A quadratic graph’s minimum value

Task: For f(x)=x²−6x+8, find its minimum over real x.

Solution and reasoning: Complete the square: f(x)=(x−3)²−1. The square is nonnegative, so the minimum is −1 at x=3.

Diagnostic mistake: A pupil who reports x=−3 has misread the sign in the squared factor. Ask which x makes the square zero.

Changed check: For x²−4x+7, the minimum is 3 at x=2.

Workshop 11: Percentage change across two stages

Task: An item costs $200, is discounted by 20%, then increased by 10% on the reduced price.

Solution and reasoning: The new price is 200×0.8×1.1=$176. Overall, it is 12% below the original price.

Diagnostic mistake: Adding −20% and +10% to say −10% overlooks the changing base. Multiplicative factors are the correct model.

Changed check: For a 10% discount followed by 10% increase, the multiplier is 0.99.

Workshop 12: Interpreting a negative correlation

Task: A fictional data set shows shorter completion times tending to accompany more practice sessions.

Solution and reasoning: The pattern may suggest a negative association between practice count and completion time, but does not by itself establish that more practice caused the reduction.

Diagnostic mistake: A learner who claims causation from a scatter plot has jumped beyond the evidence. Other differences among students or tasks may matter.

Changed check: Describe a positive correlation example: in general, larger quantities purchased tend to produce larger total costs at a fixed unit price.

Workshop 13: A missing value with a stated mean

Task: Four recorded scores are 7, 8, 10 and 11, while the fifth is missing. The mean of all five is nine.

Solution and reasoning: The total must be 5×9=45. The known scores sum to 36, so the missing score is nine.

Diagnostic mistake: Without the stated mean, the missing value would be undetermined. Do not fill a blank with zero by default.

Changed check: If the mean is ten instead, the fifth score would have to be 14.

Workshop 14: Proving a candidate point lies on a circle

Task: The circle has equation x²+y²=25. Test the point (3,4).

Solution and reasoning: Substitution gives 9+16=25, so the point lies on the circle.

Diagnostic mistake: A student may use x+y=7 as a test even though the circle equation contains squares. The defining relation must be checked.

Changed check: The point (4,4) is not on the circle because 16+16≠25.

Workshop 15: Choosing correct units for frequency density

Task: A histogram class interval from 10 to 20 has frequency 30. Find frequency density.

Solution and reasoning: The class width is ten, so frequency density is 30/10=3 per unit of the horizontal variable.

Diagnostic mistake: Using frequency 30 as the bar height ignores the class width. Wider intervals must not automatically produce taller bars.

Changed check: For a class width five and frequency twenty, density equals four.

Using the workshop evidence to plan the next fortnight

A good follow-up does not assign every problem at once. Choose one clear prerequisite problem, one school-level task and one changed transfer task. Keep the learner’s first attempt, mark the precise invalid transformation and then retest the same underlying skill under different conditions a few days later. If the child can start without a prompt, justify each line and check the result, the practice has supplied meaningful evidence of learning.

Parents can ask for a short comparison of before-and-after working. It should explain the original misconception and the later independent correction, identify an achievable next goal, and acknowledge that no lesson can guarantee a particular examination grade or school subject decision.

What Alexandra parents should expect to see improve

Parents do not need to teach every chapter to judge whether lessons are useful. Ask for an initial unaided question and another changed problem attempted days later. Compare the pupil’s choice of method, valid intermediate working, explanation and checks. A school mark offers context, but a repeated mistake that is now fixed tells a more precise learning story.

Questions that make a parent progress review useful

What was the earliest invalid step in the first written attempt?
Which mathematical rule or prerequisite explained the error?
What was changed in the independent follow-up question?
Did the learner retain the repair when a topic heading and the worked model were removed?
Which current school chapter or assessment should guide the next lesson?
Is the practice load sustainable alongside school, CCAs, transport and sleep?
What can the pupil now do independently that previously required a prompt?

An honest tutor can describe stronger reasoning, fewer repeated errors and more independent problem solving. No tutor can guarantee a specific national examination grade, a future school subject allocation or a post-secondary admission outcome.

Frequently asked questions

Is Secondary 2 Additional Mathematics a national paper?

No. Secondary 2 normally studies lower-secondary Mathematics. Formal Additional Mathematics is an upper-secondary subject where offered.

Can tuition guarantee a place in Secondary 3 A-Math?

No. Schools decide offerings, eligibility and subject combinations. Tuition can help a pupil develop the necessary foundation.

Will working through calculus early prove readiness?

Not necessarily. Independent control of factorisation, algebra, graphs and conditions is more informative.

Why are mixed-topic problems important?

They remove the hidden hint supplied by the chapter heading and require students to select an appropriate method.

What should parents use when comparing options?

Consider the student’s school evidence, actual interests, available school subjects, workload and the tutor’s diagnostic process.

Alexandra search locality versus an actual lesson venue

This article is a family education guide for people searching around Alexandra and neighbouring areas. It does not announce an eduKateSG teaching room at Alexandra Road, Alexandra Central, Redhill or any other nearby locality. The immutable reference concerns the existing small-group tuition arrangement around Fourth Avenue and Sixth Avenue MRT. Ask the tuition provider to confirm the current teaching address, fees, matching, timetable and vacancies before travelling.

To ask about arrangements, contact eduKate Singapore or enquire via WhatsApp. A useful enquiry includes the pupil’s Secondary 2 year, actual Mathematics level, school’s present topics and one or two questions where the first step becomes uncertain.

Continue the complete Secondary 1–4 Alexandra Additional Mathematics learning journey

Secondary 1 G3 Additional Mathematics Tuition Alexandra · Secondary 2 G3 Additional Mathematics Tuition Alexandra · Secondary 3 G3 Additional Mathematics Tuition Alexandra · Secondary 4 G3 Additional Mathematics Tuition Alexandra

Immutable teaching benchmark: Secondary 1 Mathematics Tutor Clementi | Small Groups Tutorials. Official examination references: SEAB 2027 SEC G3 syllabuses (K341) · SEAB 2026 O-Level syllabuses (4049). Choose the syllabus appropriate to the pupil’s examination year and subject level.

Educational guide prepared 29 October 2026, with 2027 syllabus codes checked against SEAB. School subject decisions and formal examination conditions are set by the responsible authorities. Tuition venue, fees and availability require direct confirmation.