ALJUNIED · SECONDARY 2 · PRINCIPLES OF ACCOUNTS · WEEKDAY OR WEEKEND
Secondary 2 POA tuition in Aljunied should support thoughtful upper-secondary subject exploration, not an invented compulsory examination. An original project illustrates why a loan, completed sales and money still owed by customers are different financial events.
A fictional club buys sixty bags for resale, delivers forty-eight and borrows $300 to help meet its initial cash need. It ends with $525 in Bank but earns a simplified profit of $247, while holding unsold stock and customer receivables.
A short weekday tutorial can repair one classification or multiplication error. A weekend can help the learner reconcile cash, inventory, receivables and the repayable loan if their normal school schedule allows.
Did you know? The club’s $525 Bank balance is not the same as its $247 profit: it includes money that must be repaid and excludes resources still held as customer debts and unsold bags.
The business event decides the meaning of the money
A loan creates a repayment obligation. A credit sale creates a customer claim. Stock bought but not sold remains an asset. Teach those facts first and select weekday or weekend time based on the exact gap.
Complete worked case · Weekday support · Weekend support · Chapter guide
| What needs repair | Weekday option | Weekend option |
|---|---|---|
| Borrowed cash called revenue | Explain obligation using one event | Reconcile entire loan and cash picture |
| Credit customer payment counted as new sales | One debtor settlement timeline | Connect all sales and customer balances |
| Purchased stock treated as all sold | Physical quantity tally | Full simplified financial-position exercise |
Find the relevant learning question
Open 15 chapters
1. Subject choice begins with the right story, not a fake Secondary 2 examination · 2. Complete fictional case: a bag-selling club with a repayable loan · 3. Borrowed money is not income earned by selling products · 4. Sales earned and money collected can happen on different days · 5. Inventory purchased is not the cost of every item sold · 6. Why the simplified accounting equation balances at $797 · 7. One weekday session may fix a single classification error · 8. Weekend time is useful for a full money-and-resources reconciliation · 9. Seven incorrect totals that imply different teaching responses · 10. Ten independent checks with fully worked answers · 11. Use the real 2027 elective boundaries and the child’s future year · 12. Three-student tutorials should diagnose three individual reasons for an error · 13. Real Aljunied neighbourhood context, without an invented market venue · 14. A two-week diagnostic and recall plan · 15. Aljunied parents’ questions about Secondary 2 POA
CHAPTER 1 OF 15
Subject choice begins with the right story, not a fake Secondary 2 examination
Secondary 2 Principles of Accounts (POA) preparation around Aljunied should help a teenager explore how businesses represent money, resources and obligations, without claiming that they already have a compulsory POA paper. The published 2027 SEC G2 K233 and G3 K342 POA syllabuses describe the subject as an upper-secondary elective beginning in Secondary Three where schools provide it.
A parent may hope the child will benefit from future accounting knowledge, but the most useful pre-elective lesson often starts with ordinary money words. The amount in a bank account, the money actually earned from sales, the value of stock still owned and money owed to a lender are different categories.
One teenager may calculate every amount correctly but label an adult’s loan as sales revenue. Another may recognise borrowing yet assume paying it back creates a second operating expense. Their mathematical ability alone cannot repair a misunderstanding of the business event.
Before adding tuition, check the student’s present Mathematics and English reading. Number operations, decimal prices, the distinction between borrowed and earned money, and accurate interpretation of ‘sold on credit’ are transferable foundations.
A thoughtful subject-choice discussion should use the school’s actual elective options, academic guidance and the learner’s interest. A local tuition page cannot establish subject eligibility, class vacancies or future examination performance.
The fictional Aljunied bag-selling project below is designed to let the student reconcile a simple economic picture. It is not a fundraising appeal, an actual Sims Avenue market business or a claim that a named local merchant has borrowed money.
Even students who later select other subjects can learn an important lesson: cash in hand does not automatically belong to the person holding it, and goods that have not yet been sold do not automatically create receipts.
CHAPTER 2 OF 15
Complete fictional case: a bag-selling club with a repayable loan
Imagine a fictional student group developing sixty simple reusable cloth bags for a supervised indoor exhibition. The local theme is inspired by the neighbourhoods around Sims Avenue and Aljunied, but the activity is not run by HDB, a school mentioned on this page or any genuine local organisation.
An invented supplier sells each bag to the group for $7.50. Preparing the display and printed signs costs one fixed $65. The student group begins with $250 of its own allocated project funds and borrows an additional $300 from a fictional adult supporter under a clear obligation to repay the full $300 after the event. No interest is charged in this simplified scenario.
The group pays $450 for its sixty bags, because sixty × $7.50 = $450. It also pays the $65 display fee. Initial project cash spending is $450 + $65 = $515. All payments are made immediately.
The cash initially available is the group’s $250 plus the borrowed $300, totalling $550. After paying $515, the group holds $35 in Bank before any customers purchase a bag. That $35 is not proof that the enterprise has earned a profit; the business still owes its lender.
The group offers each bag for $14. Exactly forty-eight bags are sold and delivered. Thirty-five customers pay immediately in cash, while thirteen are allowed to pay later under a clear credit arrangement. Assume all sales prices and units are correct, all debts are fully collectible and there are no additional expenses or taxes.
Sales Revenue is 48 × $14 = $672 because forty-eight goods have been delivered under the scenario’s assumptions. Cash received immediately is 35 × $14 = $490. The thirteen credit customers owe 13 × $14 = $182 at the reporting cut-off.
Check: $490 immediate receipts + $182 still owed = $672 of completed sales. The fact that part of the sale has not yet been collected does not erase the delivery, and the promise to pay does not create cash prematurely.
The cost of bags actually sold is 48 × $7.50 = $360. There are sixty purchased bags but only forty-eight delivered to customers. Twelve remain unused and available for later sale, valued at 12 × $7.50 = $90 cost in this simple exercise.
Gross profit from the forty-eight sold bags is $672 − $360 = $312. The fixed $65 display cost is then subtracted to obtain a simplified profit of $247. This differs from total cash collected and from the initial money raised to finance the project.
Return to the Bank account. It begins with $250 allocated capital plus $300 borrowing, or $550. The club spends $515 on supplier and display costs and collects $490 cash from paying customers. Closing Bank is $550 − $515 + $490 = $525 before loan repayment.
Could the organisers claim $525 as their profit? No. The Bank balance includes the effect of a $300 loan that still has to be repaid, and it does not include the $182 customers still owe or the $90 of remaining stock.
To understand all resources, add Bank $525 + Trade Receivables $182 + Inventory $90 = $797 assets. The fictional club still owes $300 to its lender. Net resources after recognising that liability are $797 − $300 = $497.
This agrees with the original $250 project contribution plus the $247 profit: $250 + $247 = $497. In the simplified accounting equation, Assets $797 = Loan Liability $300 + Equity $497. The different calculations tell one consistent story.
Suppose the group repays the full $300 loan immediately after the event. Bank falls from $525 to $225. The loan liability falls from $300 to zero. The project still owns $182 of receivables and $90 of stock, so assets now total $225 + $182 + $90 = $497, equal to equity $497.
Repaying borrowed principal is not a second $300 expense of selling bags under the stated no-interest loan. It is the settlement of an obligation incurred when the $300 originally entered Bank. The simplified profit remains $247.
Next imagine five of the thirteen credit customers settle their $14 debts. The business receives 5 × $14 = $70. Bank increases from $525 to $595 before loan repayment; Trade Receivables decreases from $182 to $112. Total assets remain $595 + $112 + $90 = $797.
The extra $70 collection is not $70 of new sales revenue. The five bags were part of the original forty-eight sold and delivered. The payment moves value from a customer claim into Bank without creating another sale.
Change the selling price from $14 to $15, keeping exactly forty-eight delivered units, thirty-five immediate buyers, thirteen credit buyers, and all supplier and display costs unchanged. Revenue becomes 48 × $15 = $720. The cost of sales stays $360; after $65 display expense, simplified profit rises to $295.
At the new price, immediate cash collected is 35 × $15 = $525 and thirteen unpaid customer invoices total 13 × $15 = $195. Closing Bank before loan repayment becomes $550 − $515 + $525 = $560. Remaining stock stays $90.
Total assets under the changed price are Bank $560 + Trade Receivables $195 + Inventory $90 = $845. Subtract the still outstanding $300 loan to obtain equity $545. Initial project funds $250 + new profit $295 also give $545, so the equation reconciles.
A child may ask whether the group is obliged to pay the adult back even if the event makes a loss. Under the fictional borrowing agreement, yes: debt repayment is a contractual obligation distinct from the business making a positive profit. That is why borrowing decisions should be considered responsibly.
Do not confuse the project model with a guaranteed commercial outcome. In reality some stock could be damaged, customers might fail to pay, and lending terms could include interest or other conditions. The problem deliberately omits those complications so students can see the core money relationships.
| Fictional project event | Working | Accurate meaning |
|---|---|---|
| Initial allocated project funds | Given | $250 contributed |
| Loan received | Given | $300 owed to supporter |
| Bag stock purchased | 60 × $7.50 | $450 paid for inventory |
| Display cost | Given | $65 paid |
| Initial spending | 450 + 65 | $515 |
| Goods sold and delivered | 48 × $14 | $672 sales revenue |
| Immediate customer receipts | 35 × $14 | $490 Bank receipts |
| Credit customers unpaid | 13 × $14 | $182 Trade Receivables |
| Cost of goods sold | 48 × $7.50 | $360 |
| Goods still owned | 12 × $7.50 | $90 Inventory |
| Simplified profit | 672 − 360 − 65 | $247 |
| Bank before loan repayment | 250 + 300 − 515 + 490 | $525 |
| Total assets | 525 + 182 + 90 | $797 |
| Loan liability | Original principal unpaid | $300 |
| Equity | 250 + 247 | $497 |
| Equation check | 300 + 497 | $797 |
A complete explanation should say: ‘The club has $525 in Bank, but that is not its $247 profit. It owes $300 to a lender, has $182 due from customers and still owns $90 in bag stock. All these amounts are necessary to understand its financial position.’
CHAPTER 3 OF 15
Borrowed money is not income earned by selling products
The group begins with $250 of its own allocation and then receives $300 borrowed from a supporter. Both amounts increase cash available for the project, but they have different meanings.
The original allocation is treated as initial contributed project funds in the educational model. The $300 arrives with an obligation to repay it; it is not a customer purchasing a bag and does not increase sales revenue.
Students sometimes add the loan to the forty-eight bag sales and report $972 revenue. That is incorrect because the business has not earned the $300 by providing goods. The loan and the revenue belong to different transaction categories.
The same confusion can distort the meaning of repayment. Paying back $300 principal does not create a new $300 operating expense. It reduces Bank and the outstanding liability, preserving the same overall net resources in the simple case.
Ask the pupil to imagine the supporter requests repayment the day after the event. If the club has $525 cash, it can return $300 and have $225 cash left, but it still retains stock and outstanding customer claims. That does not automatically mean the venture has no profit.
This is a useful introduction to responsible borrowing. A person can appear cash-rich immediately after receiving borrowed funds while still having an obligation that needs a planned settlement.
Although the scenario is fictional, the habit of naming money accurately transfers to personal budgeting and more advanced accounting without requiring a Secondary 2 student to prepare formal loan journals ahead of school.
CHAPTER 4 OF 15
Sales earned and money collected can happen on different days
The forty-eight bags were delivered, producing $672 sales revenue at the original $14 price under the model’s assumptions. Thirty-five customers paid on the spot, while thirteen are expected to settle their credit accounts later.
A single cash register total of $490 would therefore understate the value of sales delivered if it were presented as total revenue. A figure of $672 described as cash already collected would also be inaccurate.
The difference is the thirteen unpaid accounts worth $182. In the simple story, the group has a claim against those customers, but that claim is not Bank until settlement.
Now imagine five customers pay $70. The Bank rises and receivables fall by the same amount. A pupil who records a second sale when payment arrives will count the same five goods twice.
This distinction becomes important when assessing commercial performance. A business could report many credit sales and still face a cash shortage if customers pay late. Conversely, a bank receipt may be a settlement of a past debt instead of new revenue.
The example assumes the customer debts are fully collectible; a real business might need to consider impairment when there is evidence of non-payment. No probability or bad debt has been supplied here, so students should not invent one.
An effective tutor can draw a timeline with delivery and payment events. The child should explain what happened at each date in ordinary language before moving to formal account classification in a later POA course.
CHAPTER 5 OF 15
Inventory purchased is not the cost of every item sold
The group pays $450 to acquire sixty bags at $7.50. That is cash used to buy resources the project holds. It does not mean all sixty bags have been sold by the date of the fictional report.
Only forty-eight bags were delivered to customers. Their cost is 48 × $7.50 = $360, and the twelve remaining bags still represent stock worth $90 at the stipulated cost.
Gross profit therefore compares $672 sales value with the $360 cost of goods actually sold. The separate $65 display cost is an event expense, giving $247 simplified profit afterward.
A learner who subtracts the entire $450 purchase from revenue and then also adds a separate $90 closing inventory as an extra current expense may double count the remaining items. The proper categories must be consistent.
The cash calculation and profit calculation answer different questions. The company paid $450 at the outset, so Bank reflects that amount. Financial performance recognises the cost corresponding to the goods delivered under the example’s simplified treatment.
Remaining stock may be sold later or used for another approved project, but its possession does not guarantee another cash receipt today. The exercise supplies no later buyer and no reduced selling value.
Ask the teenager to reconcile sixty bags purchased with forty-eight sold and twelve remaining. Accurate physical quantities are a useful foundation for later inventory records.
CHAPTER 6 OF 15
Why the simplified accounting equation balances at $797
The Bank balance of $525 is only one asset in the case. Thirteen customers owe $182 and the group still owns twelve unsold bags costing $90. Together the assets total $797.
The loan remains $300 until it is repaid. The group’s initial project funds were $250 and its simplified profit is $247, leaving $497 of equity or net resources. Adding $300 loan plus $497 equity gives $797.
That equality does not make the borrowed $300 part of profit. It does the opposite: it shows the loan must be recognised separately from the owners’ claim.
After repaying the loan, Bank falls to $225 and the liability disappears. Assets become $225 + $182 + $90 = $497, matching equity. The financial position has changed in its cash and debt composition, not in the amount earned from the sales.
After collecting five old credit debts instead, Bank rises by $70 and receivables fall by $70. Total assets remain $797 before the loan repayment. Again, receiving a debtor payment does not create new profit.
These two independent changes are useful diagnostics. Students who understand what moves should be able to predict that the same overall net resources survive each transaction under the assumptions.
POA later teaches more formal records and financial statement preparation. At Secondary 2, explaining the relation between money, goods and obligations is already a strong intellectual foundation.
CHAPTER 7 OF 15
One weekday session may fix a single classification error
If the pupil says the project earned $972 of revenue by adding the $300 loan to $672 sales, a short weekday lesson should return to the source of the money. Which payer bought a bag and which person expects repayment?
Use two columns headed ‘earned from customers’ and ‘borrowed and repayable’. Place each incoming amount correctly before attempting a new result.
A second teenager may describe the $70 received from five debtors as five new sales. Ask whether the group delivered five additional bags on the payment date. No: the original delivery already generated the revenue.
If the main error involves inventory, count all sixty bags, remove forty-eight delivered units and identify the twelve still present. Then calculate the $360 cost of sales and $90 closing stock separately.
A useful exit ticket changes the unit selling price to $15. The learner should derive $720 sales revenue, $525 cash received immediately, $195 owing and $295 simplified profit without model notes.
Weekday tuition only helps when the teenager has enough energy after school. Include CCA, transport from school, dinner and homework before selecting a convenient-looking clock time.
The tutor should send one clear diagnosis and evidence of a changed independent answer. Completion of several repetitive worksheets is a weaker outcome.
CHAPTER 8 OF 15
Weekend time is useful for a full money-and-resources reconciliation
A weekend tutorial can walk through the entire fictional project using three records: where cash came from and went, how many goods were bought and sold, and how much customers or the lender still owe.
Students may take turns calculating the Bank account, the income-and-cost result and the simplified end-position resources. Each figure should be explained from the underlying events, not guessed to force the equation to match.
Ask whether cash of $525 is the profit. One pupil may say yes; another can use the outstanding $300 loan and the $182 of customer debts to challenge that. Respectful comparison makes an abstract distinction more memorable.
Revisit the scenario after repaying the loan. The Bank account changes from $525 to $225, but simplified profit remains $247. A teenager who can explain that relationship has learned something useful.
Then settle five debtor accounts and observe the equal-and-opposite movements in cash and receivables. The exercise becomes stronger when students predict which total changes before calculating.
Finally, alter the selling price and ask for a fresh full reconciliation. This tests that the child understands the structure rather than remembers a set of results from the first scenario.
Longer tuition should protect rest, normal school responsibilities and family commitments. The point of weekend time is unhurried connected reasoning, not an automatic promise of greater learning.
CHAPTER 9 OF 15
Seven incorrect totals that imply different teaching responses
A wrong money result may be caused by a misread event even when the multiplication itself is correct. The tutor should find the earliest mistaken classification.
| Incorrect claim | Underlying gap | Targeted correction |
|---|---|---|
| Sales revenue is $972 | Loan added to customer sales | Separate repayable borrowing from earnings. |
| Only $490 was sold | Credit sales omitted | Include $182 delivered but unpaid. |
| Cash is $672 | Revenue assumed all collected | Use immediate $490, not total sales. |
| All $450 is cost of sales | Unsold bags ignored | 48 sold × $7.50 = $360. |
| Loan repayment creates another $300 event expense | Principal settlement confused with expense | Reduce liability and Bank together. |
| Five later payments are new sales | Debt collection counted twice | Move $70 from Receivables to Bank. |
| $525 Bank equals $525 profit | Cash mistaken for economic result | Reconcile the $300 debt, stock and customers. |
A learner who understands borrowing but miscalculates decimals needs a numeracy correction. Another who multiplies accurately but misclassifies a loan requires a story and account explanation.
A well-run small group should not automatically label both as careless. The actual reason for the wrong answer matters more than its surface appearance.
Parents can request a no-hints question after a two-day gap. Consistent independence is stronger evidence than copying the correct totals immediately after instruction.
The purpose is to make money information reliable enough that another person can use it to make a decision.
CHAPTER 10 OF 15
Ten independent checks with fully worked answers
These original optional exercises are not taken from SEAB examination papers. Each answer should be labelled as cash, revenue, liability or stock as appropriate.
1. What cash is available before purchases? Own funds $250 plus loan $300 = $550.
2. What is the original spending on sixty bags and display? $450 + $65 = $515.
3. What is the sales value of forty-eight delivered $14 bags? $672.
4. What is immediate customer cash from thirty-five sales? $490.
5. How much is owed by thirteen credit customers? $182.
6. What is the cost of goods sold and remaining inventory? $360 for forty-eight sold; $90 for twelve remaining.
7. What is the simplified profit? $672 − $360 − $65 = $247.
8. What is Bank before paying the lender? $250 + $300 − $515 + $490 = $525.
9. What resources remain after full loan repayment? Bank $225 + receivables $182 + stock $90 = $497, with no outstanding loan.
10. If the selling price rises to $15, what is the new simplified profit? Revenue $720 − cost of sales $360 − display $65 = $295.
The child should explain why these figures are not interchangeable. A wrong label can make an otherwise correct number misleading.
After a delay, change the customer-payment proportions and ask which totals shift. The original sales revenue remains the same if the same goods have been delivered for the same prices.
CHAPTER 11 OF 15
Use the real 2027 elective boundaries and the child’s future year
SEAB’s published 2027 G2 K233 and G3 K342 Principles of Accounts syllabuses describe upper-secondary elective courses beginning in Secondary Three where offered. This Secondary 2 business case is exploratory, not a compulsory examination question.
The illustration previews why later accounting keeps separate records of revenue, inventory, trade receivables, borrowings and owners’ claims. It does not ask a lower-secondary teenager to memorise a complete set of formal journals before school instruction.
Parents should consult the child’s actual school when choosing electives. Subject availability, combinations, strengths, interest and workload all affect a sound decision.
Formal POA will add accounting assumptions, end-period adjustments, financial statements and evaluation. A simplified example assuming perfect collection and no tax or loan interest should not be confused with real-world business reporting.
Students can also benefit from the ethical idea: borrowing another person’s money creates an obligation. A project should not claim that a large Bank balance proves it is profitable or that loan proceeds belong permanently to organisers.
The child may eventually sit an examination later than 2027, so the published reference should be replaced by the correct future-year syllabus when available.
Strong preparatory learning secures basic Mathematics and clear communication first, giving the student flexibility regardless of elective choice.
CHAPTER 12 OF 15
Three-student tutorials should diagnose three individual reasons for an error
The immutable Clementi Mathematics tuition reference illustrates eduKate’s premium three-pupil first-principles instruction. Its educational value lies in hearing each learner explain a number and finding the point at which the business event was misread.
One pupil might treat loan proceeds as revenue, another might forget customer credit balances, and a third might correctly identify all cash but subtract the entire stock purchase as cost of goods sold.
Those learners need different interventions. A loan-timeline sketch, a debtor ledger and a physical stock count may each be the right first move.
Group conversation can help children compare two ways to reach the same result, but it must be followed by independent work using altered data. The fastest pupil should not supply every answer.
Parents should ask for evidence that their child can name each amount without prompts, rather than relying only on the apparent smallness of the class.
A Clementi teaching-method article does not establish that a POA class is staffed in Aljunied. Local venue, tutor, actual subject provision and fees must be verified directly.
The tutor’s goal is independence in current school and future academic choices, not a promise that specialist tuition is automatically necessary for every teenager.
CHAPTER 13 OF 15
Real Aljunied neighbourhood context, without an invented market venue
HDB’s Geylang Town Design Guide includes Aljunied Road, Sims Drive and Sims Avenue in the wider transport and town layout. HDB also describes the shopping and public amenities around Aljunied Avenue 2’s Geylang East neighbourhood centre.
Those facts can help parents picture where they live and travel, but the fictional bag project is not a real activity at any of those locations. The club and its adult lender are invented teaching characters.
A household close to Aljunied MRT may have a different school-to-tuition journey from a family nearer Geylang East or MacPherson. Do not infer that a tutor is within walking distance from a locality keyword.
Consider dismissal time, CCA, transit, walking, the genuine teaching address, dinner and homework when deciding whether an after-school session is workable.
A quiet weekend session may support a full cash-and-stock reconciliation, but it also competes with rest, family life and other school responsibilities. Longer is not inherently better.
The related Woodleigh, Geylang and Paya Lebar learning pages cover nearby search interests but do not prove separate physical eduKate POA centres at those estates.
Contact the provider directly to confirm real offered syllabus level, educator, venue, available class size, timetable and fees.
CHAPTER 14 OF 15
A two-week diagnostic and recall plan
During week one, present the bag-selling story without answers. Ask the child to name the own funds, borrowed money, supplier spending, sales, immediate customer payments and amounts still owed.
Save the first response and identify the first classification mistake. If the child treats the loan as revenue, address the obligation. If they confuse goods bought with goods sold, return to the physical tally.
After one explanation, give a changed payment proportion. For example, ask what happens if five of the credit customers settle. Bank increases and the receivable falls by the same $70, without another sale.
Two days later, present the loan-repayment scenario. The child should say why Bank falls by $300 while the simplified $247 profit does not change.
In week two, change the selling price to $15 and ask for the complete revenue, cost, profit and asset reconciliation. A successful response should explain why the outstanding loan remains $300 until paid.
End with an entirely new story, such as a student craft table using a repayable equipment loan. The learner should transfer the rule without using the previous numerical values.
Use independent performance and the real school timetable to choose whether further weekday, weekend or no optional lessons are necessary.
CHAPTER 15 OF 15
Aljunied parents’ questions about Secondary 2 POA
Is POA a compulsory Secondary 2 examination? No. The published 2027 G2 and G3 SEC POA syllabuses describe an upper-secondary elective from Secondary Three where offered.
Is the $300 loan part of sales revenue? No. It increases cash but creates an obligation to repay.
How can sales be $672 when only $490 cash arrived? Thirteen credit customers still owe $182 for goods already delivered.
Why is cost of sales $360 rather than $450? Only forty-eight of sixty purchased bags have been sold. Twelve remain in stock at $90 cost.
What is the simplified project profit? $247 after $672 revenue, $360 cost of goods sold and $65 display expense.
Does returning the loan reduce profit by $300? Not under the no-interest loan in this case. Repaying principal reduces Bank and the loan liability together.
Is this a real Aljunied business? No. All project and borrowing details are fictional teaching data.
Does this page confirm a POA class at Aljunied? No. Verify actual teacher, offered course, location, timetable and fees directly.
Official SEC syllabus, verified Aljunied context and further learning
SEAB’s published 2027 G2 K233 and 2027 G3 K342 POA syllabuses and the corresponding G2 and G3 directories explain the dated elective programmes. Use the official year and school guidance relevant to the child’s eventual examination.
For actual area information see HDB’s Geylang Town Design Guide and Aljunied Avenue 2 neighbourhood information. The selling project and all its financial events are invented.
Continue through Secondary 1 POA Aljunied · Secondary 2 POA Aljunied · Secondary 3 POA Aljunied · Secondary 4 POA Aljunied, or use the Singapore POA parent directory. The Clementi three-student Mathematics reference illustrates eduKate’s close-feedback teaching method, not a claim that a POA branch exists in Aljunied.
Enquire directly with eduKate for actual offered subject, teacher, location, schedule and fees.
Final thought: The money in the cash box tells only part of the story. A careful learner also asks who must be repaid, what customers still owe and which goods have not yet been sold.