What are my Secondary options for PSLE Score 25

What are my Secondary options for PSLE Score 25? A PSLE Score of 25 gives an important choice under Full Subject-Based Banding: the child may select Posting Group 1 (PG1) or Posting Group 2 (PG2) for the Secondary 1 posting exercise. The chosen group applies to all six school choices. PG1 generally begins most academic subjects at G1; PG2 generally begins at G2. The family should choose according to learning readiness and school fit—not just which school name looks more selective.

The 2026 Secondary 1 intake shows why the route matters. PG2 cut-offs across mainstream schools ended at 25, whereas PG1 cut-offs ran from 26 to 30. A child scoring 25 and choosing PG2 sat at or beyond several schools’ historical PG2 boundaries; choosing PG1 offers a different set of previous-score comparisons, including schools with PG1 cut-offs of 26, 27, 28, 29 or 30. Neither route is guaranteed in 2027.

This independently researched edu|Kate Singapore guide is written for the 2026 PSLE cohort choosing Secondary 1 in 2027. Its school score examples are from the 2026 Secondary 1 intake, which used the 2025 PSLE results. Official MOE/SEAB information takes priority, and the new 2027 intake cut-offs will only be determined after the current posting exercise.

Score 25 is the ordinary PG1/PG2 overlap band; it is not PG3.
The posting group is chosen once and applies to the entire six-school submission.
PG2 generally starts with G2 academic subjects; PG1 generally starts with G1.
2026 intake PG2 COPs ended at 25, so the family cannot find a historical PG2 COP above 25 in that dataset.
2026 PG1 COPs extended from 26 to 30, allowing numerically broader prior-cutoff comparisons.
Crest and Spectra are specialised PG1/PG1-2 options to research separately, with school-specific direct/ordinary application routes.

PSLE Score 25: first understand the number

Under the current PSLE Achievement Level (AL) scoring system, each of four counted subjects contributes an AL, and the four ALs are added to give a total score from 4 to 32. A lower number represents stronger measured attainment. The system is different from the former T-score, where children’s results were compared with those of their cohort. Individual standard subjects have the following Achievement Levels: AL1 90–100 marks; AL2 85–89; AL3 80–84; AL4 75–79; AL5 65–74; AL6 45–64; AL7 20–44; and AL8 below 20.

For Foundation subjects, Grades A, B and C are mapped to the equivalents of AL6, AL7 and AL8 for purposes of the aggregate. Higher Mother Tongue is separately graded and does not simply become a fifth AL added to the PSLE Score. This means two pupils with the same aggregate can have very different subject strengths. A parent should not assume that an overall 25 reveals the English or Mathematics result without looking at the actual slip.

Examples of four Achievement Levels adding up to Score 25

Example	Four subject ALs	Aggregate
1	6 + 6 + 6 + 7	25
2	5 + 6 + 7 + 7	25
3	4 + 6 + 7 + 8	25
4	3 + 7 + 7 + 8	25
5	2 + 7 + 8 + 8	25
6	1 + 8 + 8 + 8	25
7	5 + 5 + 7 + 8	25
8	4 + 5 + 8 + 8	25

Illustrative combinations, not a claim about a pupil’s actual four subjects.

These valid examples have different patterns. Some distribute their attainment evenly, others contain a pronounced strength alongside one or more weaker results. Parents should map the child’s actual English, Mathematics, Science and Mother Tongue ALs before deciding on a preparation plan. A posting score summarises examination attainment; it does not reveal whether the student likes reading, can plan homework, understands fractions, learns best through projects, or needs more patient feedback.

The official SEAB result-slip guide explains what pupils receive on results day. If the child has a Foundation subject, an approved exemption or an unusual result, ask the primary school to interpret the actual eligibility letter rather than rely on a generic AL calculator. A website can explain the rules, but it cannot confer official eligibility or create a school vacancy.

Which Posting Group does Score 25 enter?

PSLE Score	Ordinary Posting Group choice	Indicative academic level
4–20	PG3	G3
21–22	Choose PG2 or PG3	G2 or G3
23–24	PG2	G2
25	Choose PG1 or PG2	G1 or G2
26–30 with AL7 or better in English and Mathematics	PG1	G1

Full Subject-Based Banding posting table for the 2026 PSLE / 2027 S1 cohort. Read the 26–30 English/Mathematics condition.

The relevant row for Score 25 is Posting Group 1 or 2 (PG1 or PG2). Where MOE provides a choice between two Posting Groups, the pupil’s family chooses one before submitting school options, and it applies to all six choices. The Posting Group is an admission route. After admission, G1, G2 and G3 are subject levels, rather than permanent academic streams. A school may have several Posting Group intakes in mixed form classes; its different published cut-offs must not be merged into one number.

Official references: MOE Secondary 1 Posting, PSLE and Full SBB, and the 2026 primary-school parents’ posting briefing. The family should give particular attention to the exact row that applies to their child, especially the 25 dual-choice row and the additional English/Mathematics requirement for Scores 26 to 30.

The Score 25 decision: PG1 or PG2, one route for all six schools

A pupil with Score 25 can choose to have their S1 choices considered under PG1 or PG2. Under PG1, most academic subjects generally start at G1. Under PG2, most start at G2. Both groups belong to Full Subject-Based Banding, which allows suitable subject-level adjustments under school and MOE conditions. A family should not treat the choice as an easy route to a prestigious school; the child’s learning pace, confidence and strengths matter more than the label.

It is useful to construct two separate draft worksheets: one listing six PG1 schools, the other six PG2 schools, each supported by the correct historical cutoff column. Discuss the student’s work in English and Mathematics, the school environments and the ease of daily travel. After the family chooses a group, only that group’s six schools go into the official S1 posting form. Do not mix a PG1 cutoff from one school with a PG2 cutoff from another to create an artificial comparison.

At Score 25, a special caveat also matters: the AL7-or-better English/Mathematics condition is explicitly attached to the separate 26–30 PG1 row, and parents should not apply that condition to Score 25 without checking their actual official eligibility. A child with an AL8 in one subject is not automatically disqualified from the Score 25 overlap merely because the next score band has a separate restriction.

Secondary schools to research for Score 25: 2026 intake historical cut-off points

The table lists real schools and the correct Posting Group for the figures shown. A cut-off point is the score of the last pupil posted to that school’s specific route in the completed historical intake—except where a published asterisk indicates vacancies remained and a displayed score such as 30* is not necessarily the actual last student’s aggregate. The data are for Secondary 1 in 2026, not a prediction of admissions for Secondary 1 in 2027.

School	Posting Group	2026 intake cutoff	What the family should check
Bartley Secondary School	PG2	25	PG2 at previous boundary
Junyuan Secondary School	PG2	25	PG2 at previous boundary
Admiralty Secondary School	PG2	25	PG2 at previous boundary
Bendemeer Secondary School	PG2	25	PG2 at previous boundary
Boon Lay Secondary School	PG2	25	PG2 at previous boundary
Queenstown Secondary School	PG2	25	PG2 at previous boundary
Kuo Chuan Presbyterian Secondary School	PG2	23	Non-affiliated PG2 was 23; affiliated historical 25
Bukit Panjang Government High School	PG1	26	PG1; one point higher historical cutoff
Swiss Cottage Secondary School	PG1	26	PG1; one point higher historical cutoff
Temasek Secondary School	PG1	26	PG1; one point higher historical cutoff
Punggol Secondary School	PG1	27	PG1; two points higher historical cutoff
Compassvale Secondary School	PG1	27	PG1; two points higher historical cutoff
Seng Kang Secondary School	PG1	27	PG1; two points higher historical cutoff
Junyuan Secondary School	PG1	28	Separate PG1 route from its PG2 25
Admiralty Secondary School	PG1	29	Separate PG1 route from its PG2 25
Broadrick Secondary School	PG1	30*	* means vacancies remained; do not interpret as an actual last-admitted 30

All figures from the 2026 S1 intake, PSLE cohort 2025. They are historical reference points; check MOE SchoolFinder before choosing.

The school figures were checked against the 2026 S1 cut-off compilation and the independently cross-checked 139-school score-range table, both drawing on MOE SchoolFinder. The official destination for final verification is MOE SchoolFinder, where each school publishes its current programmes and the score ranges available for reference. Do not use a PG1 number for a PG2 choice or vice versa, and check affiliation and school-specific admissions conditions.

What if a school used to have a cut-off of 25, 26 or 27?

A child with Score 25 is on a school’s previous cut-off 25, one point numerically stronger than a previous cutoff of 26, and two points stronger than 27. The direction is easy to misread: smaller PSLE scores mean stronger examination attainment. Previous cut-offs arise from how many places were available, which pupils applied, the cohort’s results and how their choices were ordered. They are not entrance marks fixed in advance by the school.

Suppose a published score range starts at 25 and ends at 28 for PG1. This means the first and last admitted pupils in the completed intake had those scores, not that a child with a better score than 25 would be prohibited from applying. The first admitted figure is an observed outcome, not a minimum score requirement. Parents should not lose a possible option because an online table’s range was interpreted backwards.

A school with a more generous historic cut-off is not necessarily a weaker educational institution. Its pupils may have access to strong Applied Learning Programmes, sports, arts, reading facilities and caring teachers. The score only captures admission behaviour in one year. Families should compare the actual educational experience rather than turn COP values into a ranking of a student’s worth or a school’s teaching quality.

Why the 25 school-choice problem requires a different plan

Score 25 is a real educational fork, not a loophole

The difference between PG1 and PG2 lies primarily in the initial academic subject levels and the learning environment, not in whether one side has better students. A child may benefit from the pace and foundations of G1, while another with the same aggregate and a balanced, confident subject profile may be ready for G2. A family who chooses only by the attractiveness of a school name risks overlooking what the pupil will study on Monday morning.

The six-choice form cannot mix two groups

Under the ordinary S1 portal, the family chooses a posting group before ranking schools; every school choice uses that same group. You cannot use a PG2 version of Bartley for one choice, a PG1 version of Swiss Cottage for another, then alternate the routes. You can investigate both groups and even make two provisional worksheets, but only one group goes into the final submission. Ask the primary school for advice if the child’s readiness is uncertain.

Why the PG2 historical ceiling matters

All published 2026 mainstream PG2 cut-offs were at or below 25. A Score 25 family taking PG2 cannot include two or three schools with a previous PG2 COP numerically higher than the child’s result, because the previous-year table contains none. This limitation is important when applying MOE’s general advice about safer historical comparisons. It does not mean PG2 is forbidden; it means the family is choosing it without an above-25 historical margin.

What is different in PG1?

A family who chooses PG1 can compare the 2026 entry boundaries of 26, 27, 28, 29 and some school displays marked 30*. This may permit a broader range of six-choice historical margins. But a wider margin is not a guarantee, and some schools at 30* explicitly had remaining vacancies, so 30* is not necessarily the score of the actual last child admitted. Families should understand the notation and weigh curriculum suitability ahead of numerical convenience.

The English and Mathematics AL7 rule is not attached to Score 25

MOE’s separate requirement that English and Mathematics must each be AL7 or better applies to the 26–30 PG1 band, not the Score 25 dual-choice row. A child with an AL8 in English or Mathematics and an overall score of 25 therefore must not be ruled out by incorrectly importing the condition from the next row. Refer to the official eligibility letter and any exemptions for the actual case.

Crest and Spectra should not be treated as identical to an ordinary score table

Both schools focus on applied and practice-oriented learning for eligible PG1 and PG1/PG2 pupils. Crest’s published information describes pre-registration and S1 posting arrangements. Spectra’s published admissions information describes both direct application and participation in the ordinary S1 posting system; it also explains why its hybrid admissions do not produce a comparable ordinary published cutoff. Their programmes may suit some children well, but parents should inspect each school’s current admission steps rather than assuming it is a seventh unregulated choice.

The tie-breakers: why preference order can matter without defeating merit

When the last available places in a particular school and Posting Group are contested by applicants with the same PSLE Score, the general S1 posting tie-breaker order is citizenship, school-choice order and computerised balloting. The score is considered first in the relevant posting process, so putting a school first does not make a numerically weaker result overtake a stronger one. If two applicants share the same score and citizenship status, the school-choice order can matter.

Families should therefore put schools in genuine preference order. A school should not be made the first choice merely because an online influencer suggests that the ranking itself will manufacture a better PSLE Score. The family should be comfortable with choices two, three and four as real possible placements. A list that includes schools the child will not attend is a poor insurance policy, even when the historical cutoff looks reassuring.

Affiliation: a separate historical number with separate conditions

Some secondary schools publish affiliated and non-affiliated intake ranges. The affiliated figure generally applies only to pupils from a qualifying affiliated primary school and may require the school to be placed first, as specified by the current rules. A child without the required affiliation cannot use the favourable affiliated cutoff simply because it appears in the same table. Nor should a family assume an advantage in one programme carries automatically into every other route offered by the school.

If the child’s primary school has an affiliation, check the exact relationship and current requirements on the official MOE and school pages. Record ‘PG1 affiliated’ or ‘PG2 non-affiliated’ as appropriate in your planning sheet. Do not use the word ‘affiliation’ to imply that all pupils from a primary school will be accepted—posting still depends on the applicable conditions, results and available places.

Six school choices: a parent-friendly decision process

The official guidance encourages submitting all six schools and, where the actual previous-year cutoff data permit, including at least two or three suitable schools whose old cut-off is numerically higher than the child’s score. This helps diversify choices without guaranteeing any placement. The principle must be applied to the child’s actual eligible Posting Group: never manufacture a safer-looking margin by borrowing a cutoff from a different group.

For Score 25, the apparent contrast between PG2 25 and PG1 28 is not a probability calculation and not a ranking of school quality. The two figures belong to different admission pools whose initial subject demands differ. Treating PG1 as ‘easy entry into a prestigious school’ misses the educational question; treating PG2 as ‘always worth the risk’ misses admission uncertainty.

If the child has clear strengths in one subject, parents should ask about taking an individual subject at a more demanding level after entry, rather than assuming every subject must remain forever at the posting group’s indicative G-level.

Confirm eligibility first. Identify Score 25, the four subject ALs, the official Posting Group options and relevant additional conditions.
Make a longlist of actual schools. Use MOE SchoolFinder before narrowing to six; note whether each school admits pupils under the chosen group.
Write down the intake year. The current comparison table reflects the 2026 S1 intake, not the not-yet-completed 2027 posting.
Identify the exact school route. Record PG1 or PG2, plus affiliated/non-affiliated where relevant.
Test the commute. Include early mornings, rain, transfers, after-school CCAs and a realistic amount of time to rest.
Listen to the pupil’s interests. Subjects, art, sports, applied projects, music and school culture may matter more than a one-point historic COP difference.
Check learning support. Ask about orientation, English and Mathematics support, additional subject opportunities and how families communicate with teachers.
Use all six slots in preference order. Make every entry a genuine choice, not a name added solely because an online table makes it look safe.
Submit on time. Follow the official S1 portal instructions and verify all choices before the confirmed deadline.

Worked family example: Score 25

A pupil with Score 25 has AL6 in English, AL7 in Mathematics, AL6 in Science and AL6 in Mother Tongue. Their family prepares two separate research lists. For PG2, they consider schools whose previous cut-off was 25 and ask whether G2 expectations are a good match. For PG1, they compare nearby schools with previous cut-offs of 27 or 28, and ask how individual subjects can be offered at G2 if the child is ready. They do not submit both groups. They consult the pupil’s actual schoolwork and select the route that will sustain motivation and progress.

This example illustrates a reasoning method, not a posting prediction. The final choice should be made with the child and the official eligibility letter. The family can ask: “Which school would still be acceptable if our first choice were unavailable?” If they cannot identify six acceptable schools, revisit the longlist with more attention to real programmes and travel rather than simply picking names further down a numerical ranking.

What a child will experience during the first term of Secondary 1

Secondary 1 introduces a school environment with more subject teachers, different homework expectations, examinations or weighted assessments at the school’s chosen rhythm, and Co-Curricular Activities. A child who was able to complete Primary 6 work with close adult supervision may initially struggle with organising multiple deadlines. Building independent habits matters at every G-level. A family should establish where assignments are recorded, how completed work is checked and how the pupil asks for help before small misunderstandings become recurring problems.

One useful method is a two-column weekly notebook: “What I can explain” and “What I cannot yet explain.” Every week, select two uncertain concepts to revisit through teacher notes, worked examples and fresh questions. This makes progress visible and reduces the temptation to interpret a wrong answer as a failure of effort or character. Corrected misconceptions should be revisited after a few days, not merely crossed out once and forgotten.

English: reading comprehension, language and communication

English is central to learning across subjects because school instructions, science explanations and humanities questions require precise reading. In early Secondary 1, practise reading the complete prompt, underlining words that change the requirement, and expressing an answer in a clear sentence. A learner may understand a topic but lose marks if they cannot explain a cause, contrast or conclusion accurately. Build a manageable reading habit with school materials and books that the child can discuss.

A parent can ask the student to summarise a paragraph in their own words, then identify what evidence in the text supports their summary. For vocabulary, learn words in context and revisit them across several weeks; copying twenty isolated definitions is less effective if the student cannot recognise them in a new passage. The point of this work is confidence in communication rather than elaborate English for its own sake.

Mathematics: repairing foundations before algebra becomes intimidating

Secondary Mathematics introduces greater use of symbols, letters representing unknowns, signed numbers, proportional relationships and multi-step solutions. If the student is uncertain with fractions, percentage, place value or elementary equations, new topics can amplify those weaknesses. Diagnose which steps are misunderstood rather than describing every lost mark as ‘careless.’ A single worked example followed by a fresh problem can reveal whether the concept has been learned.

When a student sees 3x = 21, the goal is to understand that x represents a number and that the equation expresses a balance, not merely memorise ‘move three to the other side’. This principle scales to algebra with negatives and fractions. Tutors or teachers should check the child’s explanations as well as the final answer. eduKate’s Secondary 1 Mathematics transition guide gives a further illustration.

Science and humanities: answering why, not only what

Students need to connect observations with scientific mechanisms. A pupil may remember that plants require light, but still need help explaining what changes if a variable is removed during an experiment. In humanities, a pupil may know a historical date yet struggle to explain how causes led to consequences or why different sources offer different perspectives. Encourage short explanations with reasons and evidence.

A practical family exercise is to ask three questions: “What happened?”, “Why did it happen?” and “What evidence would convince someone else?” For experiments, distinguish the independent variable, observed outcome and factors kept the same. For a geographical issue, distinguish a cause from an effect. These habits become useful across subjects and build the sort of thinking that supports later pathways.

Wellbeing, CCAs and home-school communication

The child should not be judged solely by whether the new school is more selective than another. Secondary 1 brings changes in friendship groups, travel independence, academic confidence and time demands. A school that allows the student to feel secure and participate in a genuine interest can make learning more sustainable. Check practical arrangements: orientation, class teachers, counsellors, accessible communication channels and how to request extra help.

CCA participation can be a meaningful source of belonging and self-management. But the attractive activity on the school’s website must actually be available to the incoming pupil, and some activities have trials or selection conditions. Ask how many afternoons training usually takes and whether the child can manage homework and rest alongside it. Travel plus a late CCA may be more demanding than the classroom timetable alone suggests.

A 90-day Secondary 1 transition plan

Before school starts: confirm the new campus address, transport, reporting instructions, uniforms, books, device requirements and financial assistance if applicable.
Weeks 1–2: learn the timetable and where teachers post homework. Introduce a simple assignment notebook or app, without overloading it with unnecessary study systems.
Weeks 3–4: review early English and Mathematics work. Ask what concepts are unclear, then decide whether ordinary school consultation or additional support is needed.
Month 2: check CCA and travel fatigue; establish a consistent sleep schedule and time for reading or practice.
Month 3: inspect completed assessment corrections, identify repeated misconceptions and set one realistic learning goal for each core subject.
Throughout: maintain a calm route to ask school staff for help with learning, friendship or wellbeing concerns.

The purpose is not to rehearse an entire future examination immediately after PSLE. It is to stabilise daily attendance, comprehension, confidence and feedback. A small improvement repeated every week is more valuable than an ambitious programme a tired pupil cannot sustain. eduKate’s first-90-days learning support guide offers further practical questions for families.

What about Crest, Spectra, NorthLight and Assumption Pathway?

For eligible PG1 or PG1/PG2 students, Crest Secondary School and Spectra Secondary School offer specialised, practice-oriented education. They publish distinct admissions arrangements, including direct application or participation in S1 posting where applicable. They are not merely interchangeable entries in a generic cut-off table. Spectra explicitly explains why its hybrid admissions mean a normal last-admitted school score range is not necessarily available; families should follow its current 2027 registration and admission guidance.

For pupils who do not satisfy the conditions for mainstream Secondary 1 admission, NorthLight School and Assumption Pathway School provide alternative experiential and applied routes under their own admissions arrangements. This is especially relevant if an official 26–30 result does not meet the English or Mathematics condition. Primary schools can guide families through the appropriate recommendation or application process. Do not promise a place, and do not treat these institutions as a punishment for a PSLE result.

What comes after Secondary 1: G-level subjects and future routes

Under Full SBB, pupils can build strengths over time and may offer different subjects at different levels when the relevant school and MOE criteria are met. A child who starts with G1 or G2 does not have a permanently fixed set of future qualifications merely because of Primary 6 results. The Singapore-Cambridge Secondary Education Certificate (SEC) begins for graduating cohorts from 2027; a child entering Secondary 1 in 2027 will take any relevant examination later, according to the rules applying to their own cohort.

MOE has also introduced changes to post-secondary admissions from 2028. Options include ITE, polytechnic-related pathways and, when later qualifications and admission requirements are met, other academic routes. It would be misleading to assign a ten- or twelve-year-old a final career from a PSLE aggregate. What matters now is to choose a school environment that helps the student learn securely and discover genuine interests. MOE’s 2026 education announcements provide context on later transitions.

The 2026 PSLE / 2027 Secondary 1 application timetable

As at 5 November 2026, SEAB publishes a tentative 24–25 November 2026 window for PSLE results release. The exact date will be confirmed by official announcement. The S1 choice submission window, school posting results and reporting instructions must likewise be taken from the official MOE notice rather than copied from a previous year’s schedule. Use SEAB’s Important Dates for Candidates and MOE Secondary 1 Posting.

The 2026 Secondary 1 intake school ranges describe pupils who took PSLE in 2025. The family reading this article after receiving the 2026 PSLE results is preparing for Secondary 1 in 2027. New cut-offs for this cohort do not exist until the posting exercise concludes; the latest completed school ranges are only planning references. Be wary of pages claiming confirmed 2027 admission cut-offs before that exercise.

Frequently asked questions: PSLE Score 25

What Posting Groups are available for Score 25?

Posting Group 1 or Posting Group 2. The family must choose one for all six ordinary school choices.

Can Score 25 choose PG3?

Not under the ordinary 2026 posting-score table; the PG2/PG3 overlap is Scores 21 and 22.

If I choose PG2, is there a historical cutoff of 26?

No. The completed 2026 mainstream PG2 intake cut-offs extended only to 25, so a Score 25 PG2 shortlist has no above-25 historical margin.

Can a child with AL8 in Mathematics and Score 25 still choose PG1 or PG2?

The extra AL7-or-better English and Mathematics requirement is attached to the 26–30 PG1 row, not the Score 25 dual-choice row. Always confirm the official individual eligibility.

Does Score 25 automatically qualify for Crest or Spectra?

It falls within the general PG1/PG1-2 target group, but school-specific assessment, places and the correct application process still matter.

Can PG1 lead to more demanding subjects later?

Yes, Full SBB provides subject-level opportunities when the student meets the relevant criteria and school arrangements.

Must the six choices all be in the same posting group?

Yes. The group selected before submission is used for the entire set of school choices.

Does PSLE Score 25 guarantee admission to a school with a previous cutoff of 25?

No. The previous cutoff is an observed outcome of an earlier cohort. Actual admission depends on the pupil’s eligible Posting Group, choice order, school vacancies, current cohort scores and applicable tie-breakers. Even a numerically better historical margin is not a guarantee.

Can a school place with Score 25 decide the child’s university or career?

No. A PSLE result is a starting point for secondary-school posting, not a lifelong assessment. Later pathways depend on subject learning, individual strengths, qualifications and the admissions requirements in force at later stages.

Official sources, historical data and further reading

MOE: Secondary 1 Posting — official posting process, school choices and eligibility.
MOE SchoolFinder — school-specific programmes, locations and historical score ranges.
MOE: Full Subject-Based Banding — Posting Groups and G1/G2/G3 subject levels.
SEAB: Primary School Leaving Examination — examination structure and official references.
SEAB: Result Slips and Certificates — what is reported to families.
SEAB: Important Dates — tentative release period and confirmed notices.
MOE: Understanding PSLE Score Ranges — why a past cutoff is not a promise.
Historical 2026 S1 intake school cut-offs — independent, MOE-SchoolFinder-derived reference.
Cross-checked 2026 intake score ranges by posting group — historical comparison, not a government site.
Additional historical 2026 school score comparison — cross-reference, not a 2027 forecast.
eduKate: Posting Group 2 Parent Guide and eduKate: Posting Group 1 Parent Guide — related school-selection explanations.
eduKate: Full SBB Parent Guide — comparison of subjects and pathways.
eduKate: Crest, Spectra, NorthLight and Assumption Pathway — additional school options to investigate.

Editorial statement — edu|Kate Singapore, prepared 5 November 2026. This is independent, plain-language educational guidance, not an MOE or SEAB publication, school endorsement, admission result or prediction. The tables use historical 2026 Secondary 1 intake school ranges and must be rechecked against MOE SchoolFinder. Exact student eligibility is determined from the official results and current rules, especially for Score 25’s two-group choice and Scores 26–30’s English/Mathematics condition.

Read other PSLE Score-by-Score Secondary School Options guides

Begin the family’s school research with MOE SchoolFinder, check official eligibility and school programme conditions, then follow the current S1 posting submission guidance for the six final choices.