Did you know that Chinese (Special Programme) has its own SEC syllabus? The 2027 G3 code is K364. It is a third-language programme for students whose Mother Tongue is not Chinese, rather than a replacement for their Mother Tongue subject.
The examination weights are writing 20%, language use and reading 30%, oral 30% and listening 20%. Confirm the student’s programme offer and registered code before choosing materials. Regular Chinese and Higher Chinese resources should not automatically become the whole K364 preparation plan.
Need the examination details? Jump to the assessment table. Considering the course? Read the fit questions. Looking for a manageable next step? Try the study routine, or open the all-subject directory.
Scope: 2027 SEC school-candidate syllabus, checked 10 October 2026. Confirm the registered subject, programme offer and examination year. Our practice examples are independent suggestions, not official specimen tasks or selection tests.
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Understand the subject · Chapters 1–3
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CHAPTER 1 OF 5
How is Chinese Special Programme different from other Chinese courses?
SEAB lists K364 separately from Chinese and Higher Chinese. Use the Mother Tongue subject guide to locate the different entries.
For programme context, Clementi Town Secondary School’s CSP page describes a four-year third-language course and states that it cannot replace an MTL subject. Confirm current entry and lesson arrangements through the student’s school.
Our suggested resource folder puts the full programme title on the front. Keep current textbooks, independent responses and feedback together so the learner can find the next task quickly.
For a Secondary 1 entrant in 2027, follow the programme’s current teaching sequence. The examination specification here concerns the 2027 SEC cohort, not automatically that entrant’s later graduating year.
| K364 component | Duration | Subject weighting |
|---|---|---|
| Paper 1: Writing | 1h 45min | 20% |
| Paper 2: Language use and reading comprehension | 1h 15min | 30% |
| Paper 3: Oral component | 10–15min, with 10min preparation | 30% |
| Paper 3: Listening component | Approximately 30min | 20% |
Writing includes a functional response and a narrative composition. The oral component combines reading aloud and a picture-based conversation. Paper 1 permits SEAB-prescribed dictionaries; follow the teacher’s current approved-dictionary instructions.
Source: the official K364 syllabus. The four component percentages total 100%; oral and listening are not an extra 50% added on top of Paper 3.
Our suggested preparation keeps reading, listening and independent communication visible separately. Understanding a message and producing an appropriate reply can require different practice.
Ask what the learner would like to communicate in Chinese and why. Then examine the actual lesson schedule and travel arrangements with the school or provider.
Look at a recent independent response. Can the child locate the relevant detail, understand the message or produce an answer? A precise difficulty gives the teacher a useful starting point.
Our questions are conversation prompts, not an eligibility test. Confirm current entry criteria and the student’s actual offer before making plans around the course.
Consider the ordinary week alongside existing subjects. A manageable commitment gives regular practice a place; a broad wish to “learn more languages” does not yet specify what the child will do.
Try our invented independent exercise: a fictional classmate asks where and when a club meets. Ask the learner to plan a brief Chinese reply using language already taught.
Identify the two details the reader needs before writing. Then check whether the response actually supplies both. A greeting may be appropriate, but it does not substitute for the requested information.
Ask the teacher to identify an unclear part and revise it. Next, change one detail and produce a fresh response. The learner should be able to explain what changed in the message.
This is our small practice suggestion, not an official functional-writing question or prescribed answer. Use the syllabus and teacher’s instructions for assessed response lengths and task choices.
Choose one short reading task, one listening task and a small spoken or written reply. Give each a clear goal connected to the programme’s current teaching.
After feedback, revisit one difficult item in context. Ask the learner to explain its meaning and apply it in a new teacher-approved response.
Keep a small record of what remains difficult. Reading a character, understanding a message and retrieving language for speech are different possible next steps; choose practice accordingly.
Use the syllabus-reading guide to locate component rules. Confirm programme and examination arrangements with the school, using the full K364 title.
Continue with the next question
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Official sources
For the learning approach behind this series, read Secondary 1 Mathematics Tutor Clementi · Small Groups Tutorials. It explains why identifying the precise learning gap helps a student build a stronger next step.