Which calculators and dictionaries are allowed in Singapore’s 2027 national examinations? Begin with SEAB’s official Calculators and Dictionaries page, which links to the latest approved calculator and dictionary lists. As at 6 November 2026, the dedicated calculator and dictionary pages were last updated on 9 April 2026 and still describe PSLE and the previous GCE N(T), N(A), O- and A-Level examinations. Because the first SEC starts in 2027, families should check subsequent SEAB notices and the exact 2027 G1, G2 or G3 syllabus and candidate instructions before treating any particular model as confirmed for an SEC paper.
There are two separate tests for bringing a device into an examination. First, is the exact make, model or edition on the relevant current official list or otherwise authorised under the current rules? Second, is that type of equipment permitted in the specific subject and paper the student is sitting? A model being approved in general does not prove that calculators are allowed for every Mathematics paper, that a graphing calculator is acceptable for PSLE, or that an electronic dictionary may be used in every language component. The official exam-year rules, syllabus and paper instructions answer those questions.
- Calculator list: SEAB Approved Calculators — follow the linked current document and check exact model details.
- Dictionary list: SEAB Approved Dictionaries — confirm the title, edition or device and relevant usage conditions.
- Paper eligibility: verify the actual 2027 PSLE, SEC or A-Level subject syllabus and the final exam instructions.
- Model check: read every suffix, edition and software/version note where provided; a similar name is not automatically the same device.
- Preparation: practise with the authorised tool and learn to solve and check the mathematics or language task independently.
- Do not guess: the 2026 public list’s wording is not by itself a 2027 SEC model-by-model approval notice.
- Final check: obtain current school or SEAB guidance before the examination, especially when using an older model or electronic device.
1. Where to check the official SEAB approved lists
Go first to SEAB’s Calculators and Dictionaries hub. It links directly to the approved lists. The separate calculator and dictionary pages are also accessible from SEAB’s home and relevant examination hubs. These are better sources than a shopkeeper’s assurance, an old screenshot or an online discussion in which somebody says their device was allowed three years ago. The fact that a product was widely used in past national examinations does not eliminate the need to check the current document.
As at this article’s November 2026 fact-check, SEAB’s landing pages still label the approved lists for PSLE and the former GCE N(T), N(A), O- and A-Level arrangements. The SEC is scheduled to replace the separate N(T), N(A) and O-Level national examinations in 2027. That transition makes accuracy important. We can identify the official place to check; we should not pretend that every listed old-GCE model has already been confirmed for every future SEC paper. Families preparing early can use existing approved tools for learning, then verify the applicable national instructions when SEAB publishes the relevant 2027 details.
A parent can keep a small reference sheet with four entries: model name, official source URL, date checked and subject/paper requiring the tool. For a dictionary, add exact title, edition, publisher or device identifier. Include a final confirmation box to be completed closer to the examination date. This may look more careful than buying a calculator at the supermarket, but it is a small investment of time compared with arriving at a national examination carrying the wrong tool.
2. Approved model and permitted paper are different questions
Imagine a student who owns a scientific calculator that appears on an official list. The student assumes it can be taken into every national examination. That conclusion does not follow. A subject can include a non-calculator paper, or a particular task may impose restrictions, even while the same calculator is suitable for another paper. The exact examination syllabus and candidate instructions determine where an approved tool may be used. A general list identifies models; it does not override the rules of the specific assessment.
The same is true of dictionaries. A language examination may allow an approved printed or electronic dictionary in one component, subject to stated conditions, while another paper assesses language understanding without it. A student who relies on a dictionary for every response may be surprised by a component where one is not permitted. Preparation should therefore include both the correct tool-use skill and independent language competence. An approval list is not a substitute for studying the subject’s paper structure.
Parents should ask two simple questions whenever buying an examination tool. ‘Is this exact model approved under the current SEAB list and rules?’ and ‘Does my child’s actual subject paper permit it?’ The second question is why the learner’s G level and K-code matter for SEC. G1 Mathematics K110, G2 Mathematics K210 and G3 Mathematics K310 are different examination entries. Use their current syllabuses rather than a vague ‘Secondary 4 Maths’ label. For A-Level Mathematics, check H1 8865 or H2 9758, as applicable. Similar subject names do not guarantee identical equipment rules.
3. Why exact model names matter more than brand familiarity
Shoppers may recognise a calculator brand and assume every product from that brand is accepted. That is risky. Manufacturers release different models, revisions, country-specific editions and newer generations. Some devices add graphing, memory, programming or other features. Even visually similar models may have different capabilities. The approved list and examination rules exist partly because a standardised assessment needs predictable equipment conditions. A generic claim such as ‘Casio is approved’ is not precise enough to make a national examination decision.
When checking a calculator, inspect the exact text on the casing and packaging. Note any letters, numbers, suffixes, special edition names or firmware notes that the official list differentiates. If the document includes an approved period, previously approved list or special guidance, read the accompanying explanation rather than interpreting one date in isolation. Approval status can depend on current policy, and a table may distinguish availability in the retail market from continued eligibility. When uncertain, contact the school or SEAB with the exact model identifier. Do not substitute a salesperson’s guess.
Parents who buy early should keep the proof of purchase and manual only as useful product records, not as authority for exam approval. The official school instructions may also specify how to prepare a device before the examination. If the student practises regularly with one authorised calculator, familiarity can reduce preventable mistakes. Still, students should understand the mathematical operation rather than depend on memorising a sequence of buttons without knowing what it computes.
4. The calculator skill that most students overlook
Students often think calculator accuracy means pressing keys without dropping a digit. That is only part of the task. A learner needs to represent the problem correctly, choose an operation, enter expressions carefully and judge whether the result is reasonable. If a question asks for a percentage change, the calculator cannot decide which amount is the original reference quantity. If a Mathematics question involves an angle, the learner must know what angle measure and mode are appropriate to the problem. The machine can perform operations; it does not replace understanding.
One good routine is estimate, calculate, verify. Before using the device, make a rough prediction of the answer’s size or sign. Then calculate and compare. If a final value is dramatically different, inspect the expression and units rather than copying the screen automatically. For example, a student expecting a value of about 20 should question an output of 2,000. An approximate prediction will not solve the whole question, but it acts as a warning system for a misplaced decimal, reversed operation or incorrect interpretation.
Teach bracket and fraction entry explicitly. A learner may know the paper expression but enter it ambiguously on a calculator, producing a different calculation. In algebraic applications, decide what is being substituted and how grouped terms should be represented. Then test with a small number that is easy to calculate by hand. This connects the electronic tool to mathematical meaning. Under exam pressure, the most reliable users are those who can detect when the displayed answer is inconsistent with the problem.
Finally, learn how to reset or check modes only in accordance with the official instructions and the specific model. Do not assume every calculator has the same procedures. The student should understand what a mode does and when it matters, rather than treating unfamiliar settings as magical exam tricks. Model-specific practice is useful, but its purpose is to make the assessed reasoning more reliable.
5. PSLE Mathematics and Foundation Mathematics: use the right subject format
SEAB’s PSLE hub links to the current subject-format information and official approved calculator and dictionary lists. At the 6 November 2026 check, the publicly linked subject-format directory is labelled PSLE Formats Examined in 2026. Families preparing a 2027 PSLE candidate should understand the present structure but verify the actual 2027 subject-format and equipment notices when they appear. Standard Mathematics and Foundation Mathematics have distinct official subject entries; use the child’s actual school programme.
A child should be comfortable with arithmetic reasoning even when a permitted calculator can support later calculation. Number sense makes a learner less likely to copy unreasonable results. A simple exercise asks the student to decide whether a quantity should be larger or smaller before performing the computation. Another asks for a rough fraction or percentage estimate. This can be done in a few minutes and benefits both Standard and Foundation learners when matched to their taught content.
Parents sometimes buy a more powerful device because it seems to provide an advantage. In national assessments, extra features are not the objective. A model must be permitted, and the student must understand its use. If a child is still struggling with place value or how to represent a word problem, switching calculators will not solve the central learning gap. The right intervention may be a careful lesson, a number line, a diagram or a short series of questions that develop reasoning.
6. SEC 2027: why the G level and paper number cannot be skipped
The first SEC examinations are in 2027 under Full Subject-Based Banding. They combine G1, G2 and G3 subjects into the new qualification, but the subject syllabuses remain distinct. A learner taking G2 Mathematics should open the 2027 G2 school-candidate directory and locate Mathematics K210. A G3 student should use the G3 directory and locate K310. The correct syllabus tells the student what is assessed and how the papers are organised.
This distinction matters for calculator use. Older N(T), N(A) or O-Level advice may contain useful history, but it does not alone establish what the first SEC paper allows. A parent should read current SEAB-approved equipment information, the specific SEC syllabus and later candidate instructions together. Where the subject has separate papers or sections, do not generalise from one to another. The school can help confirm current arrangements for school candidates; private candidates should use the appropriate SEAB candidate resources.
Additional Mathematics is another reason to check the exact entry. G2 Additional Mathematics K232 and G3 Additional Mathematics K341 are different from the corresponding Mathematics subjects. A calculator can help execute a correctly chosen method, but it cannot determine whether differentiation, algebraic manipulation, geometry or another idea is appropriate. Read the syllabus’s mathematical expectations first. Practice should connect the concept, the setup and the answer rather than become a sequence of keystrokes.
7. A-Level scientific and graphing calculators: why extra capability needs extra checking
Students preparing for A-Level subjects may encounter scientific calculators, graphing calculators or specialised reference materials. H1, H2 and H3 syllabuses can have different requirements. SEAB’s official calculator list includes specific categories and conditions for approved devices. The student must check the current document, the exact A-Level paper and any device-reset or operating-system instructions that apply. Do not infer that a sophisticated graphing model is permitted at every educational level or in every subject merely because it is associated with A-Levels.
For H2 Mathematics 9758, mathematical understanding must remain central. A graphical display can help a student inspect a function, but it does not prove a mathematical claim by itself. A student should know what a graph shows, what assumptions underlie it and how to express the reasoning expected by the question. Likewise, a numerical output may not be an acceptable substitute for working or explanation when the task assesses a method. The exact syllabus determines what demonstration is needed.
Before buying an expensive calculator for JC, ask the school which model or models meet the official requirements and fit the teaching programme. A familiar, permitted device may be more useful than a feature-rich one that the student has never learned to operate properly. Verify the current SEAB list shortly before an examination, particularly when using a previously owned device. Extra purchasing is not automatically better preparation.
8. Approved printed dictionaries and electronic dictionaries are not identical
SEAB publishes a dedicated Approved Dictionaries page with a linked document. The list distinguishes published titles and relevant electronic dictionary devices where applicable. A dictionary’s brand, series name, edition or ISBN may matter; an electronic model may also have technical conditions. The correct response is to check the exact item and current rules, not to assume that any dictionary found on a bookstore shelf is acceptable. Families should pay particular attention to the child’s Mother Tongue, Higher Mother Tongue or other language examination and the paper where dictionary use is specified.
Printed and electronic dictionaries also create different learning habits. A printed dictionary requires alphabetic or other language-specific navigation; an electronic dictionary may make lookup faster but can tempt students to choose the first displayed meaning without considering context. Neither tool can decide whether a word fits a sentence or a tone. Teach the learner to read surrounding words, identify grammatical function and test whether the chosen meaning makes sense. A student who understands language can use a dictionary intelligently; one who merely copies definitions may remain unsure.
For example, a word can have several meanings in ordinary language. The correct meaning in a story may differ from its meaning in a formal article or a conversation. If the child selects a dictionary definition mechanically, the resulting sentence can become awkward or wrong. Ask the learner to explain the meaning in context and produce another example. This develops a skill that remains useful even when dictionaries are not permitted in the assessment component.
9. Electronic dictionaries, phones and other devices: avoid assumptions
An electronic dictionary is a particular type of dedicated language tool, not the same thing as a phone running a dictionary app. A calculator is not interchangeable with a smartwatch that happens to have a calculator function. The examination rules identify authorised equipment; a general consumer device’s ability to perform a similar function does not establish permission to bring it into a national paper. Consult SEAB’s published rules and the school’s candidate instructions. When the exact status is uncertain, do not bring an unverified device into the examination venue.
Students should also practise with the device they are allowed to use, under conditions similar to those permitted by the exam. This might mean learning to navigate an approved dictionary efficiently without relying on internet access or unrelated functions. But families should not invent a general device-checking procedure or a particular security setting. SEAB’s current exam instructions and invigilators’ guidance determine what must be done. A parent guide should help a candidate find that authority rather than replace it with guesswork.
One useful family habit is to keep a small ‘official equipment’ pouch and checklist, updated after the school issues its examination instructions. Separate stationery, any permitted calculator, any permitted dictionary and identification or examination documents as applicable. Check batteries and physical condition in advance. Do not wait until the night before the examination to discover a missing model number or damaged display. Such logistics are modest compared with the intellectual work of learning, yet they can reduce avoidable stress.
10. How to buy the right tool without wasting money
Begin with the actual paper requirement, not a product advertisement. Ask: Is a tool needed or permitted for this subject? Is there an exact model list? Does the child already own something suitable? Is the device simple enough to learn before the examination? Only then compare options. The cheapest device is not always the best if its display or controls make errors more likely, but the most expensive model may offer no educational benefit. The value of a tool lies in correct fit, reliable operation and the student’s ability to use it.
For second-hand devices, check the precise model and condition rather than relying on a general label. A product might have a familiar family name but a different edition or operating-system state. Ask the seller for a clear photograph of the model identification and check the official SEAB source independently. Be careful with old screenshots of approval lists circulating in parent groups; an image of an outdated document cannot tell you whether a later policy update has occurred.
Where SEAB’s published list contains approval periods or information about previously approved models, read the document’s explanatory notes. Do not interpret a date without the policy context. If there is any doubt, ask the school or SEAB. A tool’s market availability, previous approval and eligibility for a particular future examination are related but not necessarily identical questions. Clear distinction is more useful than a confident unsupported answer.
11. Why equipment should never become a substitute for subject mastery
Learning mathematics means building relationships between quantities and making justified choices. Learning a language means using words to represent meaning in context. A calculator or dictionary can assist part of that process, but cannot create the reasoning on the student’s behalf. This distinction becomes especially important when a child repeatedly obtains wrong answers despite having a functioning device. The missing skill may be reading the question, selecting a formula or interpreting what a word means in a passage.
For Mathematics, ask the student to estimate an outcome and explain the operation before pressing keys. After calculating, ask them to check units and plausibility. For languages, ask the student to infer a word’s possible meaning from context before looking it up, then compare the dictionary options. These short exercises train independent judgement. The aim is not to forbid useful tools; it is to ensure the learner understands what the tool contributes and what remains their responsibility.
Students sometimes become anxious when a familiar model is unavailable. If they have learned only a sequence of key presses, the anxiety can be severe. If they understand the operations and can identify the mathematical structure, adapting to a permitted device is usually more manageable. That is a useful long-term educational outcome. Technology changes. Understanding allows people to learn another tool when necessary.
12. Three families, three avoidable equipment problems
Case one: an almost identical calculator model
A parent buys a calculator from a well-known brand because an older sibling used something similar. The shop receipt gives a slightly different model number. Before assuming eligibility, the family compares the full identifier with SEAB’s current approved list and asks the school about the actual upcoming paper. They discover that the only safe decision is to verify the exact model under the relevant rules. Whether the device ultimately qualifies is determined by official evidence, not by visual resemblance.
Case two: a dictionary that answers words but not questions
A language student regularly searches words in an approved dictionary but selects inappropriate meanings in compositions. The tutor changes the routine: first infer the meaning from context, then consult the dictionary, and finally explain why that definition fits. The learner becomes more accurate without buying a larger dictionary. The tool is still valuable, but the teaching now addresses the underlying language skill.
Case three: a student assumes an approved calculator is usable everywhere
A learner sees their device on a list and prepares to use it in every Mathematics paper. A teacher asks the student to read the particular syllabus and current candidate instructions. The family realises the list and the paper rules answer different questions. They practise any required non-calculator reasoning separately and keep the allowed-tool practice for the applicable components. The student’s preparation becomes more accurate without adding unnecessary workload.
13. A four-week readiness plan for examination tools
Week 1: verify
List the child’s actual subjects, levels and papers. Open SEAB’s current calculator and dictionary sources and note the model or exact title under consideration. Confirm the correct candidate category and examination year. If 2027 SEC-specific equipment instructions are not yet available, mark them as pending. Ask the school about the current subject requirements. Do not buy additional devices until there is evidence of need.
Week 2: build correct technique
Practise entering expressions, using brackets, checking modes and interpreting results only where relevant. For dictionary work, practise accurate lookup and contextual meaning. Have the student explain each step rather than memorise a demonstration. Use a few short sessions instead of one long drill. A tool should make the learner’s thinking more reliable, not faster at reproducing mistakes.
Week 3: introduce unfamiliar problems
Use new Mathematics situations that require model selection before calculation. In language, choose new paragraphs with ambiguous words and ask the learner to justify a contextual meaning. Time some activities gently where appropriate, but protect the chance to analyse errors. The aim is to learn when the tool helps and when thinking must happen first. If a response fails, diagnose the conceptual problem rather than blaming the device automatically.
Week 4: practise logistics and revise the checklist
Check that the authorised device works, that the student can operate it independently and that the current official equipment rules have been rechecked. Do not invent an exam-day permission from ordinary classroom practice. Where a school notice or SEAB update changes the requirement, update the register. Keep the equipment checklist separate from revision goals, so a family can verify logistics quickly without turning the study plan into an elaborate document-management exercise.
14. Frequently asked questions
Which calculator is approved for SEC 2027?
Check SEAB’s current official list and the relevant 2027 subject and paper instructions. The public approved-calculator page checked in November 2026 still describes the former GCE N(T), N(A) and O-Level systems, so do not assume a particular model’s 2027 SEC status without the applicable official guidance.
Is every Casio scientific calculator approved?
No brand-wide guarantee follows from a list of specific models. Check the exact product identifier, edition and current SEAB conditions. A calculator that looks similar to an approved model may not be the same item.
Can PSLE students use graphing calculators?
Do not assume that a graphing device is permitted at PSLE. The type of calculator permitted depends on SEAB’s official rules for the examination and paper. Use the applicable approved list and school instructions before buying or bringing a device.
Are calculators allowed in every SEC Mathematics paper?
Do not infer that from general model approval. Read the exact G1, G2 or G3 Mathematics syllabus and the current examination instructions to identify permitted use for each relevant paper or component.
Do G2 and G3 Additional Mathematics use the same equipment rules?
They are separate subject entries: G2 Additional Mathematics K232 and G3 Additional Mathematics K341. Verify each current syllabus and paper rules rather than assuming that similar subject names make all arrangements identical.
Can a student use an electronic dictionary in PSLE Mother Tongue?
Use SEAB’s current dictionary approval list and the actual Mother Tongue paper instructions. Approval may depend on the specific device and relevant component; a phone dictionary app should not be assumed to be equivalent to an approved dedicated device.
Can I bring a dictionary to English comprehension?
Do not assume so. The rules depend on the subject and paper. The existence of an approved dictionary list does not give blanket permission for every language or comprehension assessment. Check current official candidate instructions.
What if my calculator’s approved period looks expired?
Read the official list’s explanatory notes and any information about previously approved devices, then ask the school or SEAB if the status remains unclear. Do not decide from an isolated year in a screenshot or a retailer’s informal interpretation.
Should we buy the newest calculator for JC?
Not automatically. Select a model that is officially permitted, suitable for the subject and familiar enough for the student to use reliably. Additional features are of little help if they distract from learning or are not authorised for the examination.
What if a student is eligible for assistive technology as an access arrangement?
That is a separate SEAB approval process. Do not assume the general equipment lists resolve individual access arrangements. Consult the official Access Arrangements page and the school or SEAB for the applicable process and authorised provisions.
15. Official sources and next reading
SEAB: Calculators and Dictionaries hub; approved calculator source; approved dictionary source; PSLE instructions and format resources; 2027 SEC school-candidate syllabus directory; 2027 A-Level school-candidate syllabuses. The official approved-list pages were last updated in April 2026 at this 6 November 2026 check. Recheck the latest rules before examination day.
eduKate: which calculators are allowed for PSLE and SEC; SEC G1/G2/G3 Mathematics paper differences; what to bring into an SEC examination room; finding the correct SEC syllabus. These help translate official details into practical questions but do not replace the current rules.
The right examination tool is the one that is officially permitted, suitable for the assessed task and properly understood by the student. Verify it early, practise intelligently and leave the student free to concentrate on the reasoning that matters.