Are secondary school students free to offer any subject and subject level combinations under Full Subject-based Banding (Full SBB)?

As students transition from primary to secondary education, the opportunity to tailor their academic journey to align with their individual capabilities and aspirations is a critical aspect of their educational experience. The guidelines established for students to offer various subjects and subject levels are meticulously calibrated to strike a balance between providing greater customisation for students while ensuring they benefit from a broad-based education that nurtures strong fundamentals and stretches them to their fullest potential.

At the commencement of Secondary One, students have the opportunity to offer the PSLE subjects at a more challenging level in accordance with their individual AL score. For instance, a student with a PSLE score of 23, achieving an AL5 for Mathematics, will be placed in Posting Group 2 and take most subjects at G2 from the start of Secondary One. Furthermore, they have the option to take Mathematics at a more demanding level, G3 instead of G2, offering a pathway that aligns with their proficiency.

Similarly, students who offered English, Mathematics, and/or Science at Foundation level during the PSLE, yet are pursuing most of their subjects at G3, have the flexibility to offer these subjects at a less demanding level in consultation with their secondary schools. This proactive approach ensures that students are appropriately challenged while also having the opportunity to excel in their areas of strength.

Furthermore, the ability for students to offer subjects at a more demanding level beyond the start of Secondary One, based on their performance in secondary school and a holistic assessment by the institution, underscores the commitment to ensuring that every student can effectively manage their workload while striving for academic excellence.

Notably, the empowerment of students to offer elective subjects at a less demanding level in upper secondary, based on their strengths, interests, and post-secondary aspirations, fosters a learning environment that nurtures diverse talents and encourages students to explore their potential across various fields of study.

In pursuing the balanced development of students, schools undertake a holistic assessment of their aptitude, attitude towards learning, and socio-emotional well-being when considering the option to offer compulsory subjects at a less demanding level beyond the start of Secondary One. This comprehensive approach ensures that students are supported in their academic endeavors, taking into account their unique abilities and aspirations.

Throughout this process, schools play a pivotal role in guiding and advising students on their eligibility to offer subjects at more or less demanding levels, ensuring that their academic decisions align with their potential and contribute to their overall growth and development.