More than the changes to the PSLE Scoring System, MOE rolls out the full Subject-Based Banding (SBB) to all secondary schools. What does it mean for our children and us?
After grappling with the changes to the new PSLE Scoring System, parents must now understand SBB – the three letters that have flung the entire secondary school experience into a whole new territory. Full Subject-Based Banding (SBB) was rolled out in 2024 and with it came major changes like the scrapping of GCE O’Levels and N’Levels (gasp!). This means changes to post-secondary pathways and more importantly, their secondary school experience. (psst… school holidays start earlier in secondary school!)
Growing up in the previous system, it was a little hard for me to imagine what secondary school would be like for my child, who also belongs to the first batch of students under the Full SBB. Questions like, what will classroom logistics be like? Will they spend enough time with their classmates to make meaningful connections? If there’s no more GCE O’ and N’ Levels, what will post-secondary look like? Two years on, I have most of my questions answered and I share my insights and observations here.
But first, let me break down the details of Full Subject-Based Banding (SBB).
Things to know about Full Subject-Based Banding (SBB)
What is Full SBB in a nutshell?
Say goodbye to the rigidity of streaming and hello to a more flexible learning secondary school journey. MOE announced news of the SBB in 2019 and officially launched it with the 2024 Secondary 1 cohort. This new approach removes the traditional streams – Express, Normal (Academic), and Normal (Technical) – allowing students to take each subject at a different subject level. The subject levels run are from G1 to G3, with G1 being the least demanding and G3 the most demanding level. Besides recognising each student’s unique strengths, it is also intended to help students thrive in areas they excel in and provide support where they need it. It is all part of MOE’s commitment to inclusive learning and helping students learn at their own pace.
Key changes under Full SBB
1. Removal of streams, introduction of Posting Groups
Under the previous system, children get posted into Express, Normal (Academic), and Normal (Technical) streams, where they will take ALL subjects at the SAME level.
With Full SBB, children will be assigned a Posting Group based on their PSLE results. Although these groups are mapped from the streams, they only serve as an indication of the subject levels at the start of Secondary 1. Its main role is to facilitate entry into secondary school. If you look up the cut-off points for secondary schools, you’ll notice different COP under different Posting Groups.
2. Students take subjects at different levels
If a child receives a PSLE score of 15, they will enter secondary school under Posting Group 3, taking all subjects at G3 level. If a child receives 21 or 22, they’ll enter secondary school under Posting Group 2 or 3, taking subjects of mixed levels. This may look like Maths – G3, Mother Tongue – G1, Science – G2, etc. Depending on which subjects they excel in and which ones they require more support in. As they progress and gain competency, they may choose to take the subjects at a more demanding level. Similarly, students may also choose to take subjects at a less demanding level.
Students will start to take humanities like Geography, Literature, and History at the same level as their admission Posting Group. They have the option to take them at a more demanding or less demanding level in secondary two. From secondary three onwards, they’ll need to choose one as an elective subject to focus on.
One important thing to note is that Posting Groups and subject-levels (G1, G2, G3 ) are not the same thing. In subject-levels, the G stands for General.
3. Replacing GCE N’ and O’ Levels with SEC
At the end of four years, all students will sit for the Singapore-Cambridge Secondary Education Certificate (SEC) exam. There is an option to study the fifth year. Eligibility requirements are in place for students who want to pace their learning at a more demanding level.
Instead of their streams, subject-level combinations will play a part in directing their post-secondary school pathways. Admission to Junior Colleges (JC) will be based on the L1R4 (one language, four relevant subjects) of G3 subjects.
While we don’t have visibility about admission to Year One in Polytechnic (still under MOE’s review), what we know is that Polytechnics will continue to offer the one-year Polytechnic Foundation Programme (PFP), currently an alternative to Secondary 5. Under this pathway, students taking G3 subjects or a mix of G2 and G3 subjects can gain entry with their ELMAB3 (English, Maths, three best subjects).
Students with G2 subjects or taking a combination of G3 and G2 subjects can also apply for direct entry to Year Two of Higher Nitec courses in the Institute of Technical Education (ITE).
What does Subject-Based Banding look like in school for our children?
While all the changes under SBB shape our children’s secondary school experience, taking subjects at different levels and having a form class with mixed levels seems to be the change that impacts them the most. And I learnt this from speaking with my child, who is secondary two at this point of writing.
They know nothing of the past streaming and GCE exams, so there is no basis for comparison for them there. But moving from a fixed class in primary school, where they played and studied everything together, to a more fluid class arrangement is one of the things my child took time to adjust to.
Instead of sitting at the same place in the same class with the same people for all their lessons, they now have to move between classes for different subjects. It’s pretty much like your Poly or Uni days when you had to move around between classes for lectures and tutorials, just that they are starting to do this much earlier. But as a freshly-minted secondary school student, expect the first few days to be a logistical nightmare. Imagine trying to find your way around the new environment while lugging your school bag and meeting new faces. With time, they’ll get used to it. Mine took a week to feel confident.
Fortunately, they spend about one-third of their time with their form class taking six Common Curriculum subjects – Art, Character and Citizenship Education (CCE), Design and Technology (D&T), Food and Consumer Education (FCE), Music, and Physical Education (PE). This allows time and space for friendships to blossom and for teachers to know the students. It also helps that there are more group work and project work across all the subjects. This gives them the opportunity to interact with students of varying abilities.
What does this parent think about the Full SBB?
Having gone through the traditional streaming system, I’ve experienced first-hand the stereotypes and assumptions associated with students from the Normal streams, even from teachers. I did wonder if MOE’s move to Full SBB would make schools a little more inclusive. To find out more, I asked my child. He doesn’t associate himself or his friends with any one subject level and is able to acknowledge that different people are “good or bad” at different subjects. There is no talk of a “good or bad” class in school, unlike in his primary school days.
Academically, he studies at a comfortable pace and is even considering taking one subject at a more demanding level. However, it seems like the school doesn’t have the bandwidth to accommodate more students for that subject-level – this is another thing for parents to note. So, to me, the Full Subject-Based Banding seems to be working out for us at this point in time.
What do you think about the Full SBB? What are your thoughts and worries? Share them with us at [email protected].
