What is Secondary 1 SEC Math Syllabus in Singapore

Singapore’s secondary education system, as of 2025, operates under Full Subject-Based Banding (Full SBB), which replaced the traditional streaming system (Express, Normal Academic, Normal Technical) starting in 2024. Under Full SBB, students in Secondary 1 (typically ages 13-14) take subjects, including Mathematics, at one of three levels based on their strengths, interests, and learning needs: G1 (least demanding, formerly aligned with Normal Technical), G2 (mid-level, formerly Normal Academic), and G3 (most demanding, formerly Express). This allows for flexibility, with students able to adjust levels in subsequent years.

The Mathematics syllabus is set by the Ministry of Education (MOE) and emphasizes problem-solving in real-world contexts, such as everyday life (e.g., schedules, recipes), personal finance (e.g., interest, bills), and data interpretation. It is organized into three strands: Number and Algebra, Geometry and Measurement, and Statistics and Probability. Learning experiences integrate mathematical processes (e.g., reasoning, communication, modeling), metacognition (self-awareness of thinking), and positive attitudes (e.g., perseverance, confidence).

Common Aims Across All Levels

The syllabus aims to enable students to:

• Acquire mathematical concepts and skills for real-life applications and to support learning in other subjects.
• Develop thinking, reasoning, communication, application, and metacognitive skills through problem-solving.
• Connect mathematical ideas within the subject and to other disciplines.
• Build confidence in mathematics and appreciate its value in decision-making.

Below is a breakdown of the Secondary 1 syllabus by level, focusing on key topics. Differences arise in depth, scope, and complexity—G3 covers more advanced subtopics (e.g., fractional equations, detailed polygon properties), while G1 emphasizes foundational basics with simpler applications.

G1 Mathematics (Secondary 1)

This level focuses on practical, everyday math skills with less abstraction.

Strand	Key Topics and Skills
Number and Algebra	– Numbers and operations: Negative numbers, primes (no prime factorization); integers, fractions, decimals (including negatives) with four operations; calculator use for squares, cubes, roots; number line representation; inequalities (<, >, ≤, ≥); approximation and estimation (rounding, significant figures). – Ratio and proportion: Comparing quantities; dividing in ratios; ratios with fractions/decimals; equivalent and simplest forms. – Percentage: As fraction/decimal; finding wholes/parts; comparisons; >100%; increase/decrease calculations. – Algebraic expressions: Letters for numbers; notations (e.g., ab = a×b); evaluation; simple sequences (e.g., n+3); real-world translations.
Geometry and Measurement	– Angles and shapes: Right/acute/obtuse/reflex angles; opposite/straight-line/point angles; parallel lines/transversals (corresponding/alternate/interior). – Symmetry: Line and rotational symmetry; lines of symmetry; order of rotation. – Mensuration: Triangle area (½ base × height); circle area/circumference; parallelogram/trapezium areas; composite plane figures (perimeter/area); cube/cuboid volume/surface area; unit conversions (cm²/m², cm³/m³); composite solids.
Statistics and Probability	– Data handling: Collecting/classifying/tabulating; interpreting tables, bar graphs, pictograms, line graphs, pie charts; purposes/advantages/disadvantages; spotting misinterpretations.

G2 Mathematics (Secondary 1)

This builds on G1 with more emphasis on integral coefficients and introductory applications, suitable for mid-level progression.

Strand	Key Topics and Skills
Number and Algebra	– Numbers and operations: Primes, prime factorization; HCF/LCM; squares/cubes/roots; negative/integers/rational/real numbers with operations; calculator use; number line; inequalities; approximation/estimation. – Ratio and proportion: Comparisons; ratio-fraction links; dividing quantities; rational numbers; equivalent/simplest forms; problems. – Percentage: As fraction/decimal; expressing/comparing; >100%; increase/decrease (percentage points); reverse; problems. – Rate and Speed: Distance-time-speed relations; units (km/h, m/min, m/s, cm/s); average/constant speed; conversions; calculations; problems. – Algebraic expressions: Letters/notations (simplified examples); evaluation; real-world translations; patterns/nth terms; addition/subtraction; simplification with integral coefficients. – Equations: Concept; solving linear with integral coefficients; formulating for problems.
Geometry and Measurement	– Angles and shapes: Right/acute/obtuse/reflex; opposite/straight-line/point; parallel lines/transversals; triangle properties (limited polygons). – Mensuration: Parallelogram/trapezium areas; composite plane figures; prism/cylinder volume/surface area; conversions; composite solids.
Statistics and Probability	– Data handling: Same as G1/G3—collecting/interpreting various graphs; purposes/disadvantages; misinterpretations.

G3 Mathematics (Secondary 1)

This level introduces more abstract concepts, like functions and advanced algebra, preparing for higher-level math.

Strand	Key Topics and Skills
Number and Algebra	– Numbers and operations: Same as G2 (primes, HCF/LCM, etc.). – Ratio and proportion: Rational numbers; simplest form; problems. – Percentage: Expressing/comparing; >100%; increase/decrease (percentage points); reverse; problems. – Rate and Speed: Average/constant; conversions (km/h to m/s); problems. – Algebraic expressions: Letters/notations; evaluation; real-world translations; patterns/nth terms; addition/subtraction; simplification (e.g., -2(3x-5)+4x); brackets/factors. – Functions and graphs: Coordinates; ordered pairs; linear y=ax+b; graphs; gradients. – Equations: Concept; solving linear (including fractional reducible to linear); formulating.
Geometry and Measurement	– Angles and shapes: Same as G2, plus special quadrilaterals/regular polygons (symmetry); classifying; polygon angle sums; constructions (compass/ruler). – Mensuration: Same as G2 (parallelogram/trapezium; composites; prism/cylinder; conversions).
Statistics and Probability	– Data handling: Same as G1/G2.

Implementation and Teaching Notes

Teaching follows the Singapore Teaching Practice framework, with phases for readiness (building prior knowledge), engagement (through inquiry, activities, or direct instruction), and mastery (practice and review). Formative assessments (e.g., tasks, discussions) provide feedback, while technology (e.g., calculators, spreadsheets, geometry software) enhances exploration. Blended learning includes home-based and student-initiated activities to foster self-direction. STEM integration connects math to real-world issues like sustainability. Overall, the focus is on 21st-century skills, such as critical thinking and computational thinking (e.g., designing algorithms), with real-world problems requiring modeling (e.g., making assumptions, interpreting results).

Students progress through levels, and national exams (e.g., GCE N(T)-Level for G1, N(A)-Level for G2, O-Level for G3) occur at Secondary 4, with syllabuses building cumulatively. For the most current details or updates, refer to the MOE website.

G1, G2 vs G3 Math for Full SBB

The PSLE (Primary School Leaving Examination) in Singapore uses an Achievement Level (AL) scoring system, where each of the four subjects (English, Mother Tongue, Mathematics, and Science) is scored from AL1 (best, 90+ marks) to AL8 (worst, below 20 marks). The total PSLE score is the sum of these ALs, ranging from 4 (perfect) to 32 (lowest). Lower total scores indicate better performance.

Starting from the 2024 Secondary 1 (Sec 1) cohort under Full Subject-Based Banding (Full SBB), PSLE scores determine a student’s Posting Group (1, 2, or 3) during the Secondary 1 Posting Exercise. These Posting Groups are used solely for school admission and to set the indicative initial level for most subjects in Sec 1.

The levels are G1 (least demanding, mapped from former Normal Technical stream), G2 (mid-level, former Normal Academic), and G3 (most demanding, former Express). Posting Groups do not lock students into rigid streams; instead, they guide starting points, and students can mix levels across subjects and adjust them later based on performance.

PSLE Score Ranges and Posting Groups

The total PSLE score maps to Posting Groups as follows. Note that some ranges overlap, allowing students to choose between groups when submitting school choices (up to 6 options) during the posting process. Choices are influenced by school cut-off points (COPs) from the previous year, school availability, and tie-breakers (e.g., citizenship, school choice order, or balloting).

PSLE Total Score	Eligible Posting Group(s)	Indicative Initial Level for Most Subjects
4–20	Posting Group 3	G3
21–22	Posting Group 2 or 3	G2 or G3
23–24	Posting Group 2	G2
25	Posting Group 1 or 2	G1 or G2
26–30	Posting Group 1 (only if AL7 or better in both English and Mathematics)	G1

• Students with scores 31–32 or AL8 in English, Mathematics, or Mother Tongue are typically ineligible for mainstream secondary schools and may need to retake the PSLE or apply to specialized schools (e.g., NorthLight or Assumption Pathway).
• Overlaps and Choices: In overlap ranges (e.g., 21–22), students can opt for a higher Posting Group if they qualify for schools in that group based on COPs. For example, a student with a score of 21 could aim for Posting Group 3 (G3 start) if they prioritize schools with available spots in that group. This choice affects the starting mix of subject levels but allows flexibility.
• Affiliated Schools and Special Cases: Students applying to affiliated secondary schools (e.g., from a primary school linked to a secondary) may have lower COP requirements. For Special Assistance Plan (SAP) schools, strong performance in Higher Chinese Language can provide a posting advantage.

How Posting Groups Determine Initial G1, G2, G3 Levels

1. Indicative Level for Most Subjects: The Posting Group sets a baseline level for subjects like Humanities (from Sec 2), Art, Design & Technology, etc. For example:

• Posting Group 3 → Start most subjects at G3.
• Posting Group 2 → Start at G2 (or a mix if opting higher).
• Posting Group 1 → Start at G1 (or a mix).

1. Subject-Specific Adjustments at Sec 1 Start: For core subjects (English, Mother Tongue, Mathematics, Science), students can opt to take them at a level different from their indicative level, based on their individual PSLE AL in that subject. This is decided in consultation with the secondary school after posting. Eligibility rules:

• To take a subject at G3 (more demanding): Generally requires AL5 or better in the relevant PSLE subject (or equivalent for Foundation level takers).
  • If indicative level is G2: AL5 or better → Option for G3.
  • If indicative level is G1: AL5 or better → Option for G2 or G3; AL6 → Option for G2; Foundation AL A → Option for G2.
• To take at a less demanding level: Possible if struggling (e.g., for Mother Tongue, AL7–8 → Option for G1 or G2).
• Example: A Posting Group 2 student (G2 indicative) with AL4 in Math (strong) can opt for G3 Math, but if they have AL7 in Science, they might start at G1 Science.

1. Post-Sec 1 Adjustments: Levels aren’t fixed. From Sec 2 onward, students can shift levels based on school assessments, aptitude, and interests (e.g., moving from G2 to G3 in Humanities if performing well). Schools form mixed classes for social interaction, but group students by level for certain subjects.

This system promotes flexibility, focusing on strengths rather than overall scores. For personalized advice, parents/students should use the MOE SchoolFinder tool or consult schools during open houses. Indicative COPs for schools are released annually by MOE after PSLE results.

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