Alternative Entry Routes to Secondary Schools alongside PSLE
Ministry of EducationSpeakers
Summary
This question concerns Mr David Hoe’s inquiry on piloting alternative secondary school entry routes such as through-train tracks, weighted school-based assessments, and portfolio submissions. Minister Desmond Lee highlighted that the Ministry of Education has introduced the Direct School Admission and a revised PSLE scoring system to promote holistic development. He stated that alternative approaches are being studied, with key considerations including fairness, transparency, and the need for checkpoints to gauge learning levels. These checkpoints ensure students are placed in appropriate subject levels at the start of secondary school to support their specific educational needs. The Ministry will continue to evaluate options that reduce academic over-emphasis while maintaining a robust system for student achievement and placement.
Transcript
51 Mr David Hoe asked the Minister for Education whether the Ministry will consider piloting alternative secondary school entry routes alongside PSLE such as through-train tracks, weighted school-based assessments and portfolio submissions.
Mr Desmond Lee: Over the years, the Ministry of Education (MOE) has introduced changes to our education system to strengthen the holistic development of students, reduce the over-emphasis on academic grades and nurture the joy of learning. This includes making changes to the Primary School Leaving Examination (PSLE) scoring system to reduce the fine differentiation of results and recognise the student's level of achievement in a way that does not depend on how their peers have done. We also have the Direct School Admission, which is an alternative pathway for students to gain admission into secondary schools based on their interests, aptitude and potential in various talent areas beyond their performance at PSLE.
MOE has been carefully studying alternative school posting approaches such as a primary-to-secondary through-train model and weighed their benefits and challenges. Key considerations include whether these alternative approaches enable us to fairly and transparently post students to secondary schools, and if they serve as useful checkpoints to gauge our students' learning and right-site them to appropriate subject levels at the start of their secondary school education. We will continue to study options, including suggestions made by the Member, that can help us to achieve these objectives better.