Preparatory Course
Singapore Cambridge GCE A-Level

This is a H1 Chinese language course which aims to strengthen students’ listening, speaking, reading, and writing skills and their integrated language application abilities, enabling them to communicate effectively with others. Upon completion of the course, students will ultimately achieve the following objectives:

• They can understand everyday conversations, discussions, radio broadcasts, and media programs that relate to life and current events and infer the implicit information within them. 
• They can fluently, clearly, and systematically describe their experiences or express their opinions on life and current events. When describing experiences or expressing opinions, they can use a rich vocabulary and different sentence structures, supplemented by arguments and highlighting key points. Their pronunciation is accurate and clear, and their intonation is natural and expressive. 
• They can understand reading materials related to life and current events and infer implied information. Able to understand various types of texts such as magazines, newspapers, authentic texts, and literary works. 
• They can use a rich vocabulary and different sentence structures to describe situations or experiences, express feelings or opinions in written form, depending on the topic. 
• They can communicate fluently with others on topics of daily life and current affairs. When participating in discussions, they can respond to the viewpoints raised by others and continuously exchange opinions. 
• They can communicate with people about daily life and current events through email, blogs, or Facebook, using appropriate language and expression. 

This H1 Advanced Level pre-university standard Malay Language Syllabus is produced by the Curriculum Planning and Development Division, Ministry of Education to enable students to do the following: 

(a) Read functional texts, authentic texts, essays (with narrative, descriptive, argumentative and expository writing elements) and literary works. 

(b) Write essays (narrative, descriptive, argumentative and expository) completely and coherently and use appropriate vocabulary and diverse sentence structures on given topics; and 

(c) Convey and exchange views on general topics through oral and written interaction, connecting various issues and transferring understanding to various contexts. 

The subject aims to develop the student’s ability to:

(a) Listen to and understand various types of oral texts; remember details and identify important ideas in texts heard in various situations. 

(b) Speak fluently and clearly using standard pronunciation and provide critical opinions and arguments for various purposes, audiences and situations. 

(c) Interact orally fluently and clearly using standard pronunciation for various purposes, audiences and situations. 

(d) Read and understand various printed and non-printed materials and digital materials to obtain and process information and communicate it effectively. 

(e) Write texts of various genres clearly and effectively for various purposes, audiences and situations; and 

(f) Interact through writing clearly and effectively for various purposes, audiences and situations. 

The H1 Mathematics syllabus equips students with essential knowledge in mathematics and statistics to support their academic pursuits in business and the social sciences at the university level. It is especially suitable for those who have not taken O-Level Additional Mathematics, as it introduces key concepts and techniques in algebra and calculus typically covered in that subject. Additionally, students gain exposure to fundamental statistical methods that are crucial for success in business and social science disciplines. 

The aims of this subject are to enable students to:  

(a) Acquire mathematical concepts and skills to support their tertiary studies in business and the social sciences.

(b) Develop thinking, reasoning, communication and modelling skills through a mathematical approach to problem-solving .

(c) Connect ideas within mathematics and apply mathematics in the context of business and social sciences.

(d) Experience and appreciate the value of mathematics in life and other disciplines. 

This H1 Biology syllabus is arranged in the form of Core and Extension content to be studied by all students. The syllabus places emphasis on the applications of biology and the impact of recent developments on the needs of contemporary society. Experimental work is an important component and should underpin the teaching and learning of biology. The value of learning H1 Biology ultimately hinges on the development of a scientific mind and disposition while addressing the broader questions of what life is and how life is sustained. The Science Curriculum Framework developed by the Ministry of Education elaborates on the development of the scientific mind and disposition. Through the study of the H1 Biology course, students should become scientifically literate citizens who are well prepared for the challenges of the 21st century.

The H1 Biology syllabus is developed as a seamless continuum from O-Level to A-Level, without the need for topics to be revisited at A-Level. At A-Level, the H1 Biology curriculum is designed as a subset of H2 Biology. It is designed to broaden students’ learning that will support the development of scientific literacy. It is especially important for future citizens in an increasingly digital and technology-driven world to be equipped to make informed decisions, based on sound scientific knowledge and principles, about current and emerging science-related issues which are important to self, society and the world at large (for example, in understanding the impacts of climate change and what can be done to reduce the impact).  

This H1 Chemistry syllabus is designed to place less emphasis on factual material and greater emphasis on the understanding and application of scientific concepts and principles. This approach has been adopted in recognition of the need for students to develop skills that will be of long-term value in an increasingly technological world rather than focusing on large quantities of factual material which may have only short-term relevance. Experimental work is an important component and should underpin the teaching and learning of Chemistry. 

This aims of this subject is to:  

• Provide students with an experience that develops interest in Chemistry and builds the knowledge, skills and attitudes necessary for them to become scientifically literate citizens who are well-prepared for the challenges of the 21st century.
• Develop in students the understanding, skills, ethics and attitudes relevant to the Practices of Science, including the following:  
  • Semonstrating the ways of thinking and doing in science.
  • Understanding the nature of scientific knowledge.
  • Relating science, technology, society and environment.
• Develop the way of thinking to explain phenomena, approach and solve problems in chemical systems which involves students in:  
  • Understanding the structure, properties and transformation of matter at the atomic/molecular level and how they are related to each other.
  • Connecting between the sub microscopic, macroscopic and symbolic levels of representations in explaining and making predictions about chemical systems, structures and properties. 

The H1 Physics is designed to build on and extend the content coverage at O-Level. Students are required to have knowledge and understanding of Physics at O-Level, either as a single subject or as part of a balanced science course. 

The aims of this subject are to: 

• Provide students with an experience that develops their interest in physics and builds the knowledge, skills and attitudes for future studies in related fields.
• Enable students to become scientifically literate citizens who are well-prepared for the challenges of the 21st century.
• Develop in students the understanding, skills, ethics and attitudes relevant to the Practices of Science, including the following:  
  • Understanding the nature of scientific knowledge.
  • Demonstrating the ways of thinking and doing. 
  • Relating science, technology, society and environment.
• Develop in students an understanding that a small number of basic principles and core ideas can be applied to explain, analyse and solve problems in a variety of systems in the physical world. 

Through the study of Literature in English as a H1 level subject at the A-level, students immerse themselves in the enriching experience of reading and engaging with literary works. They learn to appreciate a wide range of perspectives and navigate the nuanced complexities of universal human themes. As they explore texts, students develop the ability to think critically and evaluate literature with insight and depth. Their responses reflect an awareness of genre and cultural context, and they express their ideas with clarity, sensitivity, and conviction. This journey not only hones analytical and interpretive skills but also nurtures a lasting passion for literature. 

The H2 level of the China General Studies subject is taught in Chinese to enable students to understand contemporary China’s development through the study of its economy, politics, society, and international relations. Furthermore, it cultivates students’ critical thinking skills and information literacy, and helps them recognize the regional and global impact of China’s rise. The course not only provides students with a deep understanding of China but also allows them to consider Singapore-China relations from a Singaporean perspective, while simultaneously seizing the opportunities presented by China’s development. 

In essence, this H2 level subject taken at the Singapore-Cambridge A-level will prepare students in the following aspects: 

• Familiarity with China: Understanding contemporary Chinese development and sensitivity to Chinese issues. 
• Critical thinking: Analysing contemporary Chinese issues from different perspectives and using sufficient evidence. 
• Global awareness: Understanding regional and international issues and developments by studying China’s regional and international influence. 
• Information literacy: Critically and effectively acquiring, analysing, evaluating, and utilizing various information about contemporary China. 

The H2 Chinese Language and Literature subject aims to enable students to learn and master relevant skills such as communication, collaboration, and information technology skills; civic awareness, global awareness, and intercultural communication skills; and critical and creative thinking. Upon completion of the H2 Chinese Language and Literature course, students will be able to: 

• Strengthen general Chinese language skills, integrate various language skills, communicate effectively with others fluently, express and exchange opinions on different topics, conduct cross-topic exchanges, and transfer knowledge to different situations or fields. 
• Students will develop civic awareness, a global perspective, and cross-cultural communication skills; analyse authentic language materials to comment on social and global affairs; appreciate ancient and modern, local and regional Chinese literary works to understand the commonalities and differences in human life across different times and spaces, and enhance their skills in understanding, analysing, synthesizing, comparing and commenting on literary works, thereby improving their ability to reflect on personal, social, national and world events. 
• This course cultivates critical thinking and creative abilities; students learn to explore the connotations of authentic texts, philosophical passages, and literary works from multiple perspectives, and to use critical and creative thinking to conduct in-depth discussions, analyses, comparisons, and critiques of issues. Students will also be able to use the literary techniques they have learned, through texts assigned to the course, texts selected by various schools, and their own reading, to attempt to create literary works of different genres to express their personal thoughts and feelings. 

Students will need to have knowledge and understanding of O-Level Biology, as a single subject or as part of a balanced science course to study this H2 level Biology at the Singapore-Cambridge GCE A level exams. The Biology syllabus is developed as a seamless continuum from O-Level to A-Level, without the need for topics to be revisited at A-Level. The O-Level syllabus is foundational and thus should provide the necessary background for study at A-Level. The syllabus has been arranged in the form of Core and Extension content to be studied by all students.  

The syllabus places emphasis on the applications of biology and the impact of recent developments on the needs of contemporary society. Experimental work is an important component and should underpin the teaching and learning of biology. The value of learning H2 Biology ultimately hinges on the development of a scientific mind and disposition while addressing the broader questions of what life is and how life is sustained. The Science Curriculum Framework developed by the Ministry of Education elaborates on the development of the scientific mind and disposition. Through the study of the H2 Biology course, students will be prepared for life science-related courses at university and, consequently, careers that are related to this field. 

The course aims to:  

• Provide students with an experience that develops their interest in biology and builds the knowledge, skills and attitudes necessary for further studies in related fields.
• Enable students to become scientifically literate citizens who are well prepared for the challenges of the 21st century.
• Develop in students the understanding, skills, ethics and attitudes relevant to the Practices of Science, including the following:  
  • Understanding the nature of scientific knowledge.
  • Demonstrating science inquiry skills.
  • Relating science and society.
• Address the broader questions of what life is and how life is sustained, including:  
  • Understanding life at the cellular and molecular levels, and making connections to how these micro-systems interact at the physiological and organismal levels.
  • Recognising the evolving nature of biological knowledge.
  • Stimulating interest in and demonstrating care for the local and global environment. 

Students will need to have knowledge and understanding of Chemistry at O-Level, as a single subject or as part of a balanced science course. This H2 level syllabus is designed to place less emphasis on factual material and greater emphasis on the understanding and application of scientific concepts and principles. This approach has been adopted in recognition of the need for students to develop skills that will be of long-term value in an increasingly technological world rather than focusing on large quantities of factual material which may have only short-term relevance. Experimental work is an important component and should underpin the teaching and learning of Chemistry. 

The course aims to:  

• Provide students with an experience that develops interest in Chemistry and builds the knowledge, skills and attitudes necessary for them to become scientifically literate citizens who are well-prepared for the challenges of the 21st century.
• Develop in students the understanding, skills, ethics and attitudes relevant to the Practices of Science, including the following:  
  • Demonstrating the ways of thinking and doing in science.
  • Understanding the nature of scientific knowledge.
  • Relating science, technology, society and environment.
• Develop the way of thinking to explain phenomena, approach and solve problems in chemical systems which involves students in:  
  • Understanding the structure, properties and transformation of matter at the atomic/molecular level and how they are related to each other.
  • Connecting between the sub microscopic, macroscopic and symbolic levels of representations in explaining and making predictions about chemical systems, structures and properties.  

This H2 level subject is designed to build on and extend the content coverage at O-Level. Students will need to have knowledge and understanding of Physics at O-Level, either as a single subject or as part of a balanced science course. The aims of this subject are to:

• Provide students with an experience that develops their interest in physics and builds the knowledge, skills and attitudes necessary for further studies in related fields.
• Enable students to become scientifically literate citizens who are well-prepared for the challenges of the 21st century.
• Develop in students the understanding, skills, ethics and attitudes relevant to the Practices of Science, including the following:  
  • Understanding the nature of scientific knowledge.
  • Demonstrating the ways of thinking and doing.
  • Relating science, technology, society and environment.
• Develop in students an understanding that a small number of basic principles and core ideas can be applied to explain, analyse and solve problems in a variety of systems in the physical world.

This H2 level Singapore-Cambridge GCE A level subject is designed to cultivate students’ abilities in problem-solving and computational thinking, alongside essential 21st Century Competencies that prepare them to adapt to rapid developments in computing and global shifts affecting both the workplace and society. Through this curriculum, students will gain foundational knowledge in key computing domains such as algorithms, data structures, programming, databases, and networks. They will learn to apply these concepts in practical contexts, using suitable tools and techniques to solve authentic, real-world problems in a web-based environment.

In addition to technical skills, the syllabus encourages students to appreciate computing as a dynamic and creative discipline, fostering awareness of recent innovations in computer systems. It also promotes an understanding of the broader social, ethical, legal, and economic implications of technology. Furthermore, students are expected to develop positive attitudes and competencies that are crucial for success in computing—such as inventive thinking, perseverance, collaboration, effective communication, and a commitment to accuracy and thoroughness.

The H2 level Singapore-Cambridge GCE A-Level Economics syllabus shapes the way students approach economic thinking at the pre-university level. It places strong emphasis on Sound Reasoning and Decision-Making, which are key aspects of the Critical and Inventive Thinking domain within the 21st Century Competencies framework. Through this focus, students are equipped with analytical tools that enable them to evaluate how different economic agents make decisions, guided by foundational concepts such as scarcity, choice, and opportunity cost.

The curriculum also underscores the importance of inquiry-based learning, encouraging students to explore domestic, regional, and global economic issues. By applying the Decision-Making Approach, students gain deeper insights into the consequences of policy decisions and develop a nuanced understanding of economic dynamics. They acquire knowledge of economic theories, principles, and analytical tools, and apply these through data interpretation, inquiry, and evaluation. Alongside cognitive development, students cultivate values such as responsibility, resilience, and empathy through their engagement with economic content.

Given the central economic issue of scarcity, the curriculum positions decision-making as a core process. Scarcity necessitates choices and trade-offs, and students learn to examine decision-making from the viewpoints of various economic agents—including consumers, producers, and governments—while accounting for changing circumstances. They assess benefits, costs, constraints, and perspectives, and consider both intended and unintended outcomes of decisions. Moreover, students come to understand that the choices made by one economic agent can influence others, highlighting the interconnected nature of economic decision-making. 

The study of Literature in English in H2 level at the Singapore-Cambridge GCE A level course provides students with a rigorous and enriching academic experience that fosters both intellectual and emotional development. It encourages students to engage deeply with literary texts, cultivating an appreciation for the aesthetic and imaginative qualities of language and narrative. Through exposure to a diverse range of literary works across cultures, genres, and historical periods, students develop the capacity to understand and evaluate multiple perspectives, while grappling with the complexities and ambiguities inherent in the exploration of universal human themes such as identity, morality, love, and conflict. This discipline also equips students with the analytical skills necessary to critically examine and interpret literary texts. They learn to assess the use of literary techniques, consider the influence of genre conventions, and evaluate the significance of cultural and historical contexts. 

In doing so, students are guided to formulate informed, nuanced, and personal responses, and to communicate their interpretations with clarity, sensitivity, and persuasive force. Moreover, the curriculum aims to instill a lifelong appreciation for literature by nurturing a sustained interest in reading and reflection. It promotes the development of empathy, resilience, and ethical awareness, as students encounter and respond to the diverse experiences and values represented in literary texts. Ultimately, the study of Literature in English serves not only as a foundation for academic excellence but also as a means of cultivating thoughtful, articulate, and socially conscious individuals. 

Students should be able to develop informed, personal, and critical responses to literary texts, articulating their interpretations clearly and, where relevant, drawing meaningful connections between different works. They are expected to demonstrate an understanding of how the literary context influences their reading of a text, and to critically analyse and evaluate how writers use form, structure, and language to shape meaning. In doing so, students should communicate their knowledge, understanding, and insights with clarity and coherence, reflecting the analytical and interpretive rigour appropriate to the study of literature. 

The H2 Management of Business syllabus constitutes an introductory course in business management offered as Singapore-Cambridge GCE A-Level programme. It provides students with foundational knowledge of how business organisations are structured, the nature of business activities, and the processes through which these activities are managed, and decisions are made. This understanding enables students to comprehend the various roles and responsibilities within a business organisation and equips them with transferable principles of management and decision-making applicable across diverse academic disciplines and professional contexts.

Contemporary business organisations increasingly prioritise value creation over the singular pursuit of profit maximisation for shareholders. They are expected to consider the interests of a broad spectrum of stakeholders—both direct and indirect—whose engagement with the business may be financial or non-financial, tangible or intangible. Accordingly, the syllabus places emphasis on helping students understand the mechanisms through which value is created, the role of business functions in supporting this process, and the critical importance of effective decision-making.

In today’s complex and dynamic business environment, decision-making is no longer confined to senior management but is distributed across various levels of the organisation. The syllabus therefore encourages students to engage with multiple perspectives, ethical considerations, and the internal and external factors that influence business decisions. It aims to develop students’ decision-making capabilities in a holistic manner. Notably, prior knowledge of business is not required for enrolment in this subject, and it is not intended to serve as a prerequisite for future business-related academic pursuits.

The H2 Principles of Accounting syllabus is structured as an introductory course within the Singapore-Cambridge GCE A-Level programme, designed to equip students with essential knowledge and skills in the use and interpretation of accounting information. Emphasis is placed on developing students as informed users of accounting data, fostering competencies that are broadly applicable across various professional and personal contexts. In addition, the syllabus recognises the value of acquiring foundational skills in the preparation and presentation of accounting information. Such competencies not only enhance students’ understanding of how accounting data should be utilised but also provide a solid grounding for those intending to pursue further studies or careers in the field of accounting.

Importantly, the syllabus does not aim to prepare students for immediate entry into the accounting profession, nor does it require prior knowledge of the subject. Rather, it seeks to cultivate an understanding of the principles underpinning the representation and measurement of business economic activities through financial information. The course encourages students to adopt the analytical approaches, cognitive dispositions, and ethical values characteristic of accounting professionals. Through the application of financial analysis tools and techniques, students will develop critical reasoning and decision-making abilities that are essential in the context of the 21st-century economy. 

Furthermore, the syllabus underscores the significance of business ethics, with particular attention to the principles of integrity, objectivity, and responsibility. This ethical awareness is grounded in the recognition that accounting information plays a vital role in supporting and informing sound decision-making processes. 

The H2 Mathematics syllabus at the Singapore-Cambridge GCE A Level is structured to provide students with a strong and comprehensive foundation in mathematics, equipping them with the knowledge and skills necessary for success in a wide array of university courses. These include, but are not limited to, disciplines such as mathematics, the physical and life sciences, engineering, computing, economics, and other fields where mathematical competence is essential. The curriculum is designed not only to deepen students’ conceptual understanding of mathematical principles but also to cultivate their ability to think logically, reason quantitatively, and solve complex problems systematically.

A central aim of the syllabus is to nurture mathematical thinking—an essential cognitive skill that underpins advanced learning and research in mathematics and related areas. Students are encouraged to engage with abstract concepts, develop rigorous arguments, and apply analytical methods to a variety of mathematical problems. This process strengthens their capacity for critical thinking and enhances their ability to approach unfamiliar problems with confidence and precision. In addition to theoretical understanding, the syllabus places significant emphasis on the application of mathematics to real-world contexts. 

By exploring how mathematical ideas are used to model and solve practical problems, students gain insight into the relevance and utility of mathematics beyond the classroom. This interdisciplinary approach fosters an appreciation of the interconnectedness between mathematics and other domains such as science, technology, economics, and social sciences. Ultimately, the H2 Mathematics syllabus aims to develop students into confident, competent, and reflective learners who are well-prepared for the intellectual demands of higher education and the challenges of an increasingly data-driven and analytical world.

Yes, while the course fee covers tuition and core instructional resources, there are some additional costs for items such as Cambridge examination fees, learning materials including textbooks or digital resources (where applicable) or co-curricular activities or special programmes (if opted for) as well as miscellaneous fees which refer to non-compulsory fees potentially chargeable on account of, or arising from, the Student’s undertaking of the Course.

Refund for Withdrawal Due to Non-Delivery of Course:

Refund During Cooling-Off Period:

The PEI grants the student a cooling-off period of ten (10) calendar days from the date the contract is signed by both parties. If the student submits a written notice of withdrawal within this period, they will be eligible to a refund on all Course Fees and Miscellaneous Fees, regardless of whether the course has commenced.

Refund for Withdrawal Due to Other Reasons:

If the student withdraws from the course for any reason not covered under the cooling-off period or non-delivery of the course, the PEI will process a refund within seven (7) working days of receiving the student’s written notice of withdrawal. The amount refunded will be determined according to the schedule outlined in the table below.