Preparatory Course
Singapore Cambridge GCE O-Level

The syllabus supports students in building competency, confidence and fluency in their use of techniques and mathematical understanding. It is intended to provide them with fundamental mathematical knowledge and skills for studying mathematics at a higher level and those who will require mathematics to support skills in other subjects. The content is organised into three strands, namely, Number and Algebra, Geometry and Measurement, and Statistics and Probability. Besides conceptual understanding and skill proficiency explicated in the content strands, important mathematical processes such as reasoning, communication and application (including the use of models) are also emphasised and assessed. Students develop a feel for quantity, patterns and relationships, as well as developing reasoning, problem-solving and analytical skills in a variety of abstract and real-life contexts. 

The O-Level Mathematics syllabus aims to enable all students to:  

• Develop a positive attitude towards mathematics in a way that encourages enjoyment, establishes confidence and promotes enquiry and further learning.
• Acquire mathematical concepts and skills for continuous learning in mathematics and to support learning in other subjects.  
• Develop a feel for number and understand the significance of the results obtained.
• Develop thinking, logical reasoning, communication, application and metacognitive skills through a mathematical approach to problem-solving with the ability to make inferences and draw conclusions.
• Use creativity and resilience to analyse and solve problems.
• Connect ideas within mathematics and between mathematics and other subjects through applications of mathematics so they can apply their mathematical knowledge and skills to their own lives and the world around them.
• Build confidence and foster interest in mathematics and communicate mathematics clearly.

Additional Mathematics enriches learners’ understanding of connections within mathematics, refining their reasoning and analytical skills. This course reinforces learners’ competency, confidence, and fluency in their use of techniques with and without a calculator, strengthening mathematical understanding and communication skills to solve problems in abstract mathematics. It prepares students adequately for A-Level H2 Mathematics, where a strong foundation in algebraic manipulation skills and mathematical reasoning skills are required. The content is organised into three strands, namely, Algebra, Geometry and Trigonometry, and Calculus. Besides conceptual understanding and skill proficiency explicated in the content strands, important mathematical processes such as reasoning, communication and application (including the use of models) are also emphasised and assessed. The O-Level Additional Mathematics syllabus assumes knowledge of O-Level Mathematics. 

 The O-Level Additional Mathematics syllabus aims to enable students who have an aptitude and interest in mathematics to:

• Develop thinking, reasoning, communication, application and metacognitive skills through a mathematical approach to problem-solving.
• Engage in mathematics in a way that builds on their existing mathematical knowledge and enhances their enjoyment of the subject.
• Develop their instinct for mathematical enquiry and use it flexibly to suit the requirements of a situation.
• Reinforce and extend mathematical skills and apply them to complex problems.
• Use creativity and resilience to analyse and solve problems.
• Reinforce their competency, confidence, and fluency in their use of techniques with and without a calculator, strengthening mathematical understanding and communication skills.
• Justify their reasoning using structured arguments.
• Extend their ability to reason logically, make inferences and draw conclusions.
• Enrich their understanding of interdependence of, and connections between, different areas of mathematics.
• Acquire mathematical concepts and skills for higher studies in mathematics and to support learning in the other subjects, with emphasis in the sciences, but not limited to the sciences for advanced study of highly numerate topics.

The O-Level physics syllabus provides students with a coherent understanding of energy, matter, and their interrelationships. It focuses on investigating natural phenomena and then applying patterns, models (including mathematical ones), principles, theories and laws to explain the physical behaviour of the universe. The theories and concepts presented in this syllabus belong to a branch of physics commonly referred to as classical physics. Modern physics, developed to explain the quantum properties at the atomic and sub-atomic level, is built on knowledge of these classical theories and concepts. Students should think of physics in terms of scales. Whereas the classical theories such as Newton’s laws of motion apply to common physical systems that are larger than the size of atoms, a more comprehensive theory, quantum theory, is needed to describe systems at the atomic and sub-atomic scales. It is at these scales that physicists are currently making new discoveries and inventing new applications. It is envisaged that teaching and learning programmes based on this syllabus would feature a wide variety of learning experiences designed to promote acquisition of scientific expertise and understanding, and to develop values and attitudes relevant to science. Teachers are encouraged to use a combination of appropriate strategies to effectively engage and challenge their students. It is expected that students will apply investigative and problem-solving skills, effectively communicate the theoretical concepts covered in this course and appreciate the contribution physics makes to our understanding of the physical world.

The syllabus is designed to:

• Give meaningful learning experiences to all students, regardless of whether they choose to pursue science beyond this level.
• Equip students with scientific understanding and skills that are essential to the practice of science, enabling them to:
  • Recognize the real-world relevance and applications of Physics.
  • Cultivate a sustained interest in Physics for lifelong learning and future careers.
  • Become scientifically literate individuals capable of innovation and seizing opportunities in the 21st century.
  • Apply core Physics concepts to investigate, interpret, and solve problems in the physical world.
• Instill values, ethics, and attitudes integral to scientific inquiry, including:
• • Curiosity: a drive to explore and question the natural world.
  • Creativity: the pursuit of inventive and practical solutions.
  • Integrity: honest handling and communication of data and findings.
  • Objectivity: reliance on evidence to support observations and conclusions, free from bias.
  • Open-mindedness: a willingness to accept uncertainty, suspend judgement, and revise views when justified by evidence.
  • Resilience: persistence in seeking answers, embracing risk and learning from failure.
  • Responsibility: care for living organisms and a commitment to environmental stewardship.
  • Healthy scepticism: critical evaluation of methods, data, and personal assumptions.
• Encourage students to be:
  • Enthusiastic about exploring scientific ideas, questioning concepts, and expressing their views using appropriate scientific language.
  • Able to work systematically and safely, both independently and collaboratively.
  • Open to learning from experience and aware of how science influences individuals, society, and the environment.
  • Equipped to approach new and unfamiliar challenges with creativity and assurance.
  • Motivated to enhance their scientific understanding, curious about how scientific principles work, and interested in their real-world applications.

The Ordinary Level Chemistry Syllabus is designed to place less emphasis on factual materials while having a 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 complex and globalised world, rather than focusing on large quantities of factual material, which may have only short-term relevance. It is envisaged that teaching and learning programmes based on this syllabus will feature a wide variety of learning experiences designed to promote acquisition of scientific expertise and understanding, and to develop values and attitudes relevant to science. Teachers are encouraged to use a combination of appropriate strategies including developing practical work for their students to facilitate a greater understanding of the subject. It is expected that students will apply investigative and problem-solving skills and effectively communicate the theoretical concepts covered in this course. 

 The objectives of the course are to: 

• Deliver a meaningful and enriching educational experience for all students, regardless of whether they choose to pursue science beyond this level. 
• Foster scientific understanding and skills that are essential to the discipline of Chemistry, empowering students to: 
  • Recognize and appreciate how Chemistry applies to real-world contexts. 
  • Cultivate a sustained interest in Chemistry for future academic and career pursuits. 
  • Become scientifically informed individuals who can innovate and capitalize on opportunities in the 21st century. 
  • Develop analytical thinking by interpreting macroscopic phenomena and changes in chemical systems through sub-microscopic and symbolic representations. 
  • Build a solid understanding of scientific knowledge, theories, and practices, develop experimental and investigative skills, including managing variables and maintaining safety, analyse and interpret data to solve problems and evaluate the limitations of scientific methods, communicate effectively using proper scientific terminology, notation, and conventions, understand the positive impact of science on society and the environment, and enjoy science while developing a sustained interest that supports future study. 
• Instill core scientific values, ethics, and attitudes, including: 
  • Curiosity: a desire to explore and question the natural world. 
  • Creativity: the pursuit of inventive and relevant solutions to problems. 
  • Integrity: honest and transparent handling of data and communication. 
  • Objectivity: reliance on evidence to support observations and conclusions, free from bias. 
  • Open-mindedness: acceptance of knowledge as provisional, with a readiness to revise views when supported by convincing evidence. 
  • Resilience: persistence in seeking answers, embracing risk, and learning from setbacks. 
  • Responsibility: care for living organisms and a commitment to environmental stewardship. 
  • Healthy scepticism: critical evaluation of observations, methods, and data, including reflection on one’s own ideas. 

The O-Level Biology syllabus is designed to have less emphasis on factual materials, but a much 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 complex and globalised world, rather than focusing on large quantities of factual material, which may have only short-term relevance. It is envisaged that teaching and learning programmes based on this syllabus will feature a wide variety of learning experiences designed to promote acquisition of scientific expertise and understanding, and to develop values and attitudes relevant to science. Teachers are encouraged to use a combination of appropriate strategies in teaching topics in this syllabus. The assessment will be specifically intended to test skills, comprehension and insight in familiar and unfamiliar contexts. 

 The course aims to: 

• Provide a meaningful and enriching educational experience for all learners, regardless of whether they choose to pursue science beyond this level. 
• Cultivate scientific understanding and skills essential to the discipline of Biology, enabling students to: 
• • Recognize the practical relevance of Biology in everyday life. 
  • Foster a sustained interest in Biology for future learning and career opportunities. 
  • Develop into scientifically literate individuals capable of innovation and navigating the challenges of the 21st century. 
  • Understand the mechanisms by which living organisms sustain life, and apply biological concepts to investigate, interpret, and solve problems in biological systems. 
• Instill core scientific values, ethics, and attitudes, including: 
  • Curiosity: a drive to explore and question the natural world. 
  • Creativity: the pursuit of innovative and meaningful solutions. 
  • Integrity: honest and transparent handling of data and communication. 
  • Objectivity: evidence-based reasoning free from personal bias. 
  • Open-mindedness: a willingness to accept uncertainty, tolerate ambiguity, and revise views when supported by convincing evidence. 
  • Resilience: persistence in seeking answers, embracing risk, and learning from setbacks. 
  • Responsibility: care for living organisms and a commitment to environmental stewardship. 
  • Healthy scepticism: critical evaluation of observations, methods, and data, including reflection on one’s own assumptions. 

Principles of Accounts is designed to teach age-appropriate and relevant accounting knowledge, skills and values. In addition, students will understand how businesses use accounting and non-accounting information to make decisions. The course introduces students to the theory and concepts of accounting and the ways in which accounting is used in a variety of modern economic and business contexts. Students will focus on the skills of recording, reporting, presenting and interpreting financial information and build an ideal foundation both for further study and for a future career within the profession. Through the subject, they will acquire transferrable skills that they can apply in their daily lives 

The syllabus intends for students to develop knowledge and understanding of the:

• Role of accountants and the ethical values desired in the people who prepare the information.
• Purpose of accounting as providing accounting information to support and facilitate decision-making.
• Consideration of accounting and non-accounting information in decision-making.
• Use of financial ratios for evaluation of profitability, liquidity and efficiency of inventory management and trade receivables management.
• Basic forms of business entities.
• Elements of the financial statements as representation of business activities and how they are presented on Financial Statements.
• Principles underlying accounting as a measurement system.
• Accounting information system and accounting cycle, and the double-entry recording method in maintaining records of business activities.
• Internal controls to ensure accuracy of information.

The Principles of Accounting is part of a broad-based education to equip students with strong fundamentals for future learning. It is offered as an elective subject at Year 9 and 10 (equivalent to Secondary Three and Four) which is examinable at the Singapore-Cambridge General Certificate of Education (GCE) Ordinary Level. 

The GCE Ordinary Level Economics syllabus develops an understanding of economic theory, terminology and principles. Students study the economics of different countries and how these interrelate. They also learn to work with simple economics data and to use the tools of economic analysis. Students apply understanding of economics to current economic issues. 

The aims are to enable students to: 

• Know and understand economic terminology, concepts and theories.
• Use basic economic numeracy and interpret economic data.
• Use the tools of economic analysis.
• Express economic ideas logically and clearly in a written form.
• Apply economic understanding to current economic issues. 

The GCE Ordinary Level Business Studies syllabus will introduce students to business concepts and techniques across a range of different types of businesses. The syllabus develops students’ understanding of business activity in the public and private sectors, and the importance of innovation and change. Students find out how the major types of business organisation are established, financed and run, and how their activities are regulated. Factors influencing business decision-making are also considered, as are the essential values of cooperation and interdependence.  

Students not only study business concepts and techniques but also enhance related skills such as numeracy and enquiry. 

The aims are to enable students to: 

• Apply their knowledge and critical understanding to current issues and problems in a wide range of business contexts.
• Make effective use of relevant terminology, concepts and methods, and recognise the strengths and limitations of the ideas used in business.
• Distinguish between facts and opinions, and evaluate qualitative and quantitative data in order to help build arguments and make informed judgements.
• Appreciate the perspectives of a range of stakeholders in relation to the business environment, individuals, society, government and enterprise. 
• Develop knowledge and understanding of the major groups and organisations within and outside business, and consider ways in which they are able to influence objectives, decisions and activities.
• Develop knowledge and understanding of how the main types of businesses are organised, financed and operated, and how their relations with other organisations, consumers, employees, owners and society are regulated.
• Develop skills of numeracy, literacy, enquiry, selection and use of relevant sources of information, presentation and interpretation.
• Develop an awareness of the nature and significance of innovation and change within the context of business activities.
• Acquire a foundation for further study of business or other subjects. 

The O-Level Computing syllabus aims to provide students with the foundation to continue with further studies in computing and skills to participate in a rapidly changing technological environment so that the concepts and skills learnt would also be applicable in other fields that require computing. It helps students to gain confidence in computational thinking and programming, an appreciation of automated and emerging technologies and the benefits of their use. Students will develop an understanding of the main principles of problem-solving by creating computer-based solutions using algorithms and a high-level programming language. They also develop a range of technical skills including the ability to test effectively and to evaluate solutions.  

The aims are to enable students to develop:

• Computational thinking skills.
• An understanding of the main principles of solving problems using computers the skills necessary to solve computer-based problems using a high-level programming language.
• An understanding of the component parts of computer systems and how they interrelate.
• An understanding of the internet as a means of communication and its associated risks.
• An understanding of the development and use of automated and emerging technologies.  
• Knowledge and understanding of core areas in computing covering concepts of logic, algorithms, data analysis, data representation and networking.
• Develop and apply computational thinking skills such as abstraction and decomposition to solve real-world problems by designing, writing, testing and debugging programs using a personal computer.
• Develop an appreciation of computing as a dynamic and creative field including awareness of recent developments in computer systems.
• Develop an understanding of the social, ethical, legal and economic implications of computing.
• Develop attitudes and 21st century skills needed to do well in computing such as inventive thinking, perseverance, collaboration, communication as well as striving for accuracy and thoroughness. 

This course is for students who have the passion and interest to further develop their ability to read, understand, analyze, and appreciate ancient and modern Chinese literary works.

The course aims to equip students to develop: 

• An understanding of the context of the writing.
• An understanding of the content of the Chinese literary work.
• The ability to analyze the artistic characteristics of the Chinese literary work.
• The skills to perceive and interpret the creativity of Chinese literary work.
• The skills to perceive and interpret the underlying ideas and emotions of the Chinese literary work.

This course is a secondary school Chinese language subject offered at the Singapore-Cambridge GCE Ordinary Level examination. It aims to further enhance knowledge and skills in six areas of mastering the Chinese language: listening, speaking, reading, writing, and oral and written interaction,  

Upon completion of the course, students will be able to: 

• Understand appropriate spoken information and content, such as stories, conversations, poems, advertisements, reports, interviews, radio dramas, speeches, news reports, and radio programs. 
• Clearly and fluently recount experiences and information, introduce or describe everyday objects, and express feelings and opinions on topics, depending on the context and requirements. 
• Understand and analyze appropriate reading materials, such as stories, fables, novels, essays, instructions, letters, posters, advertisements, flyers, magazines, and newspapers. 
• Clearly and fluently recount experiences and information, introduce objects, and express feelings and opinions on topics, depending on the context and requirements. 
• Engage in oral and written interaction with others, communicating emotions, conveying information, and expressing opinions, depending on the purpose, context, and audience. 

This secondary school Chinese language course aims to develop and build knowledge and skills in six areas of learning the Chinese language: listening, speaking, reading, writing, and oral and written interaction, building on the foundation of the primary school curriculum.  

Upon completion of the course, students will be able to: 

• Understand appropriate spoken information and content, such as stories, conversations, poems, advertisements, reports, interviews, radio dramas, speeches, news reports, and radio programs. 
• Clearly and fluently recount experiences and introduce everyday objects, and express feelings and opinions on topics, depending on the context and requirements. 
• Understand and analyze appropriate reading materials, such as stories, fables, novels, essays, instructions, letters, posters, advertisements, flyers, magazines, and newspapers. 
• Clearly and fluently recount experiences and introduce objects, and express feelings and opinions on topics, depending on the context and requirements. 
• Engage in oral and written interaction with others, communicating emotions, conveying information, and expressing opinions, depending on the purpose, context, and audience.

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.