Subject-Based Banding (SBB) is a visionary step in Singapore’s education system, fundamentally transforming how students experience their academic journeys. Unlike the older streaming system, which sorted students into Express, Normal (Academic), and Normal (Technical) streams primarily based on Primary School Leaving Examination (PSLE) scores, SBB recognises that learning rates and academic ability vary widely even within a single individual. The Ministry of Education has therefore designed SBB to enable students to progress through their distinct learning journey, reflecting their strengths and growth in specific subjects rather than a single exam result.
Under the previous streaming approach, a student’s future was often determined by the results slip from PSLE, funnelling them into pre-set form classes that could limit their learning styles and opportunities for collaborative learning. The streaming model unintentionally assigned students a label too early, and for many, it became a permanent classification. In contrast, Subject-Based Banding allows for greater flexibility: now, students can take different ‘subject levels’ General 1, General 2, or General 3 in core subjects like English, Mathematics, Science, and Mother Tongue. This means a student might pursue Mathematics at the highest level while working on another subject at a level that best suits their needs.
How Full Subject-Based Banding Works at Secondary School
From 2024, Full Subject-Based Banding (Full SBB) will replace the traditional separation of form classes by streams in secondary schools. In this new system, all students join mixed Posting Groups, emphasising integration and learning alongside peers with different talents and backgrounds. Humanities subjects and co-curricular activities are also included in these form groups, promoting collaborative learning and a sense of belonging. Conversely, in the case of English, Mathematics, and Science classes, students congregate in subject-specific groups based on their academic capabilities. Edgefield Secondary School and Hillgrove Secondary School are among the pioneers in this direction, serving as exemplary models of how SBB can be adapted to meet the needs of students and promote holistic development.
Subject-Based Banding is not just about grouping pupils—it’s about adjusting teaching methods to suit diverse abilities and learning speeds. Teachers utilise data collected through classroom observations, tests, and feedback from pupils and parents to recommend the appropriate subject levels. These recommendations are not rigid; pupils may transfer between bands at more than one stage (e.g., between Secondary two or even before if required) as their confidence grows or they face fresh challenges. This dynamic calibration of every child’s schooling experience is tailored, supportive, and dynamic.
The introduction of SBB has led to more meaningful academic achievement by ensuring students are challenged—but not overwhelmed—within each subject. It also breaks down previous barriers imposed by streams, encouraging friendships and teamwork across a spectrum of academic abilities. The shift away from Express streams and rigid Banding means students develop a more positive self-concept, embracing mistakes as part of their growth and learning. This is reflected in more diverse friendships, stronger form class spirit, and increased participation in co-curricular activities.
Broadening Experiences Beyond the Classroom
Beyond the traditional boundaries of study subjects, Singapore’s Subject-Based Banding (SBB) initiative is thoughtfully designed to develop students’ and schools’ experience as a whole. This holistic approach extends far beyond mere curriculum change, making a truly holistic experience of learning. Through its synergy of strategic utilization of technology coupled with its instructional delivery, learning becomes even more appealing, enabling highly personalized instruction geared to individual rates of learning and learning styles.
Moreover, SBB endorses broader access to rich diversity of Humanities courses, and a rich tapestry of diverse co-curricular explorations. This combined effort is to assist in developing truly well-rounded individuals who are well-stocked with a rich diversity of varied skills and perspectives in addition to book-smarts. Above all, schools can now create flexible schedules that offer unparalleled flexibility and regular review. The flexible schedule implies that learning pathways are not predetermined and set in stone but very sensitive to students’ changing needs. With proper direction by teachers and parents, students enjoy unprecedented liberty to advance or move back in subject levels (G1, G2, G3) depending on changes in their strengths, interests, and learning requirements. This fluid progression ensures that each student is consistently challenged appropriately and supported where needed, optimising their engagement and potential.
The establishment of the National Education System by the Ministry of Education (MOE) symbolizes a shift in its core to become an even more inclusive and responsive system, thoughtfully planned to accommodate diversified learning pathways of students. Through embedding SBB strongly within primary and secondary schools’ frameworks, Singapore is setting up a culture in which every child is truly enabled to thrive regardless of their starting academic stream. This innovative system does not only support intellectual potential, it actually fosters essential 21st-century skills such as resilience, collaboration, and adaptability. These are not idealistic traits; these are skills which are critical to overcoming the hurdles of GCE O-Level exams, succeeding in further higher education pursuits, and, by default, succeeding in the ever-evolving nuances of post-school life. The adaptive and holistic nature of SBB ensures that students are not mere learners but highly equipped individuals with the potential to make beneficial contributions to society.
