Attention 2026 A-Level Students!

Did you know there are updates to the A-Level Science syllabus?

Curious about the changes?

Don’t worry—Singapore Learner’s tutors have got you covered!

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Changes to ALL Sciences:

• The marks for ALL SCIENCES Practical has been reduced from 55 marks to 50 marks, while the weightage remains at 20 %.
• Additionally, the Planning (P) component reduced from 5 % to 4 %, while other components (Manipulation, measurement and observation (MMO), Presentation of data and observations (PDO) and Analysis, conclusions and evaluation (ACE)) increased from 15 % to 16 %. This suggests that students should focus less on the planning component and more on the other components!

Looking for PRACTICALS, CRASH COURSES AND MOCK EXAMS (Jun, Sep, Oct)?

H2 SCIENCES PRACTICAL TRAINING

TO REGISTER, CALL 65694897 or Whatsapp or Message our staff at 88765498.

• As for the assessment objectives, knowledge with understanding is now more worth at 36 % (from 32 %) than handling, applying and evaluating at 44 % (from 48 %). (In layman terms, this means that the questions are set slightly MORE towards remembering and understanding the content THAN application questions).

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Changes to H2 Physics ☢️:

• Syllabus code changes from 9749 to 9478.
• [TO BE UPDATED]
  

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Changes to H2 Chemistry🧪:

• Syllabus code changes from 9729 to 9476.
• For Paper 3 (Structured Questions), the total marks  has now decreased from 80 marks to 75 marks, with from Section A (Long Structured Question) decreased from 60 marks to 55 marks. Weightage of Paper 3 (35 %) and marks from Section B (20 marks) remains.

• Clearer wordings in the learning outcomes (L.O), which includes
  • For discussion of effects on the entropy of a chemical system, “mixing of particles” is NO LONGER REQUIRED.
  • Instead of “describing enzymes as biological catalysts which may have specific activity” and “explaining the relationship between substrate concentration and the rate of an enzyme-catalysed reaction in biochemical systems“, candidates are now require to “describe enzymes as protein molecules that act as biological catalysts with high specificity (in the reactions that they catalyse and in their choice of substrates as exemplified by the lock-and-key model), temperature sensitivity and pH sensitivity [knowledge of the levels of structure of proteins and the details of the denaturation process are not required]. (I can forsee the H2 Biology Students smiling…)
  • Instead of using buffer solutions (CO₃^2–/HCO₃^–) to explain controlling pH in blood, it used to explain maintaining pH in oceans, and how the rapid increase in atmospheric carbon dioxide gas contributed to ocean acidification.
  • Inclusion of reagents and conditions in the L.Os.
  • With inclusion to recognise the effect of chlorofluoroalkanes (CFCs) on the ozone layer, candidates are also required to recognise their proposed replacements, hydrofluoroalkanes (HFCs) and hydrochlorofluoroalkanes (HCFCs), having significant environmental impact too.
  • Proteins are no longer part of the nitrogen compounds chapter, but in the polymer chapter. Emphasis on the fact that proteins are example of condensation polymerisation.
  • Redefined the definition of transition element as “a d block element whose atom has an incomplete d subshell, or which can give rise to cations with an incomplete d subshell”.

• NEW CHAPTER: POLYMER
  • Recognise polymers as macromolecules built up from monomers, with average relative molecular mass of at least 1000 or at least 100 repeat units
  • Classify and explain the difference between addition polymers (as exemplified by poly(alkenes)) and condensation polymers (as exemplified by polyesters and polyamides)
  • Recognise that poly(alkenes) are chemically inert and can therefore be difficult to biodegrade
  • Recognise that polyesters and polyamides are generally biodegradable by hydrolysis
  • Recognise that materials are a finite resource and the importance of recycling plastics, considering the economic, environmental and social factors

• 9476 candidates NO LONGER need to:
  • Show understanding that the position of equilibrium is dependent on the standard Gibbs free energy change of reaction, ΔG^⦵.
  • Recognise that petroleum, a chemical feedstock, is a finite resource and the importance of recycling.
  • Description of the formation of zwitterions.

• For Paper 4 (Practical), 9476 candidates:
  • NO LONGER need to carry out organic QA tests involving 2,4-dinitrophenylhydrazine, phosphorus(V) chloride or phenol.
  • NO LONGER required to carry out gas collection experiments involving displacement of water or using gas syringes.
  • Additionally, the organic QA table is NOW INCLUDED in the QA table!

Looking for H2 Chemistry Tuition?

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WHATSAPP 88668423 (Specialist) OR 88765498 (Admin).

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Changes to H2 Biology 🧬:

• Syllabus code changes from 9744 to 9477.

Many new and important fields of biology have emerged through recent advancements in life sciences. Vast amounts of knowledge have been generated, as evident from the sprouting of scientific journals catering to niche areas of research. As such, this syllabus refines and updates the content knowledge of the previous syllabus (9744) so that students can keep up to date with knowledge that is relevant for their participation in a technology-driven economy and as a global citizen cognisant of threats of emerging infectious diseases and the impacts of climate change.

• For Paper 2 (Structured Questions), the marks has been reduced from 100 marks to 90 marks, while the weightage of 30% remains. (Basically, Paper 2 Questions are now worth more!)
• For Paper 3 (Long Structured and Free-response Questions), the marks from Section A (Long Structured Question) has now increased from 50 marks to 55 marks, while marks from Section B (Free Response Questions, aka the essays) has now decreased from 25 marks to 20 marks.
• As for the assessment objectives, knowledge with understanding is now more worth at 36 % (from 32 %) than handling, applying and evaluating at 44 % (from 48 %). (In layman terms, this means that the questions are set slightly MORE towards remembering and understanding the content THAN application questions).

• Clearer wordings in the learning outcomes (L.O), which includes
  • Interpret and recognise drawings, photomicrographs and electron micrographs of the cytoplasm (cytosol) and cellulose cell wall, and outlining their respective functions.
  • Knowledge of the structure and roles of chloroplast DNA is NOT REQUIRED.
  • For photosynthesis, with relation to the structure of chloroplast, names of complexes in the ETC and detailed mechanism of action of ATP synthase are NOT REQUIRED.
  • For Calvin Cycle, knowledge of details of the structure of intermediate compounds and the names of other enzymes is NOT REQUIRED.
  • For glycolysis, names of enzymes is NOT REQUIRED.
  • For oxidative phosphorylation, detailed mechanism of action of ATP synthase and calculation of total yield of ATP from oxidative phosphorylation are NOT REQUIRED.
  • “Type of substrate” is no longer needed to investigate the effect of respiration, however, it has been worded to “oxygen concentration” instead.
  • For the explanation of effects of climate change as a result of greenhouse gas emissions, “heat waves“, “heavy rains” and “death of coral reefs” are no longer needed. Instead, explanations involving “increase in frequency of extreme weather events“, “stress to coral reef, seagrass and mangrove ecosystems” are now needed.
  • Worded “discuss the consequences to the global food supply…” to “discuss the consequences to the sustainable food supply…”
  • Linking of LOs of “explain how temperature changes impact insects” into the “life cycle of Aedes aegypti“, with emphasising on how temperature affects Aedes aegypti‘s life cycle.

• NEW L.Os include:
  • Discuss the bioethics of genetic maternal screening for mutations, including trisomy-21.
  • For Biological Evolution, explain the Hardy–Weinberg model and the conditions/assumptions it operates in.
  • Calculate the frequencies of alleles, genotypes and phenotypes in a population for a gene with two alleles, using the Hardy–Weinberg equation.
  • For Infectious Diseases, outline the terms (i) outbreak, (ii) epidemic, and (iii) pandemic, that are used to describe the spread of an infectious disease such as influenza.
  • For Impact of Climate Change on Animals and Plants , explain how mangrove ecosystems help to mitigate the impacts of climate change.
  • Explain the relative differences between the carbon footprints of a range of anthropogenic activities, including deforestation, energy production (including fossil fuels, hydroelectric power, nuclear power, solar power, wind power and bioethanol) and food production (animal- and plant-based)

• 9477 candidates NO LONGER need to:
  • Describe molecular structure of G-protein linked receptor and explaining how its structure of each protein relates to the its function.
  • Discuss ethical implications of the application of stem cells in research and medical applications and how human induced pluripotent stem cells (iPSCs) overcome some of these issues.
  • Describe how the genomes of viruses are inherited through outlining the reproductive cycles of bacteriophages that reproduce via a lytic cycle only, including T4 phage.
  • Explain how gene expression in prokaryotes can be regulated, through the concept of simple operons (including lac and trp operons), including the role of regulatory genes, and distinguish between inducible and repressible systems. (Yes, half of OCPG is no longer needed!)
  • Explain the term: incomplete dominance and applying it in genetic diagrams to solve problems involving dihybrid test crosses.
  • Using the example “how temperature affects fur colour of Himalayan rabbits” to explain how the environment may affect the phenotype.
  • Explain how climate change affects plant distribution (vertical and latitude) and plant adaptations, including morphology and physiology.
  • Development of viral dengue disease in humans, including host-pathogen interactions, human susceptibility to the virus, pathogen virulence, transmission and drug resistance.
  • Discuss how climate change affects the rich biodiversity of the tropics, including the potential loss of this rich reservoir for biomedicines and genetic diversity for food.

Looking for H2 Biology Tuition?

H2 BIOLOGY TUITION

WHATSAPP 88668423 (Specialist) OR 88765498 (Admin).

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