Dunman Secondary School is at 21 Tampines Street 45, Singapore 529093, and its historical 2026 Secondary 1 Posting Group 1 (PG1) admitted PSLE Score range was 25–27. The final posted score of 27 describes the 2026 intake, based on pupils who sat PSLE in 2025. It is not a guaranteed place for a child starting in 2027. Dunman Secondary School in Tampines is not Dunman High School at Tanjong Rhu Road, which has a different, Integrated Programme admission route. Punggol parents should confirm the actual school name and Posting Group eligibility, use MOE SchoolFinder and test the daily journey to Tampines East MRT and the school gate.

Dunman Secondary’s distinctive identity is “Empathetic Leaders, Impactful Innovators”, supported by STEMviaDT, technology-rich learning and student leadership. Its official programme describes design thinking applied to complex social and environmental challenges, with historical projects such as mobile applications to help seniors and innovative learning through a school makerspace. The school is an Apple Distinguished School for 2024–2027 and has been a Google AI Accelerator partner. Its ICT programme features media literacy, coding and project work, while selected STEM talent experiences include ELIXiR+, a Temasek Polytechnic digital currency-related programme and cloud/AI learning. Leadership aims to develop students who listen, understand community needs and act constructively. PG1 is school admission, not a permanent academic stream; the child’s G1, G2 or G3 individual subjects are decided separately under Full Subject-Based Banding. This guide explains the school and practical 2027 choices without promising selected programme places or future cut-offs.

• School: Dunman Secondary, 21 Tampines Street 45, Singapore 529093
• Not Dunman High School at Tanjong Rhu Road; check the correct institution
• 2026 historical PG1 admitted range: 25–27, final posted score 27
• 2027 entry depends on actual PSLE results, eligible choices, vacancies and MOE rules
• Vision: Empathetic Leaders, Impactful Innovators
• Mission: Nurturing self-directed and inquisitive Dunmanites to lead change in communities
• Five school values: Discernment, Daring, Discipline, Determination and Duty
• Signature STEMviaDT integrates STEM with design thinking and community needs
• Historical STEMviaDT examples include karaoke and essential-services apps for seniors
• School has Apple Distinguished School 2024–2027 recognition
• 2025 partnership in Google AI Accelerator as published by the school
• Sec 1 ICT examples include media literacy and creative computer applications
• Sec 2 ICT examples include Code for Fun, Micro:bit, 3D printing and project work
• Selected ELIXiR+ STEM talent involves particular CCAs and challenges, not all pupils
• Selected upper-secondary opportunities include Python, AI and data analytics programmes
• Student Council and Peer Support Leaders are separate formal leadership structures
• Maker workshops through makerspace@library or TechFridays may have individual arrangements
• School located near Tampines East MRT, Exit C, with buses 18, 29, 28 or 293 nearby
• Use actual 2027 timetable, booklist and Full SBB subject levels after posting

Checked 4 November 2026. The 2026 PG1 range is historical. Selected STEM and technology activities and precise class schedules must be confirmed for the new intake; Dunman Secondary and Dunman High are different schools.

Contents: Dunman Secondary PG1 and STEMviaDT Guide

• 1. PG1, G1 and the correct school name
• 2. The 2026 PG1 score range of 25–27
• 3. Dunman Secondary versus Dunman High
• 4. PG1/PG2 choice at PSLE Score 25
• 5. How to reach Tampines Street 45
• 6. The five school values
• 7. What STEMviaDT means
• 8. The example of a karaoke app for seniors
• 9. An app listing essential services
• 10. Human-centred design and empathy
• 11. Identifying constraints
• 12. The five-stage improvement cycle
• 13. Apple Distinguished School recognition
• 14. The Google AI Accelerator partnership
• 15. First-year digital literacy
• 16. Media messages are constructed
• 17. Secondary 2 Code for Fun and projects
• 18. Apps, Micro:bit and 3D printing
• 19. makerspace@library
• 20. ELIXiR+ STEM talent development
• 21. The hydroponics and upcycling examples
• 22. The Youth Digital Currency Programme
• 23. Cloud learning and real-world challenges
• 24. Student Leadership: empathetic leaders
• 25. Student Council and school representation
• 26. Peer Support Leaders and wellbeing
• 27. Heritage learning and community identity
• 28. Aesthetics beyond STEM
• 29. Sports and recreation choices
• 30. English and authentic communication
• 31. Mathematics and data accuracy
• 32. Science and honest experiments
• 33. Mother Tongue and varied subject profiles
• 34. 2027 school books and devices
• 35. A fictional child interested in community apps
• 36. A fictional student practises peer support
• 37. Comparing Dunman with Punggol-area schools
• 38. Your next step for the 2027 intake

PG1, G1 and the correct school name

PG1 is a school-entry category used in national Secondary 1 posting. G1 is the academic standard of an individual subject under Full Subject-Based Banding, alongside G2 and G3. Dunman Secondary School is a co-educational school offering the Posting Groups; Dunman High School is a different institution with an Integrated Programme. These similar names matter because a family could otherwise read a score belonging to the wrong school.

Write down the formal name and campus address in the family shortlist. Keep the pupil’s eligibility notice separate from the school result and the actual subject-level timetable. A child may take Mathematics at G1 while enjoying challenging maker projects, or show strong language capability while needing more time in another subject. The entry group is not a permanent summary of talent.

The 2026 PG1 score range of 25–27

Published 2026 Secondary 1 posting data for Dunman Secondary shows a PG1 admitted range of 25–27. Those students sat PSLE in 2025. The last student posted scored 27, but the figure reflects the available places and preferences in that year’s completed exercise. It is a useful historical comparison rather than a standing admissions rule for future cohorts.

Parents should label every score by intake year and avoid claiming certainty when a child matches a previous final score. MOE may apply tie-breaks among pupils with equal scores when schools are oversubscribed. A thoughtful plan includes several eligible schools the teenager would genuinely attend. An unofficial ranking cannot reserve a place or override the actual school posting outcome.

Dunman Secondary versus Dunman High

Dunman Secondary’s current official campus is at 21 Tampines Street 45. Dunman High School is at 10 Tanjong Rhu Road and admits through an Integrated Programme route. A third-party search result for “Dunman” may display the highly selective Dunman High score, which does not describe Dunman Secondary’s PG1 admissions.

Parents should use the complete school name and address when reviewing MOE SchoolFinder, open-house notices and academic programmes. One institution’s reputation or cut-off should not be transferred to another. The purpose of comparing schools is to learn what the actual pupil would experience, not to construct a ranking from similarly named establishments.

PG1/PG2 choice at PSLE Score 25

Under the current framework, pupils with PSLE Score 25 may be eligible to choose PG1 or PG2. The choice can affect the school list and broad starting academic level. It deserves careful thought about the pupil’s individual subject profile, the teaching pace that suits them and the schools available.

Dunman Secondary’s previous PG1 range is not a substitute for PG2 data. Follow the actual child’s official results and MOE’s instructions on selecting a Posting Group across ordinary school preferences. A family should not choose a group merely to impress others. An appropriate learning environment gives the student room to progress sustainably.

How to reach Tampines Street 45

Dunman Secondary’s official Getting Here page lists 21 Tampines Street 45, Singapore 529093. By train, it directs visitors to Tampines East MRT, Exit C. Bus services 18 and 29 stop along Tampines Avenue 9, while 28 and 293 serve Tampines Street 45. This precise information is more reliable than assuming any Tampines school lies near the same station.

Test the morning commute from the actual Punggol home and allow time for the last walk and school reporting. Consider the route home after a late CCA or enrichment session. A school can be academically attractive while requiring careful sleep and meal planning. There is no honest universal travel-time figure for all Punggol households.

The five school values

The school’s five values are Discernment, Daring, Discipline, Determination and Duty. Discernment involves thinking before acting, daring can mean trying an unfamiliar idea responsibly, discipline supports consistency, determination encourages improvement and duty reminds pupils to contribute. These values align with the school’s aim of producing empathetic leaders and impactful innovators.

Ask the child for a real example instead of testing memorisation. Did they check a claim before sharing it, correct an error or help a teammate? The educational worth of the values comes from repeated decisions, not a slogan printed in a hall. A pupil may grow in character while their academic subjects progress at different rates.

What STEMviaDT means

Dunman Secondary’s STEMviaDT connects Science, Technology, Engineering and Mathematics with design thinking. The official page describes examining complex long-term challenges that affect Singapore and may need knowledge from several areas. Its learning philosophy draws on authentic problems rather than treating technical creation as a series of unrelated tricks.

Parents can ask what problem the group understood before deciding on a solution. A good design needs research and feedback about the intended users. A student who notices the need for a simpler approach may have learned more than one who displays a technically elaborate project with no evidence of usefulness.

The example of a karaoke app for seniors

Dunman’s official STEMviaDT page records a historical project developing a mobile karaoke application targeted at seniors during the pandemic. The example shows how a digital system can serve a social need by enabling interaction and connection. It is a documented previous project, not a guarantee that every incoming pupil will write the same application.

Ask the teenager what the intended audience needed and whether the interface would be easy to use. A technically functioning app could still fail if its controls are confusing. When design begins with empathy, technical work becomes a way to help real people rather than only to demonstrate coding ability.

An app listing essential services

Another STEMviaDT example is a mobile application to help seniors find essential services. It illustrates how digital information can become practical when organised clearly for a particular audience. Users may need information that is readable, current and easy to locate. A successful screen design requires an understanding of those needs.

Parents can ask how the pupil would check that service information remains accurate and whether any personal data should be collected. Designing with real users includes reliability and privacy. A project should not be described as universally effective simply because a prototype works during one demonstration.

Human-centred design and empathy

Design thinking begins with understanding the person affected by a problem. In Dunman’s STEM work, a student may need to listen to a user, define a difficulty and compare possible approaches. This is different from selecting a fashionable technology first and inventing a problem to justify it.

Ask whose feedback changed the proposed solution. A pupil who can revise a design after learning something new is demonstrating intellectual maturity. Innovation should be evaluated by usefulness, evidence and respect for people. The original Posting Group does not determine who is capable of such thoughtful work.

Identifying constraints

Every real project operates under constraints such as cost, time, access, safety and available information. Dunman’s design-thinking approach can help students realise why an attractive proposal might not work under everyday conditions. An application that relies on constant connectivity or very small text may exclude some intended users.

Parents can ask what the project would require to function and which constraint was most difficult. Encourage the pupil to compare a simpler alternative. A well-reasoned modest design can demonstrate more understanding than an ambitious one built entirely by adults.

The five-stage improvement cycle

Students can learn to understand a need, define the actual problem, generate possible responses, build an early version and test it. The sequence teaches them to consider why an intervention works rather than treat construction as the final goal. An unsuccessful test can produce valuable evidence about the original assumptions.

Ask the child what changed after testing and whether the group documented the reason. Repetition without reflection is not automatically improvement. A pupil who can explain the effect of a single adjustment is developing useful engineering and academic habits.

Apple Distinguished School recognition

Dunman Secondary’s homepage identifies it as an Apple Distinguished School for 2024–2027, reflecting its integration of technology in learning. The designation is relevant to families who value digital education, but it should not be interpreted as a guarantee that every subject is taught on Apple devices or that pupils receive free premium hardware.

Ask how digital tools support specific learning outcomes, how teachers check understanding and what authorised device arrangements apply. Technology is valuable when it helps pupils reason, communicate and practise independently. A school award should prompt questions about practice rather than replace them.

The Google AI Accelerator partnership

The school’s current homepage also highlights participation as a partner in the 2025 Google AI Accelerator. This can indicate opportunities to explore how modern AI tools work and how they may be used responsibly in learning. A school partnership is different from guaranteeing a specialist programme or software subscription for every new Secondary 1 pupil.

Parents can ask which AI experiences are actually provided and how pupils are taught to verify outputs and protect data. A fluent chatbot answer can still be wrong. Students should learn that human judgment, accurate sources and academic honesty remain essential regardless of technological sophistication.

First-year digital literacy

Dunman’s official ICT programme describes Secondary 1 experiences such as media literacy, introductory Mac workshops and technology demonstrations. These aim to help pupils learn how messages are constructed and use digital tools thoughtfully. The page includes older detailed module references, so exact 2027 schedules should be confirmed before planning.

Ask whether the child can retrieve an assignment, judge the source of a claim and submit work independently. These skills matter as much as using a device quickly. Families should not buy additional equipment until the school’s actual approved list is available.

Media messages are constructed

A key principle in Dunman’s media literacy teaching is that media messages are constructed for particular purposes and audiences. Photographs, edited clips and social posts may omit context while appearing convincing. Pupils should learn to analyse the intended effect and separate evidence from opinion.

Parents can discuss a suitable article or image and ask what it shows and what it does not prove. Encourage verification before sharing. Media literacy is not the same as distrusting every source; it is learning how to evaluate information and communicate accurately.

Secondary 2 Code for Fun and projects

The school’s published ICT programme describes Secondary 2 coding exposure through Scratch and project work using tools such as Micro:bit, mobile-app creation or 3D printing. This can let students connect logical procedures with a result. The detailed page contains historical examples and may not list the exact modules of a future cohort.

A pupil entering Secondary 1 in 2027 would reach this stage later. Parents should focus on the educational habits: explaining code, testing a model and reporting limitations. A flashy device is useful only when the child understands how it works.

Apps, Micro:bit and 3D printing

Mobile apps, programmable controllers and 3D printing each make different aspects of design visible. An app must communicate with users; a Micro:bit must respond to instructions; a 3D model must have suitable dimensions and materials. Dunman’s programme illustrates how different technologies can solve different aspects of a problem.

Ask why one tool was selected rather than another. The best choice depends on the intended need and the constraints. A student who can justify using a simpler solution is learning technology with discernment rather than merely following trends.

makerspace@library

Dunman’s makerspace@library gives students opportunities to explore practical making in a school environment. The official ICT programme lists activities such as 3D doodling, drone demonstrations, paper crafting, Micro:bit programming, clay work and LEGO-based building under the TechFridays identity. Actual sessions and eligibility may vary.

Parents should ask which workshops students can register for and what supervision is provided. A child can learn useful problem-solving through low-cost materials without owning specialist equipment. Maker activities should encourage safe experimentation and constructive collaboration rather than an expensive home shopping list.

ELIXiR+ STEM talent development

Dunman’s STEM Talent Development page describes ELIXiR+ as an additional programme for students with aptitude or strong interest in STEM. Historical examples include programmable sewing machines for upcycled bags, hydroponics projects, Science Olympiad training and design challenges. These selected opportunities are different from normal curriculum learning.

A new PG1 pupil should not be promised automatic access to every competition. Ask how interest is identified and what commitment is needed. Students can still gain meaningful STEM experience through ordinary classes and makerspace workshops. Advanced extension should reflect readiness, not an adult’s wish for a prestigious title.

The hydroponics and upcycling examples

Dunman reports earlier ELIXiR+ pupils growing and harvesting plants in commercial-grade hydroponics equipment and upcycling jeans into tote bags with programmable sewing machines. These projects connect environmental reasoning with machinery and practical processes. The listed examples are historical records rather than fixed tasks for every future pupil.

Ask what problem the team investigated and which quantities mattered. A project using recycled material should still consider durability, usefulness and costs. A hydroponic crop requires ongoing care and suitable conditions. Such tasks can reveal why sustainability needs evidence and responsible management.

The Youth Digital Currency Programme

Dunman’s ICT programme describes a Youth Digital Currency Programme in collaboration with Temasek Polytechnic, involving Python, AI-related data analysis, visualisation and dashboard development. The school records earlier cohorts completing year-long projects. The programme is an advanced opportunity, not a default Secondary 1 subject or permission to trade speculative digital assets.

Parents should focus on the computational and information skills taught, not interpret the name as encouragement for a teenager to buy cryptocurrency. Selected participation has time and readiness requirements. A child can prepare by developing reliable Mathematics, English and responsible technology habits.

Cloud learning and real-world challenges

The school also describes participation in AWS-related accelerator learning where selected students explore Python and cloud or machine-learning applications to real problems. Partners and exact activities can change. Such programmes can introduce how companies use data while also showing the importance of privacy and checking model results.

Ask what input the system used and how the student evaluated its accuracy. An AI demonstration is not professional certification, and a partnership does not guarantee admission to a specific post-secondary course. The value lies in the ability to reason and explain the application.

Student Leadership: empathetic leaders

Dunman’s Student Leadership programme states that leadership can be learned through an ongoing process. The school aims to nurture empathetic leaders able to make positive contributions to the Tampines community. It aligns selected leadership activities with the Student Leadership Challenge framework and authentic issues.

A PG1 pupil can begin with dependable self-management and small acts of care. Parents should ask what need the class recognised and how the child helped. Formal appointments can offer extension, but their absence does not imply that ordinary students lack leadership potential.

Student Council and school representation

Dunman’s Student Council bridges the student body and school administration and helps organise activities, school spirit and responses to student concerns. Council members undertake responsibilities involving communication, planning and listening. The school’s actual selection and training procedures determine appointments.

Parents should encourage a child to think about whether they want the work behind the role. A thoughtful suggestion from a pupil without a title can also improve school life. Leadership should be assessed through actual contribution, not merely the prestige of a school badge.

Peer Support Leaders and wellbeing

Dunman’s Peer Support Leaders help build an inclusive environment and recognise when classmates may need assistance with personal, social or academic challenges. The official programme says peers may organise coping-skills workshops and refer students to professional resources when needed. Students are not replacements for trained counsellors.

Parents can ask whether the child knows a trusted adult and how to raise a serious issue. A friendly peer can be valuable during orientation, but safeguarding concerns belong to authorised staff. Responsible leadership includes recognising the limits of one’s role.

Heritage learning and community identity

Dunman includes a Heritage Module among its distinctive experiences. Learning about school and community history can encourage pupils to recognise continuity, changes and contributions of different people. History becomes meaningful when students use evidence rather than simply memorise old dates and notable names.

Ask what was different in earlier years and how the pupil knows. School identity should encourage curiosity and belonging while preserving the ability to question assumptions. A historical activity is not a guarantee of particular new-cohort field trips, so follow current programme announcements.

Aesthetics beyond STEM

Dunman also offers an Aesthetic Programme with music, drama, dance and art, giving students opportunities beyond purely technical education. Regular arts learning can help pupils express ideas, appreciate different traditions and practise collaboration. Selected performing arts CCAs involve additional rehearsal commitments.

A student interested in coding may choose a music CCA for balance, while another may prefer sport. Parents should value sustained participation and the child’s genuine interests. General exposure does not guarantee a competition award, and selected performing roles are not required to demonstrate a worthwhile school experience.

Sports and recreation choices

The school lists several sports CCAs and broader physical education opportunities. Sport can help pupils learn to practise, respond to feedback and respect rules while maintaining healthy routines. A student does not need to be an elite athlete to benefit from appropriate movement and teamwork.

Ask the child what activity they would enjoy regularly and how the training schedule affects the commute home. A pupil with a relevant health need should seek suitable school guidance. Do not fill every afternoon with private lessons and CCAs before the teenager has adjusted to secondary routines.

English and authentic communication

Dunman’s English programme focuses on authentic language learning, and its digital projects demand clear instructions and accurate explanations. A pupil taking G1 English may have a useful design idea while struggling to structure a paragraph. Technical enthusiasm alone does not teach every comprehension or grammar skill.

Ask the student to explain the problem, evidence and result in their own words. If a response is unclear, identify one missing connection. Teacher feedback and focused practice can build more reliable independence than an adult-written report submitted as the child’s work.

Mathematics and data accuracy

Coding and STEM tasks may involve units, rates, ratios, graphs and logical comparisons. These give G1 Mathematics concepts real purposes. A model can behave incorrectly because its dimensions or conditions were wrong. A student should learn how to detect and explain such numerical problems rather than rely on technology to hide them.

Parents can ask what a value represents and whether it is reasonable. If a fraction or percentage is misunderstood, repair that foundational skill. Participation in an advanced-looking project does not automatically qualify the child for another Mathematics level; subject-specific eligibility remains a school decision.

Science and honest experiments

Dunman’s STEMviaDT examples can involve materials, environmental measurements and practical experiments. A prototype that works once does not prove universal reliability. Scientific learning requires considering conditions, comparing results and recognising what evidence is missing.

Ask the pupil which variable changed and what conclusion can legitimately follow. Avoid hazardous unsupervised experiments or exaggerated claims about environmental impacts. A responsible student should be comfortable saying what still needs testing.

Mother Tongue and varied subject profiles

A PG1 pupil may have a stronger Mother Tongue profile than in English or Mathematics, or the reverse. Full SBB can recognise differing readiness within applicable eligibility rules. A family’s perception of the Posting Group is not an accurate basis for predicting every subject level.

Encourage meaningful reading and conversation while asking teachers about actual writing or comprehension gaps. A more demanding language level should fit the pupil’s readiness and overall weekly routine, not serve as an adult status symbol.

2027 school books and devices

Dunman’s current site includes bookshop, uniform, financial-assistance and personal learning device information. New Secondary 1 families should wait for formal posting and the school’s current subject-level instructions before buying books. An old list for another cohort may contain inappropriate material.

If costs are difficult, ask about the relevant assistance arrangements. PG1 is not an income category. A sustainable family plan covers correct resources, meals, school travel and reasonable device use rather than speculative equipment purchases.

A fictional child interested in community apps

Imagine a Punggol pupil who likes designing simple app screens but finds long instructions difficult. The family researches Dunman Secondary’s STEMviaDT and knows that 2026 PG1 Score 27 cannot guarantee 2027 entry. They also distinguish the school from Dunman High and test travel to Tampines Street 45.

If admitted, a design-thinking project might help the pupil learn to listen to a senior user and organise information clearly. The family supports the reading needed to explain the project. This fictional example does not describe a real child or promise a particular future task.

A fictional student practises peer support

Another imaginary student joins a new school and notices that a classmate is confused about the timetable. The child helps explain where to go and encourages the peer to ask the form teacher for clarification. The action is modest but responsible and reflects Dunman’s emphasis on empathy.

Parents can value such behaviour without demanding immediate formal council selection. This illustration shows how leadership can begin before a badge is awarded. The original Posting Group does not determine the student’s capacity to care for others.

Comparing Dunman with Punggol-area schools

Dunman Secondary offers design-oriented STEM, technology-rich learning and empathetic leadership in Tampines. A nearer school may instead emphasise arts, outdoor adventure or food science. The right match depends on the child’s interests, individual subject support, commute and daily school culture, not one universal ranking.

Ask what ordinary pupils experience and which programmes are selective. Check current DSA and CCA arrangements only through official sources. Historical scores must remain labelled by year. A useful school list contains several campuses the child would genuinely be willing to attend.

Your next step for the 2027 intake

Confirm the pupil’s official PG1 eligibility and Dunman Secondary School’s current SchoolFinder profile. Use 21 Tampines Street 45 and Tampines East MRT when planning a route. Read STEMviaDT, student leadership, ICT and arts information and ask which activities will apply to the new cohort.

After formal posting, follow the actual subject timetable, booklist and joining instructions. Encourage the teenager to develop self-management, positive peer relationships and the ability to explain schoolwork independently. PG1 is an entry route; the lasting value will come from capability, discernment, contribution and sustained learning.

Frequently Asked Questions

Where is Dunman Secondary School?

21 Tampines Street 45, Singapore 529093, near Tampines East MRT Exit C.

Is this Dunman High School?

No. Dunman High is a separate IP school at Tanjong Rhu Road.

What was Dunman Secondary’s 2026 PG1 cut-off?

The final posted score was 27, within the historical 25–27 admitted range.

Does Score 27 guarantee 2027 entry?

No. Historical posting results do not guarantee future school allocation.

What is STEMviaDT?

Dunman’s design-thinking approach to real STEM and community challenges.

What are previous STEMviaDT project examples?

The school describes mobile apps to connect seniors and find essential services.

Is Dunman an Apple Distinguished School?

Its current homepage identifies Apple Distinguished School recognition for 2024–2027.

Is every pupil selected for ELIXiR+?

No. That is a further STEM talent-development opportunity.

What are the five school values?

Discernment, Daring, Discipline, Determination and Duty.

Does the school offer maker workshops?

It lists makerspace@library and TechFridays activities under current school arrangements.

What is the leadership focus?

Empathetic Leadership, including Student Council and Peer Support Leaders.

Are 2022 DSA programme examples still open in 2026?

Not automatically. Always use the actual annual DSA dates and the current selection rules.

Can PG1 pupils study some subjects at G2?

Subject-level flexibility follows eligibility and the Full SBB timetable.

What should Punggol parents check first?

The correct school name, actual Posting Group eligibility, current programme details and the real commute.

Official Sources and Related Guides

• Dunman Secondary official address and transport
• Dunman Secondary vision and five values
• Dunman STEMviaDT and earlier senior-app projects
• Dunman student leadership and peer support
• ELIXiR+ STEM talent development (check programme year)
• ICT programme, media literacy, coding and projects
• Dunman makerspace@library
• Dunman Apple Distinguished School
• Dunman curriculum and arts programmes
• Historical 2026 PG1 range (independent; verify with MOE)
• MOE SchoolFinder
• MOE S1 Posting
• Related: Tampines Secondary PG1 guide

Your next step: Verify Dunman Secondary—not Dunman High—under the child’s current PG1 eligibility, explore its STEMviaDT and leadership experiences and test the real journey to Tampines East.