Manjusri Secondary School at 20 Ubi Avenue 1, Singapore 408940, is a government-aided co-educational secondary school with Singapore Buddhist Federation heritage. Eligible Punggol families can consider it through Posting Group 2 (PG2). The 2026 Secondary 1 intake recorded historical PG2 ranges of 21–25 for non-affiliated pupils and 22–25 for affiliated pupils, both with a last admitted score of 25. The affiliated primary schools are Maha Bodhi School and Mee Toh School. These previous outcomes are not guaranteed 2027 cut-offs, and the family should verify the child’s permitted group, affiliation status and MOE SchoolFinder information before ranking.

The school’s 2026 Applied Learning Programme explores Smart City and Assistive Technologies—using digital systems to consider the safety, security and dignity of older people and people with disabilities. Its Learning for Life Programme develops aesthetics through ACE: Appreciate, Create and Experience, with ARTIZEN Week, JAMS, Manjusri Got Talent, Live @ MJR and the school’s arts performances. It also emphasises mindfulness, compassion and self-directed learning. Manjusri’s principal describes its aspiration as a vibrant learning community distinguished by Wisdom, Conduct, Benevolence and Aspiration. A PG2 pupil can develop technical, creative and social strengths while formal academic subject levels and selected talent opportunities remain separate decisions.

• School: Manjusri Secondary, 20 Ubi Avenue 1, Singapore 408940, near Ubi MRT.
• School type: government-aided, co-educational; supported by Singapore Buddhist Federation.
• 2026 historical PG2 non-affiliated: PSLE 21–25; last admitted 25.
• 2026 historical PG2 affiliated: PSLE 22–25; last admitted 25.
• Affiliated schools: Maha Bodhi School and Mee Toh School, subject to current MOE rules.
• PG2 is an entry category; G2 is the curriculum level of a specific academic subject under Full SBB.
• ALP: Smart City and Assistive Technologies, connecting smart-system knowledge with community needs.
• AIM pedagogy: Authentic curriculum, ICT-enabled teaching and Meaningful assessment.
• Applied focus: technological ideas that may make living spaces safer, more secure and more usable for seniors and people with disabilities.
• LLP: aesthetics through ACE—Appreciate, Create and Experience.
• ARTIZEN Week: school community encounters and creates diverse art forms.
• JAMS and Manjusri Got Talent: informal and competitive opportunities to share creative strengths.
• Live @ MJR: assembly-based arts appreciation and interactive exposure.
• Arts Fiesta III: a documented 2026 school performance at Singapore Conference Hall.
• School identity: Wisdom, Conduct, Benevolence and Aspiration; mindfulness and values-based leadership.
• 2026 DSA talents: Table Tennis, Wushu, Chinese Dance, Chinese Orchestra, Choir, Concert Band and Chinese Calligraphy.
• Parent action: verify affiliation, school culture, current subject offers, CCAs and the full Punggol-to-Ubi commute.

Definition lock: PG2, G2 and affiliated priority

Posting Group 2 is the Secondary 1 admission pathway, while G2 describes an individual subject’s curriculum level. Affiliation is a third matter within the posting process, not an academic grade or subject-level guarantee. A child entering Manjusri through PG2 may be eligible for another General level in a particular subject according to MOE and school rules. This does not mean every subject automatically becomes more demanding. The family should request the formal offer and use it when buying textbooks. A student may be talented in art, coding or community work and still need targeted support with English or Mathematics. A school choice should recognise the actual child’s profile instead of treating one aggregate PSLE number as a permanent description of all potential.

Why the two 2026 PG2 ranges should be shown separately

The completed 2026 intake recorded PG2 21–25 for non-affiliated pupils and 22–25 for affiliated pupils. Their last admitted scores were both 25, but the ranges are not one undifferentiated category. The affiliated primary schools are Maha Bodhi and Mee Toh, as shown by MOE’s school-profile information. A child from another school should not assume affiliation because the family has Buddhist connections or previously visited the campus. A qualifying pupil should still verify the current MOE conditions. Neither prior result guarantees a place in 2027: applicant demand, seat availability, ranked preferences and relevant tie-break rules decide the actual outcome. Families should record the intake year and correct category while building a realistic six-school list.

Why historical figures do not determine the next exercise

A cut-off is an observed result, not a fixed entrance mark that schools announce before they know the applicants. A score of 25 could appear in the historical last admitted column, but the next intake may be more or less sought after. A child whose score matches the previous figure can still be tie-broken out. Parents should understand the official sequence: PSLE results establish the permitted group choices, families submit schools in genuine order and MOE allocates places under the prevailing rules. Another school’s PG3 figure should not be compared casually with Manjusri’s PG2 as though they represented the same pathway. The most helpful use of past numbers is to inform, not dictate, a sensible preference list.

Ubi Avenue 1 and the real journey from Punggol

Manjusri is at 20 Ubi Avenue 1, near Ubi MRT, with several bus connections listed in the MOE-linked school profile. It is not in Punggol or Sengkang. A family considering the school should test the weekday morning route, including travel to the first stop, waiting, transfers, walking and road crossings. A journey that seems simple during an off-peak visit may feel different after a late CCA. A teenage pupil needs time for homework, meals, sleep and ordinary family life. The right question is not merely whether the school is reachable, but whether attending it for four or five years is sustainable. Practise a safe backup and use the current school entrance instructions rather than an old map.

A government-aided Buddhist mission school

The principal’s current message describes Manjusri as a government-aided mission school supported by the Singapore Buddhist Federation. It has a values-based identity and operates within Singapore’s mainstream education system. This distinction matters because parents sometimes assume a school with a Buddhist heritage provides mandatory Buddhist religious lessons to every pupil. The school’s own open-house FAQ states that it follows the national curriculum and does not conduct school-wide religious lessons, while respecting Buddhist values. Families should obtain current clarification about any activities relevant to their own circumstances rather than rely on rumours. School fit also depends on academic teaching, student support and everyday relationships. Institutional history and religious ethos are important context, not substitutes for accurate admissions information.

Wisdom, Conduct, Benevolence and Aspiration

Manjusri’s stated vision is a vibrant learning community distinguished by Wisdom, Conduct, Benevolence and Aspiration. These qualities become useful when connected to decisions. Wisdom asks pupils to examine evidence before reaching a conclusion. Conduct involves doing the right thing even when nobody is watching. Benevolence requires treating others with dignity and listening before attempting to help. Aspiration encourages purposeful learning without suggesting every teenager must follow one prestigious route. Parents can ask how teachers respond when a student makes a mistake or how pupils practise consideration during CCA and group work. A school identity is most meaningful when the children can describe actions that show its values, rather than simply reciting the four words at an assembly.

Passionate Learners and Compassionate Leaders

The school’s mission emphasises nurturing passionate learners and compassionate leaders who are future-ready and anchored in values. A passionate learner is not necessarily the pupil who speaks the loudest or completes the most enrichment hours. Curiosity can appear when a student carefully asks why a circuit failed or wants to understand the meaning of a poem. Compassionate leadership involves recognising another person’s actual needs, rather than assuming that a technically impressive invention must be useful. Parents should consider whether the teenager’s interests and temperament are respected at the school. A quiet child can develop confidence through appropriate practice, while an outgoing pupil may need to learn to listen. Different children have legitimate routes towards the school’s desired outcomes.

Smart City and Assistive Technologies: the Applied Learning Programme

Manjusri’s Applied Learning Programme focuses on Smart City and Assistive Technologies. Its June 2026 official page says students explore how smart technologies can help Singapore develop safer, more secure and sustainable living spaces, particularly for older people and people with disabilities. The educational theme connects science and technology with humane design. A student should begin by defining the user’s problem and considering what information a device would need. A sensor or application may work in a controlled demonstration yet fail in a crowded or unfamiliar environment. A good project needs careful evidence, appropriate privacy safeguards and an ability to describe limitations. The school ALP is educational exposure, not a professional engineering licence or a guaranteed post-secondary placement.

The AIM approach: Authentic curriculum

The ALP describes an AIM approach, beginning with the design of an Authentic Curriculum. This means that a task should resemble a meaningful problem rather than an arbitrary exercise in assembling identical equipment. Students can be encouraged to ask who is affected, which constraints matter and how the result would be judged useful. A model that lights up after one command may teach a coding principle; an authentic project asks whether the output helps someone. Parents should ask their child to explain the problem in plain language before showing the product. If the purpose is unclear, the pupil may need to revisit the research rather than add more technical features. Authenticity is about relevance and reasoning, not the price of a device.

AIM: ICT-enabled pedagogy is not more screen time

The second AIM principle is school-wide ICT-enabled pedagogy. Digital tools can support simulation, research, communication and feedback, but their educational value depends on how pupils use them. A student who copies an AI-generated explanation without understanding its claim has not necessarily learned more than a classmate working on paper. Teachers can use technology to make patterns visible or to help pupils test changes, then require the learner to explain the result independently. Parents should ask how the school develops digital responsibility, including privacy, source verification and academic honesty. A good digital lesson gives the child new understanding and better judgement, not simply more applications open on a device.

AIM: Meaningful assessment

The final AIM principle is Meaningful Assessment. A practical project should help a teacher understand what the pupil can actually do and explain, not merely whether a group produced an attractive final object. A child might be excellent at coding but leave all documentation to classmates; another may give a polished speech while misunderstanding how the model works. Clear assessment can reveal those differences. A useful reflection identifies the original objective, each person’s contribution, test results and next improvement. Parents can support learning by asking their teenager to solve a similar changed problem independently after receiving feedback. Meaningful assessment is more than awarding a certificate or congratulating the group with the most elaborate prototype.

A smart city needs reliable information

A smart-city system may collect information from sensors or digital platforms and use it to support decisions. Such a system can be useful only if its information is sufficiently accurate, timely and secure. A student proposing a monitoring device should ask what the sensor measures, what causes false alerts and whether a person can understand the output. If a signal is delayed or wrong, a system designed for safety could create new risks. That is why responsible school learning distinguishes a classroom illustration from a real public-safety service. Parents can discuss the limits without discouraging curiosity. The student should learn that technical skill and ethical judgement are inseparable when designing systems intended for other people’s use.

Sensors, alerts and the question of false positives

Imagine a hypothetical assistive device meant to alert someone when an unusual event occurs. A high-sensitivity sensor might trigger too often, while a low-sensitivity setting might miss relevant events. Neither outcome is automatically acceptable. A school project can ask what data would be needed to evaluate reliability and whether the intended user wants an alert in that form. The team may discover that communication, placement or an alternative process is more important than adding extra features. Pupils should avoid presenting an unvalidated model as guaranteed medical or emergency equipment. A thoughtful explanation names assumptions and identifies what remains untested. Parents can ask their child which failure would matter most to the user and why.

Assistive technology begins with listening

The school’s ALP explicitly includes consideration for the elderly and people with disabilities. This is meaningful only when pupils avoid treating entire communities as having identical needs. An older adult may be comfortable with technology, while a younger person may need assistance with a particular physical task. An accessible design requires understanding the specific person and environment, appropriate consultation and recognition of the user’s preferences. A child should be willing to accept that the first idea is unsuitable. Respectful feedback may lead the team to simplify an interface or change the physical shape of a device. The student should learn that compassion is not pity and that inclusion depends on practical accessibility, consent and dignity.

Privacy and consent in an assistive-tech project

An assistive device might involve data about movements, habits or personal circumstances. Even if the school assignment is hypothetical, students should understand why collecting unnecessary identifiable information creates risks. A pupil should not upload a classmate’s private situation to an outside tool or record someone without appropriate approval. The school’s safeguards and partner instructions govern any real interactions. The student can design a simple model with invented or non-identifiable data and still learn useful principles. Parents can ask what the prototype would collect and whether every field is necessary. A technically successful model that breaches privacy is not good innovation. This is part of the school’s aim to connect smart technology with humanitarian values.

Safety versus freedom: a user-centred trade-off

A smart device intended to improve security may be intrusive if it monitors someone more than needed. A student should learn that a proposed solution can carry competing values. Is an alert useful, or does it create unnecessary anxiety? Does a monitoring system help its intended user, or merely make a caregiver feel reassured? Those questions require listening and ethical consideration rather than one correct technical answer. A young designer can compare options and state why one might be more proportionate. Parents should encourage careful reasoning, not a simplistic claim that more surveillance always means greater safety. The lesson is to make technology serve people’s well-being while respecting their independence.

Prototype testing: one working demonstration is not proof

A student may demonstrate that a model responds correctly during one classroom trial. That is a positive first step, but does not establish reliability across different conditions. The group should define what was expected, record what occurred and consider whether other factors could change the result. If several parts were adjusted together, it may not be clear which caused the improvement. A careful pupil can identify the limitation and suggest a new test. This habit is valuable for formal Science and Mathematics as well as technology. Parents should value the child who reports an unexpected result honestly rather than the team that invents a flawless success story for a presentation.

The relationship between smart-city learning and Science

Smart technology projects can involve circuits, energy, sensors and data. A pupil should be encouraged to connect each observed result to the appropriate scientific principle. The device’s output may be an observation, while the explanation of why it happened requires reasoning. A student may need to recognise that environmental conditions affect a sensor. Another may misunderstand how a simple electrical circuit works. Teachers can distinguish those needs instead of assigning everyone identical practice. The project is a motivating context for formal G2 Science, not a replacement for the school syllabus. A child’s ability to explain an unfamiliar changed example is stronger evidence of understanding than a successful copied demonstration.

The relationship between assistive design and Mathematics

A device intended for a person’s everyday use may need appropriate dimensions, angles, measurement or comparison of data. A pupil must use consistent units and understand ratios rather than copy a number from an app. In a hypothetical prototype, a dimension that is wrong by a small amount may make the device uncomfortable or unusable. That makes mathematical precision practical. The child should also learn to explain the method. If a student can operate a 3D design tool but cannot interpret a scale, targeted Mathematics teaching is necessary. Parents can ask which numerical relationship was important and how the pupil checked it. Applied design and the formal subject should reinforce each other through explicit reasoning.

What ACE means in the arts LLP

Manjusri’s Learning for Life Programme uses ACE: Appreciate, Create and Experience in Aesthetics. It introduces Music, Performing Arts, Visual Art and broader aesthetic activities, aiming to help pupils discover interests and develop values. Appreciation means learning to notice detail and context. Creation involves making deliberate choices and improving after feedback. Experience gives students a chance to encounter forms they may not have chosen independently. The LLP is broad educational development; it is not the same as an automatic place in a selected Choir, Chinese Orchestra or school competition. Parents can ask how beginners are included and whether a child can try an unfamiliar form without being compared unfairly with classmates who have years of training.

ARTIZEN Week: art and citizenship together

The official August 2026 LLP page describes ARTIZEN Week, combining ART and CITIZEN. Students and staff engage in activities that help them appreciate, experience and create different art forms. The name is useful because art can reflect the community and its shared experiences, rather than exist only as a solitary hobby. A pupil might explore a new medium, consider what a work communicates and discuss how another person interpreted it differently. A parent can ask which artistic choice the child made and why. The educational value is thoughtful participation and respect, not simply the number of objects produced or photographs uploaded. The school determines actual activities for each future cohort.

JAMS: confidence through informal sharing

MJR JAMS provides a platform for pupils to share aesthetic interests such as singing, dancing or even demonstrating magic in an informal setting. This can be valuable for teenagers who have abilities they do not usually display during academic lessons. Performing before peers requires preparation, attention to the audience and confidence to accept feedback. It should not become a requirement that every pupil perform publicly before feeling ready. A shy student may first enjoy watching respectfully or contributing through an appropriate supporting role. Parents can discuss what the child learned from trying something unfamiliar. The strongest outcome may be growing willingness to participate, rather than winning applause or receiving a formal award.

Manjusri Got Talent: a competition is not a verdict

Manjusri Got Talent is a school platform recognising different artistic strengths. The programme describes opportunities for pupils and staff to vote on performances. A competition can motivate rehearsal, but it should not define a teenager’s entire ability or self-worth. A pupil who is not selected may still learn through ordinary arts lessons and future CCA participation. Students should also learn how to celebrate a peer’s work respectfully rather than treat every comparison as a personal failure. Parents can ask what improved between the first practice and final performance. The learning process includes preparation, interpretation and feedback, not only whether the act received the most votes.

Live @ MJR: the value of exposure

Live @ MJR is an assembly platform introducing pupils to different artistic forms through interactive experiences. It may help students encounter music, performance or creative traditions that are unfamiliar to them. A child does not need to become a specialist performer to learn respectful attention to an artwork. Parents can ask what detail stood out, what the pupil inferred about the artist’s purpose and which context might change that interpretation. A brief assembly can spark curiosity, but should not be described as guaranteed advanced training. The school decides actual guest performers and programmes each year. Broad exposure is valuable when it helps the teenager ask thoughtful questions and develop cultural understanding.

Arts Fiesta III at Singapore Conference Hall

Manjusri’s current homepage celebrates Arts Fiesta III, staged at Singapore Conference Hall on 11 April 2026. This is a verified historical achievement showing the school’s commitment to performing arts. It is not a guarantee that every new Secondary 1 pupil will perform at that venue or that the event will repeat in the same form every year. A large production typically requires rehearsals, coordination and selected participation. A family should investigate whether the teenager genuinely enjoys the work involved, not simply the prestige of a concert-hall stage. A pupil can benefit from the LLP through school-wide opportunities even without a featured solo or ensemble role.

Chinese Calligraphy as a distinct talent

Manjusri’s 2026 DSA talent list includes Chinese Calligraphy, which is a distinctive option alongside sports and performing arts. Calligraphy involves careful control, attention to form and a relationship with written language and cultural traditions. A pupil may enjoy the practice as a way to develop patience and expression. However, a school DSA talent area has its own assessment, evidence and selection conditions; an attractive piece of handwriting does not guarantee entry. Parents should encourage authentic examples and allow the child to explain what was learned during practice. A student who is not selected can still explore language and art through suitable ordinary school experiences and community resources.

Chinese Orchestra, Choir and Concert Band

The school offers selected performing arts pathways such as Chinese Orchestra, Choir and Concert Band, reflected in its 2026 DSA information. Ensemble participation teaches that a group’s result depends on listening, timing and responding to peers rather than only individual talent. A pupil may need many rehearsals to prepare one short performance. The family should examine weekly commitment, transport and the child’s genuine interest before choosing an audition pathway. School-wide ACE learning is distinct from selection for a national arts presentation or competition. Parents should recognise improvement and collaboration, not promise a specific medal or special admission benefit because a teenager enjoys music.

Chinese Dance, Table Tennis and Wushu

Other published 2026 DSA talent areas include Chinese Dance, Table Tennis and Wushu. These require different kinds of practice, physical readiness and performance or competition skills. A parent should not treat one successful school demonstration as proof that a new pupil will be selected for a competitive team. Actual trials, attendance, behaviour and relevant talent criteria matter. Students can develop discipline and resilience through regular training, even when a national medal never arrives. Safety and appropriate supervision are essential, particularly for unfamiliar physical techniques. For families commuting from Punggol, training days and late dismissal should be examined alongside academic lessons and enough time to rest.

The school’s Buddhist heritage and respectful inclusion

Manjusri’s principal describes the school as a mission institution supported by the Singapore Buddhist Federation. Its educational values reflect wisdom, conduct and benevolence, while pupils follow the national curriculum. The school has stated that there are no school-wide religious lessons. Parents should use direct school clarification for any current ceremonies or individual religious questions rather than rely on assumptions about what every child must believe. Respectful cultural learning can be valuable in a diverse school community, but inclusion must be practised in daily relationships. The family should ask how pupils of differing backgrounds participate in school events and how teachers handle misunderstanding or exclusion. An informed school choice respects both the institution’s identity and the teenager’s needs.

Mindfulness for Learning: what it can and cannot do

Manjusri’s published student handbook includes a Mindfulness for Learning programme and information on student mental health. A reflective practice can support attention and awareness when appropriate, but should not be described as a guaranteed treatment for anxiety or any medical condition. A student who is overwhelmed by homework may benefit from a better study schedule, clearer task instructions or direct teacher help. A teenager experiencing persistent distress may need appropriate school and professional support. Parents should distinguish educational reflection from healthcare. The practical question is whether the child can identify difficulties, respond responsibly and seek help when needed. An article should not promise that mindfulness alone solves every learning or wellbeing problem.

2026 school achievements and how to interpret them

The school’s homepage reports awards in uniformed groups, Mathematics teaching and student leadership, as well as recognition for students who performed altruistic acts. These are achievements of particular teachers and pupils. They can suggest areas of strength, but do not prove every new student will win an award or experience the same programme. The family should ask what an ordinary pupil learns, how teacher feedback is provided and what support exists when a student struggles. An impressive award does not erase the need for sound academic instruction and a comfortable daily school environment. A good choice values the normal week, not only selected moments in a public achievements gallery.

Full SBB and the current academic timetable

Manjusri’s 2026 handbook discusses Full Subject-Based Banding, subject assessment and progression. A pupil entering through PG2 may have individual G levels rather than one identical academic pathway in every lesson. Parents should follow the actual 2027 booklist and subject-level offer once posted. The school’s website also provides 2026 odd- and even-week timetables and HBL arrangements; those are historical for a later intake and should not be copied as guaranteed future schedules. A child may need guidance moving between different subject groups, using learning platforms and recording assignments. The aim is appropriate teaching and increasing independence, not comparing students’ personal worth through the labels attached to their timetables.

G2 English: interpreting a real explanation

A smart-city project requires a pupil to explain the problem, proposed device, result and limitations clearly. Formal G2 English comprehension requires similarly accurate attention to the evidence, even when the material is literary rather than technical. A common error is giving a plausible inference without selecting relevant words from the passage. Ask the learner to state the claim, identify the evidence and explain the connection. Another student may understand the idea but write an unclear paragraph and need support with organisation. Different problems deserve different teaching. Parents should encourage original explanations that the teenager can defend independently rather than accept a fluent AI-produced report as evidence of mastery.

G2 Mathematics: repair the misconception, not the label

Assistive technology may use ratios, dimensions, thresholds and graphs. Yet a child can operate a device while misunderstanding symbolic algebra. Suppose the student expands 3(x + 2) as 3x + 2. The multiplier should apply to both terms, so the correct expression is 3x + 6. A teacher can explain three identical groups and then check the rule on a changed problem. Another learner may know that principle but misread the unit on a graph. That requires work on interpretation rather than more distribution exercises. Parents should begin with the child’s actual marked work and teacher feedback. PG2 by itself is not evidence that private tuition is compulsory, and extra study hours are useful only when they address a real gap.

Science and smart sensors: one reading is not proof

An assistive or smart-city model may rely on a sensor. A student should learn what the device measures, how it could be affected by its environment and why the output might be wrong. One successful classroom trial does not establish reliability in every home or for every user. The pupil must distinguish observation from mechanism and recognise when further testing is necessary. These are formal Science habits as well as ethical design concerns. A polished presentation may show the intended result while concealing an inaccurate claim. Parents can ask what condition was held constant and what could make the result change. A child who admits uncertainty is often demonstrating stronger scientific understanding than someone who declares the prototype infallible.

A sustainable week for a Punggol teenager

Manjusri’s school week may involve academic lessons, ALP, ACE arts experiences, CCA, HBL and selected performances or leadership opportunities. Not every publicised activity applies to every pupil at the same time. The real schedule, transport and school instructions govern. A teenager who travels from Punggol after a late band rehearsal may have less time for homework than a classmate living nearby. Parents should account for meals, independent study, sleep and family life before adding extra tuition. A short focused correction of one misconception can be more productive than several hours of repetitive work undertaken while exhausted. The goal is a balanced student who can participate meaningfully and learn independently.

A realistic first-month transition

If the child is posted to Manjusri, obtain current 2027 registration, reporting, uniform and booklist instructions. Do not reuse 2026 timetable or open-house dates as though they apply to the new cohort. Practise the actual route to Ubi and establish one assignment record. During the first weeks, ask the pupil about friends, teachers and an ALP or arts experience. Identify one topic that remains difficult and decide whether teacher consultation or targeted extra practice is needed. Also ask whether the child knows whom to approach for wellbeing concerns. This is a suggested home routine rather than an official school calendar. Successful adjustment means belonging and growing independence, not immediate perfection in every subject.

Three fictional PG2 family profiles

A non-affiliated child with PG2 eligibility scores 25 and considers Manjusri based on the completed 2026 non-affiliated last admitted score. The family knows the 2027 result could differ and includes realistic school alternatives. Another child from Maha Bodhi or Mee Toh considers affiliated posting but verifies the current rules rather than assume the school name guarantees a place. A third pupil enjoys smart-city technology but feels nervous about performing; the family recognises that Manjusri’s ALP and ACE arts offer different learning experiences, some broad-based and some selected. These examples are hypothetical, not actual pupil placements, programme guarantees or future vacancies.

Frequently asked questions about Manjusri PG2

Does Manjusri admit PG2 pupils? Its completed 2026 intake recorded non-affiliated 21–25 and affiliated 22–25 ranges. Were the last admitted scores the same? Both were 25 in that exercise. Are Maha Bodhi and Mee Toh affiliated? Yes, subject to current MOE eligibility rules. Is the school co-educational? Yes. Does a Buddhist heritage mean all students must take school-wide religious lessons? The school’s open-house FAQ says no. What is the ALP? Smart City and Assistive Technologies. What is ACE? Appreciate, Create and Experience, the arts LLP. Are JAMS and arts awards guaranteed for everybody? No. Can eligible PG2 pupils take a G3 subject? Potentially under formal conditions. Is tuition mandatory? No.

Your Next Step and official references

Review the MOE-linked Manjusri profile, affiliation and 2026 PG2 ranges, Smart City and Assistive Technologies ALP, ACE Aesthetics LLP, Principal’s Message, School Publications and 2026 Handbook, 2026 Timetables, Manjusri homepage, and MOE SchoolFinder. For generic six-choice strategy use the Punggol PG2 school-selection guide.