Montfort Secondary School is a boys-only Catholic government-aided secondary school at 50 Hougang Avenue 8, Singapore 538785. A Punggol family might investigate its Made In Montfort coding, design and making Applied Learning Programme and its outdoor-adventure-and-sports leadership pathway. It is a mainstream Full Subject-Based Banding school, not an Integrated Programme or IB Diploma school. Before discussing an attractive robotics project or sports CCA, the family must check its boy’s Posting Group eligibility, any recognised Montfort Junior affiliation and the real daily route towards Hougang Avenue 8.

For the completed 2026 Secondary 1 intake, Montfort’s historical non-affiliated last-admitted PSLE scores were PG3 22, PG2 25, PG1 29, while affiliated references were PG3 22, PG2 24, PG1 28. Affiliation and non-affiliation are separate admission categories even when one historical number happens to be equal. These are not guarantees for 2027. Parents should compare the child’s genuine interest in making, electronics and sports with the school’s teaching, support, religious ethos, CCAs and the late return to Punggol.

• Boys-only school, 50 Hougang Avenue 8, Singapore 538785; Catholic school ethos.
• 2026 historical non-affiliated COPs: PG3 22, PG2 25, PG1 29; affiliated: PG3 22, PG2 24, PG1 28.
• Montfort Junior School connection is relevant to affiliation; verify current applicant conditions rather than assuming priority.
• Made In Montfort ALP includes design, coding, electronics and making; 2026 page describes a Secondary 2 AI/cloud learning component.
• LLP develops leadership through outdoor adventure, sport, teamwork and risk assessment.
• Check the six-choice school list, boy’s interests and the whole Punggol–Hougang transport budget.

What Montfort Secondary School actually offers Punggol families

A useful school guide begins by telling the parent what school is being discussed and what matters now. The rest of the decision demands more care. Applied learning, sports achievements and community projects are valuable only to the extent that an ordinary student can participate and make progress. A parent should ask what a pupil learns and can explain after a project, and what happens when the child needs support. The goal is neither fear of a poor score nor admiration of an attractive brochure; it is education that works.

The Montfort identity needs to be understood, not assumed

The official school describes a Catholic community guided by the values and motto Age Quod Agis—Do Well in Whatever You Do. It shares a common vision, mission and values with Montfort Junior School. Parents may value a boys-only school with a strong tradition in service, academic work, sport and responsibility. Others may want to ask exactly what the school’s faith-based activities and everyday pastoral arrangements mean for their family. A school ethos is helpful when it is explained in terms of how teachers and pupils treat each other.

Affiliation must be checked, not borrowed from a friend’s experience

Montfort’s link with Montfort Junior is visible in the schools’ shared statements and education heritage. The completed 2026 intake displayed different affiliated and non-affiliated references: PG2 24 affiliated compared with 25 non-affiliated, and PG1 28 affiliated compared with 29 non-affiliated. The fact that the non-affiliated historical threshold is numerically higher in those categories is not a reason to assume affiliation is a disadvantage or automatically helpful in every year. Posting patterns vary. The correct question is whether the pupil qualifies and what the actual current admissions rules say.

Made In Montfort: the Applied Learning Programme in action

The school’s September 2026 Applied Learning Programme page describes design, coding and making. In Secondary 1, pupils learn basic programming, electronics and microcontrollers, then apply the ideas through design-thinking challenges. These can bring the abstract rules of Mathematics and Science into practical problems. A parent should ask how pupils check circuits, design safely, explain a failed test and revise their ideas. Operating a device without understanding its logic is not the same as learning engineering.

Why a microcontroller project is an excellent first-principles lesson

Consider a simple circuit in which an input sensor should control a light. If the light behaves incorrectly, pupils should not merely copy new code from a friend. They can test the supply, wiring, sensor data, logic condition and output, then record which change solved the problem. That sequence develops observation, logical reasoning, variable isolation and clear explanation. A student who learns to debug can apply similar thinking when correcting algebra, evaluating scientific evidence or revising a written argument.

Secondary 2 AI, cloud services and the changing technology industry

Montfort’s 2026 ALP page describes collaboration with AWS Educate and Cloud Tech in Secondary 2, introducing applications of AI and machine learning such as image recognition, natural-language chatbots and reinforcement learning. This can expose pupils to contemporary software systems. Parents should ask how teachers teach model limitations, data and ethical judgement, and whether pupils do their own work rather than treating AI output as an answer key. These are educational opportunities, not promises that every student will become a software engineer.

Tier 2 making: workshop access is not automatic

The official programme page describes further opportunities in a Makerspace such as 3D printing, laser cutting and maker learning journeys. It also says the Maker Club CCA supplements foundational ALP learning. That distinction matters: all pupils may encounter introductory design work, while advanced fabrication sessions, clubs and competitions can have selection, schedule or safety conditions. Families should ask how access is decided and whether a beginner can develop skills progressively.

The outdoor-and-sports LLP teaches controlled risk and teamwork

Montfort’s Learning for Life Programme combines sports education and outdoor adventure. The official description emphasises planning, collaboration, resilience, active participation and risk assessment. Activities may include challenges that take a child beyond familiar conditions, along with reflection afterward. The important parent question is not whether an activity looks daring in a photograph. It is how trained adults supervise it, how pupils assess risks, and how confidence grows without pushing children beyond appropriate readiness.

An adventure experience can strengthen an ordinary student

Imagine a boy who hesitates to try something new and worries about disappointing the group. A well-run outdoor experience can help him plan, take a manageable step, contribute to a team and reflect on what changed. Not every pupil will become a top athlete. The educational value can be self-management and courage. Ask what activities are compulsory, how the school makes reasonable adaptations, and how the pupil will be supported if he has a relevant physical or emotional need.

Sports achievement is not the only form of leadership

The school’s LLP includes sport-based challenge and opportunities for pupils to learn teamwork. A boy who is not an outstanding athlete can still help his classmates, take responsibility for equipment or organise a task ethically. The family should ask how teachers notice pupils who contribute without winning trophies, and whether leadership and service roles are available across activities.

2026 DSA sports categories have a closed application window

Montfort’s 2026 DSA notice for Secondary 1 entry in 2027 listed badminton, softball, basketball, football, rugby and wushu. The application period was 6 May–2 June 2026 and is closed by November 2026. A parent should not mistake a dated official website heading saying ‘now open’ for a fresh 2027 application opportunity. The school’s official page also contains some older date references, which reinforces the need to check MOE’s current year schedule directly before acting.

CCA education has its own weekly timetable

Montfort publishes sports, performing arts, clubs, societies and uniformed group offerings, alongside its 2026 CCA schedule. A child’s day may differ considerably depending on whether he joins Maker Club, a sport, music or uniformed group. Before using the 2026 CCA list to choose the school, request the actual upcoming allocation rules and timetable, including training venue and late dismissal. A long Punggol commute can become more demanding when activities run into the evening.

Boys-only does not mean one identical way of learning

An all-boys school can be a positive fit for an individual child, but it cannot be judged through stereotypes about boys all preferring sport, competition or physical challenge. Some pupils thrive through writing, art, music and quiet research; others enjoy active outdoor programmes and design challenges. The appropriate school supports varied strengths and does not pressure a pupil to become a stereotypical student. Ask the boy how he felt during the visit and which adults he could approach when confused.

Montfort versus a nearer Punggol campus

A Punggol family comparing Montfort with Edgefield, Greendale, Punggol Secondary or Yusof Ishak should consider actual admission routes and daily logistics. Montfort’s making and outdoor leadership may be particularly attractive, but a nearer school could offer different strong programmes with more time for homework and sport. The comparison should involve real learning activities, the boy’s own preferences and a normal weekday schedule—not an adult’s insistence on a familiar historic school name.

A Punggol geography check before deciding

Actual Punggol starting zone	School-day journey to test
Punggol Central / MRT	Test Northeast Line travel towards Hougang and actual bus or walking access to Hougang Avenue 8.
Punggol Field / Oasis	Check whether a direct bus towards Hougang Avenue 8 competes with rail plus a final transfer.
Matilda / Sumang	Include the first LRT or feeder leg from home to Punggol’s main connections.
Northshore / Punggol Point	Calculate the entire feeder, train/bus, last walk and after-sports return before calling the school near.
Edgedale / Waterway East	Test the actual corridor towards Hougang and compare the time with relevant schools in eastern Punggol or Sengkang.
Family with a younger boy at Montfort Junior	This may be logistically relevant, but confirm each child’s own start, finish, affiliation and school-admission rules.

Because the campus is at 50 Hougang Avenue 8, Singapore 538785, a family’s door-to-door journey depends on its real home block and the likely CCA return. A Punggol home near the main MRT station is a different origin from a flat in Northshore or an address on Sumang Walk. Test a normal schoolday route, wet-weather walking and the late CCA journey. A school can be educationally attractive but incompatible with a pupil’s available time or caregiving situation. See the Punggol transport and walking guide for more checklist questions.

CCA research: which activity is right for the individual child?

Interests	Useful parent verification
Maker Club	Ask whether the pupil has access to digital fabrication, electronics and safe supervision beyond Tier 1 ALP.
Badminton / basketball	Review trials, coach approach, actual training days and whether the boy genuinely enjoys the sport.
Football / rugby / softball	Check sport-specific skills, protective equipment, travel after training and current-year options.
Wushu	Ask about beginner entry, safe progression, performance and competition obligations.
Performing arts	Explore music or performance interests without presuming every boy wants technical or competitive sport.
Uniformed groups	Check leadership, service, camps, safety arrangements and commitment.
Outdoor-adventure LLP	Distinguish curriculum experiences from individual CCA allocations and optional residential activities.

A published CCA is not a guaranteed place and a DSA talent category is not a general enrolment promise. Some activities have trials, auditions, separate divisions or changing training locations. Parents should ask the school for current-year allocation rules, exact practice days, safe return arrangements and the pupil’s own willingness to participate regularly. A CCA can give identity and friendships; it should not be forced because of its appearance on a future admissions portfolio.

Six family situations with different honest answers

PSLE 19, passionate about practical engineering

The child is ordinarily PG3-eligible and numerically three points better than the historic 2026 Montfort non-affiliated PG3 boundary of 22. That comparison does not book a seat. The family asks what first-year ALP work actually involves, what the boy could do with a Maker Club, and whether the Punggol-to-Hougang route leaves time for sustained study and rest.

PSLE 22, a boy who prefers group sport

This is a normal PG2/PG3 choice-band score. The completed 2026 PG3 last-admitted number was 22 for both the affiliated and non-affiliated routes, but historical equality does not guarantee a new place. The family compares starting subject demands and school alternatives, and checks which LLP and CCA experiences the pupil would actually enjoy.

PSLE 24, Montfort Junior affiliation applies if verified

The family must confirm the pupil’s affiliation entitlement. The historical affiliated PG2 boundary was 24, while the non-affiliated PG2 boundary was 25. Using the right historical column is important, but neither number predicts the 2027 outcome. The school’s teaching, sport and daily travel must also fit.

PSLE 25, comparing PG1 and PG2

Under the normal mapping the boy may choose PG1 or PG2. Montfort’s historic PG2 last-admitted non-affiliated number was 25; PG1 was 29. These are different categories, not a reason to choose the higher posting group for reputation alone. The family should examine actual academic readiness and places available under the chosen group.

PSLE 28, eligibility and learning support question

The aggregate lies in the normal PG1 band only when the English and Mathematics condition is met. The completed 2026 non-affiliated PG1 last-admitted number at Montfort was 29, but that historical margin does not guarantee 2027 entry. The family should ask about literacy, Mathematics foundations and the actual school support system before choosing.

Punggol Point child, keen on Maker Club but exhausted by travel

An exciting technology programme can be worth extra travel for a motivated child, but the journey starts with a feeder from Punggol Point, continues towards Hougang and ends with a final bus or walk. The family makes a late-CCA trial, checks the child’s bedtime and compares nearer schools. A school decision should be sustainable in November and in an ordinary rainy Tuesday of the new term.

PSLE Score, Posting Group and subject level are three different facts

A PSLE aggregate supports an ordinary Secondary 1 admission route through Posting Group 3, 2 or 1 (PG3, PG2, PG1). The separate labels G3, G2 and G1 refer to academic subject levels within Full Subject-Based Banding. A pupil can have different strengths across subjects; eligibility for a more demanding level in one subject depends on published placement rules and school decisions, not on a parent’s preference for a label. An individual child’s official results and school-entry notice are always more authoritative than a general article.

PSLE result	Normal group mapping	Practical meaning
4–20	PG3	Check the school’s PG3 range and actual programme fit.
21–22	PG2 or PG3	Compare realistic schools under both permitted routes, then choose one group across six choices.
23–24	PG2	Check PG2 options rather than comparing only PG3 admission figures.
25	PG1 or PG2	Assess academic readiness, subject-level opportunities and both sets of eligible schools.
26–30	PG1 if English and Mathematics are both AL7 or better	Read the official subject ALs and eligibility details.
31–32	Not the ordinary PG1–PG3 mapping	Seek primary-school/MOE advice on authorised alternatives.

Do not turn a child’s aggregate into a permanent judgement. Two pupils with the same total may be very different readers and mathematical thinkers. The meaningful school question is whether each can learn, ask for support and grow over four years.

The completed 2026 intake is a reference, never a promise

The stated last-admitted PSLE figures for Montfort Secondary School describe Secondary 1 entry in 2026, from the 2025 PSLE cohort. They do not predict the actual cut-offs for the 2027 intake. Cohort results and choice patterns can change, and the last-admitted score is only established after posting. When a school has affiliated and non-affiliated categories, keep the columns separate. Use MOE SchoolFinder for the current official profile.

Admission route	2026 non-affiliated COP	2026 affiliated COP
PG3	22	22
PG2	25	24
PG1	29	28

Identical historical PG3 numbers do not erase the distinction between affiliated and non-affiliated categories. For PG2 and PG1 the two columns were different. Only the official determination of affiliation applies to a particular boy. A parent should not substitute a friend’s school status, a sibling’s experience or an online rumour for the actual rule.

Which real schools should a Punggol family compare?

Location or category	School choices to investigate	Why the comparison matters
Punggol	Edgefield, Greendale, Punggol and Yusof Ishak Secondary	Shorter routes may preserve rest, but their programmes and score ranges differ.
Sengkang	Compassvale, North Vista, Seng Kang, Pei Hwa and CHIJ St. Joseph’s Convent	Compare engineering, design, arts, sport, leadership, girls-only eligibility and transport.
Anchorvale SAP option	Nan Chiau High	Higher Chinese and PG3-only historic SAP route; not equivalent to a local PG2 or PG1 option.
Hougang	Hougang Secondary, Montfort Secondary and other verified school choices	Check boys-only/coeducational policy, affiliation where relevant, actual Hougang journey and CCAs.
Integrated programmes elsewhere	School-specific IP-to-A-Level or IP-to-IB Diploma tracks	These are not a separate stream within each mainstream school.

Parents should not assume that a school a few kilometres farther away is academically more suitable, nor that a nearby school is automatically available at the child’s score. Entry eligibility determines which applications make sense; programme fit, culture, safety and travel help decide their order. Schools may have different pastoral and subject-support arrangements, so investigate those rather than relying only on historic last-admitted scores.

Why IP and IB are separate decisions

Montfort Secondary School offers mainstream Full Subject-Based Banding, not the Integrated Programme or the IB Diploma Programme at Secondary 1. IP refers to a particular longer secondary-to-pre-university route run by specific schools. Some IP schools progress towards A-Levels and others towards the International Baccalaureate Diploma. The IB Diploma is a two-year pre-university qualification, not an additional Posting Group or a label a mainstream school automatically acquires by having a good STEM programme.

A Punggol child who could apply for IP should compare actual entry rules, learning style, costs, workload and the whole longer journey. Choosing a mainstream school does not prevent later JC, polytechnic, ITE and university opportunities when the relevant qualifications and prerequisites are achieved. Parents should keep the pupil’s academic interests alive without declaring one school badge a guarantee of adult success.

What the six school choices should achieve

The ordinary Secondary 1 Posting process allows families to name up to six schools in preference order. For pupils offered a choice of Posting Group, the selected group applies across the six choices. Posting uses academic merit and applicable tie-breakers, including citizenship, choice order and a computerised ballot at relevant ties. An online list cannot promise a result merely because a school had a higher last-admitted number in a prior year.

MOE advises families to consider at least two or three schools for which the child’s score is numerically better than the previous year’s last-admitted score. Even these are historical margins, not guarantees. The sixth option must still be an acceptable destination; otherwise the parent is using a supposedly safe choice that might leave the student with a difficult four-year commute or unsuitable learning environment.

Four journeys, not one transport estimate

The correct journey begins at the actual home block. A Punggol Central student may reach the Northeast Line almost immediately; a Northshore or Punggol Point student may need a feeder; and households in Sumang, Matilda, Oasis and Edgedale may have different direct buses or LRT loops. The same Hougang campus can therefore be feasible for one family and exhausting for another. Never infer a universal home-to-school time from the school address or one station-to-station journey.

1. Test a normal morning and arrive at a realistic school time.
2. Test the usual afternoon return after dismissal.
3. Test the return after the child’s likely CCA finishes, including transfers and the final walk.
4. Plan a safe alternative for bad weather, a transport disruption or a day when the child is unwell.

Record when the child will eat, rest, practise an activity, read and sleep. If the weekly timetable is already implausible, adding extra tuition may make learning worse. Distance is not the only measure, but repeated lost time is a real cost. Families should make that trade-off consciously.

The first-principles test: how does the school help when an answer is wrong?

One pupil might enter Secondary 1 able to calculate with numbers but still misunderstand algebraic equality. Another may repeat facts in Science but struggle to use evidence. A third may be able to quote a sentence in an English comprehension answer without explaining how it supports an inference. The learning need is to repair that specific reasoning step. Ask school staff how teachers identify and address recurring misconceptions instead of merely adding questions.

For example, 2(x+5) is 2x+10, not 2x+5, because multiplication distributes across both terms. The useful teaching action is to show why this is true, then let the pupil explain the principle through a new example and check independently. In a STEM project, similarly, a failed prototype can teach controlled testing and evidence. The family should value real correction and growing independence over an impressive pile of unexamined practice.

A post-secondary pathway is not fixed at age twelve

From 2027 the Singapore-Cambridge Secondary Education Certificate (SEC) examines subjects at the applicable General levels for the relevant graduating students. Later options include JC or Millennia Institute, direct polytechnic entry, Polytechnic Foundation Programme, ITE Higher Nitec and subsequent qualifications depending on subject levels, results and programme-specific requirements. The new Post-Secondary Admissions Exercise announced for 2028 affects the relevant applicant cohort, while a child entering Secondary 1 in 2027 will reach that later decision years afterward. Current official rules must be checked then.

A coding ALP does not guarantee a computing degree. A strong sports CCA does not guarantee admission to a particular JC; an all-boys school does not define a child’s academic aptitude. The important present-day plan is to develop the foundations for later decisions: clear language, sound Mathematics, evidence-based Science, ethical judgement, perseverance and opportunities to explore genuine interests.

A 90-day parent support plan

Period	Parent priority	Sign that support is working
First two weeks	Travel independence, timetable, teachers, materials and belonging	The child reaches school reliably and knows where to ask for help.
Weeks 3–4	First academic tasks in English, Mathematics and Science	The child can explain one corrected mistake, not merely quote the answer.
Weeks 5–6	CCA allocation and actual late return	The family has a workable routine that protects ordinary sleep.
Weeks 7–8	Friendship, motivation, reading and homework load	The child reports specific successes and seeks help when uncertain.
Weeks 9–12	Teacher feedback and targeted academic or pastoral help	A small, measurable next learning goal is agreed.
End of first term	Review learning, support and wellbeing	The student can describe progress and next challenges with growing independence.

If the child is struggling, ask the school about actual learning gaps and emotional adjustment. Do not assume the initial Posting Group explains every difficulty. If external teaching support is appropriate, identify the precise concept and how improvement will be observed, and avoid overloading a pupil who already has a lengthy school and CCA day.

An actionable parent school-visit checklist

1. Confirm the pupil’s actual Posting Group, subject AL conditions and school-specific admission category.
2. Check the correct 2026 historical score column, rather than treating that number as the 2027 cut-off.
3. Ask which ALP and LLP experiences are whole-cohort and which are selective.
4. Ask about the exact subject levels, upper-secondary combinations and prerequisites in the relevant year.
5. Check whether a preferred CCA is open to beginners, whether trials apply and where it trains.
6. Ask how the school supports a pupil with uneven subject strengths or a particular special educational need.
7. Test the actual morning and late CCA journeys from the family’s Punggol block.
8. Invite the pupil to describe what they would enjoy and what would be difficult about an ordinary school week.
9. Use a balanced six-school list and keep the final preference order truthful.
10. Follow the real MOE application deadline and verify every time-sensitive claim.

This is a decision sequence, not an official timetable. The goal is a useful, evidence-backed shortlist that a child and parent can understand. A good school choice is one where the child is eligible, the daily experience is plausible and appropriate help can reach them when learning becomes hard.

School-specific questions to ask at an open house or by email

1. Does Montfort Junior affiliation apply to this pupil, and which official conditions govern it?
2. Why did completed-2026 affiliated and non-affiliated PG2/PG1 historical numbers differ, and what should we check for 2027?
3. Which Made In Montfort ALP activities reach all Secondary 1 pupils?
4. How do teachers help students debug circuits or simple code instead of guessing?
5. Which Tier 2 workshops and Maker Club experiences require special selection?
6. How are AI and cloud technologies taught responsibly at Secondary 2?
7. What outdoor and sports LLP activities are compulsory, supervised or differentiated by readiness?
8. Which 2026 DSA sports talent areas are closed and what is the later official application timeline?
9. How does the Catholic school ethos affect everyday character education and family fit?
10. How can the pupil safely return to this specific Punggol block after the chosen CCA?

Frequently asked questions about this school

Can a Punggol child apply to a school in Hougang?

Yes, where the child satisfies the actual Secondary 1 admission route and school conditions. A different planning area does not by itself disqualify an ordinary application.

Are the 2026 COP figures a forecast for 2027?

No. They describe the completed previous intake. A new last-admitted number only emerges after the next exercise.

Is this an IP or IB school?

No. It offers mainstream Full SBB and separate general subject levels, not a school-based IP/IB Diploma track.

Can a pupil at PSLE 22 choose PG2 or PG3?

Normally yes under the published mapping, but the selected group applies to the six regular choices; the actual eligibility notice remains decisive.

Can score 25 be PG1 or PG2?

Normally yes. Compare the child’s learning readiness and actual eligible schools rather than choosing only for reputation.

Is a subject-level change always possible?

It depends on the relevant school and MOE conditions, evidence and timing. Do not promise automatic movement.

Does a Maker, robotics or STEM ALP guarantee a later Computing or engineering course?

No. Later course entry depends on qualifications, subject levels, prerequisites and actual grades.

Is a particular sports CCA guaranteed to a new pupil?

No. Trials, capacity, interest and safety or activity requirements may apply.

Does a school’s faith or gender identity decide academic quality?

No. It is part of family and pupil fit, alongside actual teaching, care, subjects and participation.

What if a child does not enjoy the school after posting?

Speak with teachers about the specific issue, help establish belonging and look for practical support; do not assume an immediate school change is easy or guaranteed.

Does living nearby grant a Primary 1-style distance bonus?

Do not import Primary 1 registration rules. Check MOE’s current secondary posting criteria.

Can a pupil from this school eventually attend university?

Potentially through appropriate later qualifications and admission requirements; no Secondary 1 posting creates a university guarantee.

How do we use six choices wisely?

Rank genuine preferences, include a range of previous cut-off margins, verify the actual route and make every listed school acceptable.

What is the best help during the first term?

Check the child’s independent understanding, fatigue, friendships and teacher feedback; target real gaps rather than generic workloads.

Verified school links and Punggol learning-pathway reading

• Official Montfort campus address and contact
• School vision, Catholic ethos and Montfort Junior relationship
• Made In Montfort ALP and Tier 2 maker work
• Sports and outdoor-adventure LLP
• Official CCA activities and schedule
• Dated 2026 DSA notice and sports areas
• Distinctive programme overview
• MOE SchoolFinder
• MOE Secondary 1 Posting
• MOE Full Subject-Based Banding
• MOE DSA-Sec
• Punggol PSLE Score 4–32 decision hub
• Punggol bus, LRT and walking guide
• G3 / PG3 Punggol parent guide
• G2 / PG2 Punggol parent guide
• G1 / PG1 Punggol parent guide
• IP and IB route comparison
• Nan Chiau SAP/Higher Chinese guide
• CHIJ St. Joseph’s Convent affiliation and girls’ school guide

Source date: 14 November 2026. School addresses, programmes, CCA descriptions and historical admissions figures are based on current or dated official school materials and MOE-referenced intake information. The 2026 last-admitted scores are not 2027 results. Recheck live school conditions, subject offerings, affiliation, DSA, CCAs and routes for the application year.