Biology Tuition
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The Best In Singapore has over 31,000+ qualified and experienced home tutors.
3,900 of our private tutors specialize in:
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Each tuition teacher has between 2 to over 30 years of successful track records in helping their students' grades improve.
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Biology Tuition | Biology Tuition Singapore | Biology Tuition A Level | Biology Tuition O Level | Home Tuition In Singapore
Welcome To The Best In Singapore - Home Tuition Division
Hello 🙂 I am Amelia Lee, PhD – Princeton University, Materials Science Engineering.
I am one of the co-founders of The Best In Singapore, and I lead our Education Division comprising over 31,000 of Singapore’s most qualified and experienced home tutors.
Since 2012, we have established a strong track record of helping our students achieve better grades. You have probably heard about us from your school teachers, classmates, relatives or colleagues.
Getting into a good school and maintaining good grades is important for anyone who wants to do well in their chosen career – whether you plan to eventually work in Singapore, Asia, Europe or the United States.
Exams now require students to be able to remember large chunks of information, analyze complicated scenarios and then come up with appropriate answers.
The easier part of all these important tasks is probably the memorization of content from your textbooks. It certainly is more challenging to be able to correctly develop your higher-order thinking skills. Once you can do this, you will then need to apply the analyses are required by the increasingly difficult exam questions. Your school teachers are very good, but they are sometimes too busy to answer every question that you have.
In order to consistently achieve higher grades, you need appropriate guidance from exceptional home tutors who:
- Have proven track records of guiding their students to better understand and apply the complex information
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Choose tutors with proven track records today, so that your grades will improve in time for the coming major exams.
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Comments and feedback of the results of hiring professional home tutors from The Best In Singapore
I should have chosen Chemistry because Biology is more difficult than I thought it would be. Mr Leong from The Best In Singapore is very patient. He has a Master's in Biochemistry and has taught Bio for about 10 years. He's very familiar with the syllabus and what I need to know for the exams.
Faith Wong
Nan Hua High School
Getting good grades for Bio is important for me because I want to enter medical school in the UK. My grades had been fluctuating between B's and A's, and the uncertainty has been very stressful. I really needed an A. Mr Benny has a PhD in Biomedical Engineering, and he has been able to answer just about all the questions I had whenever we practiced on past year papers. I got my A for A Levels, and am now at Cambridge. I want to do medical research. Long road ahead of me, but I will always remember Mr Benny.
Rachel Low
Singapore Chinese Girls’ Secondary School
Before school started, I read through the textbook and had a bit of a panic attack. Bio at JC1 has so much content that I cannot understand. I resisted having home tuition, but finally stopped being in denial. I really need help. Fortunately, the Bio tuition teacher that my dad found is very friendly and encouraging. I enjoy my lessons with Mr Ignatius, and have been getting mostly B's. When I am lazy, I get a C but that is not Mr Ignatius's fault.
Bryan Lee
Anderson Serangoon Junior College
My classmates are able to understand what is in the textbooks but there are so many concepts that I just cannot get. They tried explaining to me and it is so embarrassing that even with their help, my grades are still so bad. Ms Valerie taught at MOE schools for 7 years. She is really very good. Her energy and enthusiasm for Bio makes me feel inspired that I can eventually answer tough exam questions. My grades went from F9 to C5, and I got a B3 for my O Levels.
Jefferson Tan
Hai Sing Catholic School
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Sample Tutor Profiles
Mr HH has 17 years of Chinese tuition experience. He has a PhD Chinese Studies from the University of Michigan and a Bachelor’s in Chinese from NUS (First Class Honours). Mr HH’s private tuition students attended St Stephen’s School, Henry Park Primary School, Cedar Girls’ Secondary School, Hwa Chong Institution (Integrated Programme), Raffles Institution, and River Valley High School.
Mr LT has 11 years of Biology tuition experience. He has a Bachelor’s in Medical Biology from NTU. Mr LT taught at a leading tuition centre for 4 years. His private tuition students attended St. Patrick’s School, Punggol Secondary School, School of Science and Technology, Catholic Junior College, Tampines Meridian Junior College, and Anglo-Chinese Junior College.
Ms WS has 8 years of Biology tuition experience. She has a Bachelor’s in Biological Sciences with 2nd Major in Biomedical Structural Biology from NTU. Ms WS taught at a tuition centre for 5 years. Her private tuition students attended St Patrick’s School, West Spring Secondary School, Serangoon Garden Secondary School, Jurong Pioneer Junior College, Dunman High School, and National Junior College.
Ms KHA has 16 years of Biology tuition experience. She is NIE-trained and taught at junior colleges for 7 years. Ms KHA has a Bachelor’s in Biochemistry from NUS (2nd Upper Class Honours). Her private tuition students attended Eunoia Junior College, Nanyang Junior College, Jurong Pioneer Junior College, Temasek Junior College, Anderson Serangoon Junior College, and Hwa Chong Institution.
Mr TTL has 8 years of Biology tuition experience. He has a Master’s in Microbiology from NTU. His Bachelor’s in Biology was from NUS (2nd Upper Class Honours). Mr TTL was the Head of Biology at a group of tuition centres where he taught for 7 years. Mr TTL’s private tuition students attended Presbyterian High School, Paya Lebar Methodist Girls’ School (Secondary), Nanyang Girls’ High School, National Junior College (Integrated Programme), Anderson Serangoon Junior College, and Victoria Junior College.
Mr FA has 12 years of Biology tuition experience. He has a Bachelor’s in Medical Biology from NTU. Mr FA taught at a leading tuition centre for 4 years. His private tuition students attended St. Patrick’s School, Punggol Secondary School, School of Science and Technology, Catholic Junior College, Tampines Meridian Junior College, and Anglo-Chinese Junior College.
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Affordable Home Tuition Rates
Our private tuition rates are continually updated in real-time, and are based on rates quoted by accomplished home tutors in Singapore. These market rates are derived from 53,000+ monthly tuition assignment applications from our team of 31,000+ active home tutors.
Tuition Teachers With 2 to 30+ Years Of Tutoring Experience
Tutor Hourly Rates
University Undergraduate
Graduated
MOE Teacher/PhD/Master's
Primary School
$30 - $40
$35 - $45
$50 - $70
Secondary School
$30 - $40
$40 - $55
$60 - $90
Junior College
$40 - $50
$60 - $80
$90 - $120
Polytechnic/University
$40 - $60
$60 - $90
$100 - $120
Biology Tuition | Biology Tuition Singapore | Biology Tuition A Level | Biology Tuition O Level | Home Tuition In Singapore
H2 Biology GCE A Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The syllabus aims to:
1. provide students with an experience that develops their interest in biology and builds the knowledge, skills and attitudes necessary for further studies in related fields
2. enable students to become scientifically literate citizens who are well prepared for the challenges of the 21st century
3. develop in students the understanding, skills, ethics and attitudes relevant to the Practices of Science, including the following:
3.1 understanding the nature of scientific knowledge
3.2 demonstrating science inquiry skills
3.3 relating science and society
4. address the broader questions of what life is and how life is sustained, including:
4.1 understanding life at the cellular and molecular levels, and making connections to how these micro-systems interact at the physiological and organismal levels
4.2 recognising the evolving nature of biological knowledge
4.3 stimulating interest in and demonstrating care for the local and global environment.
ASSESSMENT OBJECTIVES
The Assessment Objectives listed below reflect those parts of the Aims and Practices of Science that will be assessed.
A Knowledge with understanding
Candidates should be able to demonstrate knowledge with understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts and theories
2. scientific vocabulary, terminology and conventions (including symbols, quantities and units)
3. scientific instruments and apparatus, including techniques of operation and aspects of safety
4. scientific quantities and their determination
5. scientific and technological applications with their social, economic and environmental implications.
The syllabus content defines the factual materials that candidates need to recall and explain. Questions testing the objectives above will often begin with one of the following words: define, state, name, describe, explain or outline.
B Handling, applying and evaluating information
Candidates should be able (in words or by using symbolic, graphical and numerical forms of presentation) to:
1. locate, select, organise, interpret and present information from a variety of sources
2. handle information, distinguishing the relevant from the extraneous
3. manipulate numerical and other data and translate information from one form to another
4. present reasoned explanations for phenomena, patterns, trends and relationships
5. make comparisons that may include the identification of similarities and differences
6. analyse and evaluate information to identify patterns, report trends, draw inferences, report conclusions and construct arguments
7. justify decisions, make predictions and propose hypotheses
8. apply knowledge, including principles, to novel situations
9. use skills, knowledge and understanding from different areas of Biology to solve problems
10. organise and present information, ideas and arguments clearly and coherently, using appropriate language.
These Assessment Objectives above cannot be precisely specified in the syllabus content because questions testing such skills are often based on information which is unfamiliar to the candidate.
In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation.
Questions testing these objectives may begin with one of the following words: discuss, predict, suggest, calculate or determine
C Experimental skills and investigations
Candidates should be able to:
1. follow a detailed sequence of instructions or apply standard techniques
2. devise and plan investigations which may include constructing and/or testing a hypothesis and select techniques, apparatus and materials
3. use techniques, apparatus and materials safely and effectively
4. make and record observations, measurements and estimates
5. interpret and evaluate observations and experimental data
6. evaluate methods and techniques, and suggest possible improvements.
SCHEME OF ASSESSMENT
All candidates are required to enter for Papers 1, 2, 3 and 4.
Paper 1 (1 h, 30 marks)
This paper will consist of 30 compulsory multiple choice questions. All questions will be of the direct choice type with 4 options.
Paper 2 (2 h, 100 marks)
This paper will consist of a variable number of structured questions, all compulsory, including data-based or comprehension-type questions. These include questions which require candidates to integrate knowledge and understanding from different areas of the syllabus.
Paper 3 (2 h, 75 marks)
This paper will consist of a variable number of long structured questions, all compulsory, including data-based or comprehension-type questions and one free-response question of 25 marks. These include questions that assess the higher-order skills of analysing, making conclusions and evaluating information and require candidates to integrate knowledge and understanding from different areas of the syllabus.
Section A (50 marks) will comprise two or more compulsory long structured questions.
There will be one or more stimulus materials that may be taken or adapted from a source such as a scientific journal or book. This material may not necessarily relate directly to the content of the syllabus. Questions may require candidates to explain terms used in the passage, analyse data, justify decisions, perform calculations and draw conclusions based on information in the stimulus material.
Section B (25 marks) will comprise two free-response questions, from which candidates will choose one.
The quality of scientific argumentation and written communication will be given a percentage of the marks available.
Paper 4 (2 h 30 min, 55 marks)
This paper will assess appropriate aspects of Assessment Objectives C1 to C6 in the following skill areas:
• Planning (P)
• Manipulation, measurement and observation (MMO)
• Presentation of data and observations (PDO)
• Analysis, conclusions and evaluation (ACE).
The assessment of skill area P will have a weighting of 5%, and the skill areas MMO, PDO and ACE will have a weighting of 15%. Candidates will require access to apparatus, as stated in the Confidential Instructions. For some questions, candidates may be allocated a specific time for access to the apparatus. Paper 4 may also include data handling/interpretation questions that do not require apparatus, in order to test the skill areas of PDO and ACE.
Candidates are NOT allowed to refer to notebooks, textbooks or any other information in the Practical Examination.”
Biology Tuition | Biology Tuition Singapore | Biology Tuition A Level | Biology Tuition O Level | Home Tuition In Singapore
H1 Biology GCE A Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The syllabus aims to:
1. provide students with an experience that develops their interest in biology and builds the knowledge, skills and attitudes necessary for them to become scientifically literate citizens who are well prepared for the challenges of the 21st century
2. develop in students the understanding, skills, ethics and attitudes relevant to the Practices of Science, including the following:
2.1 understanding the nature of scientific knowledge
2.2 demonstrating science inquiry skills
2.3 relating science and society
3. address the broader questions of what life is and how life is sustained, including:
3.1 understanding life at the cellular and molecular levels, and making connections to how these micro-systems interact at the physiological and organismal levels
3.2 recognising the evolving nature of biological knowledge
3.3 stimulating interest in and demonstrating care for the local and global environment.
ASSESSMENT OBJECTIVES
The Assessment Objectives listed below reflect those parts of the Aims and Practices of Science that will be
assessed.
A Knowledge with understanding
Candidates should be able to demonstrate knowledge with understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts and theories
2. scientific vocabulary, terminology and conventions (including symbols, quantities and units)
3. scientific instruments and apparatus, including techniques of operation and aspects of safety
4. scientific quantities and their determination
5. scientific and technological applications with their social, economic and environmental implications.
The syllabus content defines the factual materials that candidates need to recall and explain. Questions testing
the objectives above will often begin with one of the following words: define, state, name, describe, explain or
outline.
B Handling, applying and evaluating information
Candidates should be able (in words or by using symbolic, graphical and numerical forms of presentation) to:
1. locate, select, organise, interpret and present information from a variety of sources
2. handle information, distinguishing the relevant from the extraneous
3. manipulate numerical and other data and translate information from one form to another
4. present reasoned explanations for phenomena, patterns, trends and relationships
5. make comparisons that may include the identification of similarities and differences
6. analyse and evaluate information to identify patterns, report trends, draw inferences, report conclusions and construct arguments
7. justify decisions, make predictions and propose hypotheses
8. apply knowledge, including principles, to novel situations
9. use skills, knowledge and understanding from different areas of Biology to solve problems
10. organise and present information, ideas and arguments clearly and coherently, using appropriate language.
These Assessment Objectives above cannot be precisely specified in the syllabus content because questions testing such skills are often based on information which is unfamiliar to the candidate. In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives may begin with one of the following words: discuss, predict, suggest, calculate or determine.
SCHEME OF ASSESSMENT
All candidates are required to enter for Papers 1 and 2.
Paper 1 (1 h, 30 marks)
This paper will consist of 30 compulsory multiple choice questions. All questions will be of the direct choice type
with 4 options.
Paper 2 (2 h, 60 marks)
This paper will comprise two sections. Paper 2 will include questions that assess the higher-order skills of
analysing, making conclusions and evaluating information and require candidates to integrate knowledge and
understanding from different areas of the syllabus.
Section A (45 marks) will consist of a variable number of structured questions, all compulsory, including at least
one data-based or comprehension-type question. The data-based question(s) will constitute 10–15 marks of the
paper.
Section B (15 marks) will consist of two free-response questions, from which candidates will choose one. The
quality of scientific argumentation and written communication will be given a percentage of the marks available.”
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H3 Biology GCE A Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The syllabus aims to:
1. provide students with an experience that deepens their knowledge and skills of biology, and fosters attitudes necessary for further studies in related fields
2. develop in students an appreciation of the practice, value and rigour of biology as a discipline
3. develop in students the skills to think deeply, laterally and critically about biological issues, so that they can critically analyse what they have read and respond through writing well-structured arguments that integrate knowledge and skills acquired from different areas of biology
4. develop in students the skills needed for effective communication to different audiences through a range of styles, modes and tools.
ASSESSMENT OBJECTIVES
The Assessment Objectives listed below reflect those parts of the Aims and Practices of Science that will be assessed.
A Knowledge with understanding
Candidates should be able to demonstrate knowledge with understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts and theories
2. scientific vocabulary, terminology and conventions (including symbols, quantities and units)
3. scientific instruments and apparatus, including techniques of operation and aspects of safety
4. scientific quantities and their determination
5. scientific and technological applications with their social, economic and environmental implications.
The syllabus content defines the factual materials that candidates need to recall and explain. Questions testing the objectives above will often begin with one of the following words: define, state, name, describe, explain or outline.
B Handling, applying and evaluating information
Candidates should be able (in words or by using symbolic, graphical and numerical forms of presentation) to:
1. locate, select, organise, interpret and present information from a variety of sources
2. handle information, distinguishing the relevant from the extraneous
3. manipulate numerical and other data and translate information from one form to another
4. present reasoned explanations for phenomena, patterns, trends and relationships
5. make comparisons that may include the identification of similarities and differences
6. analyse and evaluate information to identify patterns, report trends, draw inferences, report conclusions and construct arguments
7. justify decisions, make predictions and propose hypotheses
8. apply knowledge, including principles, to novel situations
9. use skills, knowledge and understanding from different areas of Biology to solve problems
10. organise and present information, ideas and arguments clearly and coherently, using appropriate language.
These Assessment Objectives above cannot be precisely specified in the syllabus content because questions testing such skills are often based on information which is unfamiliar to the candidate.
In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives may begin with one of the following words: discuss, predict, suggest, calculate or determine.
SCHEME OF ASSESSMENT
Paper 1 (2h 30 min, 75 marks)
This paper will consist of two sections, as follows:
Section A (50 marks) will comprise one compulsory stimulus-based question (25 marks) that may consist of a variable number of structured subparts; and one compulsory free-response question (25 marks), with no subparts. For the free-response question, the quality of scientific argumentation and written communication will be given a percentage of the marks available.
Section B (25 marks) will comprise two free-response questions, from which candidates will choose one. The quality of scientific argumentation and written communication will be given a percentage of the marks available.
Questions in both sections may be set on any area of the H3 and H2 syllabuses, and may require candidates to use material from different areas of the syllabuses within a single answer. Marks will also be available for evidence shown for relevant reading around the subject.”
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Biology GCE O Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
These are not listed in order of priority.
The aims are to:
1. provide, through well-designed studies of experimental and practical Biology, a worthwhile educational experience for all students, whether or not they go on to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to
1.1 become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific importance
1.2 recognise the usefulness, and limitations, of the scientific method and to appreciate its applicability in other disciplines and in everyday life
1.3 be suitably prepared for studies beyond Ordinary Level in Biology, in applied sciences or in science related courses.
2. develop abilities and skills that
2.1 are relevant to the study and practice of science
2.2 are useful in everyday life
2.3 encourage efficient and safe practice
2.4 encourage effective communication.
3. develop attitudes relevant to science such as
3.1 concern for accuracy and precision
3.2 objectivity
3.3 integrity
3.4 inquiry
3.5 initiative
3.6 inventiveness.
4. stimulate interest in and care for the local and global environment.
5. promote an awareness that
5.1 the study and practice of science are co-operative and cumulative activities, and are subject to social, economic, technological, ethical and cultural influences and limitations
5.2 the applications of science may be both beneficial and detrimental to the individual, the community and the environment
5.3 science transcends national boundaries and that the language of science, correctly and rigorously applied, is universal
5.4 the use of information technology (IT) is important for communications, as an aid to experiments and as a tool for the interpretation of experimental and theoretical results.
ASSESSMENT OBJECTIVES
These describe the knowledge, skills and abilities which candidates are expected to demonstrate at the end of
the course. They reflect those aspects of the aims which will be assessed.
A Knowledge with Understanding
Candidates should be able to demonstrate knowledge and understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts, theories
2. scientific vocabulary, terminology, conventions (including symbols, quantities and units)
3. scientific instruments and apparatus, including techniques of operation and aspects of safety
4. scientific quantities and their determination
5. scientific and technological applications with their social, economic and environmental implications.
The subject content defines the factual knowledge that candidates may be required to recall and explain. Questions testing those objectives will often begin with one of the following words: define, state, describe, explain or outline.
B Handling Information and Solving Problems
Candidates should be able – in words or by using symbolic, graphical and numerical forms of presentation – to:
1. locate, select, organise and present information from a variety of sources
2. translate information from one form to another
3. manipulate numerical and other data
4. use information to identify patterns, report trends and draw inferences
5. present reasoned explanations for phenomena, patterns and relationships
6. make predictions and propose hypotheses
7. solve problems.
These assessment objectives cannot be precisely specified in the subject content because questions testing such skills may be based on information which is unfamiliar to the candidate. In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives will often begin with one of the following words: predict, suggest, calculate or determine.
C Experimental Skills and Investigations
Candidates should be able to:
1. follow a sequence of instructions
2. use techniques, apparatus and materials
3. make and record observations, measurements and estimates
4. interpret and evaluate observations and experimental results
5. plan investigations, select techniques, apparatus and materials
6. evaluate methods and suggest possible improvements.
SCHEME OF ASSESSMENT
Candidates are required to enter for Papers 1, 2 and 3.
Theory Papers
Paper 1 (1 h, 40 marks)
This paper will consist of 40 compulsory multiple choice items.
Paper 2 (1 h 45 min, 80 marks)
This paper will consist of two sections.
Section A will carry 50 marks and will consist of a variable number of compulsory structured questions.
Section B will carry 30 marks and will consist of 3 free response questions. The first two questions are compulsory questions, one of which will be a data-based question requiring candidates to interpret, evaluate or solve problems using a stem of information. This question will carry 8–12 marks. The last question will be presented in an either/or form and will carry 10 marks.
Practical
Paper 3 (1 h 50 min, 40 marks)
This paper will comprise two to three compulsory practical questions, based mainly on Assessment Objective C. One or more of the questions may incorporate assessment of Planning (P) and require candidates to apply and integrate knowledge and understanding from different sections of the syllabus. The assessment of PDO and ACE may include questions on data-analysis which do not require practical equipment and apparatus. Candidates are not allowed to refer to notebooks, textbooks or any other information during the assessment.”
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Source: National University of Singapore website
General "A" Level Entry Requirements
For the most current and more comprehensive information, please refer to the NUS website.
“Selection of applicants for undergraduate courses will be based on academic merit. Due to keen competition for limited vacancies, the choice order of courses will also determine the selection outcome. Hence, applicants are advised to list out their course choices in their order of preference.
Applicants (regardless of nationality) presenting the Singapore-Cambridge GCE ‘A’ Level results, including full-time National Servicemen (NSF) who have a course reserved in NUS and wish to apply for a change of course may apply under this category.
Applicants will be considered for admission based on the strength of their academic achievements and additional interviews/tests if required. Applicants would need to obtain good passes in the following subjects:
H1/H2/H3 Curriculum
Four content subjects (i.e. 3 H2 and 1 H1 content-based* subjects, with at least 1 content subject to be from a contrasting discipline).
‘A’/‘AO’ Curriculum
Three ‘A’ Level content subjects.
General Paper (GP) or Knowledge Inquiry (KI)
Either General Paper (GP) or Knowledge Inquiry (KI) subject taken in the same sitting with the H2/’A’ Level content-based subjects.
Students may take KI in lieu of GP. As KI is counted as two H1 subjects (one in place of GP and one for H1 requirement), students who take KI will not be required to take the H1 content-based subject.
Project Work
H1/‘AO’ Level Project Work
Mother Tongue Language (MTL) Requirement
Meet the Mother Tongue Language (MTL) requirement for admission by having one of the following*:
- Minimum of D7 for the higher MTL paper taken at the ‘O’ Level examination.
- Minimum of ‘S’/ ‘D7’ grade for the H1/‘AO Level’ MTL paper or General Studies in Chinese.
- Minimum of ‘S’/‘O’ grade for the H2/‘A Level’ MTLL paper taken at the ‘A’ Level examination.
- Pass in the MTL ‘B’ Syllabus paper at the ‘A’ Level examination.
If you have been exempted from MTL, the MOE-approved subject-in-lieu will be considered as your MTL subject.
*Applicants who are unable to fulfil the MTL requirement but satisfy all other admission requirements will be admitted to the University on a provisional basis. Applicants will be required to fulfil the MTL requirement before being permitted to graduate.
Admission to NUS is based upon open competition amongst applicants. Potential applicants may refer to the Indicative Grade Profiles (IGP) and course places of the previous academic year to make more informed choices when applying for admission.
* Please note that H1 Mother-Tongue Language (MTL) subject cannot be considered in-lieu of a H1 content-based subject.
For courses that require additional interviews/tests, applicants will also be assessed based on their performance during interviews and/or tests.
If you have done well in your MTL subject at the ‘A’ Level examination, you are allowed to use the MTL bonus points to gain admission to the Humanities and Sciences (MTL Related) Courses.
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