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Q: Does my child's school use AI for learning? A: If your child is in a mainstream Secondary school in Singapore, the answer is yes - MOE has deployed four AI tools inside the national Student Learning Space (SLS) platform that students encounter during regular lessons and homework. If your child is in a Junior College, those tools are not available. JC students are outside the current rollout and need to find AI study support elsewhere.
TL;DR MOE runs five AI tools through its SLS platform: FA-Math (maths feedback), SAFA (short-answer feedback), LEA (learning companion), ALS (adaptive practice), and Authoring Copilot (teacher-side). All four student-facing tools operate at Secondary level. As of March 2026, none of them extend to Junior College. JC students must rely on external tools - ChatGPT, Claude, Wolfram Alpha - which sit outside the school-managed environment and are governed by each school's AI use policy.
Status: Reviewed March 2026 against MOE's published SLS documentation, the MOE EdTech Master Plan 2030, and MOE's responsible AI guidance. SLS features are updated regularly; check https://www.learning.moe.edu.sg for current feature details.
1 What SLS Is
The Student Learning Space (SLS) is Singapore's national digital learning platform, built and managed by MOE. Every student in a mainstream Secondary school or Junior College has an SLS account. Teachers use it to assign homework, run formative quizzes, share lesson resources, and track class progress. SLS is not a third-party product - it is government infrastructure, designed specifically for the Singapore curriculum and subject to MOE's data and content policies.
SLS has been in operation since 2018. In its early years it functioned primarily as a content repository and homework portal. From 2022 onward, MOE began embedding AI-powered features directly into the platform - first as pilots in specific schools, then as broader rollouts. The five AI tools described below represent the current state of that rollout as of early 2026.
Understanding SLS matters because it is the baseline that every student in the mainstream system has access to - or does not have access to, in the case of JC students.
2 The Five AI Tools at a Glance
Tool
Full name
Who it is for
What it does
FA-Math
Feedback Assistant for Mathematics
Secondary students (Maths)
Gives step-by-step feedback on worked solutions to maths problems
SAFA
Short Answer Feedback Assistant
Secondary students (multiple subjects)
Reviews short written answers and explains why they are complete, partial, or off-target
LEA
Learning Environment Assistant
Secondary students (multiple subjects)
A conversational learning companion that answers subject questions and guides revision
ALS
Adaptive Learning System
Secondary students (Maths and Science)
Adjusts the difficulty and type of practice questions based on a student's response pattern
Authoring Copilot
-
Teachers only
Helps teachers design and annotate SLS lessons faster
The four student-facing tools (FA-Math, SAFA, LEA, ALS) are embedded into SLS learning activities - students encounter them as part of assigned work, not as a separate app. Authoring Copilot is visible only to teachers building lesson content.
3 FA-Math: Maths Feedback at the Step Level
What it does
FA-Math is a feedback tool attached to structured maths questions inside SLS. When a student submits a worked solution, FA-Math analyses not just whether the final answer is correct but where in the working the student went wrong.
In practice, this means a student who writes out four steps to reach an incorrect answer receives feedback that identifies which step introduced the error - rather than just being told "wrong answer, try again." The feedback language is plain English rather than teacher jargon.
Which subjects and levels it covers
FA-Math operates within Secondary Mathematics. It covers both E-Math (Elementary Maths) and A-Math (Additional Maths) at Secondary 1 through 4, and is deployed in SLS activities that teachers have built using the FA-Math-enabled question format. Not every maths question in SLS uses FA-Math - it depends on whether the teacher built the activity with the tool enabled.
What students actually experience
A student doing SLS homework on simultaneous equations submits their working. Instead of a green tick or red cross, they see a message explaining that their working up to step 2 is correct but the substitution in step 3 introduced an error - and a pointer to the specific algebraic property they misapplied. They can then correct that step and resubmit.
This is meaningfully different from a plain answer checker. The feedback loop approximates what a teacher would say if they were marking in real time - without requiring the teacher to be available.
4 SAFA: Short Answer Feedback Across Subjects
What it does
SAFA (Short Answer Feedback Assistant) provides automated commentary on short written responses - the kind of one-to-four sentence answers that appear in structured science, humanities, and language questions. It assesses whether the student's response addresses the key points the question requires and explains any gaps.
SAFA does not assign a mark. It tells the student whether their answer is complete, partially addresses the question, or misses the point - and explains why in a way that helps the student revise rather than just rephrase.
Which subjects and levels it covers
SAFA is subject-agnostic in principle but has been implemented most extensively in Secondary Science (Biology, Chemistry, Physics) and Secondary Humanities (Geography, History, Social Studies). It operates at Secondary 1 through 4. Like FA-Math, it is embedded into specific SLS activities that teachers configure - it is not available on every short-answer question automatically.
What students actually experience
A Secondary 3 Geography student answers a question about the causes of urban heat islands. Their response mentions road surfaces but misses the contribution of reduced vegetation cover. SAFA flags that the answer is partial, notes that the vegetation mechanism is not addressed, and suggests revising to include it. The student is not told what to write - they are told what is missing, which is a different kind of feedback.
5 LEA: A Conversational Learning Companion
What it does
LEA (Learning Environment Assistant) is the most visible AI feature in SLS from a student perspective. It is a conversational interface - a chatbot, in plain language - that students can query during SLS learning activities. LEA can explain concepts, answer questions about the subject being studied, help students understand instructions, and guide them through revision approaches.
Unlike a general-purpose chatbot such as ChatGPT, LEA operates within a scoped curriculum context. Its responses are shaped by the SLS lesson it is attached to and by the MOE curriculum content relevant to that activity. MOE has designed LEA to guide rather than answer directly - it asks follow-up questions, checks understanding, and redirects students toward reasoning rather than handing over finished explanations.
Which subjects and levels it covers
LEA is available across multiple subjects at Secondary level. It has been deployed in English Language, Mathematics, Sciences, and some Humanities contexts. Secondary 1 through 4 students encounter it within specific SLS activities. The scope of LEA's curriculum knowledge is bounded by the Singapore Secondary syllabus - it does not cover JC-level content.
What students actually experience
A Secondary 2 student working on a Science activity is confused about why diffusion occurs. They type a question into LEA. Instead of receiving a paragraph-length explanation, LEA asks: "What do you know about particle movement at different concentrations?" The student answers, and LEA responds by confirming what they got right and introducing the concept of concentration gradients through a follow-up question. The dialogue continues for three or four exchanges until the student arrives at the correct understanding. The process takes longer than reading a textbook answer but produces better recall because the student constructed the understanding themselves.
6 ALS: Adaptive Practice That Adjusts to the Student
What it does
ALS (Adaptive Learning System) changes what practice a student sees based on their performance. In a traditional SLS activity, every student in a class receives the same set of questions. In an ALS-enabled activity, the questions adapt: if a student consistently answers a particular question type correctly, the system stops presenting more of that type and moves on; if they struggle with a specific concept, the system surfaces additional practice on that concept before progressing.
The adaptation happens in real time within the same session, not over multiple sessions. ALS is not building a long-term learner profile in the way a commercial adaptive learning platform might - it is applying dynamic question selection within a teacher-defined activity.
Which subjects and levels it covers
ALS has been most extensively deployed in Secondary Mathematics and Secondary Sciences. It operates at Secondary 1 through 4. The adaptive logic is built into specific SLS activities - teachers can choose to create ALS-enabled practice or use static question sets.
What students actually experience
A Secondary 4 student doing SLS Chemistry practice on moles and stoichiometry starts with five relatively straightforward calculation questions. They answer them correctly. The next set of questions shifts to multi-step problems involving limiting reagents - the system recognised the student was comfortable with the basics and moved to the harder application. A classmate who struggled with the initial calculations receives additional scaffolded questions on mole ratios before the system attempts limiting reagent problems. Both students complete the same activity but cover different question paths.
7 Authoring Copilot: Teacher-Facing and Not for Students
Authoring Copilot is worth including because parents and students sometimes hear the name mentioned. It is a teacher-side tool - students do not interact with it directly.
Authoring Copilot assists teachers in building SLS lesson activities faster. It can suggest question types for a given learning objective, generate initial question drafts that teachers then review and edit, and recommend resource links from MOE's SLS content library. The tool reduces the time a teacher spends on the mechanical parts of lesson design, freeing up time for the pedagogical decisions that require professional judgment.
The relevant implication for students: some of the SLS activities you receive - including the FA-Math, SAFA, and ALS questions in them - may have been initially drafted with Authoring Copilot. The teacher has reviewed and approved the content, but the first-pass generation was AI-assisted.
8 The JC Gap: SLS AI Tools Stop at Secondary Level
This is the most important thing JC students and their parents need to know.
As of March 2026, FA-Math, SAFA, LEA, and ALS are not available to Junior College students. JC students have SLS accounts and use the platform for teacher-assigned content. But the AI-powered features - the adaptive practice, the step-level maths feedback, the learning companion - do not extend to JC level.
This is a confirmed gap, not a temporary rollout lag. MOE has described the SLS AI features in the context of the Secondary school curriculum. JC students are outside the current deployment.
The practical consequence is significant:
Level
SLS AI tools available
Adaptive maths practice
Step-level feedback
Conversational tutor
Secondary 1–4
Yes (FA-Math, SAFA, LEA, ALS)
Yes (ALS)
Yes (FA-Math)
Yes (LEA)
Junior College 1–2
No
No
No
No
A Secondary 4 student preparing for O-Levels has access to AI-assisted adaptive practice and step-by-step feedback built into their school's official learning platform. A JC1 student preparing for A-Levels does not. If a JC student wants the equivalent - adaptive practice, concept explanations, answer feedback - they must turn to external commercial tools.
9 What This Means for JC Students
JC students who want AI-assisted study support have three broad options:
General-purpose AI assistants. ChatGPT, Claude, and Gemini can explain concepts, answer questions about H2 syllabus topics, give feedback on essays, and work through problems. They are not trained on the Singapore A-Level syllabus specifically and may give answers that are conceptually correct but pedagogically misaligned with SEAB marking schemes. Students need to verify AI explanations against MOE syllabus documents and past-year mark schemes.
Subject-specific tools. Wolfram Alpha for H2 Maths and physics calculations, Photomath for step-level algebra, Desmos for function visualisation. These are narrower in scope but more reliable for specific tasks.
Tuition centre AI tools. Some tuition centres have built or licensed AI tools specifically calibrated to the Singapore A-Level curriculum. These operate outside the school system but may align more closely with SEAB expectations than general-purpose AI.
10 Parent Perspective: What to Expect From School vs What You Need to Supplement
What the school provides (Secondary)
If your child is in Secondary school, MOE-deployed AI tools are part of their learning environment. You do not need to set these up - they are embedded in SLS activities that teachers assign. The school is not required to inform you each time an AI feature is used in a lesson, any more than they notify you when a calculator is used.
What you can do: ask your child whether they are receiving FA-Math feedback on maths homework, whether LEA is helping them understand concepts, and whether they are finding the adaptive practice useful. If the answer is no, it may mean their teachers are not yet using these features in the activities they assign - teacher adoption is not uniform.
What the school provides (JC)
If your child is in JC, the school provides SLS-based lesson content and teacher-assigned activities. It does not provide AI-assisted adaptive practice or step-level feedback through SLS. Your child's JC may have its own supplementary AI tools - some JCs have piloted AI-assisted marking or run AI literacy programmes - but these are school-specific, not MOE-standard.
What parents may need to supplement
For Secondary students: the SLS AI tools cover in-school and homework practice. They do not cover revision study sessions outside school hours, cross-topic synthesis, or timed exam practice. External tools (carefully chosen) or a tutor can fill these gaps.
For JC students: the SLS AI gap means that AI-assisted learning is entirely the student's and family's responsibility to arrange. This is not a criticism of JCs - it reflects where MOE's current rollout sits. A JC student serious about using AI to study well will need to invest time in learning how to use general-purpose AI tools correctly for H2 subjects, which is itself a skill that takes practice.
11 SLS AI Tools vs Commercial AI Tools
A common question from parents is whether SLS's AI features are equivalent to ChatGPT or similar tools. They are not, in several ways:
Dimension
SLS AI tools
Commercial AI (ChatGPT, Claude)
Curriculum alignment
Built around Singapore MOE syllabus
General knowledge; not syllabus-specific
Scope
Tied to specific SLS activities
Open-ended; any topic
Feedback style
Guiding, step-level, pedagogically structured
Varies; can be too directive or too vague
Data privacy
MOE-governed, within Singapore's educational data framework
Subject to commercial platform terms
Access
Requires SLS account; assigned by teacher
Open access with an account
JC availability
Not available
Available
Risk of over-reliance
Lower (structured, pedagogically designed)
Higher (students may copy rather than learn)
The SLS tools are not more powerful than ChatGPT in terms of raw capability. They are more appropriate as a learning tool because they are designed to guide students toward understanding rather than provide finished answers. Commercial AI tools can produce high-quality explanations but require the student to use them in a way that builds skill rather than substituting for it.
This distinction matters most for essay and long-response subjects. FA-Math giving step-level feedback on a maths working is by design resistant to misuse - the student has to show the working themselves. ChatGPT answering "solve this integration problem" has no such structure. The discipline of using commercial AI tools well is a learner skill that has to be developed explicitly.
12 FAQ
Does my child's school use AI?
If your child is in mainstream Secondary, yes - SLS AI features (FA-Math, SAFA, LEA, ALS) are available across Secondary schools. Whether teachers in your child's specific school actively build activities that use these features varies. If your child is in JC, the SLS AI tools are not deployed at JC level.
Are SLS AI tools available for JC?
No. As of March 2026, the student-facing AI features in SLS - FA-Math, SAFA, LEA, and ALS - are deployed at Secondary level only. JC students have SLS accounts but do not have access to these tools.
Is SLS the same as ChatGPT?
No. SLS is a government-managed learning platform, not a general-purpose AI assistant. The AI features inside SLS are specific tools (FA-Math, SAFA, LEA, ALS) embedded into teacher-assigned activities. They are designed to guide learning within the Singapore curriculum, not to answer any question a student might type. ChatGPT is a general-purpose AI with no Singapore curriculum alignment and no pedagogical structure around its responses.
Can JC students use SLS AI tools for A-Level preparation?
No. The SLS AI tools do not cover A-Level content. JC students who want AI-assisted study support need to use external tools and take responsibility for ensuring those tools align with SEAB marking expectations.
Will MOE extend SLS AI tools to JC?
MOE has not published a timeline for extending SLS AI features to JC. The direction of travel - building AI features into SLS progressively - suggests it will happen eventually, but there is no confirmed date. JC students preparing for A-Levels in 2026 and 2027 should plan on the assumption that SLS AI tools will not be available during their JC years.
Is it safe for my child to use SLS?
SLS is a government-managed platform subject to MOE's personal data protection policies and Singapore's PDPA. Student data in SLS is not sold to third parties and is not used for commercial purposes. Parents with specific data questions can refer to https://www.learning.moe.edu.sg for MOE's current privacy documentation.
