What the examiner sees
Photograph description
The photograph shows a primary school student at a desk in an HDB flat study corner. The boy is reading his science textbook while typing a question into a learning app on a tablet beside him. The tablet screen shows a friendly chat-style interface (text blurred — no readable words). His notebook has neat handwritten notes in his own handwriting, not copy-pasted from the screen. Warm desk-lamp light.
Three questions the examiner might ask
What is happening in this photograph? How can you tell the boy is using the AI as a helper, not a shortcut?
Have you used an app or AI tool to help with your schoolwork? Tell me about what it was like.
Some adults are worried students will use AI to cheat. What do you think is the right way for students to use AI?
Q1 tests what you see in the photograph. Q2 tests a personal experience. Q3 tests your opinion — the hardest of the three since 2025.
A model opinion answer (P.E.E.L.)
Point
I don't think children my age always spend too much time on devices — it really depends on what they're using devices for.
Explain
Playing games for three hours is different from using a learning app or video-calling my cousin in Malaysia.
Example
In my family, we have a rule: no games before homework is done, but educational apps and reading on the iPad are allowed any time. My younger sister uses Khan Academy for maths every day, which is a good two hours of screen time — but it's productive.
Link
So the real question isn't how much screen time, but what kind — and that's a conversation families should have together.
Swap in your own example — the structure stays the same. Examiners reward concrete detail over polished phrasing.
Common mistakes on this topic
- Saying 'I don't use devices much' when the examiner can tell otherwise. Be honest and talk about how you manage it.
- Treating 'technology' as one thing. Tablets, games, messaging, and AI are all different — pick one.
- Skipping the actual rule or habit your family uses. Concrete rules score higher than wishful thinking.
Vocabulary that works for this topic
device— a piece of technology
“I use three devices every day.”
balance— the right mix
“It's about balance between work and play.”
distraction— something that pulls your attention
“Games can be a big distraction.”
productive— getting useful things done
“The app helped me be more productive.”
addictive— hard to stop
“Some games are very addictive.”
innovation— a new idea or product
“Innovation has made learning more fun.”
For parents
Pick up any family device and ask your child to describe what a 'good hour' and a 'bad hour' of screen time look like, using that specific device. That exact framing is what Q3 is testing.
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