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  1. SLS is MOE's core platform for teaching and learning, featuring new features and resources for students, teachers and partners. Learn how to use SLS for HBL, e-assessment, speech evaluation and more.

  2. SLS is an online learning portal for national school students and teachers in Singapore. It provides curriculum-aligned resources, tools and pedagogies to support self-directed and collaborative learning.

  3. SLS is a platform for students to access learning resources, manage their accounts and initiate learning projects. Find out how to identify, use and troubleshoot SLS features and FAQs.

  4. SLS is an online learning platform for Singapore students with curriculum-aligned resources and tools. Learn how to access SLS, reset passwords, and use the system on various devices.

  5. SLS is an online platform for students to learn at their own pace and collaboratively. It is developed by MOE and shaped by teachers and students, and can be accessed from SLS website.

  6. SLS is the core platform for teaching and learning in Singapore, with curriculum-aligned resources and tools. Learn how to access SLS, what it offers, and how it supports EdTech Masterplan 2030.

  7. SLS is a platform that provides curriculum-aligned resources and tools for students and teachers in Singapore. Learn how to access, use and manage SLS for primary and pre-university levels.

  8. www.moe.gov.sg › education-in-sg › student-learning-spaceAccessing SLS | MOE

    Jun 19, 2024 · Learn how to access the Student Learning Space (SLS) for Singapore schools and educational institutions. Find out the system requirements, technical support and application process for young overseas Singaporeans.

  9. Secure websites use HTTPS. Look for a lock or https:// as an added precaution.Share sensitive information only on official, secure websites.

  10. SLS is an online platform with tools and resources for students to learn at their own pace and collaboratively. Learn how to access SLS, what it is and how to use it for self-directed learning.

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