Sexuality Education
MOE Sexuality Education in Schools
- Sexuality Education (SEd) in schools is about enabling students to understand the physiological, social and emotional changes they experience as they mature, develop healthy and rewarding relationships including those with members of the opposite sex, and make wise, informed and responsible decisions on sexuality matters. SEd is premised on the importance of the family as the basic unit of society. This means encouraging healthy, heterosexual marriages and stable nuclear family units with extended family support. The teaching and learning of SEd is based on respect for the values and beliefs of the different ethnic and religious communities in Singapore on sexuality issues.
- The goals of Sexuality Education are to:
- To help students make wise, responsible and informed decisions through the provision of accurate, current and age-appropriate knowledge on human sexuality and the consequences of sexual activity;
- To help students know themselves and build healthy and rewarding relationships through the acquisition of social and emotional skills of self-awareness, management of their thoughts, feelings and behaviours, development of empathy for others, possession of effective communication, problem-solving and decision-making skills; and
- To help students develop a moral compass, respect for themselves and for others as sexual beings, premised on the family formed from a healthy, heterosexual marriage as the basic unit of society, through the inculcation of positive mainstream values and attitudes about sexuality.
- The key messages of Sexuality Education are:
- Love and respect yourself as you love and respect others;
- Build positive relationships based on love and respect (which are the foundation for strong families);
- Make responsible decisions for yourself, your family and society; and
- Abstinence before marriage is the best protection against STIs/HIV and unintended pregnancies. Casual sex can harm and hurt you and your loved ones.
You may click here for more information on MOE Sexuality Education.
Overview of Dunearn Secondary School’s Sexuality Education Programme for 2013
- Sexuality Education is delivered in a holistic manner through the school curriculum. The content for Sexuality Education is grouped into five main themes: Human Development, Interpersonal Relationships, Sexual Health, Sexual Behaviour, and Culture, Society and Law.
- The subjects that incorporate topics on sexuality include:
- “The Teenage Years” (Lower Sec) Teaching & Learning resource package
- “Sense & Sexuality” (Upper Sec) Teaching & Learning resource package
- The values and attitudes of our youth towards sexuality are increasingly shaped by their peers, exposure to the media, popular culture and the internet. Adolescence is a complex stage in life as the adolescent attempts to find his/her own identity and often struggles with new social relationships. The period of middle adolescence (generally from 15 – 17 years old) can be a turbulent period for adolescents. The gap between physical and emotional/cognitive maturity may result in a tendency to act on impulse, experiment with various activities (including sexual activities), sometimes without understanding the unpleasant consequences that may arise from such experimentation. The need for peer acceptance can be overwhelmingly strong, and hinder one’s ability to act responsibly. Given the pressures faced by the middle adolescent from within themselves and from peers, it is important to build a strong sense of self-worth, personal conviction and an understanding of the possible consequences of sexual behaviour.
- Through “The Teenage Years” and “Sense & Sexuality” packages, secondary students will have the opportunity to develop a positive self-esteem, develop their character, and expand their understanding and repertoire of skills to deal with various issues related to sexuality, which are of prime concern at this age.
At Dunearn Secondary School, the following lessons from the Growing Years Programme will be taught in 2013:
SECONDARY 1
|
UNIT |
LESSONS / DURATION |
LESSON OBJECTIVES |
TIME PERIOD |
|
The Real Self |
1 (60 mins) |
· know how one’s perception of his body is linked to personal experiences and the sources of information that are taken in · recognise that one’s self-perception is influenced by his perception of his body · know strategies to develop healthy/positive perception of one’s body |
Term 2 Week 3 Term 3 Week 3 |
|
Lessons about Love (Part 1) |
2 (60 mins) |
· recognise the importance of cultivating friendships with members of the same and opposite sex · recognise what constitutes healthy and unhealthy relationships · recognise the influence of peers on oneself and one’s value system · distinguish between various types of love · know that the underlying value for healthy relationships is respect |
Term 2 Week 5 Term 3 Week 5 |
|
3 (60 mins) |
· recognise the importance of developing a friendship before committing to a romantic relationship · recognise what dating involves · know the different levels of physical intimacy in a relationship · know that certain public displays of affection are not considered appropriate behaviour in our society · recognise that it is important to seek their family’s views, beliefs and expectations with regard to dating and romantic relationships in teenage years |
Term 3 Week 3 Term 3 Week 7 |
|
|
“Familiar” Strangers Alert (Part 1) |
4 (60 mins) |
· reflect on the reasons for people to use social networking sites to make friends or to engage their existing friends · know the usefulness and dangers of making friends over social networking platforms · recognise that the media can influence the way people think, feel and behave · identify ways to protect themselves from negative influences from the media |
Term 3 Week 5 Term 3 Week 9 |
|
5 – Part 1 |
· know the physiological, psychological and social impact of sexual abuse on the individual · recognise the provision of Singapore laws that serves to protect teenagers from sexual perpetrators and persecute those who have committed such crimes · identify sources to seek help and support |
Term 3 Week 7 Term 4 Week 1 |
|
|
5 – Part 2 |
Description of the Main Task: · Students are to work on the main task in groups of 4 or 5 · Groups will describe how the media can influence relationships (with self, peers, and the opposite sex) · Groups can choose to present this in the form of a song, short 1-min video, rap, poster or any other preferred mode · To assess learning, teachers may want students to submit a short write up to describe their work or a personal reflection after the main task. |
Term 3 Week 7 Term 4 Week 1 |
SECONDARY 2
|
UNIT |
LESSONS / DURATION |
LESSON OBJECTIVES |
TIME PERIOD |
|
Lessons about Love (Part 2) |
6 (60 mins) |
· identify why relationships break down · identify the emotions that accompany the breakdown of a relationship · know healthy ways of coping with rejections and breakups · recognise the need to be respectful and responsible in ending a relationship · know ways to seek support when going through a breakdown of relationship and offer support for those going through the same |
Term 2 Week 3 Term 3 Week 3 |
|
7 (60 mins) |
· recognise the sources of temptation and situations that lead to pre-marital sex · resist pressure to engage in sexual activities · know the consequences of engaging in pre-marital sex · recognise that respect and responsible decision making are important in relationships · recognise the value of sexual abstinence · identify sources to seek help and support when faced with teenage pregnancy |
Term 2 Week 5
Term 3 Week 3 Term 3 Week 7 |
|
|
8 – Part 2 |
Description of the Main Task: · In groups, students will choose 1 out of 3 given scenarios. · Through the chosen scenario, students will share − the consequences of pre-marital sex − the value of abstinence before marriage − skills to say ‘no’ to temptations or pressure to have sex · Depending on the scenario chosen, groups can present the above through a short skit / presentation, song lyrics / poem, or a comic strip / poster, or other preferred modes. · At the end of all the presentations, students are to assess and reflect upon their own learning using a reflection form. |
Term 3 Week 3 Term 3 Week 7 |
|
|
At the Crossroads |
9 (60 mins) |
· describe what pornography is, and why people view pornographic materials · examine the effects of pornography on self and others · know what masturbation is, and its relation to pornography · recognise the harmful consequences of excessive masturbation · recognise that they are able to make responsible decisions to manage their sexual desires · know appropriate sources to obtain accurate information about sex |
Term 3 Week 5 Term 3 Week 9 |
|
10 (60 mins) |
· know/define what gender role is · the influence of family, culture and society on one’s perception of his/her gender role · appreciate/affirm one’s own unique qualities and characteristics as a male or female · know/define what sexual orientation (heterosexuality and homosexuality) is · recognise the need to treat people with respect regardless of their sexual orientation |
Term 3 Week 7 Term 4 Week 1 |
UPPER SECONDARY
|
Target |
Topics/Lessons |
GY Learning Outcomes |
Time Period |
|
Sec 3 |
REACH for a Rewarding Relationship |
· Identify the essential elements for building healthy relationships: Respect, Empathy, Acceptance, Care and Honesty (REACH) · Suggest strategies for building healthy relationships · Assess if the relationships they are involved in are healthy or unhealthy · Recognise the harmful effects of continuing in unhealthy relationships and the need to end unhealthy relationships |
Term 1 Week 8 |
|
Single Dating – Should I Start? |
· List the advantages of group dating/activities as opposed to single dating for their age group · Identify situations that expose them to the temptations of sexual intimacy · Suggest healthy and fun dating activities that do not involve sexual activity · Recognise the supportive role of the family/parents in the teenagers’ activities and relationships |
Term 1 Week 10 |
|
|
Going Steady – Should I Wait? |
· Realise what it means to go steady · Identify some consequences of rushing into going steady · State some benefits of waiting to go steady |
Term 2 Week 2 |
|
|
Must Break Ups Lead to Break Downs? |
· Explain the process of grief and loss that people experience when a relationship breaks down · Recognise that they can actually emerge a stronger person after a break up · Identify healthy ways of dealing with break ups |
Term 2 Week 4 |
|
|
Open Session and Debrief |
· Have their outstanding queries, concerns and issues on sexuality addressed in anonymity, and in an open and respectful environment |
Term 2 Week 6 |
|
|
Sec 4 |
Is Sex Really Touch and Go? |
· Reflect on the short- and long-term effects of sexual intimacy on each of the 5 dimensions of a person · Recognize the progressive nature of actions / behaviours that lead to sexual arousal and intercourse · Recognize that involvement in teenage sexual activity can prevent them from reaching their future goals · Set personal boundaries for their sexual behaviour |
Term 1 Week 8 |
|
Am I Saying ‘Yes’ or ‘No’ to Sex? |
· Recognise that there are different ways of inviting sexual intimacy · Assess if the dressing, speech, actions and choice of venues are inviting sexual intimacy · Reject social pressures to be involved in sexual activities · Suggest ways to develop intimacy in relationships without resorting to sexual activities |
Term 1 Week 10 |
|
|
Of Pop Stars and Beauty Ads |
· Recognize that the messages in the media often have sexual connotations · Recognize that they are subject to influence from the media in very subtle ways · Reject the messages that promote adolescent and casual sexual activity |
Term 2 Week 2 |
|
|
Happily Ever After? |
· Identify the values and characteristics they would like in their marriage partner · Recognise the dangers and pitfalls in a marital relationships · Recognise that commitment is a necessary ingredient for success in marriage |
Term 2 Week 4 |
|
|
Open Session and Debrief |
· Have their outstanding queries, concerns and issues on sexuality addressed in anonymity, and in an open and respectful environment |
Term 2 Week 6 |
|
|
Sec 5 |
Happily Ever After? |
· Identify the values and characteristics they would like in their marriage partner · Recognise the dangers and pitfalls in a marital relationships · Recognise that commitment is a necessary ingredient for success in marriage |
Term 2 Week 2 |
|
Friends First, Friends Forever |
· Reflect on what they have learnt in the previous lessons · Identify situations that expose them to the temptations of sexual intimacy · Identify three viewpoints that they have changed after what they have learnt from the lessons |
Term 2 Week 4, Term 2 Week 6 |
|
|
Open Session and Debrief |
· Have their outstanding queries, concerns and issues on sexuality addressed in anonymity, and in an open and respectful environment |
Term 2 Week 6 |
- eTeens is a programme developed by Health Promotion Board, in collaboration with the Ministry of Education, for Secondary 3 students. The programme was introduced to secondary schools in 2007 as the Breaking Down Barriers (BDB) programme, to provide students with accurate information on STIs, HIV and protection from a health perspective. eTeens is conducted in two segments – a mass talk segment and a classroom-based programme.
- Students are taught skills such as decision-making, assertiveness and negotiation to say “no” to sex and negative peer pressure. They also learn that the impact of STIs/HIV extends beyond themselves and involves their family. Abstinence and upholding family values are the key messages. The desired outcome of the eTeens programme is that students are empowered to make wise, informed and sensible decisions.
At Dunearn Secondary School, the eTeens programme will be implemented as follows in 2013:
|
Topics / Lessons |
Programme Learning Objectives |
Time Period |
|
Mass Talk by HPB appointed vendor |
· Awareness of the different STIs and HIV/AIDS · Modes of transmission · Modes of protection, specifically on how the condom is used · Consequences and impact of STIs/HIV |
Term 2 Week 10 |
|
Classroom-based Lesson 1: Decision-Making |
· Understand there are consequences in any decision one makes regarding sexual intercourse · Realise that decision-making is a process that can be learnt · Understand that one needs correct and accurate information to make the right decisions regarding one’s sexual health · Learn to make decisions that will reduce the risk to their sexual health |
Term 3 Week 2 |
|
Classroom-based Lesson 2: Assertiveness |
· Understand what assertive behaviour is · Practise responding to persuasion assertively |
Term 3 Week 4 |
|
Classroom-based Lesson 3: |
· Practise negotiating one’s way out of a negative situation by applying skills learnt from Lesson 2 · Learn risk reduction for STIs/HIV and assess situations to aid the control of impulses in sexual behaviour |
Term 3 Week 6 |
Information for Parents
- Parents may opt their children out of Growing Years, eTeens and/or sexuality education programmes by external providers.
- Parents who wish to opt their children out of the Growing Years (GY) programme need to complete an opt-out form. This form will be distributed to parents at the start of the year and is also downloadable here. A hardcopy of the form, duly completed and signed, is to be submitted to the school office by 11/01/2013.
- Parents who wish to opt their children out of the eTeens programme need to complete an opt-out form. This form will be distributed to parents in early May and is also downloadable here. A hardcopy of the form, duly completed and signed, is to be submitted to the school office by 23/05/2013.
- Parents may wish to attend the school sexuality education programmes with their children. Parents should contact the school to make the necessary arrangements.
- Parents can contact the school at 65653692 for discussion or to seek clarification about the school’s sexuality education programme.
