Sexuality Education
1. Sexuality education (SEd) aims to help our young understand the physiological, social and emotional changes they experience as they mature, develop healthy relationships with the opposite sex and to teach them how to make responsible choices. It is premised on the importance of the heterosexual married family as the basic unit of society, and respect for the values and beliefs of the different ethnic and religious communities on sexuality issues.
2. The goals of SEd are to:
ii. impart intra- and inter-personal skills of problem-solving, decision-making and effective communication so that pupils are able to build responsible and rewarding relationships; and
iii. inculcate positive values and attitudes of sexuality so that pupils develop a respect for themselves and others as sexual beings, in line with the national value of the family as the basic unit of society.
3. The key messages of SEd are:
ii. Healthy relationships based on love and respect are the foundation for strong families.
iii. Casual sex can lead to unwanted pregnancies, STIs/HIV and AIDS which can harm and hurt your loved ones.
You may click here for more information on MOE’s Sexuality Education.
OVERVIEW OF DUNEARN SECONDARY SCHOOL’S SED PROGRAMME
4. Sexuality education in schools is taught in both the formal curriculum and co-curricular programmes. These are covered under four main themes: Human Development, Interpersonal Relationships, Sexual Health and Behaviour, and, Societal Influences.
Formal Curriculum
5. The curricular subjects in which topics on sexuality are incorporated include
ii. Civics and Moral Education (Click here for more information)
Co-Curricular Programmes
Growing Years (GY) Series:
i. “The Teenage Years” (Lower Sec) package
ii. “Sense & Sexuality” (Upper Sec) package
6. The values and attitudes of our youth towards sexuality are increasingly being 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 convictions and an understanding of the possible consequences of sexual behaviour.
7. Through “The Teenage Years” and “Sense & Sexuality”, secondary students will have opportunity to develop a positive self esteem, build their character, 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 Secondary School, the following lessons from the GY series will be covered in 2012:
|
Target Levels |
Topics/Lessons |
What Pupils Will Learn: |
Time Period |
| Sec 1 | Healthy Relationships with the Opposite Sex |
-Respect is the underlying value for a healthy relationship -Maintain healthy relationships with the opposite sex |
Term 2 |
Love – Crushes and Love |
-Distinguish the various types of love -Differentiate infatuation, love and sexual desire -Recognize and demonstrate the importance of cultivating healthy relationships -Understand constructive ways of expressing love |
||
Going Steady – Correct Age |
-Recognize and demonstrate the importance of cultivating healthy relationship -Give reasons why they should not go steady a young age |
||
Temptation |
-Recognize sources of temptation -Take action to avoid becoming sexually tempted |
||
Teenage Pregnancy – Sexual Abstinence |
-Understand the reasons for premarital sex -Understand the value of sexual abstinence -Know how to refrain from having a sexual relationship |
||
| Sec 2 | Going Steady – Peer Pressure |
-Make sound or informed judgement on the influence of friends on their value system | Term 2 |
Pornography |
-Identify pornography and understand what it is and does -Understand that possession and distribution of pornography is illegal |
||
Effects of Pornography |
-Explain why teenagers read and/or watch pornographic materials -Explain the negative effects of pornography |
||
Teenage Pregnancy – Choices / Consequences |
-Examine possible options in the decision-making process -Understand that every option is not a private decision, but has consequences for both parties and families -Examine the physiological, psychological and social impact of adolescent pregnancy |
||
Public Display of Affection |
-Recognize that certain public displays of affection are not considered appropriate behaviour in our society | ||
| 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 2 |
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 |
||
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 |
||
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 |
||
| 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 2 |
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 |
||
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 |
||
| 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 |
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 |
Breaking Down Barriers (BDB) Programme
8. Breaking Down Barriers (BDB) is a programme developed by Health Promotion Board, in collaboration with the Ministry of Education for all Sec 3 students. The programme was introduced to secondary schools in 2007 to give students accurate information on STIs, HIV and contraception from a health perspective. BDB is conducted in two segments—a mass talk segment and a class-based programme.
9. Students are taught skills such as decision-making, assertiveness and negotiation in order to say no to sex and negative peer pressure .They also learn that the impact of STI/HIV extends beyond themselves and involves their family. Abstinence and upholding family values are the key messages.
At Dunearn Secondary School, the BDB programme will be implemented as follows in 2012:
|
Topics/Lessons
|
What pupils will learn:
|
Time Period
|
|---|---|---|
|
Mass Talk by HPB appointed vendor
|
- Awareness of the different STIs and HIV/AIDS -Modes of transmission -Modes of protection, specifically the use of condom |
Term 2
|
|
Class-based Lesson 1:Decision-Making
|
- Consequences in any decision they make regarding sexual intercourse - Decision-making is a process that can be learnt - It is important to have correct and accurate information to make the the right decisions regarding one's sexual health - How to make decisions that will reduce the risk to their sexual health |
Term 3
|
|
Class-based Lesson 2: Assertiveness
|
- What is assertive behaviour?
-How can one respond to persuasion assertively? |
Term 3
|
|
Class-based Lesson 3: Negotiation
|
- How to negotiate one's way's way out of a negative situation by applying skills learnt from Lesson 2
-Assessing situations to aid the control of impulses in sexual behaviour - Revision of risk reduction for STIs/HIV (learnt earlier in mass lecture). |
Term 3
|
INFORMATION FOR PARENTS
10. Parents can opt their children out of the entire sexuality education programme or for individual topics, talks or workshops.
11. Parents who wish to opt their children out of the Growing Years Series need to complete an opt-out form. This form will be distributed to parents at the start of the year and is also downloadable from the school’s website. A hardcopy of the form, duly completed and signed, is to be submitted to the school office by 9 January 2012:
Click here to download the new opt-out form as attached :
SEd(GY) Opt-out form 2012(TAMIL)_forSchoolWebsite.pdf
SEd(GY) Opt-out form 2012(CHINESE)_forSchoolWebsite.doc
SEd(GY) Opt-out form 2012(ENGLISH)_forSchoolWebsite.doc
SEd(GY) Opt-out form 2012(MALAY)_forSchoolWebsite.doc
12. Parents who wish to opt their children out of the Breaking Down Barriers Programme need to complete an opt-out form. This form will be distributed to parents prior to the start of the programme and will be made downloadable below. A hardcopy of the form, duly completed and signed, is to be submitted to the school office by 17 May 2012.
13. Parents can attend the sexuality education programmes by external providers with their children if they wish to. Parents should contact the school to make the necessary arrangements.
14. Parents can contact the school at 65653692 for discussion or seek clarifications about the school’s sexuality education programme.
