Sexuality Education Programme
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YISHUN TOWN SECONDARY SCHOOL Moe Sexuality Education in Schools |
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1.
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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. |
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2.
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The goals of Sexuality Education are
to: |
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(i) |
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; |
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(ii) |
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 |
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(iii) |
To help students develop a
moral compass, respect for themselves and for others as sexual beings,
premised on the family as the basic unit of society, through the inculcation
of positive mainstream values and attitudes about sexuality. |
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3.
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The key messages of Sexuality Education are: |
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(i)
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Love and respect yourself
as you love and respect others; |
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(ii)
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Build positive
relationships based on love and respect (which are the foundation for strong
families); |
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(iii)
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Make responsible decisions for yourself, your family
and society; and |
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(iv)
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Abstinence before marriage is the best protection
against STIs/HIV and unintended pregnancies. Casual sex can harm and hurt you
and your loved ones. |
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You may click
here
for more information on MOE Sexuality Education. |
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Overview of
Yishun Town Secondary School’s Sexuality Education Programme for 2019 |
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4.
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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. You may click here
for more information on the scope of Sexuality Education in the school
curriculum. |
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5.
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The
subjects that incorporate topics on sexuality include: |
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a. |
Science |
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b. |
Values
At Heart (V@H) - YTSS's customised Character and Citizenship Education
(CCE) |
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Growing Years (GY)
Programme |
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i.
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“The Teenage Years (2nd Edition)” (Lower Sec) Teaching &
Learning resource package |
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ii.
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“Sense & Sexuality (2nd Edition)” (Upper Sec) Teaching
& Learning resource package |
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6.
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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. |
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7.
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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. |
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At Yishun Town Secondary
School, the following lessons from the Growing Years Programme will be taught
in 2019: |
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UNIT |
LESSONS/
DURATION |
Lesson Objectives At the
end of the lesson, pupils will be able to: |
TIME
PERIOD |
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The Real Self (Part 1) |
1 (60 mins) |
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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 3 Week 4 |
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Lessons about Love
(Part 1) |
2 (60 mins) |
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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 3 Week 5 |
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3 (60 mins) |
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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 9 |
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“Familiar” Strangers
Alert (Part 1) |
4 (60 mins) |
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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 4 Week 2 |
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5 – Part 1 (30 mins) |
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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 4 Week 1 |
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5 – Part 2 Main Task (30 mins) |
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 4 Week 1 |
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Secondary 2 |
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UNIT |
LESSONS/
DURATION |
Lesson Objectives At the
end of the lesson, pupils will be able to: |
TIME
PERIOD |
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At the Crossroads (Part 1) |
9 (60 mins) |
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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 2 Week 4 |
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10 (60 mins) |
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know/define what gender role is ·
know 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 4 |
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Lessons
about Love (Part 2) |
6 (60 mins) |
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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 3 Week 8 |
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7 (60 mins) & 8 – Part 1 (30 mins) |
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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 4 Week 1 |
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8 – Part 2 Main Task (30 mins) |
Description
of the Main Task: ·
In
groups, students will choose 1 out of 3 given scenarios. ·
Through
the chosen scenario, students will share o
the
consequences of pre-marital sex o
the
value of abstinence before marriage o
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 4 Week 2 |
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Secondary 3 |
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UNIT |
LESSONS/
DURATION |
Lesson Objectives At the
end of the lesson, pupils will be able to: |
TIME
PERIOD |
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The Real Self (Part 2) |
4 (60 mins) |
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evaluate the norms of acceptability for
public display of affection ·
recognise how new media has shaped public
perception of acceptability of public display of affection ·
identify the strengths and limitations of new
media in allowing people to develop serious relationships ·
recognise how new media has influenced
relationship building both positively and negatively ·
appreciate the value of face-to-face
relationships |
Term 1 Week 10 |
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Lessons about Love (Part 3) |
1 (60 mins) |
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recognise what constitutes responsible dating ·
evaluate if a dating relationship is healthy
or unhealthy ·
demonstrate competencies in managing emotions
in dating and romantic relationships |
Term 3 Week 5 |
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2 (60 mins) |
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recognise differences in perspectives of
dating and romantic relationships ·
evaluate one’s readiness for romantic
relationships ·
recognise challenges that occur in the context
of a relationship ·
examine how our response to emotions can
affect relationships positively or negatively |
Term 3 Week 7 |
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3 (60 mins) |
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recognise the different levels of physical
intimacy in a relationship ·
know the progressive nature of actions that
lead to sexual arousal and intercourse ·
recognise that one may unintentionally invite
sexual intimacy through one’s verbal and non-verbal behaviour |
Term 3 Week 8 |
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5 – Part 1 (30 mins) |
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recognise the importance of having healthy
self-esteem that is not affected by external influences ·
demonstrate strategies to identify and
evaluate sources that contribute towards healthy self-esteem ·
recognise the importance of self-esteem in
building friendships Identity and healthy relationships |
Term 4 Week 2 |
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5 – Part 2 (30 mins) |
Description of the
Main Task: ·
Students are to work in groups of 4 or 5. ·
Each group will present the positive and
negative messages about self-image received from a chosen source (peers,
teachers, families or the media) and share tips on managing the negative
messages. ·
Groups can represent their learning through a
blog, a poster presentation, an article for a teenage magazine, a role-play,
a letter of response from Aunt Agony, a pamphlet 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 4 Week 2 |
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Secondary 4
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UNIT |
LESSONS
/ DURATION |
Lesson Objectives At the
end of the lesson, pupils will be able to: |
TIME
PERIOD |
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“Familiar” Strangers Alert (Part 2) |
7 (60 mins) |
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know what is considered pornographic material
on the Internet under the Internet code of practice ·
reflect on the legal consequences of sexual
behaviour and include these considerations in their decision-making
pertaining to pornography |
Term 1 Week 8 |
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At the Crossroads (Part 2) |
8 (30 mins) |
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distinguish between biologically-based and
socially-conditioned gender characteristics ·
evaluate views towards self and others, with
regard to gender differences and stereotypes |
Term 2 Week 4 |
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Lessons about Love (Part 4b) |
9 (60 mins) |
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recognise that commitment is a necessary
ingredient for success in a marriage ·
identify responsibilities involved and the
challenges faced in marriages |
Term 2 Week 4 |
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Lessons about Love (Part
4a) |
6 (60
mins) |
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explain the process of grief and
loss that people experience when a relationship breaks down ·
exercise sensitivity and empathy
when communicating break- ups ·
recognise that one can emerge
stronger after a break-up |
Term 3
Week 9 |
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NA |
10 (60
mins) |
Description of the
Main Task: ·
This main task will capture the culmination
of learning in Secondary 4 level. ·
Students are to work on the main task in
groups of 4 or 5. ·
Each group is to take on a topic of interest
from the following: rejections and broken relationships, pornography, gender
identity or marriage, cohabitation and divorce. ·
Groups can share their learning for the
chosen topic in the form of a debate, a mini-teach, the depiction and
discussion of case scenarios, a discussion of consequences that follows after
the viewing of a video or a live-chat, or any preferred mode. ·
At the end of all the presentations, students
are to assess and reflect upon their own learning using a reflection form. ·
Teacher to round up by summarizing key
learning outcomes for each topic, emphasizing on the key values and attitudes |
Term 3 Week 10 |
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Secondary 5 |
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UNIT |
LESSONS
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Lesson Objectives At the
end of the lesson, students will be able to: |
TIME
PERIOD |
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Lessons about Love (Part 5) |
1 (60 mins) |
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reflect on the qualities of a healthy
romantic relationship ·
evaluate one’s readiness for a romantic
relationship, leading to marriage ·
recognise that intimacy in a relationship
need not be limited to physical intimacy ·
recognise that break ups can allow one to
understand oneself better |
Term 2 Week 4 |
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NA |
2 (60 mins) |
Description of the
Main Task: ·
Teacher can conduct a dialogue session with
the class and engage in a discussion on the following: -
My ideal life partner -
My future (How do they envision their future
to be like – in terms of their career, family etc.) -
Potential obstacles (What are the potential
incidents that may prevent them from reaching their life goals? – distraction
from studies, break ups, teenage pregnancy etc.) -
My pillars of support (identify the pillars
of support they can have to guide them to the desired future) ·
The purpose of this dialogue session is to
surface some of the values that students may have with regard to
relationships. Where appropriate, teachers could provide relevant feedback to
guide students. ·
Teachers can make use of different methods to
check students’ understanding, either by asking them to sketch or jot down a
few points on a personal whiteboard or post-its. ·
After the dialogue session, students are to
assess and reflect upon their own learning using a reflection form. |
Term 2 Week 5 |
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eTeens Programme: |
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8.
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eTeens is a programme developed by
Health Promotion Board, in collaboration with the Ministry of Education, for
Secondary 3 students to provide them 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. |
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9.
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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. |
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At Yishun Town Secondary
School, the eTeens programme will
be implemented as follows in 2019: |
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Topics/Lessons |
Programme Learning Objectives |
Time Period |
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Mass
Talk by HPB appointed vendor |
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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 4 |
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Classroom-based
Lesson |
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Learn to negotiate their way out of a risky
situation by applying skills of assertiveness and responsible decision-making |
Term 2 Week 5 |
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Information for Parents |
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10. Parents
may opt their children out of Growing Years, eTeens and/or supplementary sexuality education programmes by
MOE- approved external providers. |
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11. 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 8th February 2019. |
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12. 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 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 8th February 2019. |
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13. Parents
can contact the school at ytss@moe.edu.sg or
Tel: 67587219 for discussion or to seek clarification about the
school’s sexuality education programme. |
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14. Parents,
who wish to attend the school sexuality education programmes, should contact
the school to make the necessary arrangements. |