1. 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.

2. The goals of Sexuality Education are to:

(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;

(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

(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.

3. The key messages of Sexuality Education are:

(i) Love and respect yourself as you love and respect others;

(ii) Build positive relationships based on love and respect (which are the foundation for strong families);

(iii) Make responsible decisions for yourself, your family and society; and

(iv) 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 Nus High School Years 1 - 4 Sexuality Education Programme for 2018

4. 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.

5. The subjects that incorporate topics on sexuality include:

a. Science

b. Character and Citizenship Education (CCE)

Growing Years (GY) Programme:

i. “The Teenage Years (2^nd Edition)” (Lower Sec) Teaching & Learning resource package

ii. “Sense & Sexuality (2^nd Edition)” (Upper Sec) Teaching & Learning resource package

6. 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.

7. 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.

Overview of Nus High School Year 5 Sexuality Education Programme for 2017

8. 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.

Growing Years (GY) Programme: “Love Matters (2^nd Edition)” Teaching & Learning resource package

9. The focus for “Love Matters” is on issues in relationships. The focus of the JC/CI package is on Interpersonal Relationships, with themes of Human Development, Sexual Health, Sexual Behaviour, and Culture, Society and Law woven into the main focus on relationships.

At NUS High School, the following lessons from the Years 1- 5 Growing Years Programme will be taught in 2018:

Year 1

UNIT	LESSONS / DURATION	Lesson Objectives At the end of the lesson, students will be able to:	TIME PERIOD (e.g. Term 3 Week 2)
The Real Self (Part 1)	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 3 Week 2
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 3 Week 3
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 5
“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 6
5 (30 + 30 mins)	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 Description of the Main Task Students are to work on the main task in groups of 4 of 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 6

UNIT

LESSONS / DURATION

Lesson Objectives

At the end of the lesson, students will be able to:

TIME PERIOD

(e.g. Term 3 Week 2)

The Real Self

(Part 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 3 Week 2

Lessons about Love (Part 1)

(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 3 Week 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 5

“Familiar” Strangers Alert

(Part 1)

(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 6

(30 + 30 mins)

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

Description of the Main Task

Students are to work on the main task in groups of 4 of 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 6

Year 2

UNIT	LESSONS / DURATION	Lesson Objectives At the end of the lesson, students will be able to:	TIME PERIOD (e.g. Term 3 Week 2)
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 4 Week 1
7 (60 mins) & 8 – Part 1 (30 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 4 Week 2
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 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 4 Week 3
At the Crossroads (Part 1)	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 4 Week 4
10 (60 mins)	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 4 Week 5

UNIT

LESSONS / DURATION

Lesson Objectives

At the end of the lesson, students will be able to:

TIME PERIOD

(e.g. Term 3 Week 2)

Lessons about Love (Part 2)

(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 4 Week 1

(60 mins)

8 – Part 1

(30 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 4 Week 2

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

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 4 Week 3

At the Crossroads

(Part 1)

(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 4 Week 4

(60 mins)

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 4 Week 5

Year 3

UNIT	LESSONS / DURATION	Lesson Objectives At the end of the lesson, students will be able to:	TIME PERIOD (e.g. Term 3 Week 2)
Lessons about Love (Part 3)	1 (60 mins)	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 2
2 (60 mins)	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 3
3 (60 mins)	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 5
4 (60 mins)	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 3 Week 6
The Real Self (Part 2)	5 – Part 1 (30 mins)	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 3 Week 7
	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 3 Week 7

UNIT

LESSONS / DURATION

Lesson Objectives

At the end of the lesson, students will be able to:

TIME PERIOD

(e.g. Term 3 Week 2)

Lessons about Love

(Part 3)

(60 mins)

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 2

(60 mins)

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 3

(60 mins)

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 5

(60 mins)

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 3 Week 6

The Real Self

(Part 2)

5 – Part 1

(30 mins)

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 3 Week 7

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 3 Week 7

Year 4

UNIT	LESSONS / DURATION	Lesson Objectives At the end of the lesson, students will be able to:	TIME PERIOD (e.g. Term 3 Week 2)
Lessons about Love (Part 4a)	6 (60 mins)	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 4 Week 2
“Familiar” Strangers Alert (Part 2)	7 (60 mins)	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 4 Week 3
At the Crossroads (Part 2)	8 (30 mins)	distinguish between biologically-based and socially-conditioned gender characteristics evaluate views towards self and others, with regard to gender differences and stereotypes	Term 4 Week 3
Lessons about Love (Part 4b)	9 (60 mins)	recognise that commitment is a necessary ingredient for success in a marriage identify responsibilities involved and the challenges faced in marriages	Term 4 Week 5
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 4 Week 6

UNIT

LESSONS / DURATION

Lesson Objectives

At the end of the lesson, students will be able to:

TIME PERIOD

(e.g. Term 3 Week 2)

Lessons about Love

(Part 4a)

(60 mins)

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 4 Week 2

“Familiar” Strangers

Alert

(Part 2)

(60 mins)

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 4 Week 3

At the Crossroads

(Part 2)

(30 mins)

distinguish between biologically-based and socially-conditioned gender characteristics
evaluate views towards self and others, with regard to gender differences and stereotypes

Term 4 Week 3

Lessons about Love

(Part 4b)

(60 mins)

recognise that commitment is a necessary ingredient for success in a marriage
identify responsibilities involved and the challenges faced in marriages

Term 4 Week 5

(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 4 Week 6

Year 5

UNIT	LESSONS / DURATION	Lesson Objectives At the end of the lesson, students will be able to:	TIME PERIOD (e.g. Term 3 Week 2)
The Real Self (Part 3)	1 (60 mins)	analyse the impact of one’s self-perception on one’s behaviour recognise that some messages in the media have sexual connotations and reflect ideals or stereotypes evaluate messages that promote casual sexual activity among adolescents recognise that the media has a tendency to inaccurately reflect the effort needed to nurture and maintain relationships	Term 4 Week 2
Lessons about Love (Part 6)	2 (60 mins)	know that love is a commitment and it is not the same as having feelings of attraction appreciate the importance of balanced roles, self-respect and mutual respect in the healthy development of relationships recognise that differences in values, goals, and expectations may become challenges and /or lead to conflicts in the relationship know the different styles of conflict management and acquire effective techniques of conflict management in a romantic relationship	Term 4 Week 3
3 (60 mins)	appreciate that abstinence is to be cherished and is contingent on the exercise of self-control examine and empathise with the dilemma of an unwanted pregnancy faced by an unmarried couple appreciate that one’s beliefs on abortion is influenced by one’s religion, culture and values. recognise that an abortion can have severe effects evaluate one’s own beliefs about STIs/HIV/AIDS and the need to treat all individuals with respect and dignity recognise that there is a tendency to underestimate one’s own vulnerability	Term 4 Week 4

UNIT

LESSONS / DURATION

Lesson Objectives

At the end of the lesson, students will be able to:

TIME PERIOD

(e.g. Term 3 Week 2)

The Real Self

(Part 3)

(60 mins)

analyse the impact of one’s self-perception on one’s behaviour
recognise that some messages in the media have sexual connotations and reflect ideals or stereotypes
evaluate messages that promote casual sexual activity among adolescents
recognise that the media has a tendency to inaccurately reflect the effort needed to nurture and maintain relationships

Term 4 Week 2

Lessons about Love (Part 6)

(60 mins)

know that love is a commitment and it is not the same as having feelings of attraction
appreciate the importance of balanced roles, self-respect and mutual respect in the healthy development of relationships
recognise that differences in values, goals, and expectations may become challenges and /or lead to conflicts in the relationship
know the different styles of conflict management and acquire effective techniques of conflict management in a romantic relationship

Term 4 Week 3

(60 mins)

appreciate that abstinence is to be cherished and is contingent on the exercise of self-control
examine and empathise with the dilemma of an unwanted pregnancy faced by an unmarried couple
appreciate that one’s beliefs on abortion is influenced by one’s religion, culture and values.
recognise that an abortion can have severe effects
evaluate one’s own beliefs about STIs/HIV/AIDS and the need to treat all individuals with respect and dignity
recognise that there is a tendency to underestimate one’s own vulnerability

Term 4 Week 4

UNIT	LESSONS / DURATION	Lesson Objectives At the end of the lesson, students will be able to:	TIME PERIOD (e.g. Term 3 Week 2)
Lessons about Love (Part 7)	4 (60 mins)	identify signs of an unhealthy dating relationship and the early indications of a breakdown of relationship appreciate that one can emerge stronger despite having gone through a breakup explore beliefs about marriage know the possible psychological impact on children experiencing parental separation or divorce recognise the importance of having family support for a relationship aspire to develop similar enduring character traits and qualities that one would consider in a life partner appreciate that marriage is a lifetime commitment and that there will be challenges in marriage as in any other relationships	Term 4 Week 1
Lessons about Love (Part 7)	5 (60 mins)	recognise that personal decisions on how one displays own affections in public can affect others discern the impact of new media on relationship building	Term 4 Week 2
NA	6 (60 mins)	This will be a culminating formative assessment task for students to consolidate what they have learnt from the previous lessons.	Term 4 Week 2

eTeens Programme for Year 3:

10. 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.

11. 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 NUS High School, the eTeens programme for Year 3 will be implemented as follows in 2018:

Topics/Lessons	Programme Learning Objectives	Time Period (e.g. Term 3 Week 2)
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 1
Classroom-based Lesson	Learn to negotiate their way out of a risky situation by applying skills of assertiveness and responsible decision-making	Term 2 Week 2

Topics/Lessons

Programme Learning Objectives

Time Period

(e.g. Term 3 Week 2)

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 1

Classroom-based Lesson

Learn to negotiate their way out of a risky situation by applying skills of assertiveness and responsible decision-making

Term 2 Week 2

eTeens Programme for Year 5:

12. eTeens is a programme developed by Health Promotion Board, in collaboration with the Ministry of Education, for JC/CI Year 1 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 lesson.

13. 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 NUS High School, the eTeens programme for Year 5 will be implemented as follows in 2018:

Topics/Lessons

Programme Learning Objectives

Time Period

(e.g. Term 3 Week 2)

Mass Talk by HPB appointed vendor

Awareness of the different STI and HIV
Modes of transmission for STI and HIV
Modes of protection against infection, specifically abstinence and the correct use of condom
Consequences and impact of STI/HIV
State the ways of managing the challenges of the impact

Term 4 Week 1

Information for Parents

14. Parents may opt their children out of Growing Years, eTeens and/or supplementary sexuality education programmes by MOE-approved external providers.

15. 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 before the start of the programme and is also downloadable here. A hardcopy of the form, duly completed and signed, is to be submitted to the school by the dates specified in the letters given to the parents before the programme.

16. 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 before the start of the programme and is also downloadable here for Year 3 and here for Year 5. A hardcopy of the form, duly completed and signed, is to be submitted to the school by the dates specified in the letters given to the parents before the programme.

17. Parents can contact the school at 6516 1709 or email einstein@highsch.nus.edu.sg for discussion or to seek clarification about the school’s sexuality education programme.

Physical Education
Affective & Character Education
Service Learning & CIP
Student Leadership
House System
MOE's Sexuality Education in Schools

Boarding Programme
Internationalisation Programme
National Education Programme
University Admissions and Career Guidance
Co-Curricular Activities

eSpace • LMS • Alumni • Terms of Use • Financial Information • Non-discrimination Statement

NUS High School of Mathematics and Science is affiliated to and accredited by