Sexuality Education

MOE Sexuality Education in Schools



Moe Sexuality Education in Schools


  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.


  1. The goals of Sexuality Education are:
  • 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 as the basic unit of society, through the inculcation of positive mainstream values and attitudes about sexuality.


  1. 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 Chongfu School’s Sexuality Education Programme for 2017

  1. 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.
  2. The subjects that incorporate topics on sexuality include:
  3. Science
  4. Form Teacher Guidance Period (FTGP)
  5. Character and Citizenship Education (CCE)


Growing Years (GY) Programme: “Curious Minds (2nd Edition)” (Primary 5 & 6) Teaching & Learning resource package

  1. The upper primary years mark the onset of puberty. With better nutrition and improved health care, children are reaching puberty at a younger age and have to grapple with physical, emotional and psychological changes in themselves. The implication is that our children are becoming biologically ready for sexual activity sooner without necessarily having the corresponding cognitive or emotional maturity to modulate their behaviours. “Curious Minds” is a response to these challenges.


  1. The Primary 5 & 6 Growing Years (GY) package, “Curious Minds (2nd Edition)”, aims to meet students’ developmental needs, give emphasis to the teaching of skills and values, and focus on helping students navigate changes, build healthy relationships, especially online relationships, and exercise safety.



At Chongfu School, the following lessons from the Growing Years Programme will be taught in 2019:


Primary 5

Date Unit Topics/ Lessons GY Learning Outcomes


Thursday, 24 January

Gosh! I Am Changing Lesson 1

What is happening to me?

  • know what puberty is
  • identify  the  physical  changes during puberty
Lesson 2

What Can I Do? (Part 1)

  • identify  the  stresses  caused by  physical  changes during puberty
  • describe ways to manage the stresses  caused  by  physical changes during



Friday, 25 January

Lesson 3

What Can I Do? (Part 2)

  • identify  the  stresses  caused by  physical  changes during puberty
  • describe ways to manage the stresses  caused  by  physical changes during puberty
Lesson 4

Main Task

·         play the  role  of  an Uncle/Aunt Agony to help a peer address  his/her experiences during puberty.

·         consider the  situation  from  the  point  of view of the peer and share ways to  help  him/her  cope  with  the changes he/she is going through.


Wednesday, 30 January

Where I Belong Lesson 5

What are Families

  • know  that  there  are  different types of family structures
  • know that  every  family  is unique.
  • state  that  the  three basic functions  of  families  are  to provide  love,  protection  and guidance.
  • identify  the  right  sources  of help to turn to when in need
Lesson 6

What is My Role?

  • know  that  gender  is  about being male or female
  • choose  not  to  stereotype  by gender

Tuesday, 29 January

How Do I Keep Myself Safe? Lesson 7

What is Safety?

  • know what sexual abuse is
  • know  that  there  are  laws  in Singapore  that  can  protect them from sexual abuse
  • know  their  rights  in  keeping themselves  safe  from  sexual abuse
Lesson 8

Stop It! Run! Tell!

  • protect themselves by resisting and removing themselves from harm and seeking help from a trusted adult
  • know their responsibilities in minimising the risk of sexual harm





































Primary 6


Date Unit Topics/ Lessons GY Learning Outcomes
Monday, 4 March Are We More Than Friends Lesson 1

Who Are My Friends?

  • identify the qualities of a healthy friendship
  • recognise the importance of making wise choices in friendship
Lesson 2

Am I A Good Friend?

  • identify the qualities that they have as a friend
  • recognise  the  importance of  developing  in  oneself the qualities of a good friend
Tuesday, 5 March Lesson 3

What is Love?

  • identify the characteristics of love and infatuation
  • distinguish between the characteristics of love versus infatuation
Lesson 4

Am I Falling In Love?

  • identify strong feelings arising from infatuation.
  • manage strong feelings arising from infatuation
  • identify  ways  to  manage  and cope with teasing from peers
Tuesday, 5 March Lesson 5

Main Task

·         play the role of a game designer  who  wants  to  create  a board game to help pupils learn more  about  the  Big Idea of Relationships, specifically on  family,  friendships,  love  and infatuation.

·         consider issues that their peers would face and craft questions and answers that  they  believe  their  peers would benefit most from knowing.

Wednesday, 6 March Friends or Foes Lesson 6

Are You Really My Friend?

  • identify  the  pros  and  cons  of forming  relationships  through social networking websites
  • know ways to keep themselves safe  when  using  social networking websites
Lesson 7

Is It All Safe?

  • know that some information (like pornography) received through the Internet may be harmful
  • know ways to keep themselves safe when using the Internet
Wednesday, 6 March Lesson 8

Main Task

·         apply  their understanding  of  Safety  in  a variety  of  scenarios  where  the main  character  could  be  in  a precarious  situation.

·         consider  the  situation  from the  point  of  view  of  the  main character,  discuss  what  they think and feel about the situation and  what  they  will  do  or  say to  ensure  their  safety.    These scenarios will provide pupils with the  opportunity  to  demonstrate their  understanding  of  Safety and  that safety  is  a  right  and  a responsibility.



Information for Parents

  1. Parents may opt their children out of the Growing Years programme, and/or supplementary sexuality education programmes by MOE-approved external providers.
  2. 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 opt-out-form.  A hardcopy of the form, duly completed and signed, is to be submitted to the form teacher.