To develop essential social & emotional competencies in students for them to thrive in a fast- changing world
To nurture students holistically through the three domains of student well-being to better prepare them for the future
To support students with different needs via targeted programs and an established system of case management

Holistic Health

It is important that students possess the knowledge and ability to recognise that their behaviour has a significant impact on their well-being and to adopt healthy habits that will lead to their optimal physical well-being.

Assembly talks, classroom engagements, exhibitions, and recess activities are organised to raise students’ awareness of holistic health.

Assembly Programmes

Anti Drug Campaign

Pride and Purpose

The school will provide opportunities for every student to develop a positive mindset so that they not only have the desire to learn new concepts, improve skills and seek challenges in the pursuit of lifelong learning, but to thrive when faced with adversities.

Programmes such as Life Skills and Growth Mindset lessons aim to help the students identify their strengths and talents in diverse areas. The purpose of these programmes is also to build grit and perseverance in the students and acquire a heightened sense of self-awareness.

Through programmes such as Values in Action (VIA), career fairs and School Ambassador Program, the students will have the opportunity to appreciate the importance of intra-personal relationships and discover ways on how they can contribute to their family, school, and community.

Social and Emotional Well Being

Social

A student’s ability to establish and maintain positive relationships with family, teachers and friends contributes to his or her social well-being. HPPS seeks to equip every student with the skills to relate to and connect with other people.

Emotional

A student’s ability to acknowledge and share positive and negative feelings in a productive manner contributes to the students’ emotional well-being. HPPS seeks to create opportunities for our students to have a deeper understanding of themselves so that they can develop their strengths and work on their weaknesses.

Social & Emotional (SE) Competencies

Social and Emotional Competencies are essential for students to thrive in the 21st Century and are integral skills in MOE’s Framework for 21st Century Competencies and Desired Student Outcomes. The five key social and emotional competencies are:

a) Self-Awareness

b) Social Awareness

c) Self-Management

d) Relationship Management

e) Responsible Decision-making

Social and Emotional Competency	Definition
Self-Awareness	A child has self-awareness if he/she understands his/her own emotions, strengths, inclinations and weaknesses.
Self-Management	A child can manage himself/herself effectively if he/she has the capacity to manage his/her own emotions. He / She should be self-motivated, exercise discipline and display strong goal-setting and organisational skills.
Social Awareness	A child has social awareness if he/she has the ability to accurately discern different perspectives, recognise and appreciate diversity, empathise with and respect others.
Relationship Management	A child can manage relationships effectively if he/she has the ability to establish and maintain healthy and rewarding relationships through effective communication, and is able to work with others to resolve issues and provide assistance.
Responsible Decision-Making	A child can make responsible decisions if he/she has the capacity to identify and analyse a situation competently. He/she should be able to reflect upon the implications of decisions made, based on personal, moral and ethical considerations.

Programme for Active Learning (PAL)

PAL is an initiative recommended by the Primary Education Review and Implementation (PERI) Committee to address the need for greater emphasis on non-academic programmes in the foundation years. It aims to facilitate all-rounded development of students and support holistic learning; and provide varied avenues for students to develop social and emotional (SE) competencies and Character Education (CE) values. PAL is an avenue to equip students with the relevant skills, knowledge and dispositions to thrive in the 21st Century.

PAL incorporates values education and is experiential in nature where students learn in a creative way. It provides opportunities for students to create and develop their SE competencies. PAL is fun and enjoyable. Through PAL, 3Cs in students; namely, Curiosity, Cooperation and Confidence, will be nurtured.

PAL consists of modules of activities in two broad areas: Sports & Games and Outdoor Education, and Performing Arts and Visual Arts, to provide students with broad exposure and experiences through fun and varied activities.

Sexuality Education

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.

2. The goals of Sexuality Education are:

(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 HENRY PARK Primary School’s Sexuality Education Programme for 2019

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. Form Teacher Guidance Period (FTGP)

c. Character and Citizenship Education (CCE)

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

6. 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.

7. 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 Henry Park Primary School, the following lessons from the Growing Years Programme is taught in 2019:

Primary 5

UNIT

LESSONS / DURATION

Lesson Objectives

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

TIME PERIOD

(e.g. Term 1 Week 2)

Gosh! I Am Changing

What Is Happening To Me?

(30 min)

· know what puberty is

· identify the physical changes during puberty

Term 1 Week 9

What Can I Do? (Part 1)

(30 min)

· identify the stresses caused by physical and emotional changes during puberty

· describe healthy ways to manage the stresses caused by physical and emotional changes during puberty

· describe the emotions caused by physical changes during puberty

· recognise that one’s identity does not change even when one’s body is experiencing change due to puberty

Term 1 Week 9

What Can I Do? (Part 2)

(30 min)

· identify the stresses caused by physical and emotional changes during puberty

· describe healthy ways to manage the stresses caused by these physical and emotional changes during puberty

· describe the emotions caused by physical changes during puberty

· recognise that one’s identity does not change even when one’s body is experiencing change due to puberty

Term 1 Week 10

Main Task

(30 min)

Description of the Main Task:

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

Term 1 Week 10

Where I Belong

What Are Families?

(30 min)

· 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

Term 2 Week 5

Where I Belong

What is My Role?

(30 min)

· know that gender is about being male or female

· choose not to stereotype by gender

Term 2 Week 5

How Do I Keep Myself Safe?

What is Safety?

(30 min)

· 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

Term 3 Week 8

Stop It! Run! Tell!

(30 min)

· protect themselves by resisting, removing themselves from harm and seeking help from a trusted adult

· know their responsibilities in minimising the risk of sexual harm

Term 3 Week 8

Primary 6

UNIT

LESSONS / DURATION

Lesson Objectives

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

TIME PERIOD

(e.g. Term 1 Week 2)

Are We More Than Friends?

Who Are My Friends?

(30 min)

· identify the qualities of a healthy friendship

· recognise the importance of making wise choices in friendship

Term 1 Week 9

Am I A Good Friend?

(30 min)

· identify the qualities that they have as a friend

· recognise the importance of developing in oneself the qualities of a good friend

Term 1 Week 9

What is Love?

(30 min)

· identify the characteristics of love and infatuation

· distinguish between the characteristics of love versus infatuation

· identify strong feelings arising from infatuation

Term 1 Week 10

Am I Falling In Love?

(30 min)

· manage strong feelings arising from infatuation

· identify ways to manage and cope with teasing from peers

Term 1 Week 10

Main Task

(30 min)

Description of the Main Task:

Pupils are to play the role of a game designer who wants to create a board game to help pupils of their age learn more about the Big Idea of Relationships, specifically on family, friendships, love and infatuation. They will consider the issues that their peers would face and craft questions and answers that they believe their peers would benefit most from knowing.

Term 1 Week 10

Friends or Foes?

Are You Really My Friend?

(30 min)

· identify the pros and cons of forming relationships through social networking websites

· know ways to keep themselves safe when using social networking websites

T2 Week 5

Is It All Safe?

(30 min)

· know that some information (like pornography) received through the Internet may be harmful

· know ways to keep themselves safe when using social networking websites or the Internet

T2 Week 5

Main Task

(30 min)

Description of the Main Task:

Pupils are to apply their understanding of Safety in a variety of scenarios where the main character could be in a precarious situation. They will 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.

T2 Week 5

Information for Parents

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

9. 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 12/02/2019.

10. Parents can contact the school at hpps@moe.edu.sg or 64663600 for discussion or to seek clarification about the school’s sexuality education programme.

11. Parents, who wish to attend the school sexuality education programmes, should contact the school to make the necessary arrangements.

Positive Parenting Program

Triple P takes the guesswork out of parenting

The Positive Parenting Program (Triple P) is one of the most effective evidence-based parenting programs in the world, backed up by more than 30 years of ongoing research. Triple P gives parents simple and practical strategies to help them confidently manage their children’s behaviour, prevent problems developing and build strong, healthy relationships. Triple P is currently used in 25 countries and has been shown to work across cultures, socio-economic groups and in all kinds of family structures.

The five steps to creating a happier family life in Triple P include:-

1. Create a safe, interesting environment

2. Have a positive learning environment

3. Use assertive discipline

4. Have realistic expectations

5. Take care of yourself as a parent

Henry Park Primary School is among the first few schools to partner the Ministry of Social and Family Development to offer Positive Parenting Programme (Triple P). The purpose is to provide stronger support for parents who wish to improve their children’s behaviour and reduce parenting stress.

HPPS parents will have the opportunity to participate in three two-hour seminars to enhance their parenting skills, knowledge and confidence.

Seminar 1 – Positive Parenting

Seminar 2 – Raising Confident and Competent Children

Seminar 3 – Raising Resilient Children

The school also organises parenting workshops and father-child bonding sessions to support our parents in their parenting journey!

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