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Student Development Programme

Pupil Development Programme

Pupil Development


Pupil Development aims to build school spirit, instill values and promote life skills through Character and Citizenship Education (CCE).


Pupil Development promotes the School Values of Diligence, Determination, Loyalty and Dedication, and Courage and Marist Values of Presence, Simplicity, Family Spirit, Love of Work and In the Way of Mary.  These values inform and drive Pupil Development activities and programmes.


Through the lens of School and Marist Values, Marists are taught Social and Emotional Skills which comprise Self-Awareness, Self Management, Social Awareness, Relationship Management and Responsible Decision Making.  In applying these skills in their thoughts and actions, Marists develop into Gentlemen, Scholars and Sportsmen.


Pupil Development Programmes


Building School Spirit

Marist Youth Day

House System

Secondary One Adventure Camp

Secondary Two Internationalisation Programme

Secondary Three Bonding Camp


Values Formation

Civics and Moral Education Lessons

Values in Education

National Education


Life Skills

Etiquette Workshops

Education and Career Guidance


Spiritual Development

Sexuality Education

Leadership Programmes


Other Programmes


Secondary Three Seniors’ Programme

Pupil Management

Parent Support Group


Year Head Programme

We strive for our Marists to acquire the following characteristics through their 4-year journey in our school.

Sec 1 – Discipline, Focused Energy, Versatility and Confidence
Sec 2 – Eloquence in both Spoken and Written Form
Sec 3 – Being Socially Competent and Attuned to Situations
Sec 4 – Being Intellectually Satisfied and being Critical Thinkers

To facilitate this, the Year Heads work closely with the Form and Co-Form teachers to help imbue these qualities in the students through a host of activities and programmes. There are level camps held in the beginning of the year and school based celebrations like Marist Youth Day and National Day which, not only allows for bonding opportunities within the class but also provides the positive school experiences that are so important in a teenage student’s life. Constant communication with the Form and Co-form teachers provide the guidance and support that they need to grow a positive classroom climate for their students and acquire confidence in applying personal relationship building strategies to enhance the students’ learning experience throughout the year. Thus, the Year Head Programme aims to help develop the professional skills and dispositions in the Form and Co-form teachers so that they will be better able to provide pastoral care for all the students.

National Education

The National Education (NE) Framework for Maris Stella High

National Education is part of a holistic education. It aims to develop national cohesion, cultivate the instinct for survival as a nation and instill in our students confidence in our nation's future. It also emphasizes on cultivating a sense of belonging and emotional rootedness to Singapore.


MOE has adopted a two-pronged approach in the cultivation of national instincts among students: First, to develop an awareness of facts, circumstances and opportunities facing Singapore, so that they will be able to make decisions for their future with conviction and realism.


Second, to develop a sense of emotional belonging and to the community and nation. This approach is amply captured in the phrase "engaging hearts and minds".


In Maris Stella High, the same principles from MOE’s NE approach are encapsulated in the “Head, Heart and Hands” framework.

Head, Heart and Hands


Approaches to NE
1.    NE is part of Total Education
2.    NE must involve every teacher
3.    NE must appeal to both the heart and mind
4.    NE must develop thinking
5.    NE must be reinforced by society


Approach to Reaching Pupils

1.    Develop an awareness of facts, circumstances and opportunities facing Singapore, so that they will be able to make decisions for their future with conviction and realism; and

2.    Develop a sense of emotional belonging and commitment to the community and nation so that they will stay and fight when the odds are against us.


Integration of National Education, Environmental Education into the Humanities Department

From 2011, NE and environmental education will be weaved into the Humanities department in terms of its curriculum, syllabus, as well as department programmes/activities.

The rationale of integrating NE and environmental education is that the issues concerning both of them could be better handled within the department. In addition, some of the aspects of NE and environmental education are already inherent in the Humanities syllabus (e.g. Social Studies and Geography), which lends themselves further development through department programmes.

The Humanities Department is thus tasked with not only developing its NE and environmental education through various internal programmes and activities, but also to engage fellow educators from other departments. Some of the activities such as Learning Journeys (both staff and students) will weave the complex nature of NE and environmental education through a whole school approach, thereby creating a holistic education framework in Maris Stella.

A summary of how NE and environmental education is operationalised through a whole school approach:

•    Pre-planned Learning Journeys (staff & student participation) through national organisations and external agencies
•    Conversational Malay Program for lower secondary students
•    Engaging class NE Ambassadors as leaders to promote NE and hone leadership skills in the school-wide Leadership Development Program
•    Inter-departmental self-crafted Learning Journeys (PE and Humanities)
•    Staff Learning Journeys (e.g. tour to ethnic enclaves, such as Katong, Jalan Besar)
•    Commemoration of National Events (Total Defence Day, International Friendship Day, Racial Harmony Day, National Day), as well as Earth Day
•    Working with NE Reps (teachers) from various departments in developing lesson packages
•    Working with Corporate Communications Committee in publicizing NE messages and using media to engage NE in the school

Leadership Programme


In Maris Stella High School, the Student Leadership Committee strives to instill a high level of responsibility and independence in Marists, and to equip them with the skills to organize a team to execute projects.
By Secondary 4, all leaders should reflect the following qualities:


Diligence: Leading by example
Perseverance: Determination to overcome challenges
Loyalty: Pride in being a Marist Leader
Courage: Confidence and willingness to take the initiative


The school offers multiple training and learning experiences for students to develop their leadership potential. All Marists participate in the Sec 1 Camp, Sec 2 Adventure Camp, Sec 3 Camp and Etiquette/ Deportment & Communication Workshops.


In addition, students with special appointments receive additional training to assist them in the execution of their roles. Student Council members undergo a Council Camp and specialised training in public speaking, event facilitation, conflict resolution and other leadership skills. For House Captains, they receive role-specific training workshops. Class Management Committee Members attend specialised skills workshops relevant to their duties as leaders in class. CCA Leaders enjoy training in their respective CCAs, and join the Student Councillors in workshops relevant to leadership development. There are also opportunities for selected students to participate in Outward Bound Singapore.


The Leadership Committee believes that students must put their training into practice, and learn by doing. There are many platforms and opportunities for students to apply their leadership skills. This includes the annual Marist Youth Day Food and Fun Fair, where class leaders and Student Councillors plan and execute a school-wide event. Student Leaders also plan events such as celebrations for Teachers’ Day and Student Leaders’ Investiture Ceremony. Besides this, they also assist the various departments in ensuring the smooth execution of school events such as the Parent Teacher Meetings and various National Education activities. 

Etiquette Programme


Social etiquette workshops are organised for Secondary 1, 2 and 3 pupils. These courses instill in Marists the behaviour and conduct of Gentlemen, a school outcome.


Secondary One students are taught conversational etiquette and courtesy. They are also taught non-verbal communication such as deportment and positive body language.  Because they are new to the school, the proper wearing of the school uniform and importance of first impressions are emphasised.


Secondary Two students are taught how to apply social etiquette and graces in the public domain: school, public places and other social environment.  The value of respect for others is emphasised.


Being in an all-boys’ environment, the school realises the importance of developing in students, positive and healthy relationships in social situations with the opposite gender.  In this regard, workshops are conducted for Secondary Three students.  In addition, they also learn about personal grooming and dress sense.


To prepare Secondary Four school leavers for Leavers’ Ceremony, a talk on making wise and sensible decisions in grooming and dressing is conducted.

Sexuality Education


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:

  1. (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;
  2. (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
  3. (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:

  1. (i) Love and respect yourself as you love and respect others;
  2. (ii) Build positive relationships based on love and respect (which are the foundation for strong families);
  3. (iii) Make responsible decisions for yourself, your family and society; and
  4. (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. 


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: 

  1. a. Science 
  2. b. Character and Citizenship Education (CCE)


    1. i. “The Teenage Years (2nd Edition)” (Lower Sec) Teaching & Learning resource package
    2. ii. “Sense & Sexuality (2nd 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 school 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.



  • What students will learn


Sec 1

The Real Self (Part 1) – 

Body Image and Self-Esteem

  • how one’s perception of his body is linked to personal experiences
  • that one’s self-perception is influenced by his perception of his body 
  • strategies to develop a healthy or positive perception of one’s body


Lessons about Love (Part 1)- Building Healthy Relationships

  • 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


Familial Strangers Alert (Part 1)-

Media Truths and Lies

  • how the media can influence the way people think, feel and behave
  • the usefulness and dangers of using social networking sites to make friends or engage with existing friends
  • ways to protect themselves from negative influences from the media


Familial Strangers Alert (Part 2)-

Being Aware, Being Safe

  • recognise that the media can influence the way people think, feel and behave
  • identify ways to protect themselves from negative influences from the media
  • 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


Sec 2

The Real Self (Part 2)

Self Esteem

  • 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


At the Crossroads (Part 1)-

Responsible and Safe Me

  •     the effects of pornography on self and others 
  •     what masturbation is and its relation to pornography 
  •     recognise the harmful consequences of excessive masturbation 
  •     they are able to make responsible decisions to manage their sexual desires appropriate sources to obtain accurate information about sex


Lessons about Love (Part 2)-

Publicly private matters of the heart

  • 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


At the Crossroads (Part 2)-

A Role for Everyone

  •     what gender role is 
  • the influence of family, culture and society on one’s perception of his gender role 
  • to appreciate/affirm one’s own qualities and characteristics 
  • what sexual orientation (heterosexuality and homosexuality) is the need to treat people with respect regardless of their sexual orientation


Sec 3

At the Crossroads (Part 3)-

Must it be as expected

  • what gender role is 
  • the influence of family, culture and society on one’s perception of his/her gender role
  • recognise the need to treat people with respect 


Lessons about Love (Part 2)-

Getting to know you

  • recognise what constitutes responsible dating
  • evaluate if a dating relationship is healthy or unhealthy
  • managing emotions 


Lessons about Love (Part 3)- Dating

  • 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


Sec 4

Lessons about Love (Part 4)-

A touchy issue

  • recognise the different levels of physical intimacy in a relationship
  • evaluate the norms of acceptability for public display of affection


Lessons about Love (Part 5)-

Healthy Relationships

  • 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


Lessons about Love (Part 6)-

Getting to know you

  • ways to know their friends in the intellectual, emotional, social and moral dimensions
  • that dating entails responsibilities to self and others
  • love requires understanding oneself as well as others in the intellectual, emotional, social and moral dimensions



8. 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.

9. 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 Maris Stella High School, the eTeens programme will be implemented as follows in 2017:


Programme Learning Objectives

Time Period

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 3 Week 9

Classroom-based Lesson: Decision-Making and Assertiveness 

    1. Understand there are consequences in any decision one makes regarding sexual intercourse
    2. Realise that decision-making is a process that can be learnt
    3. Understand that one needs correct and accurate information to make the right decisions regarding one’s sexual health
    4. Learn to make decisions that will reduce the risk to their sexual health.
    5. Understand what assertive behaviour is 
    6. Practise responding to persuasion assertively

Term 3 Week 3


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

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 27/01/2017. 

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 27/01/2017.

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

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