PG3 means Posting Group 3, the Secondary 1 admission route under Singapore’s Full Subject-Based Banding. It is not a separate health qualification and does not indicate that every teenager begins puberty at the same time. MOE’s G2/G3 Lower Secondary Science syllabus includes Topic 16, ‘Human Sexual Reproductive System’, which explains how reproductive organs work together, what happens during puberty, the role of an egg and sperm in fertilisation, the menstrual cycle, and basic information about sexual health. The relevant learning should be factual, age-appropriate and respectful, without embarrassment, inaccurate myths or assumptions about an individual pupil.

MOE’s April 2024 syllabus asks G3 students to understand broad structures and functions rather than memorise an advanced endocrinology course. Singapore’s HealthHub explains that puberty unfolds over several years and that parents can support teenagers by explaining normal physical and emotional changes in advance. HealthHub also provides medical information about sexually transmitted infections, prevention and appropriate professional care. The receiving school’s actual topic sequence and lesson policies remain authoritative. This guide teaches biological concepts and safe communication; it does not diagnose anyone’s puberty, prescribe contraception or replace medical advice.

• PG3 concerns secondary admission; G3 Science is an individual academic subject level under Full SBB.
• MOE Topic 16 teaches reproduction, heredity, puberty, reproductive-system functions, menstrual cycle and sexual-health awareness.
• Puberty develops at different times and rates, so personal comparisons are unreliable and potentially hurtful.
• Typical physical changes may include growth, changes in skin and body hair, voice changes, breast development and the onset of menstruation.
• Egg and sperm contribute genetic material; fertilisation forms a zygote that may develop further under suitable biological conditions.
• The ovaries, oviducts, uterus, cervix and vagina have distinct roles in the usual anatomical model.
• The testes, ducts and penis are parts of the usual male reproductive-system model with different roles.
• Menstruation is shedding of uterine lining when pregnancy does not occur; cycle lengths and experiences vary.
• Hormones coordinate developmental and reproductive processes, but detailed hormone-system mechanisms are not required for the stated lower-secondary outcome.
• Preventing unplanned pregnancy and reducing STI risk involve distinct methods and considerations; no single method covers every risk.
• Questions involving health, severe symptoms, coercion or safety should be discussed with trusted adults and qualified professionals.

Definition lock: five reproductive health concepts

Concept	Biological meaning	Do not confuse with
Puberty	Developmental period of physical and reproductive changes	A fixed deadline for every teenager
Gamete	Egg or sperm carrying genetic material	An already developed embryo
Fertilisation	Union of gametes to form a zygote	Implantation or birth
Ovulation	Release of an egg from an ovary	Menstruation
Menstruation	Shedding of uterine lining in a menstrual cycle	A guaranteed 28-day personal schedule
STI	Infection transmitted through relevant contact routes	Automatically visible symptoms

Guide chapters

• Why puberty belongs in a lower-secondary Science lesson
• Definition lock: reproduction, puberty, fertilisation and menstruation
• PG3 is not a predictor of when a teenager develops
• The reproductive system is an example of coordinated organs
• Egg and sperm are gametes with genetic information
• Fertilisation is a cellular event
• Heredity explains similarities and variation
• The ovaries have reproductive functions
• The oviduct and uterus have different roles
• The cervix and vagina should be named accurately
• The testes produce sperm as part of their role
• Transport structures do not create gametes
• Hormones coordinate puberty without dictating one schedule
• Voice, hair, skin and growth changes are part of development
• Puberty also involves emotional adjustment
• Ovulation and the menstrual cycle are related but distinct
• Menstruation is a normal physiological process
• Cycle lengths and symptoms vary
• Fertilisation and implantation should not be confused
• Pregnancy involves development over time
• Birth control methods have different mechanisms
• Sexually transmitted infections are health conditions
• STI prevention and contraception are not identical
• Vaccination and early care are parts of public health
• Respect, consent and safety belong alongside biological knowledge
• Discuss ethical issues without personal attacks
• Substance exposure during pregnancy requires accurate framing
• Body differences are not grounds for bullying
• Reading a reproductive-system diagram responsibly
• How Science connects with character and citizenship education
• A four-week age-appropriate study plan
• What Punggol parents should ask Science teachers

Why puberty belongs in a lower-secondary Science lesson

Adolescents may notice physical and emotional changes at different stages. Understanding the basic biology can reduce confusion about what the body is doing and why classmates may develop differently. The school lesson should provide trustworthy concepts rather than create a competition over who appears older or more mature.

MOE places the topic under its Systems theme. Pupils consider how organs coordinate to perform a function and how disruption can affect the system. This builds on the earlier topics of cells, organs and transport. It also offers an opportunity to discuss respectful health decisions using appropriate factual language.

Parents can ask what the child is curious about without demanding personal disclosures. A student can learn the Science content through diagrams and published information while retaining personal privacy.

Definition lock: reproduction, puberty, fertilisation and menstruation

Human sexual reproduction involves biological processes that can result in the development of a new individual. Puberty is the developmental period during which various physical and reproductive changes occur. Fertilisation is the union of male and female gametes, including their genetic material, to form a zygote. Menstruation is the shedding of uterine lining during a menstrual cycle when pregnancy does not occur.

These terms are connected but not interchangeable. Puberty does not mean someone is psychologically or socially ready for parenthood, and menstruation is not the same event as fertilisation. A student should identify where each process fits in the biological system rather than memorise a dramatic story.

Ask the learner to define the process in one sentence and distinguish it from the other three. Accurate language is the beginning of biological understanding.

PG3 is not a predictor of when a teenager develops

Posting Groups are educational admission categories, not medical labels. Pupils in the same PG3 form may differ in height, skin changes, voice development and menstrual experience. Puberty starts and proceeds at varied times due to many biological influences, and an individual student’s development should not be judged using academic classification.

HealthHub advises parents that puberty unfolds over years and includes emotional as well as physical adjustments. Students should not feel required to discuss intimate bodily details in front of classmates to demonstrate syllabus mastery. They can explain typical processes using anonymised examples.

Parents can model respect by avoiding teasing about appearance and speaking with healthcare professionals if an individual developmental concern genuinely requires evaluation.

The reproductive system is an example of coordinated organs

An organ system contains parts with distinct functions that cooperate under normal conditions. The reproductive system includes organs involved in producing gametes, transporting them and supporting biological processes related to reproduction. A simplified school diagram represents typical anatomy, not a personalised scan or a complete description of every human body’s variation.

MOE asks pupils to describe briefly how the male and female reproductive systems are involved in fertilisation. The aim is broad structure and function rather than the detailed biochemical mechanisms studied in specialised courses. Correct labels need to be linked with meaningful roles.

Ask the teenager to trace a labelled pathway in a published diagram and explain the relevant function of each organ. Respectful technical language makes the topic clearer.

Egg and sperm are gametes with genetic information

Egg cells and sperm cells are human gametes that contribute genetic material in the fertilisation process. A gamete is not equivalent to a complete new individual, and it does not contain an entire miniature baby. Each contributes a set of genetic information that can combine during successful fertilisation under appropriate conditions.

A pupil may learn that an egg is considerably larger than a sperm cell under typical human biological models. Size alone does not describe their genetic contribution or their separate functions. A cell diagram needs a scale explanation rather than an assumption based on appearance.

Parents can ask what each gamete contributes and which event constitutes fertilisation. The answer should be biological and free of exaggerated language.

Fertilisation is a cellular event

Fertilisation involves the union of a sperm and an egg, including the combination of their genetic material, to form a fertilised egg or zygote. In typical human reproduction this usually occurs in an oviduct rather than the uterus. The resulting early cell may undergo divisions and development, but fertilisation alone does not guarantee that a pregnancy will continue.

Students sometimes confuse fertilisation with implantation or with birth. The events occur at distinct stages and locations. The lower-secondary curriculum emphasises their relationship without requiring a detailed specialist account of embryology.

Ask the child to place the words gametes, fertilisation, zygote and development in the correct conceptual order. Clear sequencing prevents common misunderstandings.

Heredity explains similarities and variation

Heredity involves the passing of genetic information between generations. A child may share traits with parents while also differing from siblings because genetic combinations are not identical. The syllabus includes an understanding that sexual reproduction contributes to variation, with some relevant statements carrying a starred optional-for-G2 marker.

Not every characteristic can be predicted from one gene or from observing two parents. Complex traits may involve many genes and environmental influences. A student should not use a simplified inheritance diagram to make claims about another person’s identity, medical status or family background.

Parents can discuss the broad principle of variation without asking pupils to disclose sensitive information about relatives. Learning can use fictional biological examples.

The ovaries have reproductive functions

In the typical female reproductive-system model, the ovaries contain developing egg cells and produce hormones involved in reproductive processes. They are distinct from the uterus and oviducts. A diagram that labels all these regions as ‘the womb’ misses important anatomical differences.

An egg is generally released during ovulation, although individual menstrual cycles vary. A student need not memorise detailed hormone concentrations to explain the broad role of the ovaries in the lower-secondary syllabus.

Parents can ask which structure produces or releases an egg and which structure supports later development. This separates location and function.

The oviduct and uterus have different roles

The oviduct, or fallopian tube, is the usual site where fertilisation can occur. The uterus is an organ whose lining changes over the menstrual cycle and can support pregnancy after implantation. These structures are connected but should not be presented as identical locations.

A common school error is to place fertilisation in the uterus or to describe an embryo developing inside an ovary under the normal model. Accurate labelling helps prevent these mistakes. Healthcare details involving unusual conditions require qualified medical sources.

Ask the pupil to explain where fertilisation is usually described and where the developing pregnancy is normally supported. The distinction is central to understanding the system.

The cervix and vagina should be named accurately

The cervix forms the lower part of the uterus and connects to the vagina. The vagina is a muscular canal serving functions including menstrual flow and childbirth. The external vulva is anatomically distinct from the vagina; using the terms interchangeably can create confusion, especially in health communication.

Scientific diagrams may simplify relative sizes or omit some external structures because they focus on fertilisation and the menstrual cycle. The child should follow the relevant syllabus while understanding that drawings are representations rather than precise scales.

Parents can use correct anatomical words calmly. Euphemisms that conceal every structure may make the topic harder to discuss responsibly.

The testes produce sperm as part of their role

The testes are reproductive organs that produce sperm and hormones involved in male puberty and reproductive functioning. They are distinct from the structures that store and transport sperm. The scrotum is a separate external structure that helps maintain suitable conditions for testicular function.

A diagram may include the epididymis and sperm ducts, but the level of detail required depends on the receiving school’s programme. A student should explain the broad pathway rather than memorise extra labels without meaning.

Parents can ask which organ produces sperm and why transport structures are also necessary. This connects the system’s parts logically.

Transport structures do not create gametes

Reproductive ducts and associated organs provide pathways and supporting functions during the reproductive process. A student might mistakenly assume every labelled tube produces sperm, or that sperm originates from the penis itself. The distinction between production, storage, transport and release helps organise the diagram.

A model can use arrows to show the conceptual route of sperm through the system under relevant conditions. It is not a set of instructions for personal behaviour and does not depict the full molecular detail of reproduction.

Parents can ask what each arrow means and whether the named structure produces, transports or receives material. The process becomes more understandable.

Hormones coordinate puberty without dictating one schedule

Hormones are chemical messengers involved in coordinating many body processes, including puberty and reproductive development. The detailed hormonal-system mechanisms are not required by MOE for the stated lower-secondary puberty outcome. The appropriate school emphasis is recognition that developmental changes occur through biological regulation rather than personal choice.

Puberty can involve growth spurts, acne, body odour, changes in hair, breasts or voice, depending on the individual. Different changes occur at different times, and a diagram of the ‘typical’ sequence is not a deadline for every teenager.

Parents can reassure through factual explanations and avoid ranking classmates by appearance. Individual concerns belong with appropriate healthcare professionals.

Voice, hair, skin and growth changes are part of development

HealthHub lists growth, skin changes, body hair and other physical changes that can occur during puberty. Some are more visible than others, while experiences vary substantially. A school Science lesson should not imply that every teenager will experience every change at the same age or in the same order.

An adolescent may find an unfamiliar change embarrassing. A calm explanation and access to appropriate personal hygiene supplies can be more helpful than public teasing. Science provides vocabulary; family and school support help pupils manage day-to-day situations.

Parents should ask if a pupil needs information or practical support while respecting their wish for privacy. A classmate’s body is not an experiment for comparison.

Puberty also involves emotional adjustment

Physical development takes place alongside changes in self-awareness, relationships and emotional experience. HealthHub’s parent guidance encourages open communication about these adjustments without implying that every mood change is caused solely by hormones. School stress, social circumstances and individual personality can all contribute to how a teenager feels.

A pupil who is irritable after a difficult day should not automatically be told that their feelings are ‘just puberty’. Parents can listen for the real concern while offering age-appropriate information about development. A persistent or serious problem may require professional guidance.

Good health education combines accurate biological explanation with respect for the teenager’s experiences.

Ovulation and the menstrual cycle are related but distinct

The menstrual cycle involves recurring changes in the ovaries and uterus under hormonal regulation. Ovulation refers to the release of an egg from an ovary during a relevant cycle. Menstruation describes shedding of the uterine lining when pregnancy does not occur. These events are linked, but should not be placed at the same moment in every diagram.

Students often hear a simplified 28-day cycle presented as if it applies universally. Real cycle lengths and timing vary, especially in adolescence, and ovulation may not occur regularly in every cycle. A classroom diagram should be recognised as an illustration rather than a reliable personal calendar.

Parents can ask which organ undergoes each change and why a simplified timeline has limitations. Healthcare questions about an individual’s cycle require personalised advice.

Menstruation is a normal physiological process

Menstruation is not an injury or a sign that someone has done something wrong. It reflects cyclical changes in the uterine lining under suitable reproductive conditions. The onset of menstruation is a normal part of puberty for many adolescents, and practical support and accurate information can reduce distress or confusion.

HealthHub recommends that parents discuss menstruation before a first period and explain hygienic management using suitable menstrual products. Individuals have different preferences and needs, and no pupil should be embarrassed for requiring assistance during school.

Parents can ensure access to supplies and a trusted adult. If bleeding, pain or other symptoms are concerning, a medical professional can evaluate them rather than relying on a textbook’s simplified diagram.

Cycle lengths and symptoms vary

An idealised teaching diagram may show a fixed cycle length for clarity, but real adolescent menstrual cycles can vary and may be irregular after their onset. Symptoms such as cramps or fatigue differ across individuals. Neither the calendar nor a classmate’s experience provides a complete diagnostic standard.

A teenager should not feel forced to share intimate information with peers in order to complete a Science worksheet. Hypothetical examples are sufficient to understand phases and organ functions. Persistent, unusually severe or worrying symptoms deserve medical attention.

Parents can discuss help-seeking and supportive school arrangements while keeping the student’s privacy central.

Fertilisation and implantation should not be confused

Fertilisation is the union of gametes, while implantation describes a later process involving an early developing embryo and the uterine lining. The two are not simultaneous events in the usual model. A student can understand this order without learning a specialised medical chronology.

A diagram showing an egg travelling through the oviduct toward the uterus should use clear arrows and labels. It should not imply that every fertilised egg successfully implants or that every menstrual cycle produces a pregnancy.

Parents can ask which processes are events at the cellular level and which involve the uterine environment. Accurate distinctions reduce confusion.

Pregnancy involves development over time

After successful implantation and continuing development, the embryo and later foetus undergo substantial growth and differentiation during pregnancy. A lower-secondary diagram simplifies this complex process to explain the reproductive system’s function. It should not be used as a tool for assessing any real person’s pregnancy or health.

MOE asks pupils to recognise that fertilisation can produce a zygote that develops into a new individual under appropriate biological conditions. This is a statement about the system’s role, not a prediction about one particular situation.

Parents can keep the lesson focused on structure, development and evidence, avoiding sensationalised or speculative medical claims.

Birth control methods have different mechanisms

MOE’s lower-secondary syllabus asks pupils to outline how temporary and permanent birth-control methods prevent conception by interrupting particular processes or reproductive functions. At a conceptual level, barrier methods reduce contact between gametes, hormonal methods can alter the processes leading to pregnancy, and permanent procedures are intended to prevent fertilisation through more lasting anatomical changes.

Different methods have different effectiveness, reversibility, side effects and protection against infections. A student should not conclude that a method used for pregnancy prevention automatically protects against every STI. Personal choices and medical suitability should be discussed with qualified healthcare professionals, not decided from a parent blog.

Parents can focus on understanding why mechanisms differ and on the importance of age-appropriate, nonjudgmental health education.

Sexually transmitted infections are health conditions

STIs are infections that can be transmitted through sexual contact and sometimes other relevant routes. They may be caused by bacteria, viruses or other organisms, and people may have no obvious symptoms. The lower-secondary Science syllabus mentions examples including syphilis, gonorrhoea and HIV/AIDS and asks pupils to understand harmful consequences.

HealthHub explains that many bacterial STIs can be cured with appropriate treatment, while viral STIs may be managed rather than eradicated, depending on the infection. The cause, prevention and treatment must be described accurately; broad claims that all STIs are incurable or immediately visible are false.

Parents can discuss the topic as healthcare literacy rather than a judgement about the morality or identity of an infected person.

STI prevention and contraception are not identical

Pregnancy prevention and infection prevention address different biological risks. Abstaining from sexual activity prevents sexual exposure, while barrier protection such as condoms can reduce, but not eliminate, certain STI risks when used correctly. Other contraceptives may prevent conception without providing comparable infection protection. HealthHub also describes the role of vaccination against selected infections.

Students should not treat a single method as a perfect guarantee in every context or attempt to diagnose infection from appearance. A medical professional can advise on age-appropriate care, testing or prevention where relevant.

Parents can teach the principle of distinct risks and evidence-based protection without asking the child to share personal details in a class discussion.

Vaccination and early care are parts of public health

HealthHub notes that some infections, including HPV and hepatitis B, have vaccination strategies that can reduce risk under appropriate recommendations. Vaccination decisions and schedules depend on official health programmes and personal circumstances; an educational article should not invent a requirement for a particular teenager.

Testing and treatment are important if a person may have been exposed to an STI, because symptoms do not always appear. A student should know that qualified healthcare services exist and that timely care matters, rather than rely on social media myths or conceal concerns out of shame.

Parents can direct individual health questions to official services, maintaining sensitivity and privacy.

Respect, consent and safety belong alongside biological knowledge

Understanding organs and processes is not the whole of healthy development. Adolescents also need age-appropriate understanding of privacy, personal boundaries, respectful relationships and how to seek help if they feel pressured or unsafe. These matters should be addressed within the school’s current guidance and the family’s appropriate communication context.

A pupil can learn to distinguish a biological fact from a social or ethical question. People may hold different views on relationships and choices; responsible teaching should not stigmatise students or replace factual information with fear. Where coercion or immediate safety concerns arise, safeguarding action takes priority.

Parents can make it clear that asking a trusted adult for help is acceptable and that no class assignment requires a disclosure of intimate experiences.

Discuss ethical issues without personal attacks

MOE’s syllabus includes evaluating consequences and issues around abortion and premarital sex. These are sensitive matters with medical, ethical, social and legal dimensions. Classroom discussion should accurately distinguish factual biological consequences from different values or opinions. It should also respect affected individuals and avoid treating a hypothetical case as a reason to shame a classmate.

Students can practise separating a claim about health risks from a normative argument, and asking which evidence supports each factual statement. The teacher’s learning objectives and applicable safeguarding rules determine how discussion is managed.

Parents can encourage thoughtful questions without demanding that the child express a single predetermined personal view in public.

Substance exposure during pregnancy requires accurate framing

MOE’s syllabus highlights awareness that smoking, alcohol and drug misuse during pregnancy can affect foetal development. The topic belongs to general health education and should not be turned into an attempt to diagnose an unknown person’s pregnancy outcomes. Actual risks depend on specific substances, exposures and medical context.

Health professionals provide guidance on pregnancy and exposure concerns. Pupils can learn that the developing foetus depends on a complex biological environment and that certain substances can pose harm. The school lesson should use official materials rather than graphic or exaggerated personal stories.

Parents can ask the teenager which system is affected and why the information is relevant, while keeping medical decisions with qualified practitioners.

Body differences are not grounds for bullying

Puberty unfolds differently across classmates, including visible changes in height, body shape, skin and voice. A teenager may also have a personal health condition or developmental variation that peers know nothing about. Science learning must not become an opportunity for teasing, photography or speculation about another person’s body.

Parents and schools can protect dignity by using hypothetical examples and school-approved diagrams rather than requiring private disclosures. HealthHub’s guidance emphasises helping children cope with self-esteem and the emotional aspects of puberty.

Ask the child what respectful behaviour looks like when someone develops at a different pace. The answer should centre privacy and kindness rather than comparison.

Reading a reproductive-system diagram responsibly

Anatomical teaching diagrams identify reproductive organs and conceptual pathways, often with simplified proportions and colours. A student should distinguish an organ from a gamete and a transport path from a developmental stage. A diagram cannot establish a person’s actual fertility, infection status or hormone levels.

Encourage the teenager to label the normal biological structures, describe their general functions and identify which details the simplified illustration leaves out. An image generated for education should not be presented as a clinical scan or evidence about a real person.

Parents can focus on accurate vocabulary and understanding without improvising medical conclusions.

How Science connects with character and citizenship education

Singapore’s schools teach biological content alongside education about responsibility, relationships and personal wellbeing. The precise curriculum programmes are not identical and should not be collapsed into the claim that a Science examination measures a pupil’s private behaviour. A teenager can explain fertilisation scientifically without being asked to disclose their own experiences.

Families can talk about maintaining boundaries, obtaining trustworthy information, respecting classmates and seeking help from adults when needed. Questions about legal rights and medical access require up-to-date official guidance rather than assumptions borrowed from another country.

Parents should help the child differentiate what the Science syllabus requires from personal or family issues best discussed privately.

A four-week age-appropriate study plan

Week one focuses on puberty, cell-level gametes and the basic purpose of the reproductive system. Week two compares labelled organ structures and their functions. Week three traces fertilisation and a simplified menstrual cycle, recognising individual variation. Week four studies infection-awareness principles and practises distinguishing biological facts from ethical claims using teacher-approved material.

Keep sessions short and match them to the actual lower-secondary Science programme. A pupil who is unsure about cells and genetic material needs that foundation first. Another who knows the diagram labels but confuses ovulation with menstruation needs a clear process timeline.

Progress is visible when the teenager can explain a biological sequence calmly, use correct vocabulary and identify when an individual health issue needs a professional rather than an online answer.

What Punggol parents should ask Science teachers

Ask when Topic 16 is introduced, what structures and functions are expected and which discussion guidelines or materials the school uses. MOE’s published syllabus lists the broad lower-secondary content, while schools sequence the work and manage sensitive questions according to their current policies.

Families can use HealthHub for age-appropriate explanations and consult qualified healthcare professionals for personal symptoms, development concerns or reproductive health questions. Students should not rely on a textbook diagram to decide what is normal for their own body without context.

PG3 marks an academic starting route. Biology learning becomes meaningful when a pupil understands the system, respects other people’s privacy and knows how to seek trustworthy help.

Frequently asked questions

Is the reproductive system a PG3-only syllabus?

No. Topic 16 belongs to lower-secondary G2/G3 Science; PG3 is the school admission route.

Does every school teach the topic in Secondary 1?

Not necessarily. The receiving school decides teaching sequence and the actual lesson format.

Does puberty occur at the same age for all teenagers?

No. The timing and sequence of development vary considerably.

What are the human gametes?

Sperm and egg cells, which carry genetic information for fertilisation.

Where does fertilisation usually occur?

In an oviduct, commonly called a fallopian tube.

Is fertilisation the same as implantation?

No. Implantation is a later distinct process.

What is menstruation?

The periodic shedding of uterine lining in the menstrual cycle when pregnancy does not occur.

Is every menstrual cycle exactly 28 days?

No. Length and timing vary, especially during adolescence.

Are all STIs accompanied by clear symptoms?

No. Some infections may be asymptomatic; medical assessment is required when concerns arise.

Do all contraceptive methods prevent STIs?

No. Pregnancy prevention and STI prevention are different purposes and methods have different protective effects.

Can a parent use this to diagnose a child’s puberty or symptoms?

No. Individual developmental or health concerns require qualified medical advice.

How should families support learning?

Use accurate school diagrams, calm age-appropriate discussion and a clear route to trusted professional help.

Continue the What is PG3 Punggol education series: PG3 G3 Mathematics Linear Functions and Gradient | PG3 G3 History Japanese Occupation and Punggol Beach | PG3 G3 History Self-Government, Merger and Independence

Official MOE and HealthHub information

• MOE Lower Secondary G2/G3 Science syllabus updated April 2024, Topic 16 Human Sexual Reproductive System
• HealthHub: Help Your Child Cope With Puberty and Self-esteem
• HealthHub: Sexually Transmitted Infections, prevention and healthcare support
• HealthHub: Talking to Teenagers About Sexual Health and Relationships
• What is PG3: G3 Science Cells, Microscopes and Organ Systems
• What is PG3: Human Digestive System, Nutrients and Absorption
• What is PG3: Student Wellbeing and Support in Punggol

Your next step

Check when the receiving school teaches the Human Sexual Reproductive System and which diagrams and discussion tasks are used. Ask your child to distinguish puberty, fertilisation and menstruation using an approved syllabus diagram, without requesting private disclosures. Offer age-appropriate information and access to trusted adults. Any personal reproductive health concern belongs with a qualified healthcare professional.