CSE KEY STANDARDS FOR FILIPINO LEARNERS

1. ONLINE TRAINING ON THE
COMPREHENSIVE SEXUALITY
EDUCATION
Reiterating CSE
Standards
Ensuring that CSE results in
empowered adolescents

2. Reiterating
CSE Standards
Ensuring that CSE results in
empowered adolescents

3. TerminalObjective
–ToadvocateCSEamongFilipino
learners
–TocreateCSEactionandlesson
plans

4. Output:
–CSEactionandlesson
plans

5. Adolescents are having high birth rates,
and the trend is not decreasing

6. Great majority of adolescent
girls have not had sex,
But this no. is decreasing

7. Adolescents with the least education
have high and increasing ABR

8. Sexuality
“…a central aspect of being human
throughout life encompasses sex,
gender identities and roles, sexual
orientation, eroticism, pleasure,
intimacy and reproduction.
WHO, 2006a, https://www.who.int/reproductivehealth/topics/sexual_health/sh_definitions/en/)

9. Positive Sexuality
– Values sexuality as “natural”
– Respects different beliefs and
expressions of sexuality
– Recognizes sexual risks and
provides evidence-based
information and lifeskills
– Does not allow sexual
discrimination and violence

10. Adolescent development
Stages Growth of
Body
Growth of
brain
(prefrontal
cortex)
Cognition Psycho-social Family Peer group Sexuality
Early
(10-15)
> Puberty begins
> Rapid growth
peaks
>Uses concrete
thinking
>Does not relate
present actions
with future
effects
>Thinks most
about body
changes
>Frequent
changes in
mood
>Struggles with
independence/
dependence
>Argues & is
disobedient
>Important for
their dev’t
>Intense same-
sex friendships
>Contact w/
opposite sex in
groups
>Self-exploration
and evaluation
Mid
(14-17)
>Puberty
advances
>Growth slows
down
>Reaches 95% of
adult growth
>Brain growth
occurs
>Influence on
social and
problem solving
skills
>More abstract
thinking reverts
to concrete
under stress
>Understands
better results of
own actions
>Very self-
absorbed
>Creates body
image
>Dreams of the
impossible
>Feels very
powerful
>Experiments
w/sex, drugs,
friends, risks
>Argues with
people in
authority
>Strong peer
friendships
>Peer grp most
important &
determines
behaviour
> Forms stable
relationships
Late
(16-19)
>Physically
mature
>Plans & follows
long term goals
>Usu.
comfortable w/
own body image
>Understands
right fr. wrong
>Moving from
child-parent
rel’nship to
more equal
adult-adult
relationship
>Decisions/
values less
influenced by
peers
> Partner
selection based
on own choice
>Mutual and
balanced sexual
relations

11. Common Sexual Behaviors In Children
NCTSN, Sexual Development and Behavior in Children, https://www.nctsn.org/sites/default/files/resources/sexual_development_and_behavior_in_children.pdf
School-Aged Children (approximately 7 -12 years

12. Sexual development in early
adolescence
– Puberty begins
– Self-conscious, Concerned with body-image and privacy
– Focused on peer relationships and group activities
– Masturbation continues, Sexual curiosity and fantasies
– Some group dating
– Boys may have vaginal Intercourse, girls may have petting and oral sex
– Same-sex experiences common, but not related to sexual orientation
Advocates for Youth, Life Planning Education,
Washington DC, 1995, Ch. 5 Pp 127-128,
https://www.advocatesforyouth.org/wp-
content/uploads/storage//advfy/documents/lpe.pdf

13. Sexual development in mid-
adolescence
– Full secondary sexual characteristics
– Feelings of omnipotence and invincibility, but also vulnerability
– Abstract thinking develops but not fully formed
– Forming sexual orientation and identity
– Focused on attractiveness and the peer group
– Sexual experimentation is common
– “Fall in love for the 1st time”
– Some girls get pregnant, some boys and girls get STIs-HIV
Advocates for Youth, Life Planning Education,
Washington DC, 1995, Ch. 5 Pp 127-128,
https://www.advocatesforyouth.org/wp-
content/uploads/storage//advfy/documents/lpe.pdf
Tulloch and Kaufman, Journal of the American
Academy of Pediatrics, Pediatrics in Review January
2013, 34 (1) 29-38; DOI:
https://doi.org/10.1542/pir.34-1-29,
https://pedsinreview.aappublications.org/content/34/
1/29

14. Sexual development in late
adolescence
– Prefrontal brain continues to develop until the early 20’s
– Secure with body image, sexual orientation and gender identity
– Most are able to think abstractly, are future-orient, more insightful
– Transitioning to adult roles in relationships, school and work
– Some may still act impulsively
Tulloch and Kaufman, Journal of the American
Academy of Pediatrics, Pediatrics in Review January
2013, 34 (1) 29-38; DOI:
https://doi.org/10.1542/pir.34-1-29,
https://pedsinreview.aappublications.org/content/34/
1/29

15. 7 CSE CORE Topics, Values,&
Lifeskills
TOPIC VALUES LIFESKILLS
Human Body & Dev’t Self-knowledge & -Respect Analysis of external
influences
Personhood & Values Self-protection Accessing authoritative
information
Healthy Relationships Non-judgment Effective communication
Sexuality & Sexual Behaviors Empathy Responsible decisionmaking
Sexual & Reproductive
Health
Positive attitude towards
sexuality
Self-management
Personal Safety Responsibility Goal-setting
Gender, Culture and Human
Rights
Independence Advocacy for others & social
change

16. UNESCO core content vs. DEP ED CSE
UNESO PHILIPPINES
The Human Body and Development Human Body and Human Development
Values, Rights, Culture & Sexuality Values, Attitudes and Social Skills
Relationships Healthy Relationships
Sexuality and Sexual Behavior Sexuality and Sexual Behaviors
Sexual and Reproductive Health Sexual an Reproductive Health
Violence and Staying Safe Personal Safety
Understanding Gender Gender, Media and Human Rights
Skills for Health and Wellbeing
UNESCO, InternationalTechnical Guidelines on Sexuality Education, 2018
Dep. Ed Circular integrating CSE in K to 12 Curriculum, 2018

17. HB P HR SSB SRH PS GMHR Total
K to Gr.
3
7 10 8 3 1 6 5 40
Gr.4 to
Gr.6
8 11 9 7 7 7 3 52
Gr.7 to
Gr.10
2 10 12 4 8 8 6 50
Gr.11 to
Gr.12
3 8 4 5 15 7 5 47
Total 20 39 33 19 31 28 19 189
Standards by topic and grade levels

18. K to G3 key standards
1. Name sexual parts; boys’ and girls’ bodies
2. Care for the body, including sexual parts
3. Identify one’s values and emotions; accepting others’
4. Describe family and friend relationships
5. Describe expressions of love, including sex among adults
6. Describe human reproduction
7. Define “privacy” and “body rights”
8. Describe gender, stereotypes and sexual violence
9. Describe discrimination and bullying
10. Communicate love but also “no”; and identifying trusted adults

19. Grade 4 to Grade G6 Standards
1. Describe sexual and reproductive body; puberty; adolescence
2. Describe peer-, romantic-, sexual -, long-term relationships
3. Describe sexual attraction; safe and healthy ways of expressing; and preparing for sexual
relationships
4. Express positive attitudes to their bodies, puberty, relationships, sexual attraction
5. Describe common sexual and reproductive health problems, e.g. early pregnancy, STI and HIV; the
reasons for young people having sexual relationships before they are ready
6. Describe ways of preventing SRH problems using life skills (accessing information, effective
communication, decision-making, and planning for the future)
7. Describe pregnancy and STI prevention through abstinence and condom use
8. Describe bullying, sexual harassment and rape; explain why these are wrong
9. Describe how social norms and media influence the treatment of girls and boys

20. Grade 7 to Grade 10 Key Standards
1. Define SO/GI; and express respect for different SO/GIs
2. Describe human sexual response, behaviors, and expressions in different times & cultures
3. Describe the influence of gender, media, social norms, alcohol & drugs on sexual relationships,
decision-making and behaviors
4. Explain the risks of early pregnancy, the need for good maternal care, and the use of pregnancy
prevention methods, such as abstinence, condoms and contraceptives
5. Explain STI-HIV and impact, testing, treatment and prevention through abstinence and condom
6. Define sexual harassment and rape as gender-based crimes and their impact on society
7. Analyze ways in which family, friends, peers, media, society and culture influence teen marriages
and unplanned parenting
8. Analyze the impact of IT on relationships; describe strategies to use IT safely, legally, and
respectfully in relationships
9. Describe the roles and obligations of adolescents in different types of relationships
10. Demonstrate lifeskills in maintaining healthy adolescent relationships including in maternal care,
pregnancy prevention, STI-HIV prevention and management, preventing and reporting GBV

21. Grade 11 to Grade 12 Key Standards
1. Explain sexuality and its biological, social, psychological, spiritual, ethical and cultural components
2. Explain the impact of unintended pregnancy on girls, families and society
3. Explain the human rights dimension of sexuality and reproduction and its application to SRH
4. Explain laws and policies that provide remedies to discrimination, sexual violence and SRH
5. Explain the potential impact of social factors and power differences – due to age, sex, wealth,
disability -on personal safety and sexual and reproductive health
6. Explain how one behaves in ways consistent with ones values
7. Analyze internal and external factors that influence sexual decision-making; and the potential legal,
social and health consequences
8. Analyze factors that influence decisions on parenting and the skills and resources needed
9. Analyze the potential influence of mass and social media messages on sexuality and sexual
relationships and its potential to contribute to promoting safer sexual behavior and gender equality
10. Demonstrate skills in communicating one’s boundaries, correct use of contraceptive methods,
advocating for adolescents’ human rights and gender equality, & adapting values and behaviors
based on increasing personal capacities & experiences

22. Considerations in the use of the
Standards
– Guide, not a prescription; based on evidence and practices and respects
diverse national contexts
– Omission of key topics topics will lessen the effectiveness of CSE
– Add to stigma, shame and ignorance, may increase risk-taking and create
help-seeking barriers for vulnerable or marginalized populations
– Combination of all learning domains is critical to empowering young people
UNESCO, International Technical Guidance on Sexuality Education, Revised ed. 2018

23. Recommended references
1. Tools for Teaching Comprehensive Human Sexuality Education: Lessons, Activities,
and Teaching Strategies Utilizing the National Sexuality Education Standards,
Dominick Splendorio, Lori Reichel, December 2013 https://www.wiley.com/en-
us/Tools+for+Teaching+Comprehensive+Human+Sexuality+Education%3A+Lessons%2C
+Activities%2C+and+Teaching+Strategies+Utilizing+the+National+Sexuality+Education+S
tandards-p-9781118453032
2. REGIONAL MODULE FOR Teacher Training on Comprehensive Sexuality Education for East and
Southern Africa, UNESCO, https://www.comprehensivesexualityeducation.org/wp-
content/uploads/UNESCO_Training_Module_JUSTIFIED_52416.pdf
3. Help kids learn that bodies are private [with Scoops & Friends], 2 min 33 sec, AMAZE
PARENTS, https://www.youtube.com/watch?v=JOcaYIaeEDQ
4. Are you ready to have sex? 23 min 20 sec, AMAZE.org
https://www.youtube.com/watch?v=LV5IoN-Hds0

24. Help kids learn that bodies are private

25. Are you ready to have sex?

26. DepED believes
that…
The future of the youth & of the country lies on
how the adult population takes cognizance
of the problems that beset the youth;
how the youth takes responsibility of their own
development
AND, TOGETHER, work on how the young people
can emerge WINNERS from these threats

27. “Let’sallbearesponsibleCSEadvocate.” –RGT
THANK YOU!