CSE Primer as of 13 January 2020 [LATEST].pdf

1
PRIMER FOR PARENTS AND GUARDIANS
(A TEACHING RESOURCE FOR SCHOOL-BASED
ORIENTATION SESSION ON CSE)

THIS JOB AID IS FOR:
School Teachers, Homeroom Advisers and/or CSE Educators
INTENDED AUDIENCE:
Parents, Guardians and/or Family Members

CONTENTS
INTRODUCTION
SESSION OVERVIEW
NAMING PRIVATE BODY PARTS CORRECTLY
AND ESTABLISHING PERSONAL BOUNDARIES
For Parents/Guardians of Learners in Kindergarten to Grade 3
DEFINING SEX AND GENDER
For Parents/Guardians of Learners in Grades 4 to 6
COMMON MYTHS/MISCONCEPTIONS
ABOUT PUBERTY AND HUMAN REPRODUCTION
UNDERSTANDING GENDER-BASED VIOLENCE
ANNEX 1: PROPOSED CSE CORE CONTENTS, KNOWLEDGE,
ATTITUDES, AND SKILLS
Annex 1-A for Kindergarten-Grade 3 Cluster
Annex 1-B for Grades 4-6 Cluster
Annex 1-C for Grades 7-10 Cluster
Annex 1-D for Grades 11-12 Cluster
ANNEX 2: COMMON CONCERNS ABOUT CSE
ANNEX 3: FACT OR BLUFF EXPLANATION
ANNEX 4: CONSENT O PAGPAYAG, MADALING UNAWAIN,
PARANG NAGTITIMPLA KA LANG NG KAPE
ANNEX 5: ALTERNATIVE ACTIVITIES FOR MOTIVATION /
ACTIVATING PRIOR KNOWLEDGE
ANNEX 6: CIRCLE OF FRIENDS BINGO CARD
04
05
7
15
21
27
34
37
42
47
50
56
58
64
70

4
INTRODUCTION
The Center for Health Solutions and
Innovations Philippines, Inc. (CHSI), in
consultation with the Department of
Education (DepEd) and United Nations
Population Fund (UNFPA), has initiated
projects that aim to strengthen the
Comprehensive Sexuality Education
(CSE) program in schools. One of
these was a CSE research conducted
to ascertain the knowledge, attitudes,
and skills of principals and teachers
in public schools in implementing a
comprehensive sexuality education for
young Filipinos. CHSI has developed
the Learning Now, Learning New,
Learning Next - a teaching resource to
raise the awareness of teachers and
principals on CSE.
CHSI has also designed the CSE
Primer for Parents/Guardians - a
job aid for teachers to introduce the
basic concepts of CSE to parents and
guardians during school meetings.
The CSE Primer was developed in
consultation with CSE partner schools
in Antipolo City; Angono, Rizal; Cebu
City and Sta. Cruz, Davao del Sur.
The CSE Primer is a teaching resource
for school-based orientation sessions
on CSE. It aims to provide the teachers
different tools to transform the
Parent-Teacher Association (PTA)/
Homeroom meetings into a creative
and participatory orientation session
on CSE. The CSE orientation session
aims to provide the parents/guardians
opportunities to surface, discuss, and
understand important issues related
to sexuality, positive sexual behaviors,
and reproductive health. The CSE
Primer’s main goal is to strengthen
the partnership between teachers
and parents/guardians in promoting
the safety and well-being of children
and young people. The cooperation,
support, and involvement of parents/
guardians and families to the CSE
program will ensure an effective,
consistent, and complimentary
delivery of CSE messages in homes,
schools, and communities.
The CSE Primer follows the experiential
learning approach — 4As (Activity-
Analysis-Abstract-Application)—to
explore, reflect, discuss/analyze, and
apply the CSE topics to be learned.
The learning process intends to
increase communication and create a
positive relationship between parents/
guardians and their children. In the
same way, it seeks to build knowledge
and confidence of children to seek
safe and positive relationships among
their classmates and friends. Specific
CSE topics are explored in each grade
level cluster — 1) Kindergarten-Grade
3; 2) Grades 4-6; 3) Grades 7-10; and
4) Grades 11-12. Topics are selected
based on the proposed CSE curriculum
standards and social contexts of
Filipino learners. Alternative activities
are also listed to provide teachers
other processes to jumpstart the
discussion on CSE among parents and
guardians. As part of the continuing
education program of parents/
guardians, teachers may use LAC CSE
modules or other modules explored in
the CSE Primer to provide them with
opportunities to reflect on and discuss
different CSE topics and messages.

5
Pre-exercise
• Laundry Listing of Body Parts, Traits, Objects, Work,
and Roles of Men and Women
Processing/Reflection
• Defining sex and gender
• Defining gender stereotyping
Input/Discussion
• What is CSE?
• Objectives and Key Concepts of CSE
• Roles of School and Parents/Guardians in CSE Program
Deepening Activity
• Picture Analysis: I’m Glad: I’m Glad I’m a Boy! I’m Glad I’m a Girl!
Topic: Naming private body parts correctly
and establishing personal boundaries
Pre-exercise
• Complete the Sentence (Identifying Body Parts)
• The importance of using the correct names of private body parts
Input/Discussion
• What is CSE?
Deepening Activity
• Emoji Reactions
For Parents/Guardians of
Learners in Kindergarten
to Grade 3
Topic: Defining Sex and Gender
Learners in Grades 4 to 6
SESSION OVERVIEW

6
Topic: Addressing common myths/misconceptions
about puberty and human reproduction
Learners in Grades 7 to 10
Pre-exercise
• Fact or Bluff
• Addressing common myths/misconceptions about puberty
and human reproduction
Input/Discussion
• What is CSE?
Deepening Activity
• ABCs of Teenage Pregnancy Prevention
Topic: Understanding Gender-based Violence
For Parents/Guardians
of Learners in Grades 11
to 12
Pre-exercise
• Good News, Bad News!
• Defining Gender-based Violence (GBV)
Input/Discussion
• What is CSE?
Deepening Activity
• Consent through Flipbook Storytelling

7
For Parents and Guardians of Learners in Kindergarten to Grade 3
NAMING PRIVATE BODY PARTS
CORRECTLY AND ESTABLISHING
PERSONAL BOUNDARIES

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1. Tell the group that they will play the game “Complete the Sentence.” To play the
game, read aloud a series of incomplete sentences written on a sheet of Manila
Paper. Each participant will have a piece of paper on which they are to write down
the words that would complete the sentences.
2. Ask the participants to bring out their papers/notebooks and pencils/ballpens.
Have them number their respective papers from 1 to 10. Inform them that they
have 15 seconds to write down their answers per item.
3. Give the following incomplete sentences:
(1) Bago kumain, maghugas ng mga __________.
(2) Bago umalis ng bahay, magsuklay ng ___________.
(3) Bago matulog, magsipilyo ng ______________.
(4) Magsuot ng tsinelas para hindi madumihan ang ___________.
(5) Takpan ang _________ kapag bumabahing para hindi makahawa.
(6) Linisin ang mga __________ para hindi magkatutuli.
(7) Kumain ng kalabasa para luminaw ang mga _________.
(8) Pagkatapos dumumi, hugasan ang _______ at mga kamay.
(9) Magsuot ng panty para hindi makita ang __________.
(10) Magsuot ng brief para hindi makita ang ___________.
4. Recall the sentences. Ask them to read their answers aloud for each number.
Give extra attention to sentence #8, #9, & #10.
DETAILED SYLLABUS
Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
15 minutes Identify the correct name
of body parts.
Pre-Exercise:
Complete the Sentence
(Identifying Body Parts)
Visual aid (List of incomplete
sentences written on
Manila paper)

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Time
Allotment:
Objective:
Activity:
Materials:
20 minutes Discuss the importance
of using the correct name
of private body parts.
Identify the 3 types
of touches.
Processing / Reflection
Visual aid (List of incomplete
sentences written on
Manila paper)
Instruction:
1. Process the experience of the group by asking reflective questions such
as the following:
• What did you feel during the activity?
• Do you teach these messages to your children? Why?
• Which part/s of the activity did you find difficult? Why?
• What are the private body parts of girls and boys? What names do we use
to call the private body parts of our children?
• What would be the possible consequences if we do not introduce the correct
names of private body parts?
2. Allow the group to share their insights, thoughts, and reflections. Deepen the
discussion by posing additional questions, such as:
• Why is it important to teach our children the correct names of their private
body parts?
• Who do you think has the authority to teach the children the correct names
of their private body parts?
• How can the teachers/school help parents/guardians?
3. Relate the discussion to the importance of teaching their children about personal
safety. Explain that children should learn that they are in control of who touches
their bodies and how. Explain the 3 kinds of touches:
• Safe touches - these are touches that keep children safe, are good for them,
and make them feel cared for and important. These are considered Good Touches.

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• Unsafe touches - these are touches that hurt/harm children’s bodies or
feelings. These are also the kind of touches that they don’t like (it makes them
uncomfortable) and would want to stop right away. When someone touches
their private parts with intentions other than to keep them clean and healthy,
these touches are not okay. These are Bad Touches.
• Unwanted touches - these are touches that might be safe but that a child
doesn’t want from a particular person or in that particular moment. It’s okay for
a child to say “no” to unwanted touch, even if it’s from a familiar person. Children
need to learn to set personal boundaries.
4. Summarize the sharing of the group. Connect the discussion to the topic — Sexual/
Reproductive Anatomy & Physiology. The topic will be part of the CSE curriculum.
CSE will help children identify the correct names and functions of their bodies
including sexual/reproductive organs. Children can communicate clearly about
their bodies if they know the right language and context. CSE will teach children
how to keep their bodies clean, healthy and safe. They will be taught how to
respect and protect one’s body and set personal boundaries.

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Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
20 minutes
Input/Discussion
1. Provide the group a short backgrounder of CSE Curriculum:
• In July 2018, DepEd Secretary Briones issued a DepEd Order on the Implementation
of CSE in the K-12 Basic Curriculum.
• DepEd cited three major problems confronting children/young people of today:
1) increasing incidence of early pregnancy;
2) increasing incidence of violence among young people, and;
3) increasing incidence of HIV among young people.
• There is a challenge for educators to address the needs of the learners in terms of
health and protection. Educators need to provide comprehensive and appropriate
information on sexuality and reproductive health.
2. Explain the definition, objectives and key concepts of CSE:
• CSE is a curriculum-based process of teaching and learning about mental,
emotional, physical, and social aspects of sexuality.
• CSE aims to equip children and young people with knowledge, skills, attitudes,
and values that will empower them to “1) realize their health, well-being, and
dignity; 2) develop respectful social and sexual relationships; 3) consider how
their choices affect their well-being and that of others, and; 4) understand and
ensure the protection of their rights throughout their lives.”
• CSE will include the following topics: Human Body & Human Development;
Personhood & Values; Healthy Relationships; Sexuality & Sexual Behaviors;
Sexual & Reproductive Health; Personal Safety, and; Gender, Culture and
Human Rights.
Visual Aids (Signage:
Comprehensive Sexuality
Education, CSE topics, subjects
for CSE integration, Core Skills)
Identify the objectives and key
concepts of CSE.
Enumerate the roles of parents,
guardians, and teachers in the
provision of CSE

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• Present the proposed key contents of CSE for Kindergarten to Grade 3.
See Annex 1-A.
• CSE concepts will be integrated into the K-12 Curriculum specifically in
MAPEH, Araling Panlipunan, Edukasyon sa Pagpapakatao, Science, and Personal
Development.
3. Enumerate the role of teachers and parents/guardians in the provision of CSE:
• Teachers will be the main implementors of the CSE curriculum. They will be trained
to have confidence, commitment, and resources to be able to teach more complex
issues, on sexuality and sexual and reproductive health. This will provide pupils/
students with life skills, other analytical tools, and positive behaviors that would
prevent issues such as early pregnancies, school-related GBV, bullying, and the
spread of STI/HIV infections.
• Health providers can provide additional information and counseling, support for
classroom activities, and referrals to other services. Other non-teaching personnel
in school will become aware of the policies and principles of CSE and child
protection.
• Parents/guardians and families will share in the promotion of the safety and
well-being of children and young people. CSE aims to increase parent-to-child
communication about sexuality and welcome questions from children about their
changing bodies and other sexual issues, not treating them as dirty or embarrassing
subjects. Parents/guardians are encouraged to be a helpful guide and positive
resource person to their children. Cooperation and support of parents/guardians
and families will be sought from the outset of the program and regularly reinforced
throughout the school year.
4. Ask for questions/clarifications from the group. Allow the group to surface their
feelings, thoughts, and concerns about CSE. Reiterate the important messages of
CSE.
Note: Please refer to Annex 2 for tips on how to address the common concerns about CSE.

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Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
20 minutes Reflect on the reaction
of parents/guardians to
scenarios they find their
children in that relate to private
body parts, sexuality, or human
reproduction.
Deepening
Activity:
What Ifs…
(Emoji Reactions)
1. Tell the group that you will give some scenarios they may find their children in that
relate to private body parts, sexuality, and human reproduction.
2. Explain the meaning of each emoji posted on the walls then ask the participants
to go to the emoji that best represents their reaction to a given scenario.
3. Give the following scenarios one by one. You may change them to be more
appropriate to the local context.
• Lumabas sa bahay ng walang salawal ang anak.
• Nahuli ninyong kinakamot ng anak ang kanyang ari.
• Nagtanong ang anak ng “Bakit po tumitigas ang ari ko kapag hinahawakan
ko siya?”
• Nagtanong ang anak ng “Saan po galing ang mga baby?”
• Nagtanong ang anak ng “Paano po ba ako nabuo?”
4. Ask the group to reflect on their reactions. Allot some time for them to share
experiences or stories similar to the given scenarios.
5. Explain that parents/guardians’ reactions—tone of voice, words used, facial
expressions—form part of their children’s first lessons in sexuality. If parents/
guardians respond without anger, surprise, or disapproving words, they are
teaching children that curiosity about their bodies is a normal part of life. Point
out that it is not a good idea to scold them when they touch themselves because
it will only prompt a sense of guilt and shame. Parents/guardians should be the
source of reliable information. If children cannot turn to their parents/guardians
for fear of judgement or scolding, they may turn to a peer or perhaps an older child
for information about sex, sexual organs, and reproduction. By being open to their
children’s questions, parents/guardians set the stage for continued conversations
and openness when puberty begins. Welcoming the questions of children about
their bodies and sexual issues, and not treating them as dirty or embarrassing
subjects will help foster a healthy sense of self-acceptance in our children. This
way, children are more likely to come to their parents/guardians for information
and guidance.
Different Emoji drawings/
printouts (Happy, Sad, Angry,
Shocked/Speechless)

14
6. Ask for questions or clarifications from the group. Reiterate the goal of CSE in
strengthening the involvement of parents/guardians in their children’s development.
Ask parents/guardians to support the CSE program in school.
7. Give the group a round of applause to end the session.

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For Parents and Guardians of Learners in Grades 4 to 6
SEX AND
GENDER
DEFINING

16
Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
15 minutes Surface words/concepts
associated with males
and females.
1. Group the participants into two teams with an equal number of members. Assign
one group as Female Team and the other group as Male Team.
2. Ask each team to create five subgroups and distribute their members evenly to
each.
3. The subgroups of each team will be given specific questions and meta cards. All
answers of the Female Team should be related to females (Pambabae), while all
answers of the Male Team should be related to males (Panlalaki). Ask them to
write their answers on the meta cards.
4. Below are the questions for the subgroups:
• 3 bahagi ng katawan na Panlalaki/Pambabae?
• 3 katangian na Panlalaki/Pambabae?
• 3 gamit na Panlalaki/Pambabae?
• 3 trabaho na Panlalaki/Pambabae?
• 3 responsibilidad/papel sa buhay na Panlalaki/Pambabae?
5. Ask each team to post their answers on the board. Designate space for the Female
and Male teams. Ask them to arrange their meta cards side-by-side on the board.

Orange meta cards (15 pcs.
for males, Green meta cards
(15 pcs. for female), Pentel pens
(10 pcs), Masking tape, Visual
Aids (male and female signages,
printed questions)
Laundry Listing
of Body Parts
Traits, Objects,
Work, and Roles
of Men and Women

17
Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
20 minutes Differentiate sex and gender.
Define gender stereotyping.
Processing/
Reflection
1. Ask the group to analyze their answers. Identify what answers are exclusive for
males or females only, and which of the words apply to both males and females?
2. Draw out some insights/reflections from the participants.
3. Discuss the difference between sex and gender:

• Sex refers to the biological characteristics of male or female which include
genitalia, hormones, chromosomes (X and Y chromosomes).

• Gender refers to the socially constructed characteristics of women and men—
such as norms, roles, and relationships of and between groups of women and
men. It is a socially constructed system that segregates people into categories
based on possession of characteristics that are assigned masculine or feminine.
It varies across history and societies.
• The confusion between sex and gender has resulted to gender stereotyping
or Pagkakahon (the practice of ascribing to an individual specific attributes,
characteristics, or roles by reason only of their sex assigned at birth and perceived
membership in the social group of women or men). The assumption behind
stereotyping is that ascribed attributes of men apply to all men and that
of women apply to all women in a given society. These stereotyped traits,
characteristics and roles have become fixed in one’s mind that is not open
to change
4. Explain that the topic — Sex and Gender will be part of the Comprehensive
Sexuality Education (CSE) curriculum. CSE aims to provide the pupils/students
with a gender lens to examine issues and concerns affecting themselves as well
as their family, immediate community, and society. These lessons also seeks to
promote gender equality, respect, and empathy.
Signage (Sex, Gender,
Stereotyping/Pagkakahon)

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Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
25 minutes
Input/Discussion
• In July 2018, DepEd Secretary Briones issued a DepEd Order on the
Implementation of CSE in the K-12 Basic Curriculum.

1) increasing incidence of early pregnancy;
2) increasing incidence of violence among young people, and;
3) increasing incidence of HIV among young people.
• There is a challenge for educators to address the needs of the learners in
terms of health and protection. Educators need to provide comprehensive
and appropriate information on sexuality and reproductive health.
Sexual & Reproductive Health; Personal Safety, and; Gender, Culture
& Human Rights.
Visual Aids (Signage:
Comprehensive Sexuality
Education, CSE topics, subjects
for CSE integration, Core Skills)
concepts of CSE.
provision of CSE

19
• Present the proposed key contents of CSE for Grades 4-6. See Annex 1-B.
• CSE concepts will be integrated into the K-12 Curriculum specifically in MAPEH,
Araling Panlipunan, Edukasyon sa Pagpapakatao, Science, and Personal
Development.

protection.
4. Ask for questions/clarifications from the group. Allow the group to surface their
feelings, thoughts, and concerns about CSE. Reiterate the important messages of
CSE.

20
Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
15 minutes Identify the different
ways boys and girls are
stereotyped by society.
Deepening Activity:
Picture Analysis
(I’m Glad I’m a Boy,
I’m Glad I’m a Girl)
1. Show the different pictures of the book I’m Glad I’m a Boy! I’m Glad I’m a Girl by
Whitney Darrow Jr. Read aloud the description of the picture in the book.
2. Ask the group if they Agree or Disagree with the description on each page. Ask
volunteers to share personal experience/insights.
3. Give the group a round of applause.
4. Summarize the discussion/sharing. Relate it to the discussion on Gender
Stereotyping and how CSE can address this concern.
5. Ask parents/guardians to support the CSE program in school.
Printed pictures of the book

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ADDRESSING COMMON
MYTHS/MISCONCEPTIONS
ABOUT PUBERTY AND HUMAN
REPRODUCTION

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1. Explain the mechanics of the game. You will read aloud some statements about
puberty and human reproduction.. The participants will determine whether each
statement is correct or incorrect. The participants will respond by saying “fact”
and gesturing a big check for statements they deem correct or saying “bluff” and
gesturing a big X for statements they deem incorrect. Each statement will be
explained.
2. Give some sample statements to familiarize the group with the mechanics of the
game.
3. Read aloud the following statements one by one:
Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
20 minutes Distinguish facts from myths and
misconceptions about puberty
and human reproduction.
Pre-Exercise:
Fact or Bluff
Visual aids (printed statements)
Kapag may regla ang babae, hindi sya pwedeng tumakbo o mag-exercise.
(BLUFF)

Ang ari ng lalaki ay may buto kaya ito lumalaki. (BLUFF)
Hindi pwedeng maligo kapag may regla. (BLUFF)
Normal lang ang pagkakaroon ng wet dreams. (FACT)
May 20 milyon sperm cells sa isang kutsaritang semilya. (FACT)
Hindi ka mabubuntis kung first time mong makipag-sex. (BLUFF)
Tumalon-talon pagkatapos makipag-sex para hindi ka mabuntis. (BLUFF)
a.
b.
c.
d.
e.
f.
g.
4. Provide an explanation to clarify each statement. (See Annex 3)
5. Give the group a round of applause to end the activity.

23
Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
15 minutes Share and analyze myths and
misconceptions related to puberty
and human reproduction.
Processing /
Reflection
1. Ask the group about their feelings/insights about the game. Have them share
other myths and misconceptions they know of that are related to puberty and
human reproduction. Discuss these beliefs and perceptions with the group. Provide
explanations, if needed.
2. Tell them that these myths and misconceptions create confusion, embarrassment
and/or fear among young people. Explain that puberty (the time of sexual
maturation) can be a very confusing time. Young people experience a lot of physical
and emotional changes. They need to be armed with the correct information so
they can better manage themselves. Young people spend a lot of time wondering
if they are “normal” or comparing themselves with their friends. They need a lot of
reassurance as they head into this stage of human development. Even if kids are
embarrassed to ask about it, parents/guardians need to guide them on what to
expect during puberty and adolescence.
3. Emphasize that when parents/guardians are open to children’s questions about
their bodies, sexuality and human reproduction, they encourage the continued
conversations and openness with their children. By welcoming questions about
their children’s changing bodies and sexual issues; and not treating them as dirty
or embarrassing subjects, parents/guardians teach their kids the value of respect,
self-acceptance, and understanding. Children are more likely to come to their
parents/guardians for information and guidance.
4. Explain that there will be a discussion on puberty and human reproduction in the CSE
curriculum. CSE will provide opportunities for students to acquire comprehensive,
accurate, evidence-informed, and age-appropriate information on sexuality.

24
Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
25 minutes
Input/Discussion
• In July 2018, DepEd Secretary Briones issued a DepEd Order on the
Implementation of CSE in the K-12 Basic Curriculum.
1) increasing incidence of early pregnancy; 2) increasing incidence of violence
among young people, and; 3) increasing incidence of HIV among young people.
• There is a challenge for educators to address the needs of the learners
in terms of health and protection. Educators need to provide comprehensive
and appropriate information on sexuality and reproductive health.
Sexual & Reproductive Health; Personal Safety, and; Gender, Culture &
Human Rights.
• Present the proposed key contents of CSE for Grades 7-10. See Annex 1-C.
MAPEH, Araling Panlipunan, Edukasyon sa Pagpapakatao, Science, and
Personal Development.
concepts of CSE.
provision of CSE.

25

• Teachers will be the main implementors of the CSE curriculum. They will be
trained to have confidence, commitment, and resources to be able to teach
more complex issues, on sexuality and sexual and reproductive health. This
will provide pupils/students with life skills, other analytical tools, and positive
behaviors that would prevent issues such as early pregnancies, school-related
GBV, bullying, and the spread of STI/HIV infections.
• Health providers can provide additional information and counseling, support
for classroom activities, and referrals to other services. Other non-teaching
personnel in school will become aware of the policies and principles of CSE
and child protection.
communication about sexuality and welcome questions from children about
their changing bodies and other sexual issues, not treating them as dirty or
embarrassing subjects. Parents/guardians are encouraged to be a helpful guide
and positive resource person to their children. Cooperation and support of
parents/guardians and families will be sought from the outset of the program
and regularly reinforced throughout the school year.
4. Ask for questions/clarifications from the group. Allow the group to surface
their feelings, thoughts, and concerns about CSE. Reiterate the important
messages of CSE.

26
Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
15 minutes Identify the ABCs of Teenage
Pregnancy Prevention.
Deepening Activity:
ABCs of Teenage
Pregnancy Prevention
1. Ask the group if they know a person who experienced pregnancy at an early age.
Have them describe their physical, social and psychological state.
2. Cite the latest data on teenage pregnancy: 1 out 10 Filipino women aged 15-19
has begun childbearing (source: 2017 National Demographic and Health Survey).
Explain that early pregnancy and childbirth can come with serious health risks and
social consequences. Complications during pregnancy or childbirth are one of the
leading causes of death among adolescent girls. Further, they are more likely to
drop out of school and discontinue education, limiting their future employment
possibilities and other life opportunities.
3. Ask the group to share ways for parents/guardians to help their children avoid
teenage pregnancy. Reiterate the tips that promote positive behaviors among
young people.
4. Synthesize the lesson by giving the ABCs of Teenage Pregnancy Prevention:

Visual Aid (ABC’s of Teenage
Pregnancy Prevention)
• A = Abstinence
• B = Be faithful
• C = Consult an Adult (Parent/Guardian/Teacher/Medical Professional)
• D = Don’t drink alcohol; Don’t do drugs.
• E = Educate yourself
5. Give the group a round of applause to end the session.

27
UNDERSTANDING
GENDER-BASED
VIOLENCE

28
Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
15 minutes Classify news headlines into
positive or negative news.
Pre-Exercise:
Good News,
Bad News!
1. Ask the group to classify the following tabloid newspaper headlines into Good
News or Bad News. Ask them to answer using hand gestures: thumbs up for Good
News; thumbs down for Bad News.
• Estudyante, binully sa loob ng CR!
• Hubad na larawan, ikinalat ng ex-BF sa social media!
• Bakla, ni-rape sa plaza!
• Sex, kapalit ng mataas na grade, nabisto!
• Anak, ibinugaw ng magulang sa internet!
• Dalaga, ginahasa ng mga kainuman.
• Tibo, hinipuan sa jeep!
• Date rape drugs, laganap!
• Menor de edad, ipinuslit ng sindikato sa pier, nailigtas.
• Katulong, itinali sa puno ng amo!
• Misis, sinapak ng asawa nang tumangging makipagtalik.
• Transgender woman pinagbawalang mag-CR ng babae.
• Anti-Bastos Bill ganap nang batas!
2. Ask some volunteers to qualify their answers. Process the comments of the group
if necessary.
3. Give the group a round of applause to end the activity.
Visual Aids (Good News;
Bad News title card; printed
headlines)

29
Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
20 minutes Define and identify types of GBV
Processing /
Reflection
1. Ask the group about their feelings/insights during the game. Have them share
similar stories/incidents/experiences.
2. Introduce the concept of GBV to the group. Explain the following:
• GBV is violence directed against a person because of their gender. Both
women and men experience this, but the majority of victims are women
and girls.
• GBV and violence against women (VAW) are often used interchangeably as it
has been widely acknowledged that most GBV is inflicted on women and girls
by men.
• Violence against women and girls is one of the most prevalent human rights
violations in the world. An estimated 1 in 3 women will experience physical
or sexual abuse in her lifetime. GBV undermines the health, dignity, security,
and autonomy of its victims, yet it continues to occur because we are “told”
to be silent (culture of silence). Many forms of VAW are rooted in power inequalities
between men and women
• Types of GBV:
a. Overt physical abuse (includes battering, sexual assault, at home
or in the workplace)
b. Psychological abuse (includes deprivation of liberty, forced marriage,
sexual harassment, at home or in the workplace)
c. Deprivation of resources needed for physical and psychological
well-being (including health care, nutrition, education, means
of livelihood)
d. Treatment of women as commodities (includes trafficking in women
and girls for sexual exploitation)

30
• Analysis of the impact of GBV is expanding — from considering the immediate
effects on the women/children to examining the effects on the larger community,
family, and society. GBV is not just a “women’s issue” but an issue that concerns all
of us.
2. Explain that the topic of GBV will be part of the Comprehensive Sexuality Education
(CSE) curriculum. CSE aims to provide the pupils/students with a gender lens
to examine gender-based issues and concerns affecting themselves, their family,
immediate community, and society. It will also include a discussion of laws related
to GBV.

31
Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
25 minutes
Input/Discussion
• In July 2018, DepEd Secretary Briones issued a DepEd Order on the Implementation
of CSE in the K-12 Basic Curriculum.
1) increasing incidence of early pregnancy; 2) increasing incidence of violence
among young people, and; 3) increasing incidence of HIV among young people.
• There is a challenge for educators to address the needs of the learners in terms of
health and protection. Educators need to provide comprehensive and appropriate
information on sexuality and reproductive health.
Sexual & Reproductive Health; Personal Safety, and; Gender, Culture and
Human Rights.
concepts of CSE.
provision of CSE.

32
• Present the proposed key contents of CSE for Grades 11-12. See Annex 1-D.
MAPEH, Araling Panlipunan, Edukasyon sa Pagpapakatao, Science,
and Personal Development.

protection.
NOTE: Please refer to Annex 2 for tips on how to address the common concerns about CSE.

33
Time
Allotment:
Objective:
Activity:
Instruction:
Materials:
15 minutes Identify the elements of sexual
consent.
Deepening Activity:
Consent like Drinking
Coffee
Consent Flipbook or
Video animation — Tea Consent
(Clean), Laptop, LCD Projector/
TV monitor
1. Recall the discussion about GBV. Focus on the following concepts —sexual abuse,
sexual assault, and intimate partner violence. Tell them that these are human
rights violations that need to be stopped. Part of putting an end to GBV is for
young people should be educated about personal boundaries, privacy, and sexual
consent.
2. Explain the meaning of sexual consent through flipbook storytelling: Consent,
madaling unawain, parang nagtitimpla ka lang ng kape (See Annex 4 for Flipbook
guide). Describe sexual consent similar to preparing a cup of coffee. Note: The
teacher may also use the original video animation — Consent is Everything*, instead
of the flipbook.
3. Ask for reaction, insights or reflections about sexual consent.
4. Explain the different elements of sexual consent:
• Answer must be “Yes”
• Some people cannot consent
• Prior involvement does not count
• You must know if you have consent
5. Emphasize that sexual activity without consent is rape or sexual assault.
6. Synthesize the session by recalling the important messages about GBV and CSE.
Give the group a round of applause to end the session.
* Blue Seat Studio, “Tea Consent (Clean). Youtube. Online video clip,
https://www.youtube.com/watch?v=fGoWLWS4-kU (published 13 May 2015).

34
KNOWLEDGE ATTITUDE SKILL
ANNEX 1-A: PROPOSED CSE CORE CONTENTS, KNOWLEDGE,
ATTITUDES, AND SKILLS (FOR KINDERGARTEN TO GRADE 3)1
Key Contents:
1. Naming sexual parts; different parts of boys’ and girls’ bodies
2. Identifying one’s values and emotions and accepting that of others
3. Describing different types of relationships and expressions of love, including sex
4. Defining private parts
5. Identifying trusted adults
6. Caring for the body
Name body parts,
including sexual parts
Describe body
differences among
different sexes,
including intersex,
and differences in
body growth
•
•
Acceptance of
sexual parts as part
of the body;
Respect for different
bodies and growth
•
•
Demo proper hygiene,
including that of sexual
parts
•
K1. Body, growth, differences
K2. Values, emotions, differences
Identify personal
values and different
emotions
• Awareness of their
and other’s values;
Awareness of different
emotions;
Self-expression
•
•
•
Demo ways of
expressing positive
feelings & controlling
negative ones, especially
those that hurt others
& themselves;
Respect for different
self-expression, e.g. in
dress, relationships
•
•
Lifted from the presentation of Dr. Junice LD Melgar (Likhaan) during the DepEd Writeshop on the Refinement of the Finalized Comprehensive
Sexuality Education (CSE) Resource Materials held on May 6, 2019 at Ace Hotel & Suites, Pasig City
1

35
K3. Families, Friends, Peers
Explain different
families; roles, rights,
and responsibilities of
members; and loving
relationships
Describe friend(s),
caring friendships,
and negative peer
influence
Describe ways
of communicating
with family, friends,
and peers
•
•
•
Value for loving
relationships in family
and friendships;
Value their role in
relationships
•
•
Demo ways of
communicating love
and respect for family
and friends;
Identify an adult to
whom one can express
one’s self;
Identify instances of a
hurtful relationship
•
•
•
K4. Sexual privacy and expression
Explain the privacy
of the sexual body,
especially in girls
Explain the different
forms of loving
relationships and
different expressions
of love in older people,
including sex
•
•
Valuing sexual privacy
in one’s self and others;
Acceptance of different
forms and expressions
of loving relationships,
including sex
•
•
K5. Reproduction
Explain that all living
things reproduce
Describe where babies
come from
•
•
Acceptance of the link
between sex and
reproduction
•

36
Explain basic “body
rights”
Describe sexual
abuse, harassment,
and violence
Describe discrimination
and why it is wrong
Describe bullying and
teasing, and its effects
•
•
•
•
K6. Rights to bodily integrity and personal safety
Identify ways of
keeping one safe;
Demo how to avoid
or say “no” to sexual
harassment or bullying;
Know trusted adults
•
•
•
K7. Gender stereotypes and media
Describe gender and
gender stereotypes of
girls, boys, and LGBTQI
in society and media
Differentiate between
actual boys, girls,
and LGBTQI, and
stereotypes of them
Describe the effects of
stereotypes on children
•
•
•
Identify authoritative
sources of information
on gender equality and
children’s human rights
•

37
ANNEX 1-B: PROPOSED CSE CORE CONTENTS, KNOWLEDGE,
ATTITUDES, AND SKILLS (FOR GRADES 4-6 CLUSTER)2
Key Contents:
1. Puberty changes. Differentiated from adolescence. Risks of unplanned, unsafe,
and non-consensual sex.
2. Accepting sexual feelings and romantic relationships as normal while identifying
one’s values and limits in sexual relationships.
3. Risks for STI and HIV, and sexual violence; and girls’ greater vulnerability; hence
their greater need for Privacy and Explicit Consent
4. Basic pregnancy prevention: abstinence for all; teaching condom use for boys
at Grade 6 – enhanced by life skills
5. Introduction to bullying, sexual harassment, and rape as manifestations of social
and gender inequality
K1. The Body during Puberty & Adolescence
Describe parts and
functions of the sexual
& reproductive system
Describe puberty
or sexual maturation;
and physical, emotional,
mental and social effects,
including bodies’ prepa-
ration for reproduction
Describe adolescence
and how it differs from
childhood and adulthood;
differentiate from
puberty
•
•
•
Show positive attitudes
towards sexual and
reproductive bodies,
and the changes during
puberty
Show acceptance
of different bodies,
and different rates
of maturation and
development
•
•
Identify fertile & infertile
periods for boys, but. esp.
girls; and problems that
adolescents experience in
puberty
Identify social
expectations on
adolescents as they
undergo puberty
Identify authoritative
sources of information
and resources to help
manage physical, sexual,
emotional, and social
problems associated
with puberty
•
•
•
2
lbid

38
K2. Values
Describe one’s values
and attitudes related
to sexuality; including
positive and negative
values attitudes learned
from the family and
community
Describe examples of
good and bad decisions
of adolescents regarding
sexual relationships, and
their consequences
•
•
Accept one’s and
others’ values and
attitudes on sexuality
and reproduction
• Identify sources of
values in family and com-
munity; and the positive
and negative effects of
sexuality
decisions of adolescents
•
K3. Friendships, Romantic and Long-term Relationships, and Equality
Describe friendship,
romantic relationship,
sexual relationship, and
long-term relationship
(such as marriage)
Describe ways of
promoting equality
and respect in one’s
friendships, romantic or
long-term relationships
Describe the
importance and ways
of communicating,
including in asserting
and negotiating for
one’s values in
relationships
•
•
•
Shows positive attitude
in one’s relationship
within the family or
among peers
• Identify parents/
guardians and trusted
adults who can counsel
them on family and peer
relationships
Identify positive and
negative influences on
one’s relationships in the
family and community
Identify ways to
communicate feelings,
including discomfort or
dislike for “bad touch”
in the family or among
peers
Develop a goal to have a
better life in the future
•
•
•
•

39
K.4 Sexuality and Human Sexual Response
Describe sexual
attraction and feelings
for the person/s one is
attracted to
Describe healthy
and safe ways of
expressing love and
sexual attraction to
another person
Describe the physical,
emotional, and social
preparations necessary
before one can safely
and responsibly engage
in sexual relationships
•
•
•
Show positive attitudes
towards sexual feelings
Value the need for
explicit consent in
sexual relationships
•
•
K5. Sexual and Reproductive Health
Describe the reasons
why young people have
sex before they are
ready
Describe the possible
effects of early
pregnancy
Describe the effects
on young girls and boys
of sexually transmitted
infections, including HIV
Describe basic ways
for preventing teen
pregnancy and STI
which are abstinence
and condom use
•
•
•
•
Show a positive
attitude towards
discussing sex, teen
pregnancy, and HIV
among adolescents
Show compassion
for girls and boys
experiencing teen
pregnancy, STIs or HIV
•
•
Demo decision-making
skills to abstain from sex
in boys and girls
Demo assertive and
negotiating skills to
abstain or prevent
pregnancy.
Demo ways of using
the male condom
consistently and
effectively.
•
•
•

40
K.6 Bullying, Sexual Harassment, and Rape
Describe the situation and
behavior associated with
bullying, sexual harass-
ment, and rape; and ex-
plain why this is wrong
Explain why girls, LGBTQI,
and small boys are more
vulnerable and their ef-
fects
Describe ways of
supporting victims
of sexual harassment
and rape.
•
•
•
Recognition that
bullying, sexual
harassment, and rape
are wrong
• Demonstrate avoidance
and refusal skills –e.g.
saying no, walking away,
repeat refusal
Identify ways of keeping
oneself safe
Identify parents/
guardians, teachers and
other adults that one can
report to in confidence
•
•
•
K.7 Gender and Gender Inequality
Describe what makes
one a boy or girl, and
the different capacities
of boys and girls
Describe expectations
of boys and girls
from the family,
community, and schools
and the impacts of
not meeting these
expectations.
Describe how media
portrays men and
women positively
and negatively
•
•
•
Recognition of one’s
preferred gender
•

41
K.7 Gender and Gender Inequality
Describe what makes
one a boy or girl, and the
different capacities of
boys and girls
Describe expectations
of boys and girls from the
family, community, and
schools and the impacts
of not meeting these
expectations.
Describe how media
portrays men and women
positively and negatively
•
•
•
Recognition of one’s
preferred gender
•

42
ANNEX 1-C: PROPOSED CSE CORE CONTENTS, KNOWLEDGE,
Key Contents:
Different sexual behaviors; the human sexual response and social functions;
differences according to culture and changes across the life stages
Defining Gender Identity and Sexual Orientation
Maternal health and care through pregnancy, and risks
Pregnancy prevention
STI and HIV identification, prevention, and services
Relationships’ effects on sexual behavior and vice versa
Gender, culture, and media: effects on sexual behavior and relationships
More life skills including goal-setting and decision-making
1.
2.
3.
4.
5.
6.
7.
8.
K.1 Gender Identity and Sexual Orientation
Differentiate between
the biological and social
aspects that influence
gender identity, and
explain the difference
between sexual orienta-
tion and gender identity
• Show acceptance of
different genders and
sexual orientations
•
3
lbid.

43
K.2 Gender, Sexuality and Social Inequalities
Explain how gender
identity and social
orientation influence
attitudes and values on
sexual relationships and
reproductions; provide
examples of how personal
values affect one’s sexual
and reproductive behaviors
Explain how social norms—
family, peer, community,
school, religion, and media,
including social media—
influence sexual decisions
and behavior
Explain why gender
discrimination and
other forms of social
discrimination (e.g. class
or age) expressed in
bullying, sexual
harassment, and rape are
violations of human rights
and the law.
•
•
•
Show valuing of
equality and human
rights
• Skills in accessing
information or help in
addressing sexual and
reproductive health
problems, and in
negotiating and refusal
based on personal values
and knowledge
Analyzing how external
influences affect one’s
sexual and reproductive
values and behavior;
and the advantages
and disadvantages of
engaging in sexual
behaviors and using
preventive mechanisms
Reporting and advocacy
against discrimination
and gender inequality to
school authorities.
•
•
•
K.3 Managing Relationships and Social Media Relationships
Describe how family
relationships and
responsibilities change
as members mature
Describe the roles and
obligations of adolescents
in different types of
relationships -e.g.
friendship, romantic, and
sexual relationships; and
differentiate these roles
and obligations between
friendship, romantic and
sexual relationships, and
long-term relationships
•
•
Compare and contrast
the characteristics of
healthy vs. unhealthy
relationships
Demo communication
skills that foster healthy
relationships.
Demo capacity to
participate or facilitate
conflict resolution
among friends.
•
•
•

44
K.3 Managing Relationships and Social Media Relationships
Explain why using threats,
coercion, and tricks in
relationships is wrong
Describe strategies to
use social media safely,
legally, and respectfully
in relationships
•
•
Demo skills to negotiate
agreement about the
use of information
technology and social
media in relationships
Demo skills to
communicate personal
boundaries and respect
the boundaries of
others in long-term
relationships.
Analyze ways in which
family, friends, peers,
media, society, and
culture can influence
teen marriages and
unplanned parenting
Analyze the impact
of information
technology and social
media on friendships
and relationships
•
•
•
•
K.4 Pregnancy Prevention
Describe bodily responses
to sexual stimulation
Explain ways in which
sexuality is expressed across
the life cycle and in different
cultures.
Describe different sexual
behaviors
Explain the risks of
early and teen pregnancy
to parents and the child;
Identify prenatal practices
that will contribute to
healthy and safe pregnancy
•
•
•
•
Show nonjudgmental
attitude to different
expressions of
sexuality across the
life cycle and cultures
• Access medically
accurate information
and services on
pregnancy, pregnancy
care, pregnancy
prevention
•

45
K.4 Pregnancy Prevention
Explain the health benefits,
risks, and effectiveness
of different methods of
pregnancy prevention,
including abstinence,
contraceptives, and
condoms.
•
K.5 STI and HIV identification, prevention, and services
Identify common STIs,
including and HIV; their
method of transmission;
their impact; and ways of
prevention, including by
abstinence and condo-use
Describe how alcohol and
other substances influence
risky sexual behaviors
•
•
Acceptance of
pregnancy and STI
prevention devices
and behaviors
accurate information and
services on prevention
and for STI and HIV
Demo skills in asserting
and negotiating the use
of preventive devices in
relationships
Develop a plan to reduce
or eliminate the risk of
unintended pregnancy,
STI and HIV.
•
•
•
K.6 Sexual Violence and Gender Inequality
Define sexual harassment,
incest, and rape; as crimes of
violence not provoked by the
victims
Describe the social and
cultural norms on gender that
allow these forms of violence
to be prevalent
Discuss the impact of sexual
violence on society
Identify specific strategies for
reducing gender-based sexual
abuse and violence
Identify ways of reducing the
risks of being victimized
•
•
•
•
•
Skills to identify sources
of support for victims of
sexual violence
Skills in participating
in advocacy for safe
environments in schools
and communities
•
•

46
K.7 Cultural and Legal Norms affecting sexual and reproductive behavior
Discuss the ways by which
gender inequality affects
people’s lives.
Explain the meaning
of gender bias and
discrimination and gender
inequality
Discuss the gender
stereotypes purveyed by
mass and social media
that impact on sexuality
beliefs and sexual
behaviors.
Identify national laws
and local regulations that
affect human rights to
health.
•
•
•
•
Sensitivity to being
personally impacted
by cultural norms
• Demonstrate skills
of being involved
in collective and
cooperative activities
to improve community
and society
•

47
ANNEX 1-C: PROPOSED CSE CORE CONTENTS, KNOWLEDGE,
Key Contents:
Sexuality’s many components; biological imperative and right
Reducing the harmful impact of IT and social media on sexual behavior
Relevant Laws and Policies –RH Law, MCW, HIV, VAWC, etc. especially
linking information with services
Reiterating Gender Equality and Human Rights of adolescents
Life skills: advocacy
1.
2.
3.
4.
5.
K.1 Sexual & Reproductive Biology and Rights
Describe the sexual
and reproductive
capacity of people
over the life cycle; and
differentiate this
capacity from sexual
and reproductive rights.
• Human Rights values
•
K.2 Value- and Rights-Based Decision-making
Explain how one behaves
in ways consistent with
one’s values; and why it
is important to challenge
discrimination against
those perceived to be
different or inferior
Discuss potential legal,
social, and health
consequences of sexual
decision-making
• Human Rights values
• Demo skills to reaffirm
or change values and
behaviors based on
increasing personal
capacities & experiences;
skills in resisting peer
pressure; communicating
personal needs and
sexual limits; and
appropriate self-
management.
•
4
lbid.

48
K.3 Sexuality and the Family
Discuss how sexual
and relationship issues
impact family, and
parents/guardians’
responsibilities to help
address their children’s
key problems.
• Analyze factors that
influence decisions
about whether and
when to become a
parent, and the skills
and resources needed
to become a parent
•
K.4. Sexuality Dimensions and Law and Culture
Discuss sexuality and
its biological, social,
psychological, spiritual,
ethical and cultural
components; sexual
pleasure and
responsibility; and ways
in which culture and laws
affect social behavior
• Analyze internal and
external factors that
influence one’s decision
on whether and when
to engage in sexual
behaviors; and effective
communication of
whether or not one is
ready to engage in
sexual activities.
•
K.5 Key Sexual & Reproductive Health Services
Explain common
pregnancy complications
in teen-aged mothers;
and the impact of
unintended pregnancy on
girls, families, and society
Describe the maternal
care teen mothers need
to ensure safe delivery
and post-delivery care,
including effective
contraception
Describe the personal and
social benefits of available
methods of contraception
Explain how to access
local STI and HIV testing
and treatment
•
•
•
•
Demonstrate confidence
in discussing how to use
contraceptive methods
accurate information
about delivery and
post-delivery care;
different contraceptive
methods; and testing
and treatment of STIs
and HIV.
Analyze internal and
external influences on
decisions whether or not
to use condoms and
contraceptives;
Apply a decision-making
model to choices
regarding pregnancy-
prevention; and
STI-prevention
•
•
•

49
K.5 Key Sexual & Reproductive Health Services
Skills to communicate
with a partner about
pregnancy-prevention; and
STI and HIV- prevention
and testing
Skills to advocate for HIV
testing and treatment for
sexually-active youth.
•
•
K.6. Social Discrimination and Violence
Compare and contrast the
social factors that may cause
bullying and sexual violence,
such as sexual harassment,
incest, and rape
Discuss the potential impact
of power differences – due to
age, sex, wealth, disability
on personal safety
•
•
Demo ability to advocate for
human rights and equality of
and among adolescents
Access information and
resources to help victims of
bullying and sexual violence
Demo advocacy skills
to eliminate social norms
and factors that cause
bullying and sexual violence
•
•
•
K.7 Laws, Media, and Human Rights
Discuss law and policies
that provide remedies to
discrimination, sexual violence
and sexual and reproductive
health - such as on Bullying,
Violence Against Women and
Children (VAWC), Magna Carta
of Women, RH Law, and HIV
Act of 2018
Discuss ways by which mass
media; and social media can
contribute to promoting safer
sexual behavior and gender
equality
Explain the concept of human
rights and its application to
sexual and reproductive health
•
•
•
Critically assess the
potential influence of mass
media messages about
sexuality and sexual
relationships.
Demo ability to advocate
for the implementation of
anti-discrimination, anti-
sexual violence, and RH
and HIV laws on behalf
of adolescents
•
•

50
ANNEX 2: COMMON CONCERNS-RESPONSE ABOUT CSE5
CONCERNS RESPONSE
CSE leads to early
sexual initiation.
Research has shown that CSE has either no direct impact
on the age of sexual initiation or that it leads to later and
more responsible sexual behavior. Evidence shows that CSE
can delay the initiation of sexual intercourse, decrease the
number of sexual partners, and reduce the frequency of sex
in sexually active teens. The Guidance continues to promote
scientifically-accurate and age-appropriate teachings about
sexuality including learning facts about sex and reproduction
before age 12.
Numerous studies have proven that ‘abstinence-only’
education is not effective in preventing young people from
having sex, nor does it lead to healthier practices. The
Guidance, therefore, does not promote ‘abstinence-only’
messages but does include information relevant for young
people who chose to abstain from sex as well as those who
are already sexually active.
CSE deprives
children of their
“innocence”.
Evidence illustrates that children and young people benefit
from receiving appropriate information that is scientifically
accurate, non-judgmental, and age- and developmentally-
appropriate, in a carefully planned process from the
beginning of formal schooling. In the absence of CSE,
children and young people can be vulnerable to conflicting
and sometimes even damaging messages from their peers,
the media, or other sources. Good quality sexuality education
provides complete and correct information with an emphasis
on positive values and relationships. Sexuality education
is about more than sex—it includes information about the
body, puberty, relationships, life skills, etc.
CSE stresses the need to engage and build support among
the custodians of culture in a given community to adapt
the content to the local cultural context. Key stakeholders,
including religious leaders, can assist program developers
and providers to engage with the key values central to the
relevant religions and cultures, as people’s religious beliefs
will inform what they do with the knowledge they possess.
CSE also highlights the need to reflect on and address
negative social norms and harmful practices that are not in
line with human rights or that increase vulnerability and risk,
especially for girls and young women or other marginalized
populations.
CSE goes against our
culture or religion.

51
CONCERNS RESPONSE
It is the role of
parents/guardians
and the extended
family to educate
our young people
about sexuality.
As the primary source of information, support, and care in
shaping a healthy approach to sexuality and relationships,
parents/guardians and family play a fundamental role.
However, through education ministries, schools and teachers,
as well as the government should support and complement
the role that parents/guardians and family play by providing
holistic education for all children and young people in a
safe and supportive learning environment, as well as the
tools and materials necessary to deliver high-quality CSE
programming.
Parents will
object to sexuality
education being
taught in schools.
Parents/guardians play a primary role in shaping key
aspects of their children’s sexual identity and their sexual
and social relationships. Parents/guardians’ objections to
CSE programs in school are often based on fear and lack of
information about CSE and its impact, as they want to be
sure that messages about sexuality and SRH are rooted in
the family’s values system. CSE programs are not meant to
take over the role of parents/guardians, but rather to work
in partnership with them, and to involve and support them.
Most parents/guardians are among the strongest supporters
of quality sexuality education programs in schools. Many
parents/guardians value external support to help them
approach and discuss ‘sex issues’ with their children, ways
to react to difficult situations (e.g. when a child watches
porn on the Internet or is bullied on social media) and how
to access and provide accurate information.
CSE may be good
for adolescents, but
it is inappropriate
for young children.
Parents/guardians play a primary role in shaping key
aspects of their children’s sexual identity and their sexual
and social relationships. Parents/guardians’ objections to
CSE programs in school are often based on fear and lack of
information about CSE and its impact, as they want to be
sure that messages about sexuality and SRH are rooted in
the family’s values system. CSE programs are not meant to
take over the role of parents/guardians, but rather to work
in partnership with them, and to involve and support them.
Most parents/guardians are among the strongest supporters
of quality sexuality education programs in schools. Many
parents/guardians value external support to help them

52
CONCERNS RESPONSE
approach and discuss ‘sex issues’ with their children, ways
to react to difficult situations (e.g. when a child watches
porn on the Internet or is bullied on social media) and how
to access and provide accurate information.

Teachers may be
uncomfortable or
lacking the skills
to teach CSE.
Well-trained, supported, and motivated teachers will play a
key role in the delivery of high- quality CSE. Teachers are
often faced with questions about growing up, relationships,
or sex from learners in a school setting, and it is important
that they have a suitable and safe way of responding to these
questions.
Clear sectoral and school policies and curricula help support
teachers, as does institutionalized pre- and in-service teacher
training and support from school management. Teachers
should be encouraged to develop their skills and confidence
through the added emphasis on formalizing CSE in the
curriculum, as well as stronger professional development
and support.
Teaching CSE
is too difficult
for teachers.
Teaching and talking about sexuality can be challenging
given our social and cultural contexts where there are
negative and contradictory messages about sex, gender, and
sexuality. At the same time, most teachers and educators
have the skills to build rapport with learners, to actively
listen and help identify needs and concerns and to provide
information. Teachers can be trained in CSE content through
participatory methodologies and are not expected to be
experts on sexuality. This training can be included as part of
the curriculum of teacher training institutes (pre-service) or
as in-service teacher training.
CSE is already
covered in other
subjects (biology,
life-skills or civics
education).
CSE provides an opportunity to evaluate and strengthen the
curriculum based on the dynamic and rapidly changing field of
CSE. It also ensures that schools fully cover a comprehensive
set of topics and learning objectives, even if the learning is
distributed across a range of school subjects. In addition,
effective CSE includes several of the attitudinal and skills-
based learning outcomes which may not necessarily be
included in other subjects.

53
CONCERNS RESPONSE
Young people
already know
everything about
sex and sexuality
through the internet
and social media.
The internet and social media can be excellent ways for
young people to access information and answers to their
questions about sexuality. Young people often use online
media (including social media) because they are unable
to quickly and conveniently access information elsewhere.
However, online media doesn’t necessarily provide age-
appropriate, evidence-based facts and can even provide
biased and distorted messages. It is difficult for young people
to distinguish between accurate and inaccurate information.
While online media can offer a lot of information, it does
not offer the space for young people to discuss, reflect, and
debate the issues, nor develop relevant skills. CSE offers a
forum for young people to understand and make sense of
the images, practices, norms, and sexual scripts that they
observe via social media and pornography. It provides an
opportunity to learn about the aspects of sexuality that
are absent from pornography, such as emotional intimacy,
negotiating consent, and discussing modern contraception.
CSE can also support young people to safely navigate the
internet and social media and can help them identify correct
and fact-based information.
Religious leaders
may not support
sexuality education.
Religious leaders play a unique role in supporting CSE in
schools. Faith-based organizations can guide program
developers and providers on how to approach religious
leaders to begin a discussion about sexual health and sexuality
education. Acting as models, mentors, and advocates,
religious leaders are ambassadors for faith communities that
value young people’s well-being. Young people seek moral
guidance that is relevant to their lives, and all young people
deserve reliable information and caring guidance about
sexuality that enables them to engage in both emotionally
and physically healthy relationships. Sexuality education that
is factually inaccurate and withholds information ignores
the realities of adolescent life, and puts young people at
unnecessary risk of disease and unintended pregnancy.
Above all, it endangers their lives and human dignity. Many
faith communities know from experience, and numerous
studies show, that young people tend to delay mature sexual
activity when they receive sexuality education that focuses
on responsible decision- making and mutual respect in
relationships.

54
CONCERNS RESPONSE
CSE is a means of
recruiting young
people towards
alternative lifestyles.
The main principle of CSE is that everyone has the right to
accurate information and services to achieve the highest
standard of health and well-being, without passing judgement
on sexual behavior, sexual orientation, gender identity,
or health status. CSE takes a rights-based approach that
is also focused on gender and acknowledges that people
express themselves differently in all societies, sometimes
not conforming to gender or social norms, including on the
issue of sexual behaviour and sexual orientation or gender
identity. It does not endorse or campaign for any particular
lifestyle other than promoting health and well-being for all.
CSE promotes
homosexuality.
CSE does not promote one sexual orientation over another.
It provides opportunities to acquire accurate, evidence-
informed, and age-appropriate information on a range of
topics related to sexuality including, gender identity, sexual
orientation, and gender identity or expressions. CSE follows
international standards, global and regional agreements
signed by the UN Member States, which reiterate the
importance that all persons, without discrimination of any
kind, regardless of age, sexual orientation, gender identity
or other statues, should have equal access to the highest
attainable standard of health. This also includes accurate
information, education, and health services for all without
discrimination, concerning sexual and reproductive health.
In order to not leave anyone behind and to align with
the human rights principles of the 2030 Agenda, CSE
recommends integrating learning about human rights, non-
discrimination and sexual and reproductive health needs for
all in the curriculum content.
5
Source: United Nations Education, Scientific and Cultural Organization. 2018. International Technical Guidance on Sexuality
Education: An evidence-informed approach. Revised Edition. Paris, UNESCO.
(https://www.unaids.org/sites/default/files/media_asset/ITGSE_en.pdf )

55
CONCERNS RESPONSE
CSE promotes
abortion.
The CSE does not promote abortion. The CSE notes that
unsafe abortion is a major health problem for youth and
adolescents around the world and that it contributes
significantly to maternal mortality rates. CSE also notes that
young people should have access to full information about
comprehensive sexual and reproductive health services,
which include abortion (where legal) and post-abortion care.
The CSE acknowledges that there are national laws and
international agreements that impact sexual and reproductive
health, including those concerning abortion and the
prevention of unsafe abortions. This, therefore, points to the
need for youth and adolescents to be familiar with national
laws on sexual and reproductive health, including those on
abortion.
CSE also includes references to globally-agreed standard
language concerning abortion, as expressed in the
International Conference of Population and Development
Programme of Action: “In no case should abortion be
promoted as a method of family planning. In circumstances
in which abortion is not against the law, such abortion should
be safe. In all cases, women should have access to quality
services for the management of complications arising from
abortion. Post-abortion counseling, education and family
planning services should be offered promptly, which will
also help to avoid repeat abortions. In circumstances where
abortion is not against the law, health systems should train
and equip health-service providers and should take other
measures to ensure that such abortion is safe and accessible.”

56
Statement A:
Kapag may regla ang babae, hindi sya pwedeng tumakbo o mag-exercise.
Answer: BLUFF
Explanation:
During her period, a female can do anything she normally does. Exercise can even
help reduce cramps and improve mood.

Statement B:
Ang ari ng lalaki ay may buto kaya ito lumalaki.
Answer: BLUFF
Explanation:
Even though we sometimes call an erect penis a “boner”, the penis has no bone in
it. A rush of blood into the penis causes an erection.
Statement C: Hindi pwedeng maligo kapag may regla.
Answer: BLUFF
Explanation:
Teens need to shower even more as a result of puberty, especially during their
period. They need to pay extra attention to their bathing routine during their period,
for their comfort and also as part of their hygiene routine. They can use tampons or
menstrual cups when swimming.

Statement D:
Normal lang ang pagkakaroon ng wet dreams.
Answer: FACT
Explanation:
This is completely natural—nocturnal emissions or “wet dreams”. This often happens
when people have dreams with sexual themes.
ANNEX 3:
FACT OR BLUFF EXPLANATION
•
•
•
•

57
Statement E:
May 20 milyon sperm cells sa isang kutsaritang semilya.
Answer: FACT
Explanation:
Sperm count varies from about 20 million to 100 million sperm cells per ejaculation.
Healthy males produce 1.5ml to 5ml of semen each time they ejaculate. It takes only
one sperm to fertilize an egg.
Statement F:
Hindi ka mabubuntis kung first time mong makipag-sex.
Answer: BLUFF
Explanation:
A female may get pregnant any time she has sex without reliable birth control.
Sperm survive up to five days inside the female body and ovulation can happen
even during a menstrual period. Without protection there is a chance for the sperm
and egg to get together. A sexually active heterosexual couple who does not want
to get pregnant should always use reliable birth control.
Statement G:
Tumalon-talon pagkatapos makipag-sex para hindi ka mabuntis.
Answer: BLUFF
Explanation:
Male and female reproductive organs function to get semen in and keep it there.
Physical activity will not get semen out and thus cannot prevent pregnancy.
•
•
•

58
ANNEX 4: CONSENT O PAGPAYAG, MADALING UNAWAIN,
PARANG NAGTITIMPLA KA LANG NG KAPE6
Slide # Narration
Illustration

Kung nahihirapan tayong
unawain ang konsepto ng
“Consent” o “Pagpayag”
1
Sa halip na isipin natin na ito’y
pagpayag sa pakikipagtalik o sex,
isipin na lang natin na tayo ay
magtitimpla ng kape para sa
isang tao.
2
Sabi mo sa kanya, “Halika ka
magkape tayo. Gusto mo ba?”
3
“Gusto ko! Sige magkape tayo.
Salamat.”
Dahil sa nagtanong ka at
pumayag siya, alam mong gusto
niya ring magkape.
4
madaling unawain,
parang nagtitimpla ka
lang ng kape.
6
Adopted from the video animation produced by Blue Seat Studios, “Tea Consent (Clean),”
https://www.youtube.com/watch?v=fGoWLWS4-kU

59
Slide # Narration
Illustration
Pero kung sinabi mo sa kanya,
“Halika, kape tayo?”

Tapos sumagot siya ng “Hmm…
hindi ako sigurado.…”
5
Pwede mo siyang timplahan o
hindi timplahan ng kape.
Maging handa ka lang kasi baka
hindi niya inumin ang kapeng
tinimpla mo.
6
Mahalagang tandaan ito: huwag
mo siyang puwersahing uminom
ng kape. Hindi dahil sa ikaw ang
nagtimpla ng kape, pwede mo na
siyang pilitin uminom ng kape.
7
At kapag sinabi ng tao, “Naku,
huwag na.”
Huwag mo siyang pagtimplahan
ng kape.

Basta, huwag mong siyang
timplahan, huwag mo siyang
piliting magkape.
8

60
Slide # Narration
Illustration
Huwag ka ring magalit o mairita
kung ayaw niyang magkape.
Ayaw niyang magkape, di ba?
9
10 Maaaring sabihin ng tao, “Naku
nag-abala ka pa, sige kape tayo.”
Pero noong dumating ang kape,
nagbago ang isip niya.
11 “Pasensya na, ayaw ko nang
magkape.”
Syempre nakakairita ito dahil
nag-abala ka sa pagtitimpla, pero
wala siyang obligasyon na inumin
ang kape.
Kanina gusto niya ng kape, pero
ngayon ayaw na niya.
12 May mga tao talagang nagbabago
ang isip habang ikaw ay abala sa
pagtitimpla ng kape.
Okey lang kung magbago ang
isip ng tao.
Huwag mo ipagpilitang ipainom
ang kapeng tinimpla mo.

61
Slide # Narration
Illustration
At kapag walang malay ang bisita,
huwag mo siyang titimplahan ng
kape.
Ang taong walang malay ay hindi
pwedeng magkape.
Kasi hindi sila makakasagot sa
tanong na, “Gusto mo bang
magkape?”
Kasi nga, wala siyang malay.
13
14
Maaaring gising siya noong
tinanong mo siya kung gusto
niyang magkape, at sumagot
siya, “Sige, kape tayo.”

Pero habang nagtitimpla ka,
nakatulog siya at wala na siyang
malay nang matapos ka.
15 Ilayo mo na lang ang kape sa
kanya.
Tiyakin mong ligtas ang taong
walang malay.
Napakahalagang tandaan ito:
huwag mong ipilit na painumin
siya ng kape.

Sa simula gusto niya pero
ang taong walang malay hindi
pwedeng magkape.

62
Slide # Narration
Illustration
Kung ang inalok natin ay pumayag
magkape, sinimulang ininom ang
kape, tapos nakatulog siya bago
matapos ang kape, huwag mong
puwersahang ipainom sa kanya
ang kape.
16
Ilayo ang kape sa kanya.

Tiyakin na ligtas siya dahil
ang taong walang malay hindi
pwedeng magkape.
17
Kung may nagsabi sa iyo noong
nakaraang Sabado na gusto
niyang magkape.
18
Hindi ibig sabihin nito ay gusto
niyang pagtimplahan mo siya ng
kape sa lahat ng oras.
19 Sun M T W Th F S
Sun M T W Th F S

63
Slide # Narration
Illustration
Hindi rin ibig sabihin na pumunta
ka sa bahay nila nang walang
pasabi, magtimpla ka ng kape,
piliting siyang uminon ng kape at
sabihin, “Sabi mo noong Sabado
gusto mong magkape, di ba?”
20
O kaya naman magising siyang
pinipilit mong ipainom sa kanya
ang kape, “Di ba gusto mong
magkape kagabi pa?”
21
Kung naunawaan natin na hindi
dapat pinupwersang painumin
ng kape ang mga taong ayaw
magkape;

At naunawaan natin kung kailan
hindi puwedeng magkape ang
mga tao;

Dapat nauunawaan din natin
na ganito ring pagdating sa
pakikipagtalik o sex.
22
Sa pagtitimpla man ng kape o sa
sex, kailangan lagi ang “consent”
o “pagpayag.”
23
Sabi mo
‘di ba?
Katulad din ito
pagdating sa
24
Tandaan. Kailangan lagi ang
Consent o Pagpayag.

64
ANNEX 5: ALTERNATIVE ACTIVITIES FOR MOTIVATION/
ACTIVATING PRIOR KNOWLEDGE
Topic: Objective:
Activity:
Instruction:
Materials:
Teenage
Pregnancy
Create dialogues about teenage
romance/pregnancy.
Storytelling
1. Present and describe the pictures/thought balloon to the group. See illustrations in
the next page.
• Picture 1: Boy holding a bouquet of flowers or girl reading a pickup line text
“Keyboard k b? Type kc kita”
• Picture 2: Two people holding hands
• Thought balloon: “Kala ko ba mahal mo ko? Patunayan mo nga?
• Picture 3: Girl holding pregnancy kit (positive) or Girl Vomiting (morning sickness)
• Ask them to create a story by connecting the pictures and thought balloon. Ask
for volunteers to narrate the story. Ask the volunteers to add some dialogues to
enrich the story.
• Give the narrator/s a round of applause after the storytelling.
• Recall the stories narrated by the participants. Ask for insights/reflections from
the group. Ask them if there are ways to prevent teen pregnancy from happening?
What could they have done to change the ending of the story? How can we help
our children to prevent this from happening?
• Connect the discussion to the rationale and objectives of CSE.
2. Give the narrator/s a round of applause after the storytelling.
3. Recall the stories narrated by the participants. Ask for insights/reflections from the
group. Ask them if there are ways to prevent teen pregnancy from happening? What
could they have done to change the ending of the story? How can we help our
children to prevent this from happening?
4. Connect the discussion to the rationale and objectives of CSE.
Visual Aid (Pictures 1-4,
thought balloon)

65
Keyboard k b?
Kasi type kita!
Akala ko ba
mahal mo ako?
Patunayan
mo nga?

66
Topic: Objective:
Activity:
Instruction:
Materials:
Puberty Identify popular products
associated with tweens/teens
Tagline Game
1. Group the participants into four or five teams. Each team is given a paper and
pentel pen. Ask each group to choose a secretary who will write their answers on
a sheet of paper.
2. Give the tagline of a certain product. Use products that are popular and related
to teenagers e.g. sanitary napkin, deodorant, pimple cleanser, crush/puppy love,
relationship with parents/guardians or peers, etc.
• “Saan aabot ang 20 pesos mo?” (Cornetto)
• “Linis Kinis na Hiyang” (Eskinol)
• “Have a good hair day” (Palmolive)
• “Sekreto ng mga guwapo” (Master)
• “Kili-kili goals” (Rexona)
• “#Beat Energy Gap” (Milo)
• “Amoy palang, lakas makaganda” (Belo Essentials)
• “Unstoppable closeness every day” (Closeup)
• “How long can you keep a secret?” (Bench So in Love)
3. Teams have to guess and write the name of the product. Teams have 10 seconds
to do this.
4. Signal each team to raise their paper. Check the answer.
5. Reveal the correct answer. Team/s receives a point for every correct answer.
The team/s with the greatest number of points wins the game.
6. Recall all the products. Ask them who the targets of these products are. Explain
that the main target are teenagers. The products are related to changes in the
body, romance, and relationships among tweens/teens. Ask them if their children
use these products.
7. Connect the discussion to the overview of Comprehensive Sexuality Education.
Taglines printed on papers (on
the back of paper is the image/
name of the product)

67
Topic: Objective:
Activity: Materials:
Menstrual Health
Management
Relate things/ actions/
behaviors to menstruation.
Pinoy Henyo
(#MeronAko
Edition) • Babae, nanay, duktor,
• Dysmenorrhea, cramps, napkin
• Matres, ovary, CR
• Buwan-buwan, 28 days,
3-5 days
• Iwas tagos, irregular period,
menopause
• Gumamit ng napkin, hugasan
ang ari
Printed Pinoy Henyo
words:
Instruction:
1. Group the participants into four teams. Ask each team to choose a representative
who will act as the “Henyo.”
2. Explain the mechanics of the modified version of Pinoy Henyo game. The team
lines up in a single file. The “Henyo” sits in front of the group. The facilitator will
show a Pinoy Henyo word to the group. Each member has to formulate a question
to which the answer is the Pinoy Henyo word. Each member has one opportunity to
ask their “Henyo.” If the “Henyo” fails to guess the correct word, the next member
will ask another question until the “Henyo” gets the correct word. The team has 1
minute to get the right word. Each group earns a point for every successful turn.
3. Pinoy Henyo words
• (for Sino or Who Questions): babae, nanay, duktor
• (for Ano or What Questions): dysmenorrhea, cramps, napkin)
• (for Saan or Where Questions): matres, ovary, CR
• (for Kailan/Ilan or When Questions): buwan-buwan, 28 days, 3-5 days
• (for Bakit or Why Questions): iwas tagos, irregular period, menopause
• (for Paano or How Questions): gumamit ng napkin, hugasan ang ari

68
4. Give a couple of examples to familiarize the group with the process.
5. Begin the game. Caution the group to refrain from translating the Henyo word into
English, Filipino or local language.
6. Provide a brief explanation after each Pinoy Henyo word.
7. Give the winning group a round of applause. Connect the game to the overview
of Comprehensive Sexuality Education.

69
Topic: Objective:
Activity:
Instruction:
Materials:
Circle of
Friends
List names and contact
numbers of classmates/
friends, teacher and school
of their children
Circle of
Friends Bingo
1. Before the start of the game, be sure to mention and post the names of the class
adviser and the principal and their contact numbers on the board.
2. Present the mock-up of Circle of Friends Bingo card to the group (see Annex 6).
Explain the objective of the game. Each participant has to write down the name
or contact number needed in each Bingo card cell until all the cells are completed
— making a “Blackout Bingo Pattern.” Some information is written on the board.
Other information can be obtained by asking other parents/guardians in the group.
3. Give each participant a copy of the Bingo card. Have them use their pencils/
ballpens. Tell them that it is okay to leave some of the cells blank if they don’t
know the answer. The teacher will give another instruction to solve it.
4. Signal the group to start the game. Give them 15-20 minutes.
5. Tell them to return to their seats after the game.
6. Ask the group about their feelings/experiences during the game. Which part of
the activity did they find difficult and why?
7. Explain that the Bingo Card will serve as a simple directory of contacts in school
for their children. If parents/guardians have concerns with their children e.g.
assignments, projects, schedules or other issues, they can contact the correct people
listed in the directory. Knowing the people in the social life of their children will
strengthen the support system of children.
8. Ask them if they were able to complete the “Blackout pattern.” Tell them that
they have the whole quarter to accomplish the task. They should work with their
children to complete the cell, especially with the names of their best friends and
crushes. You may give students extra points/credits if they are able to complete
the task.
9. Explain that parents/guardians asking their children about their social life will
promote positive parent-child communication. Ask them not to lose their Circle of
Friends Bingo card.
Circle of Friends Bingo cards
(1 per participant); ballpen/
pencils (1 per participant),
Bingo Card Mock-up

CIRCLE OF FRIENDS BINGO CARD
(isulat ang pangalan o contact number sa loob ng kahon)
B I N G O
FREE
70
PANGALAN NG
BARKADA NG
IYONG ANAK
CONTACT NUMBER
NG BARKADA NG
IYONG ANAK
PANGALAN NG
MAGULANG NG BARKADA
NG IYONG ANAK
CONTACT NUMBER
NG MAGULANG NG
BARKADA NG
IYONG ANAK
PANGALAN NG CLASS
ADVISER NG IYONG ANAK
PANGALAN NG
KAKLASENG LALAKI
NG IYONG ANAK
CONTACT NUMBER
NG KAKLASENG LALAKI
NG IYONG ANAK
PANGALAN NG
MAGULANG NG
KAKLASENG LALAKI
NG IYONG ANAK
CONTACT NUMBER
NG MAGULANG NG
KAKLASENG LALAKI
NG IYONG ANAK
CONTACT NUMBER
NG CLASS ADVISER
NG IYONG ANAK
PANGALAN NG CRUSH
NG IYONG ANAK
PANGALAN AT CONTACT
NUMBER NG TEACHER
NG UNANG SUBJECT NG
IYONG ANAK
PANGALAN AT CONTACT
NUMBER NG TEACHER
NG HULING SUBJECT
NG IYONG ANAK
PANGALAN NG GUARD
SA SCHOOL
PANGALAN NG
KAKLASENG BABAE
NG IYONG ANAK
CONTACT NUMBER
NG KAKLASENG BABAE
NG IYONG ANAK
PANGALAN NG
MAGULANG NG KA-
KLASENG BABAE NG
IYONG ANAK
CONTACT NUMBER
NG MAGULANG NG
KAKLASENG BABAE
NG IYONG ANAK
PANGALAN NG
PRINCIPAL NG
IYONG ANAK
PANGALAN NG BEST
FRIEND NG IYONG
ANAK SA SCHOOL
CONTACT NUMBER NG
BEST FRIEND NG IYONG
ANAK SA SCHOOL
PANGALAN NG CLASS
PRESIDENT SA KLASE
NG IYONG ANAK
CONTACT NUMBER NG
CLASS PRESIDENT SA
KLASE NG IYONG ANAK
CONTACT NUMBER
NG SCHOOL
PANGALAN NG MAGULANG:
PANGALAN NG MAG-AARAL:
BAITANG AT PANGKAT: PETSA:
ANNEX 6

CSE Primer as of 13 January 2020 [LATEST].pdf

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