CSE PSDS.SH_Session 1 Rationale, Overview.pptx

Comprehensive Sexuality
Education (CSE)

Capacity Building Activity of Comprehensive
Sexuality Education (CSE) for Public Schools
District Supervisors and School Heads
December 2 & 4,2020
3
COMPREHENSIVE SEXUALITY EDUCATION (CSE)
Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

Understanding
Comprehensive
Sexuality Education
(CSE)
4

How do we define CSE?
How did CSE emerge?
How do we integrate CSE into
the K to 12 BEC?
What is the direction of CSE?
WHAT IS YOUR ROLE
5

What do I know about
Sexuality Education?
6

Comprehensive Sexuality
Education
CSE is a curriculum-based process of teaching
and learning about the cognitive, emotional,
physical and social aspects of sexuality

Characteristics of CSE
• scientifically accurate (based on facts and
evidence)
• age- and developmentally-appropriate
• curriculum-based
• comprehensive (sexual and productive anatomy and
physiology; puberty and menstruation; reproduction,
pregnancy and childbirth; STIs including HIV & AIDS)

Characteristics of CSE
• based on human rights approach
• based on gender equality
• culturally relevant and content appropriate
• transformative
• able to develop life skills need to support
healthy choices (ability to reflect, make informed
decisions, communicate, negotiate effectively and
demonstrate assertiveness)

Why the urgency to implement CSE?
What’s happening?
• Increasing early pregnancy
• Violence among young people
• Increasing incidence of HIV among
young people
Challenge to Educators
• Address the needs of the learners for health and
protection through education
• Provide comprehensive and appropriate information on
sexuality and reproductive health
• Provide learners with life skills to help them develop self
confidence, self-esteem and enable them to deal with the
complex changes happening in them during the
adolescent stage.

Republic Act 10354 (Responsible Parenthood and Reproductive
Health Law of 2012)
• Department of Education is mandated to integrate age-and
development-appropriate reproductive health education which
shall be taught by adequately trained teachers through formal
and non-formal educational systems.
11
11

Executive Order 12 Series of 2017
• The Department of Education shall implement a gender-
sensitive and rights-based comprehensive sexuality education
(CSE) in the curriculum
12
12

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT 13
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14
#2: We are responding to the directives of
President Duterte on strengthening and
enriching further curricular reforms on
anti-illegal drugs, reproductive health,
and disaster preparedness by:
A) Strengthening the drug education component
in Science and health by providing real- life
lessons via alternative learning methods,
starting in Grade 4;
A) Strengthening gender and development
component of school curricula especially in
relation to sex education and teenage
pregnancy.
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15
BUREAU OF CURRICULUM DEVELOPMENT
POLICY GUIDELINES ON THE
IMPLEMENTATION OF CSE
15
15

Policy Guidelines on CSE
SCOPE
This policy shall apply to all learners of public
and private elementary, junior and senior
high schools, and of learning centers for
Special Education and Alternative Learning
Systems (ALS) and laboratory schools of State
Universities and Colleges (SUCs) and Local
Universities and Colleges (LUCs) except when
certain provisions are applicable only to
public schools.
Indigenous Learning Systems (ILS) and
Madrasah Education Program (MEP) shall
integrate the Comprehensive Sexuality Education
(CSE) Standards, Core Topics, Core Values and
Core Life skills in MAPEH, Science, Edukasyon
sa Pagpapakatao (ESP), Araling Panlipunan, and
Personality Development.
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Comprehensive Sexuality Education Goal
 To provide a clear, consistent, and evidence-based
guidance on the essential minimum core content for
sexuality education in K to 12 basic education.
 To provide learners from Kindergarten to Grade 12 with
age- and development- appropriate, culturally relevant
approach to teaching about sexuality and relationships
by providing scientifically accurate, realistic, non-
judgmental information.
 This is intended to prevent unhealthy consequences
such as teen pregnancy, sexually transmitted infections
(STIs) and transmission of human immunodeficiency
virus (HIV), among others.
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• Enhance the over-all wellness of the Filipino adolescents
(physical, mental, emotional, social and spiritual);
• Contribute to better learning outcomes, reduced dropout rate,
increased completion rate, and improved quality of learning;
• Ensure that adolescents have access to adequate and
appropriate information and health care education;
• Address the reproductive health concerns of adolescents, who
are exposed to risky behaviors that may cause damaging and
long-term consequences;
• Promote healthy and responsible sexual and social behavior
among adolescents;
Aims of CSE
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• Develop mature and responsible children and young
adolescents imbued with desirable health values,
which can assist them in making rational decisions
that can lead to satisfying productive, and quality life;
• Provide teachers with a resource material for
developing life skills such as decision-making and
problem-solving relative to adolescent reproductive
health; and
• Enable teachers to integrate key concepts and
messages on reproductive health concerns across the
curriculum wherever these can be done most
appropriately.
Aims of CSE
20
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This policy will guide administrators
and educators to be reflective,
flexible, creative and innovative in
their facilitation of the teaching and
learning process. Further, this will
institutionalize CSE, making it an
integral part of lesson planning,
instructional design and classroom and
school activities.
Policy Statement
21
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Duties and Responsibilities
22
The DepEd, through the appropriate and relevant units, shall:
Central Office
Bureau of Curriculum Development (BCD)
• Formulate a national policy and framework for the development,
implementation, and review of the CSE curriculum in collaboration
with stakeholders and development partners.
• Develop a set of CSE competencies including, but not limited to,
identified core topics and key messages, to be integrated across
learning areas and across grade levels.
• Ensure minimum standards on CSE that will be integrated in
learning areas, curricular, co-curricular, and extra-curricular
programs for learners and trainees.
22

Central Office
Bureau of Curriculum Development (BCD)
• Design and conduct national CSE-related trainings.
• Lead the development of learning resource packages in full
coordination with stakeholders and development partners
(Department of Health (DOH), Commission on Population
(POPCOM), Department of Social Welfare and Development
(DSWD), National Economic and Development Authority (NEDA),
National Youth Commission (NYC), Philippine Women Commission
(PCW), World Health Organization (WHO), United Nations
Children’s Fund (UNICEF), United Nations Population Fund
(UNFPA), Likhaan Center for Women’s Health, and Family Planning
Organization of the Philippines.
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23

Bureau of Learner Support Services (BLSS)
• Coordinate with the BCD in the development of the CSE core
topics and key messages.
• Provide technical support and health services to CSE program
implementers and learners in the field.
• Activate and mobilize youth organizations in all public and
private schools, including laboratory schools of SUCs and
LUCs, to ensure representation of the youth in the
development of CSE-related programs and projects.
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Regional Office
• Curriculum and Learning Management Division (CLMD)
• Adapt, institutionalize, and contextualize the national CSE
policy and framework and its implementation mechanisms.
• Facilitate the integration of CSE curriculum across learning
areas and the development of contextualized learning
resources (2nd quarter of SY).
• Conduct regional trainings on CSE-related programs and
projects based on region-wide learning and development
needs analysis and research-based data.
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Division Office
School Governance and Operations (SGOD)
• Ensure implementation of the CSE policy and framework
through relevant programs and projects such as information
dissemination and advocacy campaigns, networking and
partnerships.
• Ensure inclusion of CSE programs and projects in the
Division Education Development Plan (DEDP).
• Initiate and strengthen CSE-related researches, field studies,
and other data collection procedures as embedded in the
DEDP.
• Publish CSE researches in information, education, and
communication (IEC) materials and other media platforms.
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Division Office
Curriculum Implementation Division (CID)
• Conduct trainings for school heads and
teachers on the integration of CSE across
learning areas in coordination with SGOD.
• Lead in the development of contextualized CSE
learning resources and content-based
assessment.
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School
•Implement CSE programs and projects
through curriculum integration across
learning areas, information dissemination
and advocacy campaigns, networking and
partnerships.
•Include CSE programs and projects in
the School Improvement Plan (SIP).
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School
•Initiate and conduct CSE-related classroom
action researches, field studies, and other data
collection procedures articulated in the SIP
through the school publication/newsletter.
•Utilize the contextualized CSE learning
resources.
•Include CSE in the conduct of school
Learning Action Cells (SLAC) sessions.
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• Role of teachers
(main implementors of the CSE Curriculum)
• Role of health providers
(provide additional information and counselling; referrals to other services)
• Role of parents/guardians and families
(increase parent-to-child communication about sexuality; promotion of safety and well-being
of children/youth)

MAPEH
(HEALTH)
SCIENCE
KINDER-
GARTEN
EDUKASYON SA
PAGPAPAKATAO
PERSONALITY
DEV’T
ARALING
PANLIPUNAN

Entry Points of Comprehensive Sexuality Education Standards
to the K to 12 MELCs
Subject
Grade Level
Total
1 2 3 4 5 6 7 8 9 10 11/12
MAPEH
(Health Education) 12 11
8 7
19
4
20 19
3
7
110
AP 10 2 2 1 2 6 23
EsP 9 4 3 6 6 3 9 8 4 52
Science 2 2 1 1 2 2 10
Kindergarten 16
16
Personality
Development (PerDev)
25 25

Integration of
CSE Through Life
Skills
in the
K to 12 Basic
Education
Curriculum
Comprehensive Sexuality Education
33
33

• Integrative teaching mirrors the real
world, and the real world is not divided
into disciplines.
• Integrative teaching provides
connections among subject areas so
that students can better understand
that their learning has application to
real life, that learning is not just
isolated bits of fact in a vacuum.
• Integrative teaching can help teachers
surmount the problem of the
overcrowded curriculum.
Why Integrate?
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34

Life Skills are abilities for adaptive
and positive behavior, that are enable
individuals to deal effectively with the
demands and challenges of everyday
life (WHO,1993).
LIFE SKILLS
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Entrepreneurial
Skills
Coping with
Stress
Coping with
Emotions
Critical
Thinking
Creative
Thinking
Problem
Solving
Decision
Making
Interpersonal
Relation Skills
Effective
Communication
Empathy
Self Awareness
LIFE SKILLS
10
9
1
2
3
4
5
6
7
8
11

Life Skills Scope & Sequence Chart
Skills
Themes
Self-
Awareness/
Empathy
Communication
/
Interpersonal
Skills
Decision Making/
Problem Solving
Creative/
Critical
Thinking
Coping with
Emotions/
Stress
Year 1
Age 5-6
Abuse/
Safety
Self-Aware-
ness
-Who am I?
Empathy
-How to show I
care
Communication
-I say hello,yes
& no
Inter-
personal
–I am a group
member
Decision Making
-What I choose
-I decide when to
cross the road
Problem solving
-My friend pushed
me
Creative
thinking
-Things that
make me feel
good
Critical
thinking
-Is that good
for me?
Emotions
-Recognizing
emotions
Stress
-I lost my
mom in the
market
Life and Skills Scope and Sequence Chart
37
37

Life Skills Scope & Sequence
Year 6
Age 10-11
Sexuality/
Adolescent
pregnancy
I am
changing
-He /she
is
changing
Talking to
boys and
girls
Making and
breaking
Relationships
Goals in life
-Should I go
out with
him/her
Relax
Are we
equals?
Stereo-
types of
men and
women
Understanding
Anxiety
Exams, I
pace myself
Life and Skills Scope and Sequence Chart
38
38

Sample Integration of Comprehensive
Sexuality Education Standards
to the K to 12 MELCs
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39

Domain Content
Standard
Performance
Standard
Learning
Competencies
CSES
(Proposed)
Physical
Health & Motor
Development
(Kalusugang
Pisikal at
Pagpapaunlad
sa Kakayahang
Motor)
Pangangalaga
sa Sariling
Kalusugan at
Kaligtasan
(PKK)
The Child
demonstrates an
understanding of
body parts and
their uses
The Child shall
be able to take
care of oneself
and the
environment and
able to solve
problems
encountered
within context of
everyday living
Identify one’s basic
needs and ways to
care for one’s body
PNEKBS-li-8
Demonstrate how to do
proper personal hygiene
Identify sources of
support , such as
parents or other trusted
adult that young people
can go if they are or
someone they know is
being sexually
harrassed abused or
assaulted
Sample Integration - Kindergarten
40
40

Quarter Content
Standard
Performance
Standard
Learning
Competencies
CSES
(Proposed)
First Ang bata ay
nagkakaroon ng
pag-unawa sa
sariling ugali at
damdamin
Ang bata ay
nakapagpapama
las ng kakayahang
kontrolin ang
sariling damdamin
at pag- uugali,
gumawa ng
desisyon at
magtagumpay sa
kanyang mga
gawain
Nakikilala ang sarili a)
pangalan at apelyido
b) kasarian
c)
gulang/kapanganakan
d) 1.4 gusto/di-gusto
• Use the proper
expression in
introducing oneself
e.g., I am/My name is
SEKPSE-00-1 SEKPSE-
Ia-1.1 SEKPSE-Ib-1.2
SEKPSE-Ic-1.3 SEKPSE-
IIc-1.4 LLKVPD-Ia-13
Identify emotions of the
self and others*
Sample Integration - Kindergarten
41
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Quarter Content
Standard
Performance
Standard
Learning
Competencies
CSES
(Proposed)
4th Quarter The learners
demonstrates
understanding
of safe and
responsible
behavior to
lessen risk and
prevent
injuries in day-
to-day living
The learners
should
appropriately
demonstrates
safety
behaviors in
daily
activities to
prevent
injuries
identifies
appropriate
persons to ask
for assistance
H1IS-IVc-3
Identify sources of
support , such as
parents or other
trusted adult that
young people can
go if they are or
someone they
know is being
sexually harrassed
abused or
assaulted
Sample Integration – Health 1
42
42

Content Content Standard Performance
Standard
Learning
Competencies
CSES
(proposed)
B. Teenage
concerns
• Identity
crisis
• Sexual
identity and
Sexual
behaviors
• Pre-marital
sex, teenage
pregnancies
, and
abortion
The learner
demonstrates
understanding
of human
sexuality and
managing
sexuality
related issues
for a healthy
life
The learner
appropriately
manages
sexually
related issues
through
responsible
and informed
decisions
Analyzes the
factors that
affect one’s
attitudes and
practices related
to sexuality and
sexual behaviors
H8FH-Ib-19
Explain the health
benefits, risks, and
effectiveness rates
of various
methods of
contraception,
including
abstinence, and
condoms
Sample Integration – Health 8
43
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Content Content
Standard
Performance
Standard
Learning
Competencies
CSES
(Proposed)
Pagkilala sa
Kasapi ng Pamilya
Ang mga mag-
aaral ay
naipamamalas ang
pag-unawa at
pagpapahalaga
sa sariling pamilya
at mga kasapi nito
at bahaging
ginagampanan ng
bawat isa
Ang mga mag
-aaral ay:
Buong
pagmamalaking
nakapagsasaad ng
kwento ng sariling
pamilya at mga
kasapi nito at
bahaging
ginagampanan ng
bawat isa sa
malikhaing
pamamaraan
Nauunawaan ang
konsepto ng pamilya
batay sa bumubuo
nito (i.e. Two-parent
family, single-parent
family, extended
family)
AP1 PAM-IIa-1
Explain the concept of
Family
Roles of the Members of
the Family
Describe the
characteristics of healthy
relationships (e.g. Family
friends,peers)
Sample Integration – Araling Panlipunan 1
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Standard
Learning
Competencies
CSES
(Proposed)
B.Mga Isyu na may
Kaugnayan sa
Kasarian
(Gender)
1.Gender &
Sexuality
2.Reproductive
Health Law
3.Same-
sex Marriage
4.Prostitusyon at
Pang-aabuso
Ang mga mag-
aaral ay may pag-
unawa:
sa kahalagahan ng
pagtanggap at
paggalang sa
iba’t ibang
perspektibo na
may kaugnayan sa
samu’t
saring isyu sa
gender
Ang mga mag
-aaral ay:
nakabubuo ng
dokyumentaryo na
nagsusulong ng
paggalang sa
karapatan
ng mga mamamayan
sa
pagpili ng
kasarian at
sekswalidad
Nasusuri ang iba’t
ibang salik
na nagiging dahilan ng
pagkakaroon ng
diskriminasyon
sa kasarian
AP10IKP-IIId-7
Natataya ang bahaging
ginagampanan ng
kasarian(gender roles)
sa iba’t
bang larangan at
institusyong
panlipunan (trabaho,
edukasyon, pamilya,
pamahalaan, at
relihiyon)
AP10IKP-IIId-8
Define gender
Identify stereotypes of
boys and girls in media
Differentiate real
situations and events of
boys and girls, men and
women from fiction al
depiction (e.g. TV,
internet).
Sample Integration – Araling Panlipunan 10
45
45

Standard
Learning
Competencies
CSES
(Proposed)
Mga Angkop na
Inaasahang
Kakayahan at Kilos
sa Panahon ng
Pagdadalaga/
Pagbibinata
(Developmental
Tasks):
Naipamamalas ng
magaaral ang pag-
unawa sa mga
inaasahang
kakayahan at kilos
sa panahon ng
pagdadalaga/pagbibi
nata, talento at
kakayahan, hilig, at
mga tungkulin sa
panahon ng
pagdadalaga/pagbibi
nata
Naisasagawa ng mag-
aaral ang mga angkop
na hakbang sa
paglinang ng limang
inaasahang
kakayahan at kilos
(developmental tasks)
sa panahon ng
pagdadalaga /
pagbibinata.
1.1. Natutukoy ang mga
pagbabago sa kanyang
sarili mula sa gulang na
8 o 9 hanggang sa
kasalukuyan sa
aspetong: a. Pagtatamo
ng bago at ganap na
pakikipag-ugnayan (more
mature relations) sa mga
kasing edad
(Pakikipagkaibigan)
b. Pagtanggap ng papel o
gampanin sa lipunan
c. Pagtanggap sa mga
pagbabago sa katawan at
paglalapat ng tamang
pamamahala sa mga ito
EsP7PS-Ia-1.1
Describe the
characteristics of
healthy relationships
(e.g.family, friends,
peers).
Identify ways for
friends to express
feelings to each other
Demonstrate ways to
treat family, friends
and peers with dignity
and respect
Sample Integration – Edukasyon sa Pagpapakatao 7
46
46

Standard
Learning
Competencies
CSES
(Proposed)
9. Personal
Relationships
The skills and
tasks and
challenges
appropriate for
middle and late
adolescence and
preparatory to
early adulthood
Make alist of ways
to become
responsible
adolescents
prepared for adult
life and manage the
demand of teen
years
The learner...
discuss tasks and
challenges being
experienced during
adolescence
EsP-PD11/12DS-lc-
3.1
identify ways that
help one become
capable and
responsible adolescent
prepared for adult life
EsP-PD11/12DS-lc-
3.3
Explain that there are
many ways of
expressing love, and
that sexual activity is
a mature way of
showing care and
affection
Identify ways for
friends to express
feelings to each other
Show positive attitude
to the expression of
admiration, friendship
and love
Sample Integration – Personal Development 11-12
BUREAU OF CURRICULUM DEVELOPMENT
47

LEGEND SAMPLE
First Entry
Learning Area and Strand/
Subject or Specialization
Health
H1
Grade Level Grade 1
Uppercase Letter/s
Domain/Content/
Component/ Topic
Injuries and Safety IS
-
Roman Numeral
*Zero if no specific quarter
Quarter Fourth Quarter IV
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
specific week
Week Week three c
-
Arabic Number Competencies
identifies appropriate persons to ask for assistance
Demonstrate ways to ask for help
3
Sample: H1IS-IVc-3
Coding Legend
48

49
WAYS FORWARD
49

Component 2020-2024
Policy Continue the Dissemination of DO No. 31, s. 2018
Policy Guidelines on the Implementation of the
Comprehensive Sexuality Education
Research Capacities in Teaching Comprehensive Sexuality
Education: A Baseline Assessment of Philippine
Public School Teachers
Comprehensive Sexuality Education (CSE)
Concepts, Messages and Images
in the Philippines K to 12 Curriculum
A Content Analysis
50
50

Curriculum Ditribution of CSE Curriculum
Standards
Capacity
Building
Training of Teachers
Component 2020-2024
51
51

Component 2020-2024
Learners
Teachers and
Parents
Materials
Downloading/Printing and
Distribution of existing
ARH /CSE Resource
Materials to DepEd
Commons/Portals
Utilization of daily lesson
logs and Learning Action
Cell strategy (LAC) session
guides on CSE
52
52

Component 2020-2024
Monitoring and
Evaluation
Approval of a long-term, fully budgeted,
implementation plan with a phased
approach and a strong monitoring and
evaluation (M&E) framework.
Development, Validation and Finalization of
Monitoring and Evaluation Tools on CSE
Monitoring and Evaluation of CSE
implementation
Inclusion of CSE concepts and messages in
the national assessment test.
School Health Develop a comprehensive menu of school
health initiatives together with Bureau of
Learning Support and Services
53
53

Advocacy and
Partnership
Parents’ Orientation on ASRH/CSE Program
Orientation of Junior and senior High School
Students on CSE
Inclusion of ARH/CSE concepts in various trainings
to be conducted by NEAP, Guidance Program and
BLD
Complete risk communication strategy and an
advocacy plan to prepare the Department against
CSE FAQs, to include orientation on key messages
with DepEd officials.
Component 2020-2024
54
54

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

“ If you think in terms of
a year, plant a seed;
If you think in terms of
10 years, plant a tree;
If you think in terms of
100 years,
EDUCATE THE YOUTH!”
56
Confucian Proverb
56

Maraming salamat!
Dr. Rosalie B. Masilang,
SVEPS, CSE Focal Person
57

CSE PSDS.SH_Session 1 Rationale, Overview.pptx

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