CSE PSDS.SH_Session 3 CurriculumStandards, MELCs and Readers.pptx

Entry Points of Comprehensive Sexuality
Education (CSE) Standards and Learning
Materials in the K to 12 Curriculum/MELCs
Michael Jaucian Cabrera
Senior Education Program Speciliast
Curriculum Standards Development Division
Bureau of Curriculum Development
Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

 Background and Status of Sex Education in the
Philippines
 Definition of “Entry Point”
 Bases for Entry Points of CSE in the Curriculum
 Policy Guidelines on the Integration of CSE
 Sample Integration in the K to 12 Curriculum
 Sample Integration in MELCs
 CSE Readers
3
COMPREHENSIVE SEXUALITY EDUCATION (CSE)
3
FLOW OF DISCUSSION

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“Sex Education in the Philippines

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“Sex Education in the Philippines
Mr. Jerry CRAUSUS
Dr. Rosalie MASILANG
Dr. Anne QUIZON
Dr. Ella NALIPONGUIT
Dr. Melinda RIVERA
Usec. Dina OCAMPO
Usec Alberto MUYOT

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WHEN IS THE RIGHT TIME?
“Nakasanayan na kasi natin na
mahiya sa usapin ng bahaging
ito ng katawan pero paano
malalaman ng mga batang
lalaki ang pag-iingat sa
kanilang titi kung hindi natin
sila tuturuan.”

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ENTRY POINT APPROACH
• The Entry Point Approach is an approach to learning – a
structure for designing curricula rather than a particular
curricular vehicle.
• The notion of entry points was introduced by Howard
Gardner in The Unschooled Mind (1991).

BASES FOR ENTRY POINTS OF
CSE IN THE CURRICULUM
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CSE Minimum Standards
• Minimum standards mean the floor of learning
objectives.
• Based on these objectives, the content and methodologies
must be designed to effect the basic knowledge,
attitude and behavior desired, while respecting cultural
sensitivities and the situation of teachers.

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CSE Minimum Standards
• For teachers, it is meant to provide “clear,
consistent, and straightforward guidance” on the
essential minimum core content for sexuality
education that is appropriate for the age and
development level of students in Grades K to
12.

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CSE Proposed Functions (FoSE, 2012)
• Provide accurate information about topics
that stir the curiosity of children and young
people and about which they have a need to
know;
• Provide children and young people with
opportunities to explore values, attitudes and
norms concerning sexual and social
relationships;

POLICY GUIDELINES ON THE
INTEGRATION
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DepEd Order No. 31, series of 2018
The Comprehensive Sexuality
Education standards are
carefully crafted so that
content will naturally blend
with the competencies of
the mother subject/learning
area listed in the K to 12
basic education curriculum.

Integrating
Comprehensive
Sexuality
Education in
the K to 12
Curriculum
Comprehensive Sexuality Education
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philippines.unfpa.org

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CSE Curriculum
The CSE curriculum standards adapt a grade
level, age- and development-appropriate
teaching and evaluation approach, which
corresponds to the current grade levels in the K
to 12 Enhanced Basic Education.

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CSE Key Stage Standards
In line with the K to 12 key stage standards, CSE
contents and learning competencies are
developed where the learning outcomes are
expected to precede anticipated biopsychosocial
milestones by about two years.

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CSE Core Topics and Subtopics
 Human Body and Human Development
 Personhood
 Healthy Relationships
 Sexuality and Sexual Behaviors
 Sexual and Reproductive Health
 Personal Safety
 Gender, Culture, and Human Rights

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CSE Core Topics and Subtopics
1. Human Body and
Human
Development (HBD)
2. Personhood values
(PV)
3. Healthy
Relationships (HR)
4. Sexuality & Sexual
behaviors (SSB)
5. Sexual &
Reproductive health
(SRH)
6. Personal safety (PS)
7. Gender, Culture and
Human Rights
(GCHR)
1. Self-respect
2. Self-protection
3. Respect for
others
4. Non-judgment
5. Concern for
others
6. Responsibility
7. Positive
attitude
towards
sexuality
1. Analysis of
external
influences
2. Accessing
authoritative
information
3. Effective
communication
4. Responsible
decision-making
5. Self-
management
6. Goal-setting
7. Advocacy

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CSE Core Competencies Topics and Grade Levels
HB P HR SSB SRH PS GMHR T
Grade
3
7 10 8 3 1 6 5 40
Grade
6
8 11 9 7 7 7 3 52
Grade
10
2 10 12 4 8 8 6 50
Grade
12
3 8 4 5 15 7 5 47
20 39 33 19 31 28 19 189

K S A
Body, including sexual
body, gender
Basic body care Positive attitude
Values, emotions
including love
Expressing emotion,
including love/kindness
Family, friends, peers Respectful and loving
Intimacy and
reproduction
Positive attitude
Body rights,
discrimination, bullying
Saying no
Having trusted adults
Sensitivity and respect
Clustering K - Gr. 3 Core skills – “My Body, Myself”
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K S A
Sexual and reproductive
system, changes in puberty
Positive attitudes
Respect for body
differences
Girls and boys explain fertility period
Values related to sexuality and
reproduction, SOGIE
Love of self, acceptance of
others
Family, friends, peers, early
romantic relationships; long
term relationships and
marriage
Able to assess good and bad effects
on self of relationships
Sexual relations, Teen
pregnancy, pregnancy
prevention, STI-HIV
Communicating needs and
boundaries
Assertiveness-building
Access to information and services
Abstinence & Condom for boys
Discrimination, bullying, gender
bias, and sexual harassment
Access to adults and help
Clustering Gr. 4-6 Core skills – “My Changing Body and
Relationships”
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K S A
External factors and social norms that
influence one’s sexual and
reproductive behaviors
Values of self-
protection and
independence
Family, peers, romantic & sexual
relationships, long term relationships
Personal values of
diff. relationships
Analysis of effects of relationships
Communication skills
Personal plans
Risks, reasons, and effects of teen
pregnancy and STI-HIV; and
prevention through abstinence,
condoms and contraceptives
Decision-making ability
Communication skills
Access to authoritative
information and services
Role of culture including IT & social
media in sexual behavior, including
sexual abuse and violence
Personal rules for using IT and
social media
Advocacy for safe spaces
Role of laws and human rights in
promoting sexual and reproductive
health
Advocacy and collective action
Clustering Gr. 7-10 Core skills – “Honing Knowledge,
Values and Skills”
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K S A
Explain the value of sexuality and
reproduction biologically, socially,
ethically, and as a matter of human
rights
Positive sexuality
Analyze external factors and social
norms that influence one’s sexual
and reproductive behaviors
Sexual behavior based on values Distinguish harmful from beneficial
factors
Analyze requirements and
obligations of relationships,
including parenthood
Love/care for relationships
Explain programs for maternal,
sexual and reproductive health
Access information and services for
one’s self and others
Advocate for laws and policies
Explain how discrimination and
different power inequalities,
including gender inequality harm
people and relationships
Clustering Gr. 11-12 Core skills – “Practicing Self-
Efficacy and Helping Others”
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Integration of CSE Core Topics/Subtopics and
Key Messages across all Learning Areas
1. Music, Arts, PE, and Health;
2. Araling Panlipunan;
3. Edukasyon sa Pagpapakatao;
4. Science; and
5. Personal Development
6. Kindergarten

Sample Integration of Comprehensive
Sexuality Education Standards
to the K to 12 Curriculum
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KINDERGARTEN
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KINDERGARTEN
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KINDERGARTEN
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KINDERGARTEN
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ARALING PANLIPUNAN
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ARALING PANLIPUNAN 1
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EDUKASYON SA PAGPAPAKATAO
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EDUKASYON SA PAGPAPAKATAO 1
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HEALTH EDUCATION (MAPEH)
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HEALTH EDUCATION
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HEALTH EDUCATION
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HEALTH EDUCATION
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SCIENCE
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SCIENCE
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SCIENCE
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PERSONAL DEVELOPMENT
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Sample Integration of Comprehensive
Sexuality Education Standards
to the K to 12 MELCs
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“Releasing the MELCs does not necessarily
replace the use of the curriculum guide (CGs).
Rather, these serve as a supplementary guide
for teachers as they address the instructional
needs of learners. The content and performance
standards are indicated in Annex “C” for field
implementers to recognize that the MELCs are
anchored on the prescribed K to 12 standards.”

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
(retained in the
MELCs – Q1, W9)
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
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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
(Q1, W1)
Identify emotions of the
self and others*
Sample Integration - Kindergarten
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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
(Q4, W3)
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
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55

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
(Q1, W2)
Explain the health
benefits, risks, and
effectiveness rates
of various
methods of
contraception,
including
abstinence, and
condoms
Sample Integration – Health 8
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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
(MELC – Q2, W2)
Naipaliliwanag ang
konsepto ng
pamilya batay sa
bumubuo nito (ie.,
two-parent family,
single-parent
family, extended
family)
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
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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:
nakagagawa ng mga
malikhaing hakbang
na nagsusulong ng
pagtanggap at
paggalang sa iba’t
ibang kasarian
upang maitaguyod
ang pagkakapantay-
pantay ng tao bilang
kasapi ng
pamayanan
Ang mga mag
-aaral ay:
may pag-unawa sa
mga epekto ng mga
isyu at hamon na
may kaugnayan sa
kasarian at lipunan
upang maging
aktibong
tagapagtaguyod ng
pagkakapantay-
pantay at paggalang
sa kapwa bilang
kasapi ng
pamayanan
(Q3, W1-2)
Natatalakay ang mga
uri ng kasarian (gender)
at sex at gender roles sa
iba’t ibang bahagi ng
daigdig
(Q3, W3-4)
Nasusuri ang
diskriminasyon at
diskriminasyon sa
kababaihan,
kalalakihan, at LGBT
(Q3, W5-6)
Napahahalagahan ang
tugon ng pamahalaan
at mamamayan ng
Pilipinas sa mga isyu
ng karahasan at
diskriminasyon
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 (MELCs)
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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
(Q1, W1)
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
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Standard
Learning
Competencies
CSES
(Proposed)
1. Coordinated
Functions of the
Reproductive,
Endocrine, and
Nervous Systems
The learners
demonstrate an
understanding of:
1. organisms as having
feedback
mechanisms, which
are coordinated by
the nervous and
endocrine systems
2. how these feedback
mechanisms help the
organism maintain
homeostasis to
reproduce and
survive
The learners
should be able to…
explain the role of
hormones involved
in the female and
male reproductive
systems; S10LT-
IIIb-34
A51. Demonstrate confidence
in discussing and using
different contraceptive
methods
K5A3. Describe personal
benefits and possible risks of
available methods of
contraception
K4A2. Define key elements of
sexual pleasure and
responsibility
S5A7. Apply a decision-
making model to safer sex
choices, including abstinence
and condoms
S7A1. Critically assess the
potential influence of mass
media messages about
sexuality and sexual
relationships.
Sample Integration – Science 10
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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
(Q1, W3)
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
62

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

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Comprehensive Sexuality
Education Learning Materials
(Readers)
65
65

66
66
Timeline
October 1-
12, 2018
Antipolo
City
November 12-
18, 2018
Cebu City
November 26-
30, 2018
Lingayen,
Pangasinan
May 6-10,
2019
Ace Hotel,
Pasig City

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Rationale
Develop, validate, finalize and refine the
proposed resource materials of the
Comprehensive Sexuality Education (CSE)
to the K to 12 Curriculum by identifying
the entry points to the different learning
areas and classify the core concepts and
messages appropriate to the subject and
grade level of the learners.

68
68
CSE Reader Template

Sample Comprehensive
Sexuality Education Learning
Materials (Readers)
69
69

KINDERGARTEN
70
70

71
71

72
72

73
73

ARALING PANLIPUNAN
74
74

75
75

76
76

77
77

78
78

EDUKASYON SA PAGPAPAKATAO
79
79

80
80

81
81

82
82

HEALTH EDUCATION (MAPEH)
83
83

84
84

85
85

86
86

SCIENCE
87
87

88
88

89
89

90
90

91
91

92
92

93
93

Sources: .Effective Sex Educ., Advocates for Youth, USA . Findings from the YAFS III Results
.Grussett, Anne,Impact of HIV and Sexual Health
on the Sexual Behavior of Young People
94
94
Story of the
Moso
Bamboo
https://www.moso-bamboo.com/wp-content/uploads/Moso-bamboo-growth-118_WEB-1024x683.jpg

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The moso is a bamboo
plant that grows in
China and the far east.
After the moso is
planted, no visible
growth occurs for up to
five years – event under
ideal conditions!
http://2.bp.blogspot.com/-
h7wuZTzBEQc/UZhuhmiBy7I/AAAAAAAAADU/cIeOhbH3row/s1600/308536_10151660733083322_5983172
84_n.jpg

96
96
Then, as if by
magic, it
suddenly begins
growing at the
rate of nearly two
and one half feet
per day, reaching
a full height of
ninety feet within
six weeks.
https://i.ebayimg.com/images/i/352200247636-0-1/s-l1000.jpg

97
97
But it’s not magic. The
moso’s rapid growth is
due to the miles of roots
it develops during those
first five years, five years
of getting ready.
http://www.completebamboo.com/Pic%20Assets/Growing/bamboo_root_moso.jpg

Let us live the dream of the
Department of Education in
transforming the lives of
Filipino learners

CSE PSDS.SH_Session 3 CurriculumStandards, MELCs and Readers.pptx

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Editor's Notes