3. 3
COMPREHENSIVE SEXUALITY EDUCATION (CSE)
3
COMPREHENSIVE SEXUALITY EDUCATION (CSE)
Professionalism ◆ Integrity ◆ Excellence ⬥ Service
Legal Bases
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.
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
Executive Order 141 Series of 2021
The EO makes teen pregnancy a “national priority”
and adopts a whole-of-government approach in
addressing the problem. A Comprehensive Action
Plan Towards the Prevention of Adolescent
Pregnancies will be developed to programmatically
consolidate the different initiatives of all government
agencies and institutions.
International Commitments
CEDAW Convention on the
Elimination of All Forms of
Discrimination against Women
(CEDAW 1981)
Convention on the Rights of the
Children (CRC) 1990
International Conference on
Population and Development
(ICPD) in Cairo Egypt in 1994
2015 Millennium Development
Goals (MDGs)
2030 Agenda for Sustainable
Development Goals (SDGs)
4. 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
Standards, Core Topics, Core Values and
(CSE)
Core Life
skills in MAPEH, Science, Edukasyon sa
Pagpapakatao (ESP), Araling Panlipunan, and
Personality Development.
4
5. • 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
5
5
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Professionalism Integrity Excellence Service
6. • Roleof teachers
(main implementors of theCSECurriculum)
• Roleof healthproviders
(provideadditional information andcounseling;referralsto other services)
• Roleof parents/guardians andfamilies
(increaseparent-to-child communicationabout sexuality;promotion of safetyandwell-being
of children/youth)
⬥ ⬥ ⬥
Professionalism Integrity Excellence Service
11. National Enrolment forPublic Schools forSY 2020-2021
asofNovember 3,2020
11,410,771
7,048,948
1,717,492
2,098,596
70,505 405,902
Enrollees
Kindergarten
Elementary
Junior Highschool
Senior Highschool
Leaner with Disabilities
(Non-Graded) ALS
16
Department of Education Bureau of Curriculum Development Comprehensive Sexuality
Education
Source:
Office of the Undersecretary for Administration
12. DepED Teaching and Non-Teaching Personnel
as of August 31,2020
933,697
17
Department of Education Bureau of Curriculum Development Comprehensive Sexuality
Education
Source:
EMISD, Planning Service
13. DepEd is committed to provide and
protectthe rights of Filipino learners to
good education and improved health
by leading the implementation of the
Comprehensive Sexuality Education
(CSE).
13
Department of Education Bureau of Curriculum Development Comprehensive Sexuality
Education
15. DepEDOrder No. 31, seriesof 2018
POLICYGUIDELINESON
COMPREHENSIVE
SEXUALITYEDUCATION
(CSE)
20
Department of Education Bureau of Curriculum Development Comprehensive Sexuality
Education
16. WHAT IS COMPREHENSIVE SEXUALITY
EDUCATION?
Includes scientifically
accurate information
about human
development, anatomy
and reproductive
health, as well as
information about
contraception,
childbirth & sexually
transmitted
infections (STIs),
including HIV/AIDS
Includes
discussions
about family life,
relationships,
culture and
gender roles,
and also
addresses
humanrights,
gender equality,
and threats such
as discrimination
and sexual
abuse
19
Rights-based,
gender-
focused
approach to
sexuality
education
17. “Age-appropriate, culturally
relevant program to teaching
about sexuality and
relationships by providing
scientifically accurate,
realistic, non-judgmental
information.”
UNESCO, 2009
22
Department of Education Bureau of Curriculum Development Comprehensive Sexuality
Education
18. The Comprehensive Sexuality Education
standards are carefully crafted so that
content will naturally blend with the
competencies of the
subject/learning area listed in the
mother
K to 12
basic education curriculum. It is also
anchored on the tenets of social learning
theory, social cognitive theory, and the
social- ecological model of prevention.
CSE STANDARDS
21
Department of Education Bureau of Curriculum Development Comprehensive Sexuality
Education
19. CSE STANDARDS
Knowledge,Attitudes (Values),andSkills
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 and culture
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
22
Department of Education Bureau of Curriculum Development Comprehensive Sexuality
Education
20. Sample Integration of Comprehensive
Sexuality Education Standards
to the K to 10 Curriculum
2
3
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Professionalism Integrity Excellence Service
21. Domain Content
Standard
Performance
Standard
Learning
Competencies
CSES
(Proposed)
Physical Health
& Motor
Development
(Kalusugang
Pisikal at
Pagpapaunlad
sa Kakayahang
Motor)
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 personalhygiene
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
Pangangalaga
sa Sariling
Kalusugan at
Kaligtasan
(PKK)
Proper care of the body,
including of the sexual parts,
is necessary to keep it clean
and free from infection.
Sample Integration - Kindergarten
2
4
24
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Professionalism Integrity Excellence Service
22. Sample Integration – Edukasyonsa Pagpapakatao 1
Content/Key
Messages
Content Standard
Performance
Standard
Learning
Competencies
CSES
(Proposed)
I – Tungkulin Ko Sa Aking Naipapamalas ang pag-
unawa sa kahalagahan ng
pagkilala sa sarili at
sariling kakayahan,
pangangalagasa sariling
kalusugan at pagiging
mabuting kasapi ng
pamilya.
C1 Naisabubuhay nang
may wastong pag-uugali
ang iba’t- ibang paraan ng
pangangalaga sa sarili at
kalusugan upang mapa-
unlad ang anumang
kakayahan.
C2 Naisasagawa nang may
pagmamahal at
pagmamalasakit ang
anumang kilos at Gawain
namagpapasaya at
magpapatibay sa ugnayan
ng mga kasapi ng pamilya.
3.Nakapaglalarawan ng
iba’t ibang gawain na
maaaring makasama o
makabuti sa kalusugan
1.nakikilala ang iba’t
ibang gawain/paraan na
maaaring makasama o
makabuti sa kalusugan
(EsP1PKP-Id-3)
7. Nakatutukoy ng mga
kilos at gawain na
nagpapakita ng pagmamahal
at pagmamalasakit sa
mga kasapi ng pamilya Hal.
1.pag-aalala sa mga
kasambahay
2.pag-aalaga sa
nakababatang kapatid
at kapamilyang maysakit
(EsP1PKP-Ii-8)
Describe body parts
Including private
sexual parts, us to
proper names.
Describe healthy
relationship
family,friends, a peers.
Families help children
acquire values influence
the personality.
parents other family
member guide &
support the children’s
decision.
Sarili at Pamilya
3. Pagiging responsible sa
pangangalaga sa sarili
CSE
Sexual and reproductive parts
are vital parts of the body. The
body parts can be
describe using the different
sense organs. Different people
have different bodies and
capacities, including of the
sexual body parts.
Values are strong beliefs held
by individuals, families and
communities about important
issues. Values guide decisions
about life and relationships.
Individuals, peers, families and
communities may have
different values.
Professionalism ◆ Integrity ◆ Excellence ⬥
23. Sample Integration on-Edukasyon sa Pagpapakatao 2
Content/Key
Messages Content Standard
Performance
Standard
Learning
Competencies
24. Sample Integration on-Edukasyon sa Pagpapakatao 3
Content/Key
Messages
Content Standard Performance
Standard
Learning
Competencies
CSES
(Proposed)
I – Tungkulin Ko Sa
Aking Sarili at
Pamilya
4. Pangangalaga
sa Sarili
CSE
Sexual and
reproductive parts
are vital parts of the
body. The body
parts can be
describe using the
different sense
organs. Different
people have
different bodies and
capacities, including
of the sexual body
parts.
Naipapamalas ang
pag- unawa sa
kahalagahan ng
sariling kakayahan,
pagkakaroon ng
tiwala,
pangangalaga at
pag- iingat sa sarili
tungo sa kabutihan
at kaayusan ng
pamilya at
pamayanan.
Naisasabuhay ang
iba’t-
ng
ibang patunay
pangangalaga at
pag- iingat sa sarili.
6. Nakagagawa ng
mga wastong kilos at
gawi sa
pangangalaga ng
sariling kalusugan at
kaligtasan.
(EsP3PKP-Ie-18)
Describe briefly
including sexual
parts, using
proper names.
27
25. Sample Integration on-Edukasyon sa Pagpapakatao 4
Content/Key
Messages
Content Standard Performance
Standard
Learning
Competencies
CSES
(Proposed)
I. Pananagutang
Pansarili at Mabuting
Kasapi ng Pamilya
4. Mapanuring Pag-iisip
(Critical Thinking)
5.Pagkakaroon ng bukas
na Isip
(open-mindedness)
CSE
Puberty is the time of
physical and emotional
change that happens as
children grow and mature.
Puberty occurs at different
times for different people
and has different effects on
boys and girls. It is a
time of sexual maturation
which leads to major
physical and emotional
changes and can be
stressful. Adolescence is
the time between the
beginning of sexual
maturation (puberty) and
adulthood.
Naipamamalas ang
pag-unawa sa
kahalagahan ng
pagkakaroon ng
katatagan ng loob,
mapanuring pag-
iisip,
pagkamatiyaga,
pagkamapagtiis,
pagkabukas-isip,
pagkamahinahon at
pagmamahal sa
katotohanan na
magpapalaya sa
anumang alalahanin
sa buhay ng tao
bilang kasapi ng
pamilya
Naisasagawa nang
may mapanuring pag-
iisip ang tamang
pagtuklas ng
katotohanan
2.Nakapagsusuri ng
katotohanan bago
gumawa ng
anumang hakbangin:
1.pagsangguni sa
taongkinauukulan
(EsP4PKP-Ic-d-
24)
Identify ways of
responding to
and managing
physical, sexual,
emotional-
mental and social
problems due to
puberty.
Show positive
attitude towards
the changes in
the body at
puberty
26. Sample Integration – Edukasyon sa Pagpapakatao 5
Content/Key
Messages
Content Standard Performance
Standard
Learning
Competencies
CSES
I. Pananagutang
Pansarili at Mabuting
Kasapi ng Pamilya
Mapanuring pag-
iisip (Critical
Thinking) CSE
Decision-making has
consequences and this
can often be
anticipated, therefore it
is important to choose
with the best outcome
in mind. There are
multiple influences on
decisions, including
friends, culture, gender
role stereotypes, peers
and the media.
Decision- making may
involve different steps.
Trusted adults can be a
source of help for
decision –making.
Naipamamalas
ang
pag-unawa sa
kahalagahan ng
pagkakaroon ng
mapanuring pag-
iisip sa
pagpapahayag at
pagganap ng
anumang Gawain
na may kinlalaman
sa sarili at sa
pamilyang
kinabibilangan
Nakagagawa
tamang pasya
sa dikta ng isip at
loobin sa kung ano
ang dapat at di- dapat
ng 2.Nakasusuri ng
ayon mabuti at
mabuting
sa sarili at
di-
maidudulot
miyembro
ng pamilya ng
anumang babasahin,
napapakinggan at
napapanood
1. dyaryo
2. magasin
3. radyo
4. telebisyon
5. pelikula
6. Internet
(EsP5PKP – Ib – 28)
Describe risks and
health effects of early
pregnancy in
adolescents
Describe ways that
early pregnancy can
be prevented, esp.
through abstinence
29
29
27. 3
0
Sa mple Integrati on – Edukasyon sa Pagpapakata o 6
Content/Key
Messages
Content Standard Performance
Standard
Learning
Competencies
CSES
(Proposed)
IV.Pananalig at
Pagmamahal sa
Diyos;
Paninindigan sa
Kabutihan
1.Paninindigan sa
Kabutihan (Making
a Stand for the
Good) CSE
Decision making has
consequences and
these can often be
anticipated, therefore it
is important to choose
with the best outcomes
in mind. There are
multiple influences on
decisions, including
friends, culture, gender
role stereotypes, peers
and the media.
Decision- making may
involve different steps.
Trusted adults can be a
source of help for
decision-making.
Naipamamalasang
pag-unawa sa
Kahalagahan ng
pagkakaroon ng
sariling kapayapaan
(inne r peace) para
sa pakikitungo sa iba
Naisasabuhay
ang pagkamabuting
tao na may
positibon
g pananaw bilang
patunay sa pag-unlad
ng ispiritwalidad
11. Napatutunayan na
nagpapaunlad ng
pagkatao ang
ispiritwalidad
Hal.
11.1
.
pagpapaLiwanag na
ispiritwalidad ang
pagkakaroon ng
mabuting pagkatao
anuman ang
paniniwala
11.2. pagkakaroon
ng positibong
pananaw, pag-asa, at
pagmamahal sa
kapwa at Diyos
(EsP6PD- IVa-i-16)
Identify examples o
good and bad
decisions of
adolescents on
sexuality and
reproduction, and
their consequence
Demonstrate decisi
making skills to
support pregnancy
prevention in girls
and boys
28. Sample Integration – Science 3
Content/Key
Messages
Content Standard Performance
Standard
Learning
Competencies
CSES
(Proposed)
Parts and
Function
Humans
a.Functions of the
external body parts of
humans
CSE CORE
MESSAGE
The Human Body
and Development:
Sexual and
reproductive parts
are vital parts of the
body. The body
parts can be
described using the
different sense
organs. Different
people have
different bodies and
capacities, including
of the sexual body
Humans, animals,
and plants
body parts
have
that
enable them to move
and perform their
daily functions.
model of a
living thing
Make a
chosen
using
available
materials
any readily
recyclable
or
indigenous materials.
1. State the function
of the external body
parts of humans;
7. explain the
characteristics of
living things;
K1A.Describe
body parts
including private
parts using proper
names
K1B. Explain
body differences
and growth
K5A2. Explain
that all living
things reproduce
K6A1. Explain
basic “body rights”
A1A.Show
positive attitudes
A1B. Show
respect for
differences and
growth
29. Sample Integration – SCIENCE 4
Content/Key
Messages Content Standard
CSES
(Proposed)
1.Parts and Function
1. Humans and Animals
a. Main Function of the
Organ Systems
The Human Body and Human
Development:
Puberty is a time of physical
and emotional change that
happens as children grow
and mature.
through int
Therefore,
Puberty occurs at different
times for different people and
has different effects on boys
and girls Sexual and
reproductive bodyand
functions include concepts
such as the menstrual cycle,
sperm reproduction, erection
and ejaculation.
Sexual and reproductive body
and functions include
concepts such as the
menstrual cycle, sperm
reproduction, erection and
ejaculation.
During puberty, boys and
girls become sexually
mature and be able to have
a child and /or HIVs and STIs
ercourse.
there is a need for
Humans, animals,
and plants are made
up of organ systems
which carry out their
functions to sustain
life processes such as
breathing, digestion,
growth movement,
excretion , and
reproduction
Observable
characteristics of
living things are
passed on from
parents to
offspring.
Performance
Standard
Illustrate an organ
system and explain its
function.
Make a photocollage
of your relatives and
identify the
similarities in their
physical traits.
Learning
Competencies
identify the main
functions of the following
body systems: muscular,
skeletal, integumentary,
digestive,
circulatory,
reproductive,
respiratory,
excretory, and nervous
system;
3.identify ways how
humans and animals
reproduce (giving birth to
live young and laying
eggs);
4.determine the
similarities and
differences of the
offspring to their
parents;
K1A1. Describe sexual
and reproductive
system (structure and
functions) A1A1. Show
positive attitudes
towards sexual and
reproductive bodies,
and the changes during
puberty
S1A3. Identify
authoritative information
and resources on sexual
and reproductive
system, puberty, and
adolescence
K1A3. Identify fertile
and infertile periods
for boys and girls
are
33
30. Sample Integration –Science 5
Content/Key
Messages
Content Standard Performance
Standard
Learning
Competencies
CSES
(Proposed)
1.Parts and Function
1. Humans and Animals
a. Function of the
Major organs of the
different body systems
The Human Body and
Human Development:
Puberty is a time of physical
and emotional change that
happens as children grow
and mature.
Puberty occurs at different
times for different people and
has different effects on boys
and girls Sexual and
reproductive body and
functions include concepts
such as the menstrual cycle,
sperm reproduction, erection
and ejaculation.
Sexual and reproductive body
and functions include
concepts such as the
menstrual cycle, sperm
reproduction, erection and
ejaculation.
During puberty, boys and
girls become sexually
mature and be able to have
a child and /or HIVs and STIs
through intercourse.
Therefore, there is a need for
Body
living
systems
things
made up of organs
that work together to
carry out their overall
function.
of Construct a simple
are of the major
of a human,
or plant body
model
organs
animal
system
recycled
using any
or readily
available materials.
1.describe the
major organs of
the human,
animal, and plant
organ systems;
2.state the functions
of major organs of
the human, animal,
and plant organ
systems;
3.infer that organs
work together to carry
out the overall
function of an
organ system;
K1A1. Describe
sexual and
reproductive
system (structure
and functions)
A1A1. Show
positive attitudes
towards sexual
and reproductive
bodies and the
changes during
the puberty
S1A3.Identify
authoritative
information and
resources on
sexual and
reproductive
system, puberty
and adolescence
31. 35
Sample Integration – SCIENCE 5
Content/Key
Messages
Content Standard Performance
Standard
Learning
Competencies
CSES
(Proposed)
2.Heredity:
Inheritance and
Variation
1. Human Life Cycle
The Human Body and
Human Development:
Puberty is a time of physical
and emotional change that
happens as children grow
and mature.
Puberty occurs at different
times for different people and
has different effects on boys
and girls Sexual and
reproductive body and
functions include concepts
such as the menstrual cycle,
sperm reproduction, erection
and ejaculation.
Sexual and reproductive body
and functions include
concepts such as the
menstrual cycle, sperm
reproduction, erection and
ejaculation.
During puberty, boys and
girls become sexually
mature and be able to have
a child and/or HIVs and STIs
through intercourse
Living
change,
patterns
things
and
that
grow,
exhibit
define
the different stages of
their life cycles.
Observe and record in
a logbook the
characteristics of a
plant or animal ( fruit
fly/chick/fish) during
the different stages of
its growth and
development over a
period of time
K1A3. Identify fertile
and infertile period
for boys and girls
A1A1. Show positive
attitudes towards
sexual and
reproductive bodies,
and the changes
during puberty
A1A2. Show
acceptance of
different bodies, and
different rates of
maturation and
development
4. describe the
different stages in the
life cycle of humans,
animals, and plants
32. 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.
Many differentkinds of families.
Family Members have different
needs and roles . Family
members take care of each
other in many ways.
Describe the characteristics of
healthy relationships (e.g.
Family friends,peers)
Families help children to
acquire values & influence
their personality. Parents &
other family members guide &
support their children’s
decision
Sample Integration – Araling Panlipunan 1
3
6
36
◆ ◆
Professionalism Integrity Excellence ⬥ Service
33. 3
7
Sample Integration – Araling Panlipunan 4
Content Content Standard Performance
Standard
Learning
Competencies
CSES
(Proposed)
Serbisyo ng
Pamahalaan (Batay
sa Pambansang
Badyet ng Pilipinas
2022)
Serbisyong
Panlipuan
Edukasyon,
Kultura, at
Pagpapaunla
d ng
Manpower
Panlipunang
Kaligtasan,
Kagalingan at
Empleyo
(Social
Security,
Welfare and
Employment)
Kalusugan
Ang mag-aaral ay
naipamamalas ang
pang-unawa sa
bahaging
ginagampanan ng
mga pinuno at iba
pang naglilingkod
sa pamahalaan
tungo sa
pagkakaisa,
kaayusan, at
kaunlaran
ng bansa.
Ang mag-aaral ay
nakapagsasagawa ng
aktibong pakikilahok
sa mga proyekto ng
pamahalaan bilang
pagtataguyod
(support) sa
pagkakaisa,
kaayusan, at
kaunlaran ng bansa.
5. Nasusuri ang mga
programa ng
pamahalaan tungkol
sa:
Pangkalusugan
pang- edukasyon
pangkapayapa an
pang- ekonomiya
AP4APP-IIIf-g-5
There are
national laws
and local
regulations affect
the enjoyment of
human rights
related to sexual
and reproductive
health
K7A2. Identify
how media
portrays m and
women posit and
negatively
Profession alism ◆ Integrity ◆ Excellence ⬥ Service
34. Sample Integration – Health Education 1
2
4
⬥ ⬥ ⬥
Profession alism Integrity Excellence Service
Content Content Standard Performance
Standard
Learning
Competencies
CSES
(Proposed)
Personal
Hygiene
Management
Sense and
reproductive
organs Managing
Emotions
The learner
demonstrates
understanding of
movement concepts
using movement
skills and fitness
concepts and
fundamentals of
personal hygiene
management as well
as managing
emotions.
The learner
participates safely
in physical
activities and
manages personal
hygiene as well as
emotions.
1.describes the
concepts of
movement and
fitness, ways of
managing personal
hygiene and
emotions 2 Weeks
PEH1-Iab-1
2.explains the
importance of keeping
the sense and
reproductive organs
healthy and expressing
one’s emotions properly
1 Week
PEH1-Ic-2
Feelings & emotions
are normal responses
to experiences.
People experience &
express emotions in
different ways &
degrees.
Sexual & reproductive
parts are vital parts of
the body. The body
parts can be describe
using different sense
organs.
35. Sample Integration – Health Education 1
2
4
⬥ ⬥ ⬥
Professionalism Integrity Excellence Service
Content Content Standard Performance
Standard
Learning
Competencies
CSES
(Proposed)
Characteristics of
a healthy family
Loving/safe and
unloving/unsafe
touches
The learner
demonstrates
understanding of
movement
concepts through
movement skills
and fitness
concepts;
characteristics of
healthy family; and
kinds of touch.
The learner
safely moves in
participating in
physical activities,
and evaluates family
characteristics,
and the kinds of touch.
2. analyzes one’s
role and
responsibilities in
keeping the family
healthy, importance
of observing
loving/safe touch
and avoiding
unloving/unsafe
touch PEH1-IIIc-2
All people have the
rights to be
protected &
supported. family,
teachers, friends, &
community membe
can & should help
each other. Trusted
adult can be sources
of help & support
36. Content Content Standard Performance
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 a list 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 48
37. 4
9
COMPREHENSIVE SEXUALITY EDUCATION (CSE)
49
COMPREHENSIVE SEXUALITY EDUCATION (CSE)
Professionalism ◆ Integrity ◆ Excellence ⬥ Service
Key Concepts and Core Messages
Bodies including sexual parts, changeas
people grow up
Proper care of the body, including of the
sexual parts, is necessary to keep it clean
and free for infection.
Feeling and emotions are normal
responses to life experiences.
People experience and express emotions
in different ways and differentdegrees.
All people have the right to be protected and
supported. Friends, family, teachers, clergy,
and community member can and should help
each other. Trusted adult can be sources of
help and support.
Everyone has the right to privacy and
bodily integrity
Gender inequality is often seen in the
roles and responsibilities of family
members.
Key Concepts and Core Messages
There are health risks associated with
early marriage ,pregnancy and birth.
Most children are curious abouttheir
bodies .
Babies are formed when a human egg and a
sperm cell combine. Reproduction includes a
member of steps, including ovulation,
fertilization, conception, pregnancy and the
delivery of the baby
Puberty is a time of physical and
emotional change that happens as
children grow and mature.
There are different sources of helpand
support in your school and wider
community against discrimination, sexual
harassment and abuse.
There are laws against abuse in
relationships in most countries.
39. Reporting Period: January to August 2022 Regions Reporting:
16/17 (Except BARMM)
CURRICULUMIMPLEMENTATIONMONITORING INDICATORS
1. Teacher Training
a. No. of teachers trained on CSE
b. No. of school heads and supervisors trained on CSE
2. Resources and support for teachers and learners
a. No. of developed DLPs/WHLPS in CSE in 5 learning areas Science, AP,
Health, ESP and Perdev andkinder
b. No. of developed supplementary materials for CSE integration
3. School Environment
a. No. of schools that have SIPs with integrated CSE or have CSE Local
Action Plan
4. Linking to extra-curricular programmes & services
a. Number of school guidance counsellors trained/oriented on CSE
b. Number of SSGOfficers trained/oriented on CSE
c. No. of PTAs and /or guidance-designates trained/oriented on CSE
d. No. of CSE-related extra-curricular activities conducted (CSE talks,
Peer Ed sessions, etc),please include partners in conducting the
activity
5. Learners a. No. of learners reached
6. Others
a. No. of Schools integrating CSE competencies in SLMs
b. No. of CSE LRs developed and utilized
DEPARTMENTOFEDUCATION| CSEImplementationStatusReportQ1 3
41. Summary of Indicators
DEPARTMENTOFEDUCATION| CSEImplementationStatusReportQ1 5
INDICATORS Q1
No. of teachers trained onCSE 193,125
No. of school heads and supervisors trained on CSE 10,448
No. of developed DLPs/WHLPS in CSE in 5 learning areas Science, AP, Health,
ESP and Perdev andkinder
50,162
No. of developed supplementary materials for CSEintegration 46,985
No. of schools that have SIPs with integrated CSE or have CSE Local Action Plan 4,038
Number of school guidance counsellors trained/oriented on CSE 2,094
Number of SSGOfficers trained/oriented on CSE 46,077
No. of PTAs and /or guidance-designates trained/oriented on CSE 12,760
No. of CSE-related extra-curricularactivities conducted (CSE talks, Peer Ed
sessions, etc),please include partners in conducting theactivity
2,356
No. of learners reached 496,662
No. of Schools integrating CSE competencies in SLMs 57,804
No. of CSE LRs developed and utilized 4,252
42. No. of teachers trained on CSE (Total:193,125)
DEPARTMENTOFEDUCATION| CSEImplementationStatusReportQ1 6
Region Q1 TOTAL
Region I 54,641
Region II 2,275
Region III 88,304
Region IV-A 159/3,025
Region IV-B 3,649
Region V 115
Region VI 1,115
Region VII 18,860
Region VIII 2,357
Region IX 1,651
Region X 7,090
Region XI 7,317
Region XII 1,190
CARAGA 3,824
CAR 186
NCR 392
BARMM 0
43. DEPARTMENTOFEDUCATION| CSEImplementationStatusReportQ1 7
Region Q1 TOTAL
Region I 2,321
Region II 243
Region III 2,502
Region IV-A 5/196
Region IV-B 397
Region V 83
Region VI 89
Region VII 1,475
Region VIII 517
Region IX 280
Region X 1,107
Region XI 368
Region XII 44
CARAGA 534
CAR 92
NCR 391
BARMM 0
No. of school heads and supervisors trained on CSE (Total: 10,448
44. Region Q1 TOTAL
Region I 4,778
Region II 2
Region III 84
Region IV-A 4/445/
Region IV-B 1,651
Region V 23
Region VI 2,610
Region VII 30,576
Region VIII 2,215
Region IX 719
Region X 122
Region XI 2,218
Region XII 2,520
CARAGA 2,561
CAR 47
NCR 32
BARMM 0
DEPARTMENTOFEDUCATION| CSEImplementationStatusReportQ1 8
No. of developed DLPs/WHLPS in CSE in 5 learning areas Science, AP, Health, ESP and Perdev and
kinder (Total: 50,162)
45. No. of developed supplementary materials for CSEintegration (Total:46,985)
DEPARTMENTOFEDUCATION| CSEImplementationStatusReportQ1 9
Region Q1 TOTAL
Region I 42,302
Region II 300
Region III 17
Region IV-A 4/105
Region IV-B 968
Region V 20
Region VI 681
Region VII 527
Region VIII 524
Region IX 679
Region X 232
Region XI 298
Region XII 323
CARAGA 72
CAR 38
NCR 0
BARMM 0
46. No. of schools that have SIPs with integrated CSE or have CSE Local Action Plan (Total:40,38
Region Q1 TOTAL
Region I 805
Region II 55
Region III 19
Region IV-A 1/62
Region IV-B 217
Region V 13
Region VI 149
Region VII 771
Region VIII 314
Region IX 117
Region X 91
Region XI 792
Region XII 257
CARAGA 72
CAR 82
NCR 16
BARMM 0
DEPARTMENTOFEDUCATION| CSEImplementationStatusReportQ1 10
47. Number of school guidance counsellors trained/oriented on CSE (Total:2,094)
Region Q1 TOTAL
Region I 392
Region II 58
Region III 30
Region IV-A 1/82
Region IV-B 156
Region V 22
Region VI 62
Region VII 604
Region VIII 11
Region IX 215
Region X 70
Region XI 87
Region XII 48
CARAGA 72
CAR 24
NCR 123
BARMM 0
DEPARTMENTOFEDUCATION| CSEImplementationStatusReportQ1 11
48. Number of SSG Officers trained/oriented on CSE (Total:46,077)
Region Q1 TOTAL
Region I 42,835
Region II 15
Region III 45
Region IV-A 0/82
Region IV-B 590
Region V 64
Region VI 184
Region VII 535
Region VIII 457
Region IX 101
Region X 120
Region XI 827
Region XII 137
CARAGA 72
CAR 126
NCR 0
BARMM 0
DEPARTMENTOFEDUCATION| CSEImplementationStatusReportQ1 12
49. No. of PTAs and /or guidance-designates trained/oriented on CSE (Total:12,760)
Region Q1 TOTAL
Region I 2,262
Region II 152
Region III 121
Region IV-A 23
Region IV-B 1,771
Region V 40
Region VI 331
Region VII 536
Region VIII 511
Region IX 207
Region X 135
Region XI 4,642
Region XII 137
CARAGA 72
CAR 139
NCR 0
BARMM 0
DEPARTMENTOFEDUCATION| CSEImplementationStatusReportQ1 13
50. No. of CSE-related extra-curricular activities conducted (CSE talks, Peer Ed sessions, etc),please include partners in
conducting the activity (Total: 2,356)
Region Q1 TOTAL
Region I 941
Region II 29
Region III 17
Region IV-A 0/56
Region IV-B 30
Region V 13
Region VI 113
Region VII 96
Region VIII 258
Region IX 32
Region X 133
Region XI 260
Region XII 221
CARAGA 72
CAR 13
NCR 195
BARMM 0
DEPARTMENTOFEDUCATION| CSEImplementationStatusReportQ1 14
51. No. of learners reached (Total:496,662)
Region Q1 TOTAL
Region I 116,705
Region II 220
Region III 5,907
Region IV-A 0/12,126
Region IV-B 32,190
Region V 5,799
Region VI 20,347
Region VII 107,343
Region VIII 5,430
Region IX 14,185
Region X 7,090
Region XI 124,719
Region XII 23,525
CARAGA 72
CAR 1,374
NCR 0
BARMM 0
DEPARTMENTOFEDUCATION| CSEImplementationStatusReportQ1 15
52. No. of Schools integrating CSE competencies in SLMs (Total:57,804)
Region Q1 TOTAL
Region I 971
Region II 10
Region III 19
Region IV-A 1/343
Region IV-B 488
Region V 84
Region VI 278
Region VII 1,388
Region VIII 352
Region IX 1,736
Region X 72
Region XI 60
Region XII 292
CARAGA 72
CAR 51,474
NCR 0
BARMM 0
DEPARTMENTOFEDUCATION| CSEImplementationStatusReportQ1 16
53. No. of CSE LRs developed and utilized (Total:4,252)
DEPARTMENTOFEDUCATION| CSEImplementationStatusReportQ1 17
Region Q1 TOTAL
Region I 2,595
Region II 40
Region III 2
Region IV-A 3/44
Region IV-B 529
Region V 0
Region VI 44
Region VII 0
Region VIII 315
Region IX 247
Region X 69
Region XI 60
Region XII 42
CARAGA 72
CAR 110
NCR 0
BARMM 0
55. 6
7
Professionalism ◆ Integrity ◆ Excellence ⬥ Service
67
CSE
Policy Continue the Dissemination of DO No. 31, s. 2018 Policy Guidelines on
the Implementation of the Comprehensive Sexuality Education
Curriculum Distribution of CSE Curriculum Standards
Capacity Building NTOT , Training of Teachers; Orientation of GPTCA, SSG Officers and
Advisers
Learners Teachers and
Parents
Materials
Downloading/Printing and Distribution of existing ARH /CSE Resource
Materials to DepEd Portals
Utilization of daily lesson logs and Learning Action Cell strategy (LAC)
session guides on CSE
Enhancement of CSE Instructional Materials
Monitoring and
Evaluation
Development, Validation and Finalization of Monitoring and Evaluation Tools
on CSE
Monitoring and Evaluation of CSE implementation
Partnership and
Advocacy
Conduct of CSE Advocacy and Communication Plans
Cash voucher assistance to teenage pregnant mother
Inclusion of ARH/CSE concepts in various trainings to be conducted by NEAP,
Guidance Program, BLSS and BLD
Partnership with different GAs, NGAs and Civil Society Organizations
