POLICY-GUIDELINES-ON-THE-IMPLEMENTATION-OF-CSE.pptx

Comprehensive Sexuality
Education (CSE)

Understanding
Comprehensive
Sexuality Education
(CSE)
3
COMPREHENSIVE SEXUALITY EDUCATION (CSE)
Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

◆How do we define CSE?
◆How did CSE emerge?
◆How do we integrate CSE into
the K to 12 BEC?
◆What is your role in CSE?
◆What is the direction of CSE?
4

What do I know about
Sexuality Education?
5

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.
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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
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DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT 8
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#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.
9

What is Comprehensive Sexuality Education?
• Rights-based, gender-focused approach to 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
• Includes discussions about family life, relationships, culture and
gender roles, and also addresses human rights, gender equality,
and threats such as discrimination and sexual abuse
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What is Sexuality Education?
Comprehensive Age- and -developmentally
appropriate
Scientifically accurate Rights -based
Culturally relevant Life –skills developing
Transformative Gender equality
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Why the urgency to
implement CSE?
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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.

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BUREAU OF CURRICULUM DEVELOPMENT
POLICY GUIDELINES ON THE
IMPLEMENTATION OF CSE
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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;
• 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
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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
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Duties and Responsibilities
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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.
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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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Bureau of Learning Delivery (BLD)
• Coordinate with NEAP and BCD in the development and
management of CSE-related training programs.
Bureau of Learning Resources (BLR)
• Coordinate with BCD and NEAP in the development of CSE learning
resources.
• Ensure that the learning resources to be developed and adapted are
aligned with the CSE core topics and key messages.
• Gather and upload quality-assured CSE learners’ and teachers’
resources to the DepEd Learning Resources Portal.
• Ensure that field offices shall implement contextualized learning
resources integrating CSE core topics and key messages.
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Bureau of Educational Assessment (BEA)
• Ensure integration of CSE concepts and messages in the
national assessment.
National Educators Academy of the Philippines (NEAP)
• Integrate CSE in its relevant learning and development
programs and interventions.
• Provide technical assistance to Central Office units and
bureaus in developing CSE-related trainings.
• Coordinate with BCD and BLR in the development of teachers
and learners’ resource packages.
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Planning Service
• Ensure the inclusion of CSE programs and projects in the
Work and Financial Plan (WFP) of the concerned units and
bureaus.
• Provide national CSE-related baseline data for informed
decision-making.
• Ensure that policies and studies being reviewed by the Service
are aligned with this policy.
External Partnerships Service (EPS)
• Strengthen cooperation and partnership with stakeholders
and development partners in implementing CSE.
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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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Public Affairs
• Establish a media network and mechanism for effective public
relations especially on information dissemination and
advocacy campaigns on CSE.
• Lead in ensuring public awareness of DepEd’s initiatives in
the implementation of this policy.
• Provide direct support to officials and spokespersons in
communication related to this policy.
• Provide guidance to regional and schools division
communications teams in information dissemination related
to CSE.
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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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CSE-ME shall look into the overall impact of the
Comprehensive Sexuality Education in the area
of reducing and or eliminating unintended
pregnancies, promotion of adolescent health
and informed choices.
It shall ensure that CSE shall be an integral
component of the school policy formulation on
curriculum implementation and
contextualization in conformance to set
standards.
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Integration of
CSE Through Life
Skills
in the
K to 12 Basic
Education
Curriculum
Comprehensive Sexuality Education
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• generally refers to any putting together or
relating of things, either conceptually or
organizationally
• occurs when content drawn from one subject
is used to enrich the teaching of another or
when skills learned in one subject are used to
process or apply information learned in
another
• provides engaging experiences in which
students encounter essential content in
multiple and meaningful contexts.
Definition of Integration
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• The process of integration is not just a
matter of identifying entry points in the
curriculum or has been the traditional
practice, but it means looking at the
concepts (e.g. HIV/AIDS) as integral to the
curriculum.
• Integration, therefore, does not mean
infusion of concepts ( i.e. from the outside
in) but surfacing ( i.e. from the inside out)
that which is considered integral or a
natural part of the curriculum.
Premise of Integration
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• 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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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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Core Life Skills-Psycho-Social
Competencies (WHO)
Forms of Integration
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⮚Self-awareness
⮚Ability to empathize
⮚Coping with emotions
⮚Coping with stressors
⮚Creative thinking
⮚Critical thinking
⮚Decision- making
⮚Problem-solving
⮚Effective communication
Forms of Integration
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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
Personality
Development (PerDev)
25
25
Total No. of LCs 28 6 6 4 31 4 25 52 2 9 12 220

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
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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
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Sample Integration of Comprehensive
Sexuality Education Standards
to the K to 12 MELCs
Comprehensive Sexuality Education
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K A S
Body, including sexual
body, gender
Positive attitude Basic body care
Values, emotions
including love
Expressing emotion,
including love/kindness
Family, friends, peers Respectful and loving
Intimacy and
reproduction
Positive attitude
Body rights,
discrimination, bullying
Sensitivity and respect Saying no
Having trusted adults
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, SOGI
Love of self, acceptance of
others
Family, friends, peers, early
romantic relationships;
longterm 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, longterm 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 biogically, 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-
Efficacya and Helping Others”
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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)
Kakayahang
pangalagaan ang
sariling
kalusugan at
kaligtasan
Pagsasagawa ng
mga
pangunahing
kasanayan ukol
sa pansariling
kalinisan sa
pang-araw-araw
na pamumuhay
at pangangalaga
para sa sariling
kaligtasan
4. Nakikilala ang
kahalagahan ng
pansariling
kaligtasan:
nagpapaalam kung
lalabas, sumasama
lamang sa mga
kilalang tao/kalaro,
nagsasabi ng
“HUWAG” o “HINDI”
kung hinipo ang
maselang bahagi ng
katawan
KPKPKK-Ih-2
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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Content Content
Standard
Performance
Standard
Learning
Competencies
CSES
(Proposed)
1.Living
Things
1.1Humans
1.1.a
Sense Organs
The learners
demonstrate
understanding
of…
parts, and
functions of
the sense
organs of the
human body
The learners
should be
able to…
practice
healthful
habits in
taking care of
the sense
organs
2. enumerate
healthful habits
to protect the
sense organs;
S3LT-IIab-2
Demonstrate how
to do proper
personal hygiene
Sample Integration – Health 3
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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
The learner...
identifies the
different
issues/concerns
of teenagers (i.e.,
identity crisis)
and the need for
support and
understanding
of the family
H8FH-Ie-g-22
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)
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
51

“ 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!”
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Confucian Proverb
52

Maraming salamat!
53

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