CSE PSDS - SH - Session 1 Rationale, Overview

Comprehensive Sexuality
Education (CSE)
3
COMPREHENSIVE SEXUALITY EDUCATION (CSE)
Capacity Building Activity of Comprehensive

Sexuality Education (CSE) for Public Schools
District Supervisors and School Heads
December 2 & 4,2020
Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

4
Understanding
Comprehensive
Sexuality Education
(CSE)
5
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
6
What do I know about

Sexuality Education?

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.
11
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.
Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 11

12
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

13
Professionalism ⬥ Integrity ⬥ Excellence

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT
⬥ Service 13
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;
B) Strengthening gender and development

component of school curricula especially in
relation to sex education and teenage
pregnancy.

15
POLICY GUIDELINES ON THE

IMPLEMENTATION OF CSE
Professionalism ⬥ Integrity
BUREAU ⬥ DEVELOPMENT
OF CURRICULUM Excellence ⬥ Service 15
16
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.
17

18
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.
19
Aims of CSE
• 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;

20
Aims of CSE
• 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.
21
Policy Statement
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.

22
Duties and Responsibilities

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.

23
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.
24

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.

25
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.

26

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.
27
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.

28
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).
29
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.
• 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)

ARALING
PANLIPUNAN
-12 B a sic C urric ulum

MAPEH In K
(HEALTH)
KINDER-
GARTEN
PERSONALITY
DEV’T
SCIENCE
EDUKASYON SA
PAGPAPAKATAO

Entry Points of Comprehensive Sexuality Education Standards
to the K to 12 MELCs
Grade Level
Subject
Total
1 2 3 4 5 6 7 8 9 10 11/12
MAPEH 8 7 4 3
(Health Education) 12 11 19 20 19 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 25 25
Development (PerDev)
33
Comprehensive Sexuality Education
Integration of
CSE Through Life
Skills
in the
K to 12 Basic
Education
Curriculum

34
Why Integrate?
• 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.
35
LIFE SKILLS
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).

Self Awareness
Entrepreneurial
Empathy
Skills
1
11
2
Coping with Effective
10
Stress Communication
3
9 LIFE SKILLS
Coping with Interpersonal
Emotions 4 Relation Skills
8
5
Critical Decision
7 6
Thinking Making
Creative Problem
Thinking Solving
37
LifeLife
Skills
andScope
Skills
& Sequence
Scope and
Chart
Sequence Chart
Skills Self- Communication Decision Making/ Creative/ Coping with
Awareness/ / Problem Solving Critical Emotions/
Themes Empathy Interpersonal Thinking Stress
Skills
Year 1 Self-Aware- Communication Decision Making Creative Emotions

Age 5-6 ness -I say hello,yes -What I choose thinking -Recognizing
-Who am I? & no -I decide when to -Things that emotions
Abuse/ cross the road make me feel
Inter- good
Safety Empathy
-How to show I personal Problem solving Stress
care –I am a group -My friend pushed Critical -I lost my
member me thinking mom in the
-Is that good market
for me?

38
Life and Skills Scope and

Life Skills Scope & Sequence Sequence Chart
Year 6 I am Talking to Goals in life Relax Understanding

Age 10-11 changing boys and Anxiety
girls -Should I go Are we
Sexuality/ -He /she Making and out with equals? Exams, I
is breaking him/her Stereo-
Adolescent pace myself
pregnancy changing Relationships types of
men and
women

39
Sample Integration of Comprehensive

Sexuality Education Standards
to the K to 12 MELCs

40
Sample Integration - Kindergarten
Domain Content Performance Learning CSES

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

41
Sample Integration - Kindergarten
Quarter Content Performance Learning CSES

First Ang bata ay Ang bata ay Nakikilala ang sarili a) Identify emotions of the
nagkakaroon ng nakapagpapama pangalan at apelyido self and others*
pag-unawa sa las ng kakayahang b) kasarian
sariling ugali at kontrolin ang c)
damdamin sariling damdamin gulang/kapanganakan
at pag- uugali, d) 1.4 gusto/di-gusto
gumawa ng • Use the proper
desisyon at expression in
magtagumpay sa introducing oneself
kanyang mga e.g., I am/My name is
gawain SEKPSE-00-1 SEKPSE-
Ia-1.1 SEKPSE-Ib-1.2
SEKPSE-Ic-1.3 SEKPSE-
IIc-1.4 LLKVPD-Ia-13

42
Sample Integration – Health 1
Quarter Content Performance Learning CSES

4th Quarter The learners The learners identifies Identify sources of
demonstrates should appropriate support , such as
understanding appropriately persons to ask parents or other
of safe and demonstrates for assistance trusted adult that
responsible safety H1IS-IVc-3 young people can
behavior to behaviors in go if they are or
lessen risk and daily someone they
prevent activities to know is being
injuries in day- prevent sexually harrassed
to-day living injuries abused or
assaulted

43
Sample Integration – Health 8
Content Content Standard Performance Learning CSES

Standard Competencies (proposed)
B. Teenage The learner The learner Analyzes the Explain the health
concerns demonstrates appropriately factors that benefits, risks, and
• Identity understanding manages affect one’s effectiveness rates
crisis of human sexually attitudes and of various
• Sexual sexuality and related issues practices related methods of
identity and managing through to sexuality and contraception,
Sexual sexuality responsible sexual behaviors including
behaviors related issues and informed H8FH-Ib-19 abstinence, and
• Pre-marital for a healthy decisions condoms
sex, teenage life
pregnancies
, and
abortion

44
Sample Integration – Araling Panlipunan 1
Content Content Performance Learning CSES

Pagkilala sa Ang mga mag- Ang mga mag Nauunawaan ang Explain the concept of
Kasapi ng Pamilya aaral ay -aaral ay: konsepto ng pamilya Family
naipamamalas ang batay sa bumubuo
pag-unawa at Buong nito (i.e. Two-parent Roles of the Members of
pagpapahalaga pagmamalaking family, single-parent the Family
sa sariling pamilya nakapagsasaad ng family, extended
at mga kasapi nito kwento ng sariling family) Describe the
at bahaging pamilya at mga AP1 PAM-IIa-1 characteristics of healthy
ginagampanan ng kasapi nito at relationships (e.g. Family
bawat isa bahaging friends,peers)
ginagampanan ng
bawat isa sa
malikhaing
pamamaraan

45
Sample Integration – Araling Panlipunan 10
Standard Competencies (Proposed)
B.Mga Isyu na may Ang mga mag- Ang mga mag Nasusuri ang iba’t Define gender
Kaugnayan sa aaral ay may pag- -aaral ay: ibang salik
Kasarian unawa: na nagiging dahilan ng Identify stereotypes of
(Gender) nakabubuo ng pagkakaroon ng boys and girls in media
1.Gender & sa kahalagahan ng dokyumentaryo na diskriminasyon
Sexuality pagtanggap at nagsusulong ng sa kasarian Differentiate real
2.Reproductive paggalang sa paggalang sa AP10IKP-IIId-7 situations and events of
Health Law iba’t ibang karapatan Natataya ang bahaging boys and girls, men and
3.Same- perspektibo na ng mga mamamayan ginagampanan ng women from fiction al
sex Marriage may kaugnayan sa sa kasarian(gender roles) depiction (e.g. TV,
4.Prostitusyon at samu’t pagpili ng sa iba’t internet).
Pang-aabuso saring isyu sa kasarian at bang larangan at
gender sekswalidad institusyong
panlipunan (trabaho,
edukasyon, pamilya,
pamahalaan, at
relihiyon)
AP10IKP-IIId-8

46
Sample Integration – Edukasyon sa Pagpapakatao 7

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

Sample Integration – Personal Development 11-12
9. Personal The skills and Make alist of ways The learner... Explain that there are
Relationships tasks and to become discuss tasks and many ways of
challenges responsible challenges being expressing love, and
experienced during that sexual activity is
appropriate for adolescents
adolescence a mature way of
middle and late prepared for adult EsP-PD11/12DS-lc- showing care and
adolescence and life and manage the 3.1 affection
preparatory to demand of teen identify ways that
early adulthood years help one become Identify ways for
capable and friends to express
responsible adolescent feelings to each other
prepared for adult life
EsP-PD11/12DS-lc- Show positive attitude
3.3 to the expression of
admiration, friendship
and love
47
BUREAU OF CURRICULUM DEVELOPMENT
Coding Legend
Sample: H1IS-IVc-3
LEGEND SAMPLE
Learning Area and Strand/
Health
First Entry Subject or Specialization H1
Grade Level Grade 1
Domain/Content/
Uppercase Letter/s
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
Week Week three c
specific week
-
identifies appropriate persons to ask for assistance
Arabic Number Competencies Demonstrate ways to ask for help 3
48
49
WAYS FORWARD

50
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

51
Component 2020-2024
Curriculum Ditribution of CSE Curriculum

Standards
Capacity Training of Teachers
Building

52
Component 2020-2024
Learners
Teachers and
Downloading/Printing and
Parents Distribution of existing
Materials
ARH /CSE Resource
Materials to DepEd
Commons/Portals
Utilization of daily lesson
logs and Learning Action
Cell strategy (LAC) session
guides on CSE
53
Component 2020-2024
Monitoring and Approval of a long-term, fully budgeted,
Evaluation 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
54
Component 2020-2024
Advocacy and Parents’ Orientation on ASRH/CSE Program

Partnership
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.

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
56
Confucian Proverb
“ 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!”
Maraming salamat!
57
Dr. Rosalie B. Masilang,

SVEPS, CSE Focal Person

CSE PSDS - SH - Session 1 Rationale, Overview

Uploaded by

Copyright:

Available Formats

CSE PSDS - SH - Session 1 Rationale, Overview

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CSE PSDS - SH - Session 1 Rationale, Overview

Uploaded by

Copyright:

Available Formats

Comprehensive Sexuality

COMPREHENSIVE SEXUALITY EDUCATION (CSE)

Capacity Building Activity of Comprehensive

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

COMPREHENSIVE SEXUALITY EDUCATION (CSE)

COMPREHENSIVE SEXUALITY EDUCATION (CSE)

How do we define CSE?

COMPREHENSIVE SEXUALITY EDUCATION (CSE)

What do I know about

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

CSE is a curriculum-based process of teaching

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

COMPREHENSIVE SEXUALITY EDUCATION (CSE)

Republic Act 10354 (Responsible Parenthood and Reproductive

• Department of Education is mandated to integrate age-and

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 11

COMPREHENSIVE SEXUALITY EDUCATION (CSE)

Executive Order 12 Series of 2017

• The Department of Education shall implement a gender-

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 12

COMPREHENSIVE SEXUALITY EDUCATION (CSE)

Professionalism ⬥ Integrity ⬥ Excellence

COMPREHENSIVE SEXUALITY EDUCATION (CSE)

#2: We are responding to the directives of

B) Strengthening gender and development

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 14

POLICY GUIDELINES ON THE

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

Comprehensive Sexuality Education Goal

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 19

This policy will guide administrators and

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 21

Duties and Responsibilities

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 22

Duties and Responsibilities

Duties and Responsibilities

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 24

Duties and Responsibilities

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 25

Duties and Responsibilities

Duties and Responsibilities

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 27

Duties and Responsibilities

Duties and Responsibilities

• Role of health providers

• Role of parents/guardians and families

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

-12 B a sic C urric ulum

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

Comprehensive Sexuality Education

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 33

• Integrative teaching mirrors the real

Life Skills are abilities for adaptive

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 35

Year 1 Self-Aware- Communication Decision Making Creative Emotions

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 37

Life and Skills Scope and