CSE.pptx

Comprehensive Sexuality Education
Rosalie Buenaventura Masilang, PhD
Supervising EPS/ CSE Focal Person
Department of Education- Bureau of Curriculum
Development

National Rollout of CSE Integration
in the Curriculum
September 26-30,2022

3
COMPREHENSIVE SEXUALITY EDUCATION (CSE)
3
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)

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.
4

• 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
⬥ ⬥ ⬥
Professionalism Integrity Excellence Service

• Roleof teachers
(main implementors of theCSECurriculum)
• Roleof healthproviders
(provideadditional informationandcounselling; referralsto other services)
• Roleof parents/guardians andfamilies
(increaseparent-to-childcommunicationabout sexuality;promotionof safetyandwell-being
of children/youth)
⬥ ⬥ ⬥

• Roleof Supervisors
(Provide technicalassistance)
• Roleof SchoolHeads
(Ensurethe CSEimplementation)
• Roleof NGAS,CSOand otherpartners
(Providesupports)
⬥ ⬥ ⬥

MAPE
H
(HEALT
H)
SCIEN
CE
KINDE
R-
GART
EN
EDUKASYON
SA
PAGPAPAKAT
AO
PERSONAL
ITY
DEV’T
ARALIN
G
PANLIPUN
AN
⬥ ⬥ ⬥

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

CSEACTIVITIES
Over theyears
Department of Education  Bureau of Curriculum Development  Comprehensive Sexuality
Education
10

12
PRE-K to 12andCSEACT IVITIES
Timeline ofEvents
2005-
2010
• DM 261, s.
2005 or the
Operationalizat
ion of the
UNFPA-
Assiste
d
Project
“Institutionalizi
ng
Adolescent
Reproductive
Health (ARH)
through
Lifeskills-
Based
Education
2005-
2007
•ARH
material
s were
develope
d
by
then
Bureau of
Elementar
y
Education
(BEE),
Bureau
of
Secondar
y
Educatio
n
(BSE)
and
Bureau
of
Alternative
Learnin
g
System
s
(BALS).
2009
• Researc
h-
Based
Monitoring
and
Evaluation
of the
Project
Implementat
i on was
conducted
in 128 pilot
elementary
and 126
pilot
secondary
schools.
2009
• POU (Power
of You)
interactive
videos were
developed
with the help
of UNICEF.
• This is to raise
awareness on
STI and
HIV/AIDS
among High
School students
in
Department of Education  Bureau of Curriculum Development
t
heC
o
cm
op
ur
e
nh
e
tn
rs
i
yv
e
.Sexuality
Education
• Issuance of
DO 40, s.
2012 or the
Policy
Guidelines
on
Protecting
Children in
School from
Abuse,
2012
Violence,
Exploitation,
Discriminati
o n,
Bullying,
and Other
Forms of
Abuse or
simply
known as
“DepED
Child
Protection
Policy”
2015
• Development
of
Comprehensiv
e Sexuality
Education
Standards
(CSES)
spearheaded
by Likhaan
Center for
Women’s
Health, Inc.
and PLPCD
(Philippine
Legislators’
Committee on
Population
and
Development)

Department of
Education
 Bureau of Curriculum
Development
 Comprehensive Sexuality
Education
12
PRE-K to 12andCSE ACTIVITIES
Timeline ofEvents
2017
• Conducted
consultative
conference onCSE
• Two batches of
Workshops on ARH -
RPRH using the
ADEPT tool
conducted
• Fundsdownloaded to
the regions for the roll
out of the orientation
using the ADEPT tool
• ParticipatedinRPRH-
NIT TWG regarding
Department
Accomplishments and
mandates, the ARH-
NYC TWG meetings
andfora
• Coordinated with the
differentpartner
agencies
• Identified CSE Entry
Points on the K t 12
Basic Education
Curriculum
• Conducted National
Orientationof Key
DepED Officials on
CSE
2018
• Released of D. O. 28 s.
2018 OPLAN KALUSUGAN
SA DEPED
• Released of D.O. 31 s.
2018 Policy Guidelines
on Comprehensive
Sexuality Education
(CSE)
• Conducted workshop on the
Alignment/Development of
CSE Standards in the K to
12 Basic Education
Curriculum
• MOU Signing between
DepED and UNFPA
• Conducted Research on
CSE KAP (Knowledge,
Attitudeand Practice)
• Conducted orientation of
regional and division
advocacy campaigns
TeenagePregnancy and
HIV/AIDS
• Downloaded of funds to
selected regions for the
conduct of ARH activities
 ParticipatedinRPRH-NIT
TWG and the AHDP,
AYDP, PNAC TWG
regarding Department
Accomplishments and
mandates
2019
• Conducted conference on
CSE Inputs on Policy
Enhancement
• Conducted refinement
workshop of CSE
Resource Materials
• Developed CSE Coasted
Implementation Plan and
Monitoringand
Evaluation (M&E)
Framework.
• Conducted writeshops on
the development,
refinementand finalization
of CSE Detailed Lesson
Plans (DLPs)
• Conducted orientation of
regional and division
advocacy campaigns
TeenagePregnancy and
HIV/AIDS
• Downloaded of funds to
selected regions for the
conduct of ARH activities
• ParticipatedinRPRH-NIT
TWG and the AHDP,
AYDP, PNAC TWG
regarding Department
Accomplishments and
mandates
• Conducted workshops on
the development,
validation and finalization
of CSEreader
• Conducted the Consultative
Workshop on the
Development of Standards
for School Teen Hubs
• Conducted series of
consultation and a
National Summit to
addressteenage
pregnancy
• .
2020
• Conducted series of
technical meetings for the
development of CSE
Monitoring and Evaluation
Framework and Monitoring
Tool
• Conducted Research on
Capacities in Teaching
CSE: A Baseline
Assessment of Public
School Teachers
• Conducted the National
Orientation Training on CSE
for Regional and Division
Supervisors(Webinar)
• Conducted two- batches of
CSE Online Training for
Teachers of Pilot and Non-
Pilotschools
• Received CSE action plans
from the regions, divisions,
pilot and non-pilot schools
• Started the implementation
of CSE for SY 2020-2021 in
selected publicschools
• Conducted the Adolescent
Health Webinar Series (Part
I) and developedIEC
materialson health
2021
• Conducted CSE
Conference –
April 27,2021
(627
participants)
• Webinar for
GPTA, Guidance,
Student
Government
Organizations and
Advisers –Oct. 4-
29,
• Issued Joint Memo
No.003,s.2021,
dated October
6,2021
• Comprehensive
Sexuality
Education (CSE) –
Adolescent
Reproductive
Health (ARH)
Convergence Pilot
Implementation
• Provided
Tehnical
assistance to Ok Sa
DepEd , MHM
2022
• Conducted Workshop
on the Development of
Communication and
Messaging for CSE
Program
• Date: 23-24
February 2022
• Conducted Quarterly
Online Monitoring of
CSE Implementation
(January to March
2022)
• Ongoing Coaching
and Mentoring
Sessions
• Session 2 : Creating
and Executing a
Campaign – June
20,2022
• Providing technical
assistance in the
Healthy
Learning
Institutions

WHO DO WE
CATER
13
Education

National Enrolment for Public Schools forSY 2020-2021
asof November 3,2020
11,410,77
1
7,048,94
8
1,717,49
2
2,098,596
70,50
5
405,90
2
Enrollee
s
Kindergarten
Elementary
Junior High
School
Senior High School
Leaner with Disabilities (Non-
Graded) ALS
16
Education
Source:
Office of the
Undersecretary for
Administration

DepEDTeaching and Non-Teaching Personnel
as ofAugust 31,2020
933,697
17
Education
Source:
EMISD, Planning
Service

DepEd is committed to provide and
protect the rights of Filipino learners to
good education and improved health
by leading the implementation of the
Comprehensive Sexuality Education
(CSE).
16
Education

WHAT WE
NEEDTO DO
17
Education

DepEDOrder No. 31, series of 2018
POLICYGUIDELINESON
COMPREHENSIVE
SEXUALITYEDUCATION
(CSE)
20
Education

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
human rights,
gender equality,
and threats such
as discrimination
and sexual 19
Education

Rights-based,
gender-
focused
approach to
sexuality
education

“Age-appropriate, culturally
relevant program to teaching
about sexuality and
relationships by providing
scientifically accurate, realistic,
non-judgmental information.”
UNESCO, 2009
22
Education

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. It is also
anchored on the tenets of social learning
theory, social cognitive theory, and the
social- ecological model of prevention.
CSE STANDARDS
21
Education

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)
1. Self-respect
2. Self-protection
3. Respect
for
others
4. Non-judgment
5. Concern
for
others
6. Responsibility
7. Positive
attitude
towards
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
Education

Sample Integration of Comprehensive
Sexuality Education Standards
to the K to 10 Curriculum
2
3
23
⬥ ⬥ ⬥

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

Sa mple Integrati on – Edukasyon sa Pagpapakata o 1
Content/Key
Messages
Content Standard Performance
Standard
Learning
Competencies
CSES
(Proposed)
I – Tungkulin Ko Sa Aking
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.
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
na
magpapasaya 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 bod
including priva
sexual parts, us
proper names.
Describe t
healthy relationship
i
family, friends, a
peers.
Families help children
acquire values
influence th
personality. Parents
other family memb
guide & support t
children’s decision.
25
Profession alism ⬥ Integrity ⬥ Excellence ⬥ Service

Sa mple Integrati on – Edukasyon sa Pagpapakatao 2
Content/Key
Messages
Standard
Learning
Competencies
CSES
(Proposed)
I – Tungkulin Ko Sa
Aking Sarili at
Pamilya
2.Pagiging
responsible sa
pangangalaga/pag-
iingat sa sarili
1.Kalinisan at
Kalusugan
(Cleanliness
and wellness)
CSE
Everyone has the
right to decide who
can touch their body,
where and
what way. “Body rights”
means that all people,
including children, have
the right to tell others
not to touch their body
when they do not want
to be touched. All
cultures have different
Naipapamalas ang
pag-unawa
s
a
kahalagahan
n
g pagkilala sa sarili
at pagkakaroon
ng
disiplina tungo
sa
pagkakabuklod-
buklod o
pagkakaisang
mga kasapi ng
tahanan at
paaralan.
Naisasagawa nang
palagian ang
pangangalaga at
pag-
iingat sa katawan.
4. Naisakikilos ang
mga paraan ng
pagpapanatili ng
kalinisan, kalusugan
at pag-iingat ng
katawan (EsP2PKP -
Id – 11)
Demo proper hygie
including of sexual
parts
Family members tak
care of each other i
many ways. Family
members have
different needs and
roles.Health and
disease can affect
family structure,
capacities, roles an
responsibilities.

Content/Key
Messages
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- ibang patunay
ng 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 b
including priv
sexual parts, u
proper names.
27

Content/Key
Messages
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
taman
g
pamamaraan/
pamantayan
s
a
pagtuklas ng
katotohanan
2.Nakapagsusuri
ng katotohanan
bago gumawa ng
anumang
hakbangin:
1.pagsangguni sa
taong
kinauukulan
(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.

Sample Integration – Edukasyon sa Pagpapakatao 5
Content/Key
Messages
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
n
g mapanuring pag-
iisip sa
pagpapahayag at
pagganap ng
anumang gawain na
may kinalaman sa
sarili at sa pamilyang
kinabibilangan
Nakagagawa ng
tamang pasya ayon
sa dikta ng isip at
loobin sa kung ano
ang dapat at di- dapat
2.Nakasusuri ng
mabuti at di-
mabuting maidudulot
sa sarili at 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

3
0
Content/Key
Messages
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
an
g 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 of
good and bad
decisions of
adolescents on
sexuality and
reproduction, and
their consequences
Demonstrate decisio
making skills to
support pregnancy
prevention in girls
and boys

3
1
Samp le Integration – Edukasyon sa Pagpapak atao 7
Content Content Standard Performance
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
S1A2. Demonstrate
sensitivity to and
acceptance of the s
aspects of personal
identity K7A2. Ide
how how media
portrays men and
women positively
negatively
Identify ways for
friends to express
feelings to each oth
Demonstrate ways t
treat family, friends
peers with dignity a
respect

Sample Integration – SC IENCE 3
Content/Key
Messages
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
Humans, animals,
and plants have
body parts that
enable them to move
and perform their
daily functions.
Make a model of a
chosen living thing
using any readily
available recyclable
materials or
indigenous materials.
1. State the function
of the external body
parts of humans;
7. explain the
characteristics of
living things;
K1A.Describe bod
including private,
sexual parts, usin
proper names
K1B. Explain body
differences and
growth K5A2.
Explain that all liv
things reproduce
K6A1. Explain bas
“body rights”
A1A. Show
positive attitudes
A1B. Show respec
for differences and
growth

Sample Integration – SCIENCE 4
Content/Key
Messages
Standard
Learning
Competencies
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.
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
through intercourse.
Humans, animals,
and plants are made
up of organ systems
which carry out their
function 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.
Illustrate an organ
system and explain its
function.
Make a photocollage
of your relatives and
identify the
similarities in their
physical traits.
identify the main
functions of the following
body systems: muscular,
skeletal, integumentary,
digestive, reproductive,
circulatory, 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
K5A1. Describe
where babies are
33

Content/Key
Messages
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:
and mature.
and ejaculation.
ejaculation.
through intercourse.
Therefore, there is a need for
Body systems of
living things are
made up of organs
that work together to
carry out their overall
function.
Construct a simple
model of the major
organs of a human,
animal or plant body
system using any
recycled 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 bodie
and the changes
during puberty
S1A3. Identify
authoritative
information and
resources on sexu
and reproductive
system, puberty a
adolescence

35
Content/Key
Messages
Standard
Learning
Competencies
CSES
(Proposed)
2.Heredity:
Inheritance and
Variation
1. Human Life Cycle
The Human Body and
Human Development:
and mature.
and ejaculation.
ejaculation.
Living things grow,
change, and exhibit
patterns that define
the different stages of
their life cycles.
Observe and record in
a
logbook the
characteristics of a
plant or an animal
(fruit fly/ chick/ fish)
during the different
stages of its growth
an
d
development over
a
period of time.
4. describe the
different stages in the
life cycle of humans,
animals, and plants;
K1A3. Identify ferti
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

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 different kinds 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

3
7
Sa mple Integr ation – Aralin g Panlipunan 4
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 Nationa
laws and local
regulations affecti
the enjoyment of
human rights relat
to sexual and
reproductive health
K7A2. Identify how
media portrays me
and women positi
and negatively

Sa mple Integr ation – Aralin g Panlipunan 7
Standard
Learning
Competencies
CSES
(Proposed)
D. Ang ASEAN at
Karapatang Pantao sa
Pilipinas at Timog
Silangang Asya
-Pagtatatag ng ASEAN
Intergovernmental
Commission on Human
Rights (AICHR)
-ASEAN Human
Rights Declaration
(AHRD)
-Mga Isyung
Kinakaharap ng
ASEAN kaugnay sa
karapatang pantao
Ang mga mag-aaral
ay natataya ang
mahalagang
ginagampanan ng
ASEAN sa
pagkakamit ng
likas-kayang pag-
unlad ng mga
bansa sa Timog
Silangang Asya.
Ang mga mag-aaral
ay
nakapagsasagawa
ng malikhaing
gawain na
nagsusulong ng
pagpapahalaga sa
ginampanan ng
ASEAN tungo sa
pagkakaisa at
pagharap sa hamon
ng likas kayang
pag-unlad at
karapatang pantao
sa Timog Silangang
Asya
Nasusuri ang
gampanin ng
ASEAN sa usapin
ng karapatang
pantao sa Pilipinas
at Timog Silangang
Asya.
AP7UBR-If-g-5-6
There are National
laws and local
regulations affecting
the enjoyment of
human rights related
to sexual and
reproductive health.
Everyone has a
responsibility to
advocate for gender
equality and speak o
against human
rightsviolation such a
sexual abuse, harmf
practices & gender-
based violence
3
8

Sa
Content
mple Integr
Content Standard
ation – Aralin
Performance
Standard
g Panlipunan
Learning
Competencies
8
CSES
(Proposed)
B. Mga Isyung
Panlipunan
Kinakaharap ng
Daigdig Katuturan ng
SDG
No Poverty
Zero
Hunger
Good Health and
Well- being
Quality
Education
Gender Equality
Clean Water and
Sanitation Affordable
and Clean Energy
Reduced Inequality
Sustainable Cities
and Communities
Ang mga mag-aaral
ay naipamamalas
ang pag-unawa at
kritikal na
pagsusuri sa mga
adhikain at
kontribusyon ng
iba’t ibang
ugnayang
pangdaigdig upang
matugonan ang
mga isyung
kinakaharap ng
daigdig
Ang mga mag-aaral
ay nakagagawa ng
pananaliksik na
nakapagtataya ng
napapanahong isyu
at usapin sa sariling
komunidad na
tumutugon sa
pagiging
mapanagutang
mamamayan ng
bansa at daigdig
2. Nasusuri ang
mga isyung
panlipunan na
kinakaharap ng
daigdig
AP8UPH-IVb-2
4. Naiuugnay ang
mga adhikain ng
ilang International
Intergovernmental
Organizations (IGOs)
sa kasalukuyang
hamon ng daigdig
AP8UPH-IVd-4
There are different
sources of help an
support in your
school and wider
community agains
discrimination,
stigmatization,
sexual harassmen
& abuse & bullyin
These problems
need to be reporte
to a trusted sourc
of help. Some
problems may
require asking for
help outside of the
school &
community.
3
9

4
0
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).
40

4
1
Standard
Learning
Competencies
CSES
(Proposed)
Mga Konseptong
Pangkasarian:
Sex
Gende
r
Gender Roles
Gender Roles sa
Iba’t
Ibang Panig ng
Pilipinas at Daigdig
Mga Isyung
Nagaganap sa
Lipunan Kaugnay ang
Kasarian:
Diskriminasyon sa
tahanan, paaralan, at
trabaho
Ang mga mag-aaral
ay may pag-unawa
sa mga epekto,
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
Ang mga mag-aaral
ay nakagagawa ng
mga malikhaing
gawain na
nagsusulong ng
pagtanggap at
paggalang sa iba’t-
ibang kasarian upang
maitaguyod ang
pagkakapantay-
pantay ng tao bilang
kasapi ng
pamayanan
1.Natatalakay ang
mga uri ng kasarian
(gender) at sex
AP10PKS-IIIa-1
2.Nasusuri ang
gender roles sa
Pilipinas at iba’t-
ibang daigdig
AP10PKS-IIIb-2
3.Naipapaliwanag
ang iba’t-ibang
salik na nagiging
dahilan ng
pagkakaroon ng
diskriminasyon sa
kasarian sa
tahanan, paaralan
S1A2. Demonstrate
sensitivity to and
acceptance of the sexual
aspects of personal
identity
K7A2. Identify how media
portrays men and women
positively and negatively
Identify ways for friends to
express feelings to each
other
Demonstrate ways to treat
family, friends and peers
with dignity and respect
Gender varies between
cultures & over time. There
si a broad variation in which
individuals experience &
express gender.
41

4
2
Sample Integ ration – Healt h Education 1
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
Feeling & emotions ar
normal responses to l
experiences. People
experience & express
emotions in different
ways & degrees.
Sexual & reproductive
parts are vital parts of
the body. The body
parts can be described
using different sense
organs.

4
3
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 rig
to be protected &
supported. Ffamily,
teachers, friends, cler
& community member
can & should help eac
other. Trusted adult c
be sources oif help&
support.

4
4
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 rig
to be protected &
supported. Ffamily,
teachers, friends, cler
& community member
can & should help eac
other. Trusted adult c
be sources oif help&
support.

45
MHM Entry Points - Grade 1 Health
Quarter Content
Standards
Performance
Standards
Most Essential
Learning
Competenci
es
Duration Code
2nd Quarter The learner
demonstrates
understanding of
the proper ways of
taking care of
one’s health
The learner
practices
good health habits
and hygiene daily
Demonstrates
proper
hand washing
Realizes the
importance of
washing
hands
Practices habits
of keeping the
body clean &
healthy
Realizes the
importance of
practicing
good health
habits
Week3toWeek4
Week 5
Week6toWeek
7 Week 8
H1PH-IIc-d-2
H1PH-IIe-3
H1PH-IIf-i-
4 H1PH-
IIj-5

46
MHM Entry Points - Grade 1 Health
Quarter Content Standards Performance
Standards
Most Essential
Learning
Competencies
Duration Code
4th Quarter The learner
demonstrates
understanding of
safe and
responsible
behavior to lessen
risk and prevent
injuries in day- to-
day living
The learner
appropriately
demonstrates
safety behaviors
in daily activities
to prevent injuries
Identifies situations
when it is appropriate
to ask for assistance
from strangers
Identifies
appropriate
persons to ask for
assistance
Demonstrates ways to
ask for help
Describes ways people
can be intentionally
helpful or harmful to
one another
Distinguishes between
good and bad touch
Practices ways to
protect oneself against
violent or unwanted
behaviors of others
Week 1
Week 3
Week 8
Week 9
Week 10
H1IS-IVa-1
H1IS-IVc-3
H1IS-IVc-4
H1IS-IVh-9
H1IS-IVi-10
H1IS-IVj-11

4
7
47
Sample Integration – Health 8
Standard
Learning Competencies CSES
(proposed)
B. Teenage
concerns
• Identity crisis
• Sexual
identity and
Sexual
behaviors
• Pre-marital
sex, teenage
pregnancies,
and abortion
The learner
demonstrates
understanding of
human sexuality
and managing
sexuality related
issues for a
healthy life
The learner
appropriately
manages
sexually
related issues
through
responsible
and informed
decisions
Analyzes the
factors that affect
one’s attitudes
and practices
related to sexuality
and sexual
behaviors H8FH-
Ib-19
Explain the health
benefits, risks, and
effectiveness rates of
various methods of
contraception,
including
abstinence, and
condoms

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

4
9
49
Key Concepts and Core
Messages
 Bodies, including sexual parts, change as
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 different degrees.
 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 about their
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.

Comprehensive Sexuality
Education
Memo on CSE M&E
Activities
DEPARTM
ENTOFEDUCATION| CSEImplementationStatusReportQ1 2

Reporting Period: January to August
2022 Regions Reporting: 16/17
(Except BARMM)
CURRICULUMIMPLEMENTATIONMONITORING INDICATORS
1. Teacher Training
a. No. of teachers trained onCSE
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
DEPARTM

Comprehensive Sexuality
Education
Summary
of
Indicators
DEPARTM

Summary of
Indicators
DEPARTM
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-curricular activities 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

No. of teachers trained on CSE (Total:
193,125)
DEPARTM
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

DEPARTM
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)

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
DEPARTM
No. of developed DLPs/WHLPS in CSE in 5 learning areas Science, AP,
Health, ESP and Perdev and kinder (Total: 50,162)

No. of developed supplementary materials for CSEintegration (Total:
46,985)
DEPARTM
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

No. of schools that have SIPs with integrated CSE or have CSE Local Action Plan (Total:
4,038)
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
DEPARTM

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
DEPARTM

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
DEPARTM

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
DEPARTM

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
DEPARTM

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
DEPARTM

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
DEPARTM

No. of CSE LRs developed and utilized (Total:
4,252)
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
DEPARTM

WAYS
FORWARD
Education
66

6
7
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

8636-5096 8633-
7267
THANKYOU
JOCELYN DR ANDAYA
Director IV, Bureau of
Curriculum Development
(632) 8636-5096 8633-
7267
bcd.od@deped.gov.
ph

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