COMPREHENSIVE SEXUALITY EDUCATION
K TO 12 CURRICULUM GUIDE
LEARNING AREA: HEALTH GRADES 1 & 2
CONTENT
A. Health habits and hygiene
4.1. Describe their bodies and body
parts using proper names, including
female and male sexual part (K)
CONTENT STANDARDS
Demonstrates understanding of the
proper ways of taking care of one’s
health (K)
The learners practices good health habits ang hygiene
daily
Practices positive attitudes towards appreciating her/his
body and proper self-care and hygiene (S2A)
4.2. Show positive attitude towards body,
including sexual parts of the body (A)
Sexual and reproductive
parts are vital parts of the
body. The body parts can be
described using the different
sense organs. Different
people have different bodies
and capacities, including of
the sexual body parts.
A. Knowing personal information and
ways to ask for help
PERFORMANCE STANDARDS
Many different kinds of
family—two—parent, singleparent, child-headed,
1. Identifies different parts of the body, including the
female and male sexual parts (K1A)
Describes the different parts of the body and their
movements through enjoyable physical activities.
(PE Q1-PE 1Bm-la-b1)
2. Practices habits of keeping the body clean and
healthy (S)
(H1PH-IIf-i-4)


LEARNING COMPETENCY (CSE) / K TO 12
CODE
3. Explain body differences and growth (K1B)
Demonstrates understanding of
safe and responsible behavior to
lessen risk and prevent injuries in
day-to-day living
Describe roles, rights, and
Appropriately demonstrates safety behaviors in daily
activities to prevent injuries
1. Identifies appropriate persons to ask for assistance
Identifies situations when it is appropriate to ask for
assistance from strangers.
(H1lS-Iva-1)
Gives personal information, such as name and
1
guardian-headed, extened,
responsibilities of members (K3A2)
nuclear and non-traditional
families, etc. Family members
have different needs and
roles. Family members take
care of each other in many
ways, though sometimes they
may not want to or be able to.
Health and disease can affect
family structure, capacities,
roles and responsibilities.
C. Ways by which people are
Demonstrates understanding of
intentionally helpful or harmful
safe and responsible behavior to
lessen risk and prevent injuries in
1. Good touch and bad touch
day-to-day living
2. Protection against violent or unwanted
behaviors of others

Everyone has the right to
decide who can touch their
body, where and in 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 ways of respecting
privacy and bodily integrity.
address to appropriate persons.
(H1LS-IVb-2)
Identifies appropriate persons to ask for assistance.
(H1IS-IVc-3)
2. Demonstrates ways to ask for help
Demonstrates ways to ask for help.
(H1IS-IVc-4)
Appropriately demonstrates safety behaviors in daily
activities to prevent injuries
Follows rules at home and in school.
(H1L-IVd-5)
1. Identifies situations when it is appropriate to ask for
assistance from strangers
(H1IS-IVa-1)
2. Identifies appropriate persons to ask for assistance
(H1IS-IVc-3)
3. Describes ways people can be intentionally helpful
or harmful to one another
(H1IS-IVh-9)
4. Distinguish between good and bad touch
(H1IS-IVi-10)
5. Practices ways to protect oneself against violent or
unwanted behaviors of others
(H1IS-IVj-11)
6. Demonstrate how to say “no”; walk away; talk to
trusted adults (S6A2)
2
CONTENT
A. Health habits and hygiene
3.Care for other parts of the body
using different senses – sight, sound,
touch, taste and smell
CONTENT STANDARDS
Demonstrates understanding of the
proper ways of taking care of the
different parts of the body using the
senses
PERFORMANCE STANDARDS
Consistently practices good health habits and hygiene
A. Healthy Family Habits and
Practices
1. Explain the concept of ‘family’ with
examples of different kinds of
family structures
1.1. Characteristics of healthy family
relationships and practices
 Families help children to
acquire values and
influence their personality.
Parents and other family
members guide and
support their children’s
decisions.
1. Describes ways of appreciating and caring the body
Describes ways of caring for the eyes, ears, nose,
hair and skin in order to avoid common childhood
health conditions
(H2PH-IIa-e-6)
3.3 Show positive attitude towards
sense organs to appreciate the body
including sexual parts
4. Development of self-management
skills
Grade 2: Family Health – 3rd Quarter
LEARNING COMPETENCY (CSE) / K TO
12
2. Identify important personal values that guide one’s
actions, such as love for one’s self
Demonstrates understanding of the
meaning ‘family’
Demonstrates understanding of
healthy and family practices
Consistently adopts healthy family
1.
2.
3.
4.
Displays self-management skills in caring for the
different parts of the body using the sense organs
(H2PH-IIij-8)
Describes healthy habits of the family or define
functional and loving family relationship
Identifies different kinds of family structures
Describe roles, rights and responsibilities of each
member of the family
Identify ways where family can help each other
(S3D2)
(H2FH-IIIab-11)
3
B. Positive Expression of Feelings
1. Identify their different emotions
2. Identify their personal values

Feelings and emotions are
normal responses to life
experiences. People
experience and express
emotions in different ways
and different degrees.
Demonstrates an understanding of
managing one’s feelings and
respecting differences
Demonstrates positive expression of feelings toward
family members and ways of coping with negative
feelings
1. Explains the benefits of healthy expressions of
feelings
(H2FH-IIIef-13)
Show sensitivity to different forms of self-expression, eg.
in dress, relationships
2. Expresses positive feelings in appropriate ways
(H2FH-IIIgh-14)
3. Displays respect for the feelings of others
COMPREHENSIVE SEXUALITY EDUCATION
K TO 12 CURRICULUM GUIDE
4
LEARNING AREA:
CONTENT
CONTENT STANDARDS
HEALTH
GRADES 3-4
PERFORMANCE STANDARDS
LEARNING COMPETENCY (CSE) / K TO 12
CODE
GRADE 3 Nutrition (1st Quarter)
A. Good Nutrition and Health
1. Concept of Malnutrition
2. Forms of malnutrition
(undernutrition and
overnutrition)
2.1. Protein-Energy Malnutrition
(PEM)
2.2. Micronutriental Deficiencies
2.2.1. Vitamin A – Night
Blindness
2.2.2. Vitamin B – Beri-beri
2.2.3. Vitamin C – Scurvy
2.2.4. Vitamin D – Rickets
2.2.5. Iron – Anemia
2.2.6. Iodine – Goiter
2.2.7. Calcium – Rickets/
Osteoperosis
2.3. Overweight and obesity
CSE Core Message
The learner…
The learner…
demonstrates understanding of the
importance of nutritional guidelines and
balanced diet in good nutrition and health
consistently demonstrates good decisionmaking skills in making food choices
The learner…
1. describes a healthy person
(H3N-Ia-b-11)
2. Explain body differences and growth.
(K1B)
3. show positive attitude (A1A)
4. show respect for differences and growth.
(A1B)
Bodies including sexual parts change as
people grow up.
Growth and development differ from one
another.
Different people have different bodies and
5
capacities including of the sexual body parts.
Grade 3 - PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - (2nd QUARTER)
C. Preventive Measures for Common
Childhood Diseases
1. Proper Hygiene
3. Building up one’s body resistance
through healthy lifestyle
3.1. Proper Nutrition
3.2. Adequate Rest and Sleep
The learner…
The learner…
demonstrates an understanding of the
nature of and the prevention of diseases
consistently practices healthy habits to
prevent and control diseases
1. explains measures to prevent common
diseases (H3DD-Iie-g-6)
2. explains the importance of proper
hygiene and building up one's body
resistance in the prevention of diseases
(H3DD-IIh-7)
a. Regular Physical Activities
4. Specific protection through
Immunization
5. Regular health and dental check-up
CSE Core Messages
Values are strong beliefs held by individuals,
families and communities about important
6
issues. Values guide decisions about life and
relationships. Individuals, peers, families and
communities may have different values.



Proper care of the body, including of the
sexual parts, is necessary to keep it clean and
free from infection.


F. Sources of reliable health information
1. Government agencies such as
The learner…
Department of Health, Department
of Education, Department of Trade
demonstrates understanding of factors that
rd QUARTER)
Grade
3
CONSUMER
HEALTH
–
(3
and Industry
affect the choice of health information and
2. Health Professionals such as licensed
products
doctor, dentist, nurse, health,
educator
3. Printed materials such as health
books, pamphlets, brochures, and
magazines produced by health
professionals or legitimate health
institutions.
CSE Core Messages
demo proper hygiene, inc of sexual
parts (S1A)
show positive values (A2A)
demonstrates good selfmanagement and good decision
making-skills to prevent common
diseases (H3DD-Ii-j-8)
describe the healthy relationships in
family, friends, peers (K3D1)
Identify and assess problems
adolescents experience as they go
through puberty (S1A1)
The learner…
demonstrates critical thinking skills as a wise
consumer
1. identifies reliable sources of health
information (H3CH-IIIj11)



Identify authoritative information and
resources on sexual and reproductive
system, puberty and adolescence
(S1A3)
Demonstrate how to say “NO”, walk
away, talk to trusted adults. (S6A2)
Identify ways where family, friends and
peers can help each other. (S7A3)
Media refers to a range of communication
platforms that includes print, television, radio,
advertisement, video, internet and cellphones.
Media are a major source of incorrect and
7
harmful messages on sexuality, mainly based
on incorrect assumptions about how men and
women behave (gender stereotypes). Gender
stereotypes often depict women “in the home,
performing domestic chores such as laundry or
cooking; as sex objects who exist primarily to
service men; as victims who can’t protect
themselves and are the natural recipient of
beating, harassment, sexual assault and
murder”. Men, on the other hand “associated
with machismo, independence, competition,
emotional detachment, aggression and
violence”.
Everyone has the right to decide who can touch
their body, where and in 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 ways of respecting
privacy and bodily integrity.
Friends are people one trusts and wants to be in
the company of.
CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY (CSE) / K TO 12
CODE
GRADE 4 - PREVENTION AND CONTROL OF DISEASES AND DISORDERS – (2nd QUARTER)
C. Prevention and Control of Common
Communicable Diseases (Breaking the
Chain of Infection at respective points)
1. Disease Agent (ex. sterilization,
disinfection)
2. Reservoir (ex. environmental
sanitation)
The learner…
The learner…
understands the nature and prevention of
common communicable diseases
consistently practices personal and
environmental measures to prevent and
control common communicable diseases
1. demonstrate ways to stay healthy and
prevent and control common
communicable diseases (H4DD-Ii-j-13)
2. identifies ways to break the chain of
8
infection at respective (H4DD-Ii-j-14)
3. Portal of Exit (ex. cough etiquette)
4. Mode of Transmission (ex. proper
hygiene)
5. Portal of Entry (ex. protective
clothing)
6. Susceptible Host (ex.vaccination,
proper nutrition, enough sleep,
regular exercise)
CSE Core Messages
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.
 identify examples of good and bad
decisions of adolescents on
sexuality and reproduction, and
their consequences. (K2A3)
 identify the risks and negative
consequences of engaging in
sexual activities before
adolescence are physically and
emotionally mature.
 (A4A3)
 identify negative and positive
values related to sexuality and
reproduction learned from family
and community
 (K2A2)
 identify the positive and negative
effects of family and community
values related to sexuality and
reproduction on one’s sexual
values and behaviour (S2A1)
Sexual relationships require emotional and
physical maturity. Critical thinking needs to
be applied to forming sexual relationships.
Few, if any, people have a sexual life without
problems
or disappointments.
In most families, parents teach and exemplify
their values to their children. Family and
9
community values and attitudes regarding
gender, relationships, intimacy, love, sexuality
and reproduction are the sources of sexual
learning and influence personal behavior and
decision-making
In most families, parents teach and exemplify
their values to their children. Family and
community values and attitudes regarding
gender, relationships, intimacy, love, sexuality
and reproduction are the sources of sexual
learning and influence personal behavior and
decision-making.
10
COMPREHENSIVE SEXUALITY EDUCATION
K TO 12 CURRICULUM GUIDE
LEARNING AREA: MAPEH (HEALTH) GRADES 5-6
CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY (CSE) / K TO 12
CODE
Grade 5 – PERSONAL HEALTH – 1ST QUARTER (H5PH)
A. Mental, Emotional and Social Health
1. Characteristics of a Healthy Person
(mentally, emotionally and socially)
B. Healthy and Unhealthy
relationships
1. Signs of Healthy Relationships (loving
family, genuine friendships)
 Gender inequality is often seen in
the roles and responsibilities of
family members. Families can
promote gender equality in terms
of roles and responsibilities.
 Effective communication uses
different modes and styles, and can
be learned. Gender roles can affect
communication between people.
Being assertive and negotiating are
important aspects of
communication. Negotiations
requires mutual respect,
cooperation and often compromise
from all parties.
The learner…
demonstrates
understanding of
mental
emotional, and
social health
concerns
The learner…
practices skills in
managing mental,
emotional and
social health
concerns
The learner…
1. describes a mentally, emotionally and socially
healthy person ( H5PHIab-10)
3. recognizes signs of healthy and unhealthy
relationships (H5PHId12)
S3D2. Show positive ways of communicating
differences of opinion while maintaining
relationships with family, friends, and peers.
11
2. Importance of Healthy Relationships in
Maintaining Health
3. Signs of Unhealthy Relationships
4. Managing Unhealthy Relationships
C. Mental, Emotional and Social Health
Concerns (include ways on how these negatively
impact one’s health and wellbeing)
1. Social anxiety
2. Mood swings
3. Teasing
4. Bullying, including cyber bullying
5. Harassment
6. Emotional and physical abuse
7. Other stressful- situations
D. Preventing and Managing Mental, Emotional
and Social Health Concerns
1. Practicing life skills
(communication/assertiveness/ selfmanagement/decision-making)
2. Finding Resources and Seeking Help
4. explains how healthy relationships can
positively impact health (H5PH-Ie13)
5. discusses ways of managing unhealthy
relationships (H5PH-If-14)
The learner…
demonstrates
understanding of
mental
emotional, and
social health
concerns
Grade 5 – GROWTH AND DEVELOPMENT/ PERSONAL HEALTH - 2ND QUARTER (H5GD/PH)
A. Changes during Puberty
The learner…
1. Physical Changes (secondary
demonstrates
Sexual characteristics such as
understanding of
hair growth, voice change,
mental
breast development,
emotional, and
menstruation)
social health
concerns
 Puberty is a time of physical and
emotional change that happens as
children grow and mature.
 Puberty occurs at different times for
The learner…
practices skills in
managing mental,
emotional and
social health
concerns
7. discusses the effects of mental, emotional and
social health concerns on one’s health and
wellbeing (H5PH-Ih-16)
8. demonstrates skills in preventing or managing
teasing, bullying, harassment or abuse (H5PH-Ii17)
9. identifies appropriate resources and people who
can help in dealing with mental, emotional and
social, health concerns. (H5PH-Ij-18)
The learner…
practices skills in
managing mental,
emotional and
social health
concerns
The learner...
1. describes the physical, emotional and social
changes during puberty (H5GDIab-1)
K1A4. Describe adolescence and the changes in
thinking, emotions and social relationships that
characterize it apart from childhood and
adulthood.
A1A1. Show positive attitudes towards sexual
and reproductive bodies, and the changes
during puberty
12
different people and has different
effects on boys and girls, and that is
normal.
 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.
2. Emotional and Social Changes
B. Puberty-related Health Myths and
Misconceptions
1. On Menstruation
1.1. not taking a bath
1.2. not carrying heavy loads
1.3. avoiding sour and salty
food
1.4. no physical activities
1.5. use of menarche for facial wash
2. On Nocturnal Emissions
2.1. not related to preoccupation with
sexual thought
3. On Circumcision
3.1 at the appropriate maturational stage
C. Puberty-related Health Issues and Concerns
1. Nutritional issues
2. Mood swings
3. Body odor
4. Oral health concerns
5. Pimples/Acne
6. Poor Posture
7. Menstruation-related Concerns (Premenstrual Syndrome, Dysmenorrhea, and
other abnormal conditions)
S1A4. Identify ways of responding to and
managing physical, sexual, emotional, mental
and social problems due to puberty
2. accepts changes as a normal part of growth and
development( H5GDIab-2)
3. describes common misconceptions related on
puberty (H5GDIcd-3)
4. assesses the issues in terms of scientific basis
and probable effects on health (H5GDIcd-4)
5. describes the common health issues and
concerns during puberty (H5GDIef-5)
6. accepts that most of these concerns are normal
consequence of bodily changes during puberty
but one can learn to manage them (H5GDIef-6)
7. demonstrates empathy for persons undergoing
these concerns and problems (H5GDIgh-7)
8. discusses the negative health impact and ways
of preventing major issues such as early and
unwanted pregnancy (H5GDIgh-8)
13
8. Early and Unwanted Pregnancy
9. Sexual Harassment
 During puberty, the girl becomes
physically able to become pregnant and
a boy becomes physically able to father
a child. They are, however, not yet ready
to become parents and so they are
encouraged to abstain or delay in
engaging into sex until they are married
or ready for the responsibilities that
come with being a mother or a father.

During puberty, privacy about one’s
body becomes more important.
Private space, including access to
toilets and water, becomes more
important as girls mature. For girls,
communicating to their peers, parents
and teachers about menstruation is
nothing to be ashamed of. Being
assertive about privacy is a way of
refusing harassment and unwanted
sexual attention.
K5B. Describe ways that early pregnancy can be
prevented, esp. through abstinence
H5PH-Ii-17. Demonstrates skills in preventing or
managing teasing, bullying, harassment or abuse.
S6A4a. Demonstrate clear refusal skills –e.g.
saying no, walking away, repeat refusal
S6A4b. Identify parents, teachers and other
adults who can help stop and prevent sexual
harassment and rape
S6A4b. Identify parents, teachers and other
adults who can help stop and prevent sexual
harassment and rape
H5PH-Ij-18. Identifies appropriate resources
and people who can help in dealing with
mental, emotional and social health concerns.
H5GD-Iab-1. Describes the physical, emotional
and social changes during puberty.
K1A2. Explain puberty or sexual maturation –
an effect on body, emotions, thinking and
social relationships, including bodies’
preparation for reproduction
K1A3. Identify fertile and infertile periods
from boys and girls
K1A4. Describe adolescence and the changes
in thinking, emotions and social relationships
that characterize it apart from childhood and
adulthood.
H5PH-Ie13. Explains how healthy relationships
can positively impact health
H5PH-If-14. discusses ways of managing
unhealthy relationships
14
K3A1a. Explain long-term commitment and
marriage – key features
K3A1b. Identify key responsibilities in
different relationships – romantic, long-term
relationships, marriage and parenting
S3A1b. Develop goal to delay marriage and
parenting for when one is mature and ready
for the responsibility
D. Self -care and Management of Puberty-related
Health Issues and Concerns
1. Self-management Skills/Responsibility for
personal health (proper diet, proper
hygiene, oral care, care during
menstruation/ circumcision, breast selfexamination)
2. Seeking the Advice of Professionals/Trusted
and Reliable Adults
 In most families, parents teach and
exemplify their values to their children.
Family and community values and
attitudes regarding gender,
relationships, intimacy, love, sexuality
and reproduction are the sources of
sexual learning and influence personal
behavior and decision-making.
 It is best to approach people they trust if
The following are integrated to tackle the
misconception about pregnancy:
H5GDlcd-3. describes common
misconceptions related on puberty
K5A2. Describe risks and health effects of
early pregnancy in adolescents
K5B. Describe ways that early pregnancy can
be prevented especially through abstinence
9. demonstrates ways to manage puberty related
health issues and concerns (H5GD-Ii-9)
10. practices proper self-care procedures (H5GD-Ii10)
11. discusses the importance of seeking the advice
of professionals/ trusted and reliable adults in
managing puberty related health issues and
concerns (H5GD-Ii-11)
S6A4b. Identify parents, teachers and other
adults who can help stop and prevent sexual
harassment and rape
15
they have concerns about their changing
body. Parents, guidance counsellors,
school nurses and other health service
providers may able to help them.
E. Sex and Gender
1. Sex (male, female or intersex)
2. Gender Identity (girl/woman, boy/man or
transgender)
3. Gender Roles (masculine, feminine,
androgynous)
4. Factors that Influence Gender Identity and
Gender Roles
 Parents can start by encouraging their
child to talk to other kids but avoid
being pushy. If a child seems interested
in only playing with one best friend,
parents might consider coaxing the
child into hanging out with other
children as well.
 Social norms and peer pressure
influence values and behavior, including
sexual ones. Negative social norms and
peer pressure can be challenged
through assertive behavior and other
means. People can make rational
decisions and their sexual decisionmaking.
12. differentiates sex from gender (H5GD-Ij-12)
13. identifies factors that influence gender identity
and gender roles (H5GD-Ij-13)
14. discusses how family, media, religion, school
and society in general reinforce gender roles
(H5GD-Ij-14)
K3C2.Describe the positive and negative ways
family, friends, and peers can influence one’s
relationship
15. gives examples of how male and female gender
roles are changing (H5GD-Ij-15)
Grade 5 – SUBSTANCE USE AND ABUSE – 3RD QUARTER (H5SU)
C. Impact of the Use and Abuse of
Gateway Drugs
1. Individual
The learner…
understands the
nature and
effects of the
use and abuse
of caffeine,
tobacco and
The learner…
demonstrates the
ability to protect
one’s health by
refusing to use or
abuse gateway
drugs.
5. analyzes how the use
and abuse of caffeine,
tobacco and alcohol
can negatively impact
the health of the
individual, the family
and the community H5SUIIIfg-11)
16
alcohol
Grade 6 – PERSONAL HEALTH – 1ST QUARTER (H6PH)
A. Personal Health -Issues and
The learner…
Concerns
demonstrates understanding of personal
1. height and weight (stunted
health issues and concerns and the
growth, underweight,
importance of health appraisal procedures
overweight, obesity)
and community resources in preventing or
2. hearing (impacted cerumen,
managing them
swimmer’s ear, otitis media)
3. vision
4. (astigmatism, myopia,
hyperopia, exophthalmia,
strabismus)
5. skin, hair and nail
6. (sunburn, dandruff, corns,
blisters and calluses, ingrown
toenails)
7. posture and spine disorders
(scoliosis, lordosis, kyphosis)
8. oral/dental problems
(cavities, gingivitis,
periodontitis, malocclusion,
halitosis)
9. CHANGES DURING PUBERTY

Puberty is a time of physical and
emotional change that happens as
children grow and mature. Puberty
occurs at 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
The learner…
practices self-management
skills to prevent and control personal
health
issues and concerns
1. describes personal health issues and concerns
(H6PHIab-18)
K5B1. Describe common STIs, including HIV,
and the biological, emotional-mental, and social
reasons – why young people are getting the
infections
K5B2. Describe the risks and effects on health
of these infections
K5B3. Describe ways that STIs and HIV can be
prevented, esp. through abstinence and
condom use for boys
K5A1. Describe the reasons – biological,
emotional-mental, and social – why young girls
get pregnant
17
maturation (puberty) and adulthood.
K5A2. Describe risks and health effects of early
pregnancy in adolescents
S5A3a. Demonstrate decision-making skills to
support pregnancy prevention in girls and boys
A1A2. Show acceptance of different bodies, and
different rates of maturation and development
A1A1. Show positive attitudes towards sexual
and reproductive bodies, and the changes
during puberty
S1A1. Identify and assess problems adolescents
experience as they go through puberty
S1A4. Identify ways of responding to and
managing physical, sexual, emotional-mental
and social problems due to puberty
1. Developing Self-management Skills (proper
nutrition, proper hygiene, regular physical activity,
enough rest and sleep, good posture, oral care)
2. Undergoing Health Appraisal Procedures
(height and weight measurement, breast
self-examination for girls, hearing test,
vision screening, scoliosis test and health
and dental examinations)
3. Utilizing School and Community Health
Resources
3.1. Medical Professionals / Practitioners
(doctor, dentist, nurse)
3.2. Health Facilities
3.3. School Clinic
3.4. Barangay Health Station/Rural Health
Unit
The learner…
2. demonstrates self-management skills
(H6PHIab-19)
3. discusses health appraisal procedures during
puberty (H6PH-Ic-20)
4. explains the importance of undergoing health
appraisal procedures (H6PH-Idf-21)
5. regularly undergoes health appraisal procedures
(H6PH-Idf-22)
6. identifies community health resources and
facilities that may be utilized to address a variety of
personal health issues and concerns (H6PHIgh-23)
7. avails of health services in the school and in the
community (H6PHIgh-24)
8. promotes the use of health resources and
18
facilities in the school and in the community
(H6PHIgh-25)
Grade 6 – COMMUNITY HEALTH – 2ND QUARTER (H6CMH)
A. Healthy School and Community
The learner…
Environments
understands the
1. Characteristics
importance of
1.1. physical environment
keeping the
(safe, clean, with good air
school and
and water quality,
community
aesthetically pleasing, with
environments
flexible spaces)
healthy.
1.2. psychosocial environment
(warm atmosphere,
healthy interpersonal
relations, free from abuse
and discrimination)
The learner…
demonstrates
practices for
building and
maintaining
healthy school
and community
environments.
K3C1. Describe social norms on sexuality and
reproduction, including from peer pressure.
K3C2. Describe the positive and negative ways
family, friends and peers can influence one’s
relationships
K3D1. Describe the importance of
communication, esp. assertiveness and
negotiation, in resisting social norms and peer
pressure

Social and cultural norms and
religious beliefs are some of the
factors which influence gender
roles. Gender inequalities exist in
families, friendships, communities
and society, e.g. male/son
preference. Human rights promote
the equality of men and women
and boys and girls. Everyone has a
responsibility to overcome gender
inequality.
b. Prevention and Management of Personal
health Issues and concerns
2. explains the effect of living in a healthful school
and community (H6CMHIIb-2)
S3C1. Compare the positive and negative effects
of social norms, including peer pressure on
one’s sexual values and behavior
S3D1. Demonstrate ways of effective and
ineffective communication in resisting social
norms and peer pressure
The learner:
Demonstrates understanding of personal
health issues and concerns and the
importance of health appraisal
procedures and community resources in
preventing or managing them
The learner:
Practices self-management skills to
prevent and control personal health
issues and concerns.
H6PHIgh-23. Identifies community health
resources and facilities that may be utilized to
address a variety of personal health issues and
concerns.
H6PHIgh-24. Avails of health services in the
school and in the community
H6PHIgh-25. Promotes the use of health
resources and facilities in the school
19
and in the community (can we highlight the health
facilities as an authoritative source of info with
regards to sexuality?)
S1A3. Identify authoritative information and
resources on sexual and reproductive system,
puberty and adolescence
COMPREHENSIVE SEXUALITY EDUCATION
K TO 12 CURRICULUM GUIDE
LEARNING AREA: HEALTH GRADES 7 and 8
20
CONTENT/GRADING PERIOD
HEALTH 7
Holistic health
Stages of growth and
development
(infancy to old age)
Changes in the health dimensions during
adolescence
CONTENT STANDARDS
PERFORMANCE STANDARDS
The learner…
The learner…
demonstrates
understanding of
holistic health and
its management
of health
concerns, the
growth and
development of
adolescents and
how to manage
its challenges
appropriately
manages concerns
and challenges
during adolescence
to achieve holistic
health.
CSE
appreciate the importance of having healthy
sexuality in achieving holistic health (K4A1)
LEARNING COMPETENCY / K TO 12 CODE
#1. discusses the concept of
holistic health H7GD-Ia12
#2. explains the dimensions
of holistic health
(physical, mental/
intellectual, emotional,
social, and moral and spiritual); H7GD-Ib-13
CSE
to include sexual health as a dimension of
holistic health( K4A1)
#3. analyzes the interplay
among the health H7GD-Ib-14
dimensions in developing
holistic health
#4. practices health habits to
achieve holistic health; H7GD-Ic15
#5. describes developmental
milestones as one grow H7GD-Ide-16
#6. Recognizes the changes in different health
dimensions are normal during adolescence H7NIIdf-25
#7. Describes changes in different aspects of
growth that happen to boys and girls during
adolescence H7GD-Id-e-18
21
#8. Recognizes that changes in different
dimensions are normal during adolescence
H7GD-If-h-19
Management of health concerns during
adolescence
Health appraisal procedures
CSE
•Describe one's own personal values in
relation to a range of sexuality and
reproductive health issues. (K1A1)
#9. Explains that the pattern of change during
adolescence is similar but the pace of growth and
development is unique for each adolescent
H7GD-If-h-20
#10. Identifies health concerns during
adolescence H7GD-Ii-j-21
#11. Explains the proper health appraisal
procedures H7GD-Ii-j-22
#12. Demonstrates health appraisal procedures
during adolescence in order to achieve holistic
health H7GD-Ii-j-23
#13. Avails of health services in the school and
community in order to appraise one’s health
H7GD-Ii-j-24
Development of self-awareness and coping
skills
#14. Applies coping skills in dealing with health
concerns during adolescence H7GD-Ii-j-25
22
HEALTH 8
Family Health – 1st Quarter
Gender and Human Sexuality (correlate with
Values Education; coordinate with Guidance
Counselor)
The learner
The learner
demonstrates
understanding of
human sexuality
and managing
sexuality related
issues for a healthy
life
appropriately
manages sexuality related issues
through responsible
and informed decisions
CSE
demonstrate understanding on the
complexities of gender (K1A1)
#1. Identifies basic terms in sexuality (sex,
sexuality, gender, etc.) H8FH-Ia-16
CSE

CSE
Standard 1 (Attitude)
Demonstrate nonjudgmental attitude to
different expressions of sexuality across
the life continuum and across cultures
(A4A1)




Distinguish between the biological and
social aspects of sex and gender
(k1A1)
Identify personal examples in which
gender affects people’s lives (K7A2)
Explain the meaning of and provide
examples of gender bias and
discrimination (K7A2)
Demonstrates understanding on the
concept of gender equality (K7A1)
Identify ways of promoting gender
equality(K3A2)
CSE
Demonstrate sensitivity to and acceptance of #2. Discusses sexuality as an important
the sexual aspects of personal identity(S1A2) component of one’s personality H8FH-Ia-17
#3. Explains the dimensions of human sexuality
H8FH-Ia-18
Standard 1 (Knowledge)
CSE
 Explain ways in which sexuality is
expressed across the life cycle and in
different cultures (K4A1)
#4. Analyzes the factors that affect one’s attitudes
and practices related to sexuality and sexual
behaviours H8FH-Ib-19
CSE
K7B1. Identify key cultural norms and sources
of messages relating to sexuality
23
K2A3. Explain how peer influence and social
norms influence sexual decisions and
behavior
K5D2. Examine how alcohol and other
substances, family, peers, media, society and
culture influence decisions about engaging in
sexual behaviors
Teenage Concerns
Identity crisis
Sexual identity and
Sexual behaviors
Pre-marital sex,
teenage
pregnancies, and
abortion
#5. Assesses personal health attitudes that may
influence sexual behaviour H8FH-Ic-d-20
#6. Relates the importance of sexuality to family
health H8FH-Ic-d-21
#7. Identifies the different issues/concerns of
teenagers (i.e., identity crisis) and the need for
support and understanding of the family H8FH-Ieg-22
CSE

Explain the concept of sexual
orientation and gender identity (k1A2)
Sexual Response Cycle

Sexual behaviors (abstinence, masturbation,
non-penetrative and penetrative sexual
activities)

Describe the key elements of the
sexual response cycle (K4A2)
Describe common sexual
behaviors(K4A3)
Development of decision-making skills in
managing sexuality-related issues
#8. Applies decision-making skills in managing
sexuality-related issues (H8FH-Ih-23)
CSE
Demonstrate effective decision-making skills,
24
including evaluating advantages and
disadvantages related to sexuality and
reproductive health (S2A2)
CSE
Family Health – 2nd Quarter
Dating, courtship and marriage
CSE
 Ways people express affection within
various types of relationships, from
friendship to romantic and sexual
relationships.
 different kinds of relationships
 Strategies to use social media safely,
legally and respectfully in
relationships.
The learner…
The learner…
demonstrates an
understanding of
responsible
parenthood for a
healthy family life
makes informed
and values-based
decisions in
preparation for
responsible parenthood
CSE
CSE
demonstrate understanding on the sexual
and reproductive health issues of
adolescents and young people
makes informed and responsible decisions
regarding their sexual and reproductive
health
Demonstrate skills in accessing information
and resources to address sexuality and
reproductive health problems (S24A4)
#1. Defines basic terms (dating, courtship,
marriage) H8FH-IIa-24
#2. Explains the importance of courtship and
dating in a choosing lifelong partner H8FH-IIa-25
#3. Identifies marital practices and set up across
cultures H8FH-IIa-26
CSE




Family Health -2nd Quarter
Maternal Health Concerns
Describe a range of ways people
express
affection within various types of
relationships, from friendship to
romantic and sexual relationships
(K3A2a)
Differentiate between different kinds of
relationships(K3A2b)
Describe strategies to use social media
safely, legally and respectfully in
relationships (K3A4)
#4. Analyzes behaviors that promote healthy
relationships in marriage and family life H8FH-IIa27
25
#5. Describes the factors that contribute to a
successful marriage H8FH-IIb-28
#6. Discusses various maternal health concerns
(pre-during-post pregnancy) H8FH-IIc-d-29
#7. Discusses pregnancy-related concerns
H8FH-IIc-d-30
CSE

Explain the risks of early and teen
pregnancy to the mother and baby
(K5AI)
#8. Explains the importance of maternal nutrition
during pregnancy H8FH-IIe-f-31
#10. Explains the importance of prenatal care and
post-natal care H8FH-IIe-f-33
CSE
Responsible Parenthood

Identify prenatal practices that can
contribute to a healthy and safe
pregnancy. (K5A2)

Identify where to access medically
accurate information and services on
pregnancy, prenatal care, birth, and
newborn and infant care(S5A1)
#14. Analyses the importance of responsible
parenthood H8FH-IIg-h-37
#15. Explains the effects of family size on family
health H8FH-IIg-h-38
26
#16. Examines the important roles and
responsibilities of parents in child rearing and
care H8FH-IIg-h-39
#17. Explains the effects of rapid population
growth on the health of the nation H8FH-IIg-h-40
#18. Enumerates modern family planning methods
(natural and artificial) H8FH-IIg-h-41
CSE

Most common
communicable diseases
and its prevention and
control
CSE
STIs, HIV and AIDS
The learner
The learner
demonstrates
understanding of
principles in the
prevention and
control of
communicable
diseases for the
attainment of
individual wellness
consistently
demonstrates
personal
responsibility and
healthful practices
in the prevention
and control of
communicable
diseases
Explain the health benefits, risks and
effectiveness rates of various methods
of contraception, including abstinence
and condoms(K5B)
#3. discusses the signs, symptoms, and effects of
common communicable diseases H8DD-IIIb-c17
CSE

Define STIs and HIV and the different
methods of their transmission(K5C1)

Describe the signs, symptoms and
potential impacts of STIs, including
HIV (K5C2)
#4. corrects misconceptions, myths, and
beliefs about common communicable
diseases H8DD-IIIb-c-18
#5. enumerates steps in the prevention and
control of common communicable
Diseases H8DD-IIIb-c-19
CSE
27
Demonstrate skills in communication and
negotiation to reduce or eliminate the risk of
unintended pregnancy and STIs/HIV through
abstinence, condoms and contraceptives
(S5A2)
Describe the ways/steps of using the male
condom correctly, consistently and effectively
(S5B3)
Development of personal
life skills to prevent and
control communicable
diseases
CSE
STIs, HIV and AIDS
Agencies responsible for
communicable disease
prevention and control
Develop a plan to eliminate or reduce the risks
of unintended pregnancy, and STIs and
HIV.(S5D2)
#7. Demonstrates self- monitoring skills to
prevent communicable diseases H8DD-IIIf-h-21
CSE
Demonstrate skill in assessing risk behaviors
#9. Identifies agencies
responsible for
communicable disease
prevention and control
H8DD-IIIf-h23
CSE
CSE
STIs, HIV and AIDS
Identify where to access medicallyaccurate prevention information about
STIs, including HIV
Identify where and how to get/access STI
28
and HIV testing and treatment for young
people
COMPREHENSIVE SEXUALITY EDUCATION
29
K TO 12 CURRICULUM GUIDE
LEARNING AREA: HEALTH GRADES 9-10
CONTENT/KEY CONCEPTS AND
MESSAGES
CONTENT STANDARDS
PERFORMANCE STANDARDS
GRADE 9 � INJURY PREVENTION, SAFETY AND FIRST AID (Intentional) 4th Quarter (H9IS)
K TO 12
K TO 12
K TO 12
A. Concept of intentional injuries
The learner demonstrates
The learner
B. Types of intentional injuries
understanding of the concepts and
consistently demonstrates resilience, vigilance
1. Bullying (cyber bullying)
principles of safety education in the
and proactive behaviors to prevent intentional
2. Stalking
prevention of intentional injuries
injuries
3. Extortion
4. Gang and youth violence
5. Illegal fraternity-related violence
6. Kidnapping and abduction
7. Acts of terror
8. Domestic violence
9. Suicide
10. Sexual victimization and other
forms of sexual abuse and harassment
LEARNING COMPETENCY (CSE)
K TO 12
1.Differentiates intentional injuries from
unintentional injuries
H9IS-IVa-d-31
Sexual harassment is bullying or
coercion of a sexual nature and
the unwelcome or inappropriate
promise of rewards in exchange
of sexual favors. Victims of sexual
harassment can suffer significant
psychological effects such as
anxiety and depression.
C. Prevention and
30
CONTENT/KEY CONCEPTS AND
MESSAGES
CONTENT STANDARDS
management of
intentional injuries
� self-protection
� preventing self-harm
� promoting a culture of
non-violence through
healthful behaviors
� reporting cases of violence to
proper authorities seeking help
from trusted individuals
and health professionals
All forms of sexual abuse and
gender based violence by adults,
young people and people in
positions of authority are a
violation of human rights.
Everyone has a responsibility to
report sexual abuse and gender
based violence. There are trusted
adults who can refer you to
services that support victims of
sexual abuse and gender based
violence.
 Personal Safety
1. Key elements of keeping oneself
PERFORMANCE STANDARDS
LEARNING COMPETENCY (CSE)
The learner consistently demonstrates
resilience, vigilance and proactive behaviors to
prevent intentional injuries
The learner demonstrates
understanding of the concepts and
principles of safety education in the
prevention of intentional injuries
31
CONTENT/KEY CONCEPTS AND
MESSAGES
safe from sexual harm
2. Everyone has to be in control
over what they will and will not
do sexually. The Internet cell
phones and other new media
can be a source of unwanted
sexual attention.
2. Key cultural norms
and sources of
messages relating to
sexuality
Everyone has to be in control over
what they will and will not do
sexually. The Internet cell phones
and other new media can be a
source of unwanted sexual
attention.
3. Ability to be involved
in
collective and
cooperative
activities towards
improving
the community and
society
Cultural factors influence what is
considered acceptable and
unacceptable sexual behavior in
society. International agreements
and human rights instruments
provide guidance on sexual and
reproductive health
E. Gender, Media and
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY (CSE)
Describes the types of intentional injuries
(Bullying, stalking, sexual victimization and
other forms of sexual abuse and harassment)
H9IS-IVa-d-32
Describes situations and behaviors that
constitute bullying, sexual harassment,
sexual abuse, sexual assault, incest, rape
and dating violence. K6A1
Demonstrates ways to prevent and control
intentional injuries (protective factors)
H9IS-IVe-h-35
Analyzes the risk factors related to intentional
injuries H9IS-IVe-h-33
Identifies sources of support such as
parents or other trusted adults (medical
professionals and lawyers), that young
people can go to if they are or someone
they know is being sexually harassed,
abused or assaulted. S6A1
32
CONTENT/KEY CONCEPTS AND
MESSAGES
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY (CSE)
GRADE 10 – HEALTH TRENDS, ISSUES AND CONCERNS (National Level) 2nd Quarter (H10HC)
A. Existing National
Laws Related to
Health Trends,
Issues, and
Concerns
Responsible
Parenthood and
Reproductive Health
Act(RA10354)
Philippine AIDS
Prevention and
Control Act of 1998
(RA 8504)
Philippines has
laws and policies
that protects, and
promotes the
sexual and
reproductive
The learner
demonstrates understanding of current
health trends, issues and concerns in
the local, regional, and national, levels
The learner
consistently demonstrates critical thinking skills
in exploring local, regional and national health
trends, issues, and concerns
11.Discusses the existing health related laws;
H10HC-IIa-1
Identify national laws. and local
regulations on human rights to sexuality
and reproductive health.
K7A1
12. Explains the significance of the existing
health related laws in safeguarding people’s
health
H10HC-IIb-2
Explain how to access local STI and HIV
testing treatment. K5A4
13. Follows existing health related laws
H10HC-IIc-d3
Develop plan to reduce or eliminate the
risk of unintended pregnancy and STI and
HIV. S5D2
33
CONTENT/KEY CONCEPTS AND
MESSAGES
health of
adolescents and
young people.
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY (CSE)
14. Critically analyzes the impact of current
health trends, issues, and concerns
H10HC-IIc-d-4
Apply a decision making model to various
sexual health decision. S5D1
Anti-Pornography
Act (RA 9775)
The RA 10354
supports the
provision of age and
developmentally
appropriate CSE for
the learners.
15. Recommend ways of managing health
issues, trends, and concerns
H10HC-IIe-g-5
Demonstrates ability to be involved in
collective and cooperative activities
towards improving the community and
society. S6A4
34