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)
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.
CONTENT STANDARDS
Demonstrates understanding of the
proper ways of taking care of one’s
health (K)
PERFORMANCE STANDARDS
The learners practices good health habits ang hygiene daily
LEARNING COMPETENCY (CSE) / K TO 12 CODE
1.
Practices positive attitudes towards appreciating her/his body
and proper self-care and hygiene (S2A)
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)
3.
Explain body differences and growth (K1B)
1
A. Knowing personal information and ways
to ask for help
▪
Many different kinds of family—
two—parent, single-parent,
child-headed, guardian-headed,
extened, nuclear and nontraditional 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 intentionally
helpful or harmful
Demonstrates understanding of safe
Appropriately demonstrates safety behaviors in daily activities
and responsible behavior to lessen risk to prevent injuries
and prevent injuries in day-to-day living
1.
Describe roles, rights, and
responsibilities of members (K3A2)
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
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)
Follows rules at home and in school.
(H1L-IVd-5)
Demonstrates understanding of safe
Appropriately demonstrates safety behaviors in daily activities
and responsible behavior to lessen risk to prevent injuries
and prevent injuries in day-to-day living
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)
1. Good touch and bad touch
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.
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
LEARNING COMPETENCY (CSE) / K TO 12
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
2. Identify important personal values that guide one’s
actions, such as love for one’s self
4. Development of self-management
skills
Displays self-management skills in caring for the
different parts of the body using the sense organs
(H2PH-IIij-8)
Grade 2: Family Health – 3rd Quarter
Demonstrates understanding of the
meaning ‘family’
A. Healthy Family Habits and Practices
1.
Explain the concept of ‘family’ with
examples of different kinds of family
structures
Demonstrates understanding of healthy
and family practices
Consistently adopts healthy family
1.
Describes healthy habits of the family or define
functional and loving family relationship
2. Identifies different kinds of family structures
3. Describe roles, rights and responsibilities of each
member of the family
4. Identify ways where family can help each other (S3D2)
(H2FH-IIIab-11)
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.
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
4
COMPREHENSIVE SEXUALITY EDUCATION
K TO 12 CURRICULUM GUIDE
LEARNING AREA: HEALTH GRADES 3-4
CONTENT
CONTENT STANDARDS
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
The learner…
The learner…
demonstrates understanding of the importance
of nutritional guidelines and balanced diet in
good nutrition and health
consistently demonstrates good decision-making
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)
CSE Core Message
Bodies including sexual parts change as people
grow up.
Growth and development differ from one another.
Different people have different bodies and
capacities including of the sexual body parts.
5
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 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.





demo proper hygiene, inc of sexual parts
(S1A)
show positive values (A2A)
demonstrates good self-management 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)
6
F. Sources of reliable health information
1. Government agencies such as
Department of Health, Department
of Education, Department of Trade
and Industry
2. Health Professionals such as licensed
doctor, dentist, nurse, health,
educator
3. Printed materials such as health
books, pamphlets, brochures, and
magazines produced by health
professionals or legitimate health
institutions.
The learner…
demonstrates understanding of factors that
affect the choice of health information and
products
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)
CSE Core Messages
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 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.
7
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 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)
 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)
8
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.
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
community values and attitudes regarding gender,
relationships, intimacy, love, sexuality and
reproduction are the sources of sexual learning
and influence personal behavior and decisionmaking
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 decisionmaking.
9
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.
10
2. Importance of Healthy Relationships in
Maintaining Health
3. Signs of Unhealthy Relationships
4. explains how healthy relationships can positively
impact health (H5PH-Ie13)
4. Managing Unhealthy Relationships
5. discusses ways of managing unhealthy relationships
(H5PH-If-14)
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/ self-management/decisionmaking)
2. Finding Resources and Seeking Help
The learner…
demonstrates
understanding of
mental
emotional, and
social health
concerns
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 (H5PHIh-16)
8. demonstrates skills in preventing or managing teasing,
bullying, harassment or abuse (H5PH-Ii-17)
9. identifies appropriate resources and people who can
help in dealing with mental, emotional and social,
health concerns. (H5PH-Ij-18)
11
Grade 5 – GROWTH AND DEVELOPMENT/ PERSONAL HEALTH - 2ND QUARTER (H5GD/PH)
A. Changes during Puberty
1. Physical Changes (secondary
Sexual characteristics such as
hair growth, voice change,
breast development,
menstruation)

Puberty is a time of physical and
emotional change that happens as
children grow and mature.
 Puberty occurs at different times for
different people and has different
effects on boys and girls, 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
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 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
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)
12
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 (Pre-menstrual
Syndrome, Dysmenorrhea, and other
abnormal conditions)
8. Early and Unwanted Pregnancy
9. Sexual Harassment
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)
 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.
13
8. discusses the negative health impact and ways of preventing major
issues such as early and unwanted pregnancy (H5GDIgh-8)
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
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
The following are integrated to tackle the misconception
about pregnancy:
14
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 self-examination)
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 they have concerns about their
changing body. Parents, guidance
counsellors, school nurses and other
health service providers may able to
help them.
9. demonstrates ways to manage puberty related health
issues and concerns (H5GD-Ii-9)
10. practices proper self-care procedures (H5GD-Ii-10)
11. discusses the importance of seeking the advice of
professionals/ trusted and reliable adults in managing
puberty related health issues and concerns (H5GDIi-11)
S6A4b. Identify parents, teachers and other adults
who can help stop and prevent sexual harassment
and rape
15
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
decision-making.
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)
16
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
alcohol
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)
17
Grade 6 – PERSONAL HEALTH – 1ST QUARTER (H6PH)
18
A. Personal Health -Issues and
Concerns
1. height and weight (stunted
growth, underweight,
overweight, obesity)
2. hearing (impacted cerumen,
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
maturation (puberty) and adulthood.
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
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, emotionalmental, and social – why young girls get pregnant
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
19
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 selfexamination 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 facilities in
the school and in the community (H6PHIgh-25)
20
Grade 6 – COMMUNITY HEALTH – 2ND QUARTER (H6CMH)
A. Healthy School and Community
Environments
1. Characteristics
1.1. physical environment
(safe, clean, with good air
and water quality,
aesthetically pleasing, with
flexible spaces)
1.2. psychosocial environment
(warm atmosphere,
healthy interpersonal
relations, free from abuse
and discrimination)

The learner…
understands the
importance of
keeping the
school and
community
environments
healthy.
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
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
21
COMPREHENSIVE SEXUALITY EDUCATION
K TO 12 CURRICULUM GUIDE
LEARNING AREA: HEALTH GRADES 7 and 8
CONTENT/GRADING PERIOD
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY / K TO 12 CODE
HEALTH 7
Holistic health
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.
#2. explains the dimensions
of holistic health
(physical, mental/
intellectual, emotional,
social, and moral and spiritual); H7GD-Ib-13
CSE
CSE
appreciate the importance of having healthy
sexuality in achieving holistic health (K4A1)
to include sexual health as a dimension of holistic
health( K4A1)
#1. discusses the concept of
holistic health H7GD-Ia12
#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
Stages of growth and
development
(infancy to old age)
#5. describes developmental
milestones as one grow H7GD-Ide-16
22
Changes in the health dimensions during
adolescence
#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
CSE
• Describe one's own personal values in
relation to a range of sexuality and
reproductive health issues. (K1A1)
#8. Recognizes that changes in different dimensions
are normal during adolescence H7GD-If-h-19
#9. Explains that the pattern of change during
adolescence is similar but the pace of growth and
development is unique for each adolescent H7GD-Ifh-20
Management of health concerns during
adolescence
#10. Identifies health concerns during adolescence
H7GD-Ii-j-21
Health appraisal procedures
#11. Explains the proper health appraisal procedures
H7GD-Ii-j-22
#12. Demonstrates health appraisal procedures during
adolescence in order to achieve holistic health H7GDIi-j-23
#13. Avails of health services in the school and
community in order to appraise one’s health H7GD-Iij-24
Development of self-awareness and coping skills
#14. Applies coping skills in dealing with health
concerns during adolescence H7GD-Ii-j-25
23
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 the
sexual aspects of personal identity(S1A2)
#2. Discusses sexuality as an important 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)
24
#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
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
#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
Teenage Concerns
· Identity crisis
· Sexual identity and
Sexual behaviors
· Pre-marital sex,
teenage
pregnancies, and
abortion
#7. Identifies the different issues/concerns of
teenagers (i.e., identity crisis) and the need for support
and understanding of the family H8FH-Ie-g-22
CSE

Explain the concept of sexual orientation and
gender identity (k1A2)
25
Sexual Response Cycle

Sexual behaviors (abstinence, masturbation, nonpenetrative and penetrative sexual activities)

Development of decision-making skills in
managing sexuality-related issues
#8. Applies decision-making skills in managing
sexuality-related issues (H8FH-Ih-23)
Describe the key elements of the sexual
response cycle (K4A2)
Describe common sexual behaviors(K4A3)
CSE
Demonstrate effective decision-making skills,
including evaluating advantages and
disadvantages related to sexuality and
reproductive health (S2A2)
CSE
Demonstrate skills in accessing information and
resources to address sexuality and reproductive
health problems (S24A4)
26
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
#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-IIa-27
#5. Describes the factors that contribute to a
successful marriage H8FH-IIb-28
#6. Discusses various maternal health concerns (preduring-post pregnancy) H8FH-IIc-d-29
27
#7. Discusses pregnancy-related concerns H8FH-IIcd-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
#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
28
#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
29
#5. enumerates steps in the prevention and control of
common communicable
Diseases H8DD-IIIb-c-19
CSE
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)
Develop a plan to eliminate or reduce the risks of
unintended pregnancy, and STIs and HIV.(S5D2)
Development of personal
life skills to prevent and
control communicable
diseases
#7. Demonstrates self- monitoring skills to
prevent communicable diseases H8DD-IIIf-h-21
CSE
CSE
Demonstrate skill in assessing risk behaviors
STIs, HIV and AIDS
Agencies responsible for
communicable disease
prevention and control
#9. Identifies agencies
responsible for
communicable disease
prevention and control
H8DD-IIIf-h23
CSE
CSE
STIs, HIV and AIDS
Identify where to access medically-accurate
prevention information about STIs, including HIV
Identify where and how to get/access STI and HIV
testing and treatment for young people
30
COMPREHENSIVE SEXUALITY EDUCATION
K TO 12 CURRICULUM GUIDE
LEARNING AREA: HEALTH GRADES 9-10
CONTENT/KEY CONCEPTS AND
MESSAGES
GRADE 9
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY (CSE)
INJURY PREVENTION, SAFETY AND FIRST AID (Intentional) 4th Quarter (H9IS)
31
CONTENT/KEY CONCEPTS AND
MESSAGES
K TO 12
A. Concept of intentional injuries
B. Types of intentional injuries
1. Bullying (cyber bullying)
2. Stalking
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
CONTENT STANDARDS
K TO 12
The learner demonstrates understanding of the
concepts and principles of safety education in
the prevention of intentional injuries
PERFORMANCE STANDARDS
K TO 12
The learner
consistently demonstrates resilience, vigilance and
proactive behaviors to prevent intentional injuries
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
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
32
CONTENT/KEY CONCEPTS AND
MESSAGES
CONTENT STANDARDS
The learner demonstrates understanding of the
All forms of sexual abuse and
concepts and principles of safety education in
gender based violence by adults,
the prevention of intentional injuries
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 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
PERFORMANCE STANDARDS
The learner consistently demonstrates resilience,
vigilance and proactive behaviors to prevent intentional
injuries
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
33
CONTENT/KEY CONCEPTS AND
MESSAGES
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY (CSE)
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
Human Rights
1. Personal examples of the ways gender
affects people’s lives.
2. Meaning and examples of gender
bias and discrimination
Personal values influence one’s
beliefs about gender bias and
discrimination. Gender equality
promotes equal decision-making
about sexual behavior and family
planning. Different and unequal
standards sometimes apply to men
and women.
34
CONTENT/KEY CONCEPTS AND
MESSAGES
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY (CSE)
3. Unrealistic images in the mass
media concerning sexuality and
sexual relationship and impact of
these images on gender stereotyping.
The mass media influences our
ideals of beauty and gender
stereotypes. Pornographic media
tend to rely on gender
stereotyping. Negative mass media
portrayals of men and women can
influence self-esteem.
4. National laws and local regulations
affecting the enjoyment of human
rights related to sexual and
reproductive health
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
5. Advantages and disadvantages of
communicating using technology
and social media
The mass media influences our
ideals of beauty and gender
stereotypes. Pornographic media
tend to rely on gender
stereotyping. Negative mass media
portrayals of men and women can
influence self-esteem.
35
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)
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; H10HCIIa-1
Identify national laws. and local regulations on
human rights to sexuality and reproductive health.
K7A1
Philippines has laws and policies
that protects, and promotes the
sexual and reproductive health of
adolescents and young people.
Anti-Pornography Act (RA 9775)
The RA 10354 supports the provision
of age and developmentally
appropriate CSE for the learners.
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
36
CONTENT/KEY CONCEPTS AND
MESSAGES
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
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
37