Comprehensive Sexuality
Education (CSE)
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COMPREHENSIVE SEXUALITY EDUCATION (CSE)
National Online Training of Teachers on
the Integration of Comprehensive
Sexuality Education (CSE) in the K to 12
Basic Education Curriculum (BEC)
September 14-18,2020
Batch 1
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COMPREHENSIVE SEXUALITY EDUCATION (CSE)
Understanding
Comprehensive
Sexuality Education
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COMPREHENSIVE SEXUALITY EDUCATION (CSE)
◆ How do we define CSE?
◆ How did CSE emerge?
◆ How do we integrate CSE
into the K to 12 BEC?
◆ What is the direction of
CSE?
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COMPREHENSIVE SEXUALITY EDUCATION (CSE)
What do I know about
Sexuality Education?
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Comprehensive Sexuality
Education
CSE is a curriculum-based process of
teaching and learning about the cognitive,
emotional, physical and social aspects of
sexuality
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Characteristics of CSE
• scientifically accurate (based on facts and
evidence)
• age- and developmentally-appropriate
• curriculum-based
• comprehensive (sexual and productive anatomy and
physiology; puberty and menstruation; reproduction,
pregnancy and childbirth; STIs including HIV & AIDS)
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Characteristics of CSE
•
•
•
•
•
based on human rights approach
based on gender equality
culturally relevant and content appropriate
transformative
able to develop life skills need to support
healthy choices (ability to reflect, make informed
decisions, communicate, negotiate effectively and
demonstrate assertiveness)
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Why the urgency to implement CSE?
What’s happening?
• Increasing early pregnancy
• Violence among young people
• Increasing incidence of HIV among young
people
Challenge to Educators
• Address the needs of the learners for health and
protection through education
• Provide comprehensive and appropriate information on
sexuality and reproductive health
• Provide learners with life skills to help them develop self
confidence, self-esteem and enable them to deal with the
complex changes happening in them during the
adolescent stage.
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COMPREHENSIVE SEXUALITY EDUCATION (CSE)
Republic Act 10354 (Responsible Parenthood and Reproductive
Health Law of 2012)
• Department of Education is mandated to integrate age-and
development-appropriate reproductive health education which
shall be taught by adequately trained teachers through formal and
non-formal educational systems.
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COMPREHENSIVE SEXUALITY EDUCATION (CSE)
Executive Order 12 Series of 2017
• The Department of Education shall implement a gender-sensitive
and rights-based comprehensive sexuality education (CSE) in the
curriculum
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COMPREHENSIVE SEXUALITY EDUCATION (CSE)
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COMPREHENSIVE SEXUALITY EDUCATION (CSE)
#2: We are responding to the directives of
President Duterte on strengthening and
enriching further curricular reforms on antiillegal drugs, reproductive health, and disaster
preparedness by:
A) Strengthening the drug education component in
Science and health by providing real- life lessons via
alternative learning methods, starting in Grade 4;
A) Strengthening gender and development component
of school curricula especially in relation to sex
education and teenage pregnancy.
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POLICY GUIDELINES ON THE
IMPLEMENTATION OF CSE
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BUREAU OF CURRICULUM DEVELOPMENT
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Policy Guidelines on CSE
SCOPE
This policy shall apply to all learners of public and
private elementary, junior and senior high schools,
and of learning centers for Special Education and
Alternative Learning Systems (ALS) and laboratory
schools of State Universities and Colleges (SUCs) and
Local Universities and Colleges (LUCs) except when
certain provisions are applicable only to public
schools.
Indigenous Learning Systems (ILS) and Madrasah
Education Program (MEP) shall integrate the
Comprehensive Sexuality Education (CSE) Standards,
Core Topics, Core Values and Core Life skills in
MAPEH, Science, Edukasyon sa Pagpapakatao (ESP),
Araling Panlipunan, and Personality Development.
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Comprehensive Sexuality Education Goal
❑ To provide a clear, consistent, and evidence-based guidance
on the essential minimum core content for sexuality education
in K to 12 basic education.
❑ To provide learners from Kindergarten to Grade 12 with ageand development- appropriate, culturally relevant approach to
teaching about sexuality and relationships by providing
scientifically accurate, realistic, non-judgmental information.
❑ This is intended to prevent unhealthy consequences such as
teen pregnancy, sexually transmitted infections (STIs) and
transmission of human immunodeficiency virus (HIV), among
others.
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Aims of CSE
• Enhance the over-all wellness of the Filipino adolescents (physical,
mental, emotional, social and spiritual);
• Contribute to better learning outcomes, reduced dropout rate,
increased completion rate, and improved quality of learning;
• Ensure that adolescents have access to adequate and appropriate
information and health care education;
• Address the reproductive health concerns of adolescents, who are
exposed to risky behaviors that may cause damaging and long-term
consequences;
• Promote healthy and responsible sexual and social behavior among
adolescents;
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Aims of CSE
• Develop mature and responsible children and young
adolescents imbued with desirable health values, which can
assist them in making rational decisions that can lead to
satisfying productive, and quality life;
• Provide teachers with a resource material for developing life
skills such as decision-making and problem-solving relative
to adolescent reproductive health; and
• Enable teachers to integrate key concepts and messages
on reproductive health concerns across the curriculum
wherever these can be done most appropriately.
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Policy Statement
This policy will guide administrators and
educators to be reflective, flexible,
creative and innovative in their facilitation
of the teaching and learning process.
Further, this will institutionalize CSE,
making it an integral part of lesson planning,
instructional design and classroom and
school activities.
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Duties and Responsibilities
The DepEd, through the appropriate and relevant units, shall:
Central Office
Bureau of Curriculum Development (BCD)
• Formulate a national policy and framework for the development,
implementation, and review of the CSE curriculum in collaboration with
stakeholders and development partners.
• Develop a set of CSE competencies including, but not limited to,
identified core topics and key messages, to be integrated across
learning areas and across grade levels.
• Ensure minimum standards on CSE that will be integrated in learning
areas, curricular, co-curricular, and extra-curricular programs for
learners and trainees.
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Duties and Responsibilities
Central Office
Bureau of Curriculum Development (BCD)
• Design and conduct national CSE-related trainings.
• Lead the development of learning resource packages in full coordination
with stakeholders and development partners (Department of Health
(DOH), Commission on Population (POPCOM), Department of Social
Welfare and Development (DSWD), National Economic and Development
Authority (NEDA), National Youth Commission (NYC), Philippine Women
Commission (PCW), World Health Organization (WHO), United Nations
Children’s Fund (UNICEF), United Nations Population Fund (UNFPA),
Likhaan Center for Women’s Health, and Family Planning Organization of
the Philippines.
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Duties and Responsibilities
Duties and Responsibilities
Bureau of Learner Support Services (BLSS)
• Coordinate with the BCD in the development of the CSE core
topics and key messages.
• Provide technical support and health services to CSE program
implementers and learners in the field.
• Activate and mobilize youth organizations in all public and private
schools, including laboratory schools of SUCs and LUCs, to ensure
representation of the youth in the development of CSE-related
programs and projects.
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Duties and Responsibilities
Regional Office
• Curriculum and Learning Management Division (CLMD)
• Adapt, institutionalize, and contextualize the national CSE policy
and framework and its implementation mechanisms.
• Facilitate the integration of CSE curriculum across learning areas
and the development of contextualized learning resources (2nd
quarter of SY).
• Conduct regional trainings on CSE-related programs and projects
based on region-wide learning and development needs analysis
and research-based data.
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Duties and Responsibilities
Division Office
School Governance and Operations (SGOD)
• Ensure implementation of the CSE policy and framework through
relevant programs and projects such as information dissemination
and advocacy campaigns, networking and partnerships.
• Ensure inclusion of CSE programs and projects in the Division
Education Development Plan (DEDP).
• Initiate and strengthen CSE-related researches, field studies, and
other data collection procedures as embedded in the DEDP.
• Publish CSE researches in information, education, and
communication (IEC) materials and other media platforms.
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Duties and Responsibilities
Division Office
Curriculum Implementation Division (CID)
• Conduct trainings for school heads and teachers
on the integration of CSE across learning areas in
coordination with SGOD.
• Lead in the development of contextualized CSE
learning resources and content-based
assessment.
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Duties and Responsibilities
School
• Implement CSE programs and projects through
curriculum integration across learning areas,
information dissemination and advocacy
campaigns, networking and partnerships.
• Include CSE programs and projects in the
School Improvement Plan (SIP).
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Duties and Responsibilities
School
• Initiate and conduct CSE-related classroom action
researches, field studies, and other data collection
procedures articulated in the SIP through the school
publication/newsletter.
• Utilize the contextualized CSE learning resources.
• Include CSE in the conduct of school Learning
Action Cells (SLAC) sessions.
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• Role of teachers
(main implementers of the CSE Curriculum)
• Role of health providers
(provide additional information and counselling; referrals to other services)
• Role of parents/guardians and families
(increase parent-to-child communication about sexuality; promotion of safety and
well-being of children/youth)
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ARALING
PANLIPUNAN
MAPEH
(HEALTH)
KINDERGARTEN
PERSONALITY
DEV’T
SCIENCE
EDUKASYON SA
PAGPAPAKATAO
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Entry Points of Comprehensive Sexuality Education Standards
to the K to 12 MELCs
Grade Level
Subject
1
2
3
4
8
7
5
6
7
8
MAPEH
(Health Education)
12
11
19
AP
10
2
2
1
2
EsP
9
4
6
3
9
8
2
2
1
1
Science
3
6
4
9
10
11/12
Total
3
20
19
2
7
110
6
23
4
52
2
10
Kindergarten
16
16
Personality
Development (PerDev)
25
25
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Comprehensive Sexuality Education
Integration of
CSE Through Life
Skills
in the
K to 12 Basic
Education
Curriculum
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Definition of Integration
• generally refers to any putting together or relating
of things, either conceptually or organizationally
• occurs when content drawn from one subject is
used to enrich the teaching of another or when
skills learned in one subject are used to process
or apply information learned in another
• provides engaging experiences in which students
encounter essential content in multiple and
meaningful contexts.
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Premise of Integration
• The process of integration is not just a matter
of identifying entry points in the curriculum or
has been the traditional practice, but it means
looking at the concepts (e.g. HIV/AIDS) as
integral to the curriculum. (Andrada2012)
• Integration, therefore, does not mean infusion
of concepts ( i.e. from the outside in) but
surfacing ( i.e. from the inside out) that which
is considered integral or a natural part of the
curriculum.
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Why Integrate?
• Integrative teaching mirrors the real world,
and the real world is not divided into
disciplines.
• Integrative teaching provides connections
among subject areas so that students can
better understand that their learning has
application to real life, that learning is not
just isolated bits of fact in a vacuum.
• Integrative teaching can help teachers
surmount the problem of the overcrowded
curriculum.
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LIFE SKILLS
Life Skills are abilities for adaptive and
positive behavior, that are enable
individuals to deal effectively with the
demands and challenges of everyday life
(WHO,1993).
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Self Awareness
Entrepreneurial
Skills
Empathy
1
11
Coping with
Stress
2
Effective
Communication
10
3
Coping with
Emotions
LIFE SKILLS
9
4
8
Critical
Thinking
5
7
Creative
Thinking
6
Problem
Solving
Decision
Making
Interpersonal
Relation Skills
LifeLife
Skills
Scope
& Sequence
Chart
and
Skills
Scope and
Sequence Chart
Skills
Self-Awareness/
Empathy
Communication/
Interpersonal
Skills
Decision Making/
Problem Solving
Creative/
Critical Thinking
Coping with
Emotions/
Stress
Self-Awareness
-Who am I?
Communication
-I say hello,yes &
no
Decision Making
-What I choose
-I decide when to
cross the road
Emotions
-Recognizing
emotions
Empathy
-How to show I
care
Interpersonal
–I am a group
member
Creative
thinking
-Things that
make me feel
good
Themes
Year 1
Age 5-6
Abuse/
Safety
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Problem solving
-My friend pushed
me
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Critical thinking
-Is that good for
me?
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Stress
-I lost my mom
in the market
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Life
and Skills
Scope
and Sequence Chart
Life
Skills
Scope
& Sequence
Year 6
Age 10-11
Sexuality/
Adolescent
pregnancy
I am
changing
Talking to boys Goals in life
and girls
-He /she is Making and
breaking
changing
Relationships
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-Should I go
out with
him/her
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Relax
Understanding
Anxiety
Are we
equals?
Stereotypes of
men and
women
Excellence
Exams, I
pace myself
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Sample Integration of Comprehensive
Sexuality Education Standards
to the K to 12 MELCs
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Sample Integration - Kindergarten
Domain
Physical Health
& Motor
Development
(Kalusugang
Pisikal at
Pagpapaunlad
sa Kakayahang
Motor)
Content Standard
Performance
Standard
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
Learning
Competencies
Identify one’s basic
needs and ways to
care for one’s body
PNEKBS-li-8
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Integrity
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
Pangangalaga
sa Sariling
Kalusugan at
Kaligtasan (PKK)
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Sample Integration - Kindergarten
Content Standard
First
Ang bata ay
nagkakaroon ng
pag-unawa sa
sariling ugali at
damdamin
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Standard
Learning
Competencies
Ang bata ay
nakapagpapama
las ng
kakayahang
kontrolin ang
sariling damdamin
at pag- uugali,
gumawa ng
desisyon at
magtagumpay sa
kanyang mga
gawain
Nakikilala ang sarili a)
pangalan at apelyido
b) kasarian
c)
gulang/kapanganakan
d) 1.4 gusto/di-gusto
• Use the proper
expression in
introducing oneself
e.g., I am/My name is
SEKPSE-00-1
SEKPSE-Ia-1.1
SEKPSE-Ib-1.2
SEKPSE-Ic-1.3
SEKPSE-IIc-1.4
LLKVPD-Ia-13
Integrity
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Excellence
CSES
(Proposed)
Identify emotions of the
self and others*
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Sample Integration – Health 1
Quarter
Content
Standard
4th Quarter The learners
demonstrates
understanding of
safe and
responsible
behavior to
lessen risk and
prevent injuries
in day- to-day
living
Professionalism
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Performance
Standard
The learners
should
appropriately
demonstrates
safety behaviors
in daily activities
to prevent
injuries
Integrity
Learning
Competencies
identifies
appropriate
persons to ask
for assistance
H1IS-IVc-3
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Excellence
CSES
(Proposed)
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
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Sample Integration – Health 8
Content
Content
Standard
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
Professionalism
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Performance
Standard
The learner
appropriately
manages
sexually
related issues
through
responsible
and informed
decisions
Integrity
Learning
Competencies
CSES
(proposed)
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
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Sample Integration – Araling Panlipunan 1
Content
Pagkilala sa Kasapi
ng Pamilya
Content Standard
Ang mga magaaral ay
naipamamalas ang
pag-unawa at
pagpapahalaga
sa sariling pamilya
at mga kasapi nito
at bahaging
ginagampanan ng
bawat isa
Professionalism
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Performance
Standard
Learning
Competencies
Nauunawaan ang
konsepto ng pamilya
batay sa bumubuo nito
(i.e. Two-parent family,
single-parent family,
extended family)
AP1 PAM-IIa-1
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
Integrity
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Excellence
CSES
(Proposed)
Explain the concept of
Family
Roles of the Members of
the Family
Describe the
characteristics of healthy
relationships (e.g. Family
friends,peers)
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Sample Integration – Araling Panlipunan 10
Content
B.Mga Isyu na may
Kaugnayan sa
Kasarian
(Gender)
1.Gender &
Sexuality
2.Reproductive
Health Law
3.Samesex Marriage
4.Prostitusyon at
Pang-aabuso
Content Standard
Ang mga magaaral ay may pagunawa:
sa kahalagahan ng
pagtanggap at
paggalang sa
iba’t ibang
perspektibo na
may kaugnayan sa
samu’t
saring isyu sa gender
Professionalism
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Performance
Standard
Learning
Competencies
Ang mga mag
-aaral ay:
nakabubuo ng
dokyumentaryo na
nagsusulong ng
paggalang sa
karapatan
ng mga mamamayan
sa
pagpili ng
kasarian at
sekswalidad
Integrity
⬥
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
Excellence
CSES
(Proposed)
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).
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Service47
Sample Integration – Edukasyon sa Pagpapakatao 7
Content
Mga Angkop na
Inaasahang
Kakayahan at Kilos
sa Panahon ng
Pagdadalaga/
Pagbibinata
(Developmental
Tasks):
Content Standard
Performance
Standard
Learning
Competencies
Naipamamalas ng
magaaral ang pagunawa sa mga
inaasahang kakayahan
at kilos sa panahon ng
pagdadalaga/pagbibin
ata, talento at
kakayahan, hilig, at
mga tungkulin sa
panahon ng
pagdadalaga/pagbibin
ata
Naisasagawa ng magaaral 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 pakikipagugnayan (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
Professionalism
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Integrity
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Excellence
CSES
(Proposed)
⬥
Describe the
characteristics of
healthy relationships
(e.g.family, friends,
peers).
Identify ways for friends
to express feelings to
each other
Demonstrate ways to
treat family, friends and
peers with dignity and
respect
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Sample Integration – Personal Development 11-12
Content
9. Personal
Relationships
Content Standard
Performance Standard
The skills and tasks
and challenges
appropriate for
middle and late
adolescence and
preparatory to early
adulthood
Make alist of ways to
become responsible
adolescents prepared
for adult life and
manage the demand of
teen years
Learning
Competencies
The learner...
discuss tasks and
challenges being
experienced during
adolescence
EsP-PD11/12DS-lc3.1
identify ways that
help one become
capable and
responsible
adolescent prepared
for adult life
EsP-PD11/12DS-lc3.3
BUREAU OF CURRICULUM DEVELOPMENT
CSES
(Proposed)
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
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WAYS FORWARD
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Component
2020-2024
Policy
Continue the Dissemination of DO No. 31, s. 2018
Policy Guidelines on the Implementation of the
Comprehensive Sexuality Education
Research
Capacities in Teaching Comprehensive Sexuality
Education: A Baseline Assessment of Philippine Public
School Teachers
Comprehensive Sexuality Education (CSE)
Concepts, Messages and Images
in the Philippines K to 12 Curriculum
A Content Analysis
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Component
2020-2024
Curriculum
Ditribution of CSE Curriculum
Standards
Training of Teachers
Capacity
Building
Professionalism
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53
Component
Learners
Teachers and
Parents
Materials
Professionalism
2020-2024
Downloading/Printing and Distribution of existing
ARH /CSE Resource Materials to DepEd
Commons/Portals
Utilization of daily lesson logs and Learning
Action Cell strategy (LAC) session guides on CSE
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54
Component
Monitoring and
Evaluation
2020-2024
Approval of a long-term, fully budgeted,
implementation plan with a phased approach and a
strong monitoring and evaluation (M&E) framework.
Development, Validation and Finalization of
Monitoring and Evaluation Tools on CSE
Monitoring and Evaluation of CSE implementation
Inclusion of CSE concepts and messages in the
national assessment test.
School Health
Professionalism
Develop a comprehensive menu of school health
initiatives together with Bureau of Learning Support
and Services
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55
Component
Advocacy and
Partnership
2020-2024
Parents’ Orientation on ASRH/CSE Program
Orientation of Junior and senior High School Students on
CSE
Inclusion of ARH/CSE concepts in various trainings to be
conducted by NEAP, Guidance Program and BLD
Complete risk communication strategy and an advocacy
plan to prepare the Department against CSE FAQs, to
include orientation on key messages with DepEd officials.
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DepED believes
that…
The future of the youth & of the country lies on
how the adult population takes cognizance
of the problems that beset the youth;
how the youth takes responsibility of their own development
AND, TOGETHER, work on how the young people can emerge
WINNERS from these threats
Confucian Proverb
57
“ If you think in terms of
a year, plant a seed;
If you think in terms of
10 years, plant a tree;
If you think in terms of
100 years, EDUCATE THE YOUTH!”
Professionalism
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Maraming salamat!
Dr. Rosalie B. Masilang,
SVEPS, CSE Focal Person
Professionalism
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Integrity
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