REVIEWER IN P.

HISTORY AND CLASSIFICATIONS OF PHILIPPINE

FOLK DANCES

Introduction to Philippines Folk Dance Since folk dances depict the character of the
people, these dances were never intended to be changed. The dances of the
Philippines were developed while Filipinos were working in the fields, celebrating
feasts, harvests. births and weddings. It is a reflection of daily life of Filipinos.

Philippine folk dances are diverse and include religious. Ceremonial, courtship.
combative and game dances.

Filipino dances evolved from Ethnic. Spanish and American traditions. Folk dances
have significant physical, social and cultural Contributions to the life of the people.

National dances present throughout the island with little or no modification Local
dances present depicting in certain localities only.

Occupational dances depicting action of certain occupation. industry or human

labor..

Religious or Ceremonial dances being performed in connection with religious

vows and ceremonies.

Comic dances depicting funny movements for entertainment.

Game dances having play elements (dance miters).

Wedding dances being performed during wedding feast. Courtship dances

depicting love-making.

Festival dances fitting for special occasion or any social gathering. War dances
chowing Imaginary combat or duel
FIVE FUNDAMENTAL POSITIONS OF THE ARMS AND FEET

Very expressive movements of the feet and arms characterize Philippine folk
dances. These movements are a combination of the five fundamental positions of
the arms and feet whether the pace of the dance steps is slow or fast.

Arms Positions:

First position-raise arms to a circle in front of the chest

Second position –open up arms sideward, raised below shoulder level with a
graceful curve

Third position –raise one arm overhead while other arm remains in 2nd position.

Fourth position-raise one arm in front of chest in a half circle, while one arm
remains overhead.

Fifth position-raise both arms overhead in a graceful curve.

Feet Positions:

First position –bring heels close to touch; toes apart.

Second position –bring feet apart sideward.

Third position –bring the heel of one foot to touch the instep of the other foot.

Fourth position –bring one foot in front of the other foot to walk strike.

Fifth position –bring the heel of one foot to touch the toe of the other.
REVIEWER IN CWTS

INTRODUCTION

SEX EDUCATION IS A PROCESS THAT BEGINS AT BIRTH AND CONTINUES UNTIL

THE DAY YOU DIE. IT IS A PROCESS OF BUILDING A STRONG FOUNDATION FOR
SEXUAL HEALTH. IT INCLUDES SEXUAL DEVELOPMENT, REPRODUCTION,
INTIMACY, GENDER ROLES AND RELATIONSHIPS.

WHAT IS SEX EDUCATION?

Sexuality education aims to develop and strengthen the ability of children and
young people to make conscious, satisfying, healthy and respectful choices
regarding relationships, sexuality and emotional and physical health. Sexuality
education does not encourage children and young people to have sex

Objectives of Sex Education

It aims to equip children and young people with knowledge, skills, attitudes and
values that will empower them to: realize their health, well-being and dignity;
develop respectful social and sexual relationships; consider how their choices affect
their own well-being and that of others, and understand and ensure the protection
of their rights throughout their lives."

Principles of Sex Education

In 1993, Streetwise to Sex wise, First edition, was the first publication to articulate
the Center of Sex Education's core principles, as the principle have envolved ,
incorporating new priorities and best practices in the field of sex education, they
have become the foundation of all CSE resources. It is important of educators to
recognize these principle and act upon them, they illustrate basic philosophical and
pedagogical approaches to comprehensive sex education.

WAYS COMPREHENSIVE SEXUALITY EDUCATION BENEFITS YOUNG PEOPLE

 It empowers young people to prevent pregnancies and sexually transmitted

infections, including HIV.
 It increases condom use.
 It encourages young people have more equitable and healthy relationships.
 It reduces discrimination, bullying. and gender-based violence.
 It promotes consensual and pleasurable sexual relationships.

Education in the Philippines

In the Philippines, comprehensive sexuality education is governed by the following

two policies Republic Act 10354, The RP-RH Act of 2012 This is a national policy
that mandates the Philippine Government to comprehensively address the needs of
the Filipino citizens when it comes to impolite parenthood and reproductive health,
Relevant salient provisions include 3 access to reproductive health and family
planning services 21 maternal health care services, including building capacities of
skilled birth attendants, and improving facility based deliveries, 31 delivery of
comprehensive sexuality education for the youth. DepEd Order #31, series of 2018
This entitled, the Policy Guidelines on the Implementation of Comprehensive
Sexuality Education, was enacted pursuant to the provisions of the A-AH Act of
2012. Learning materials on CSE was developed in 2018 and submitted to DepEd
Central Office for quality check, approval and launching

Sex Education in the UnitedStates

There are three main sex education curricula employed in the United States;
Abstinence-Only, Abstinence-Plus, and Comprehensive curricula. "Abstinence-Only"
and Abstinence-Only-Until-Marriage Programs are sometimes called Sexual Risk
Avoidance Programs, and teach abstinence as the only morally sound trajectory for
teenagers. These curricula do not provide information on the use of contraception
or condoms to prevent diseases, much less unintended pregnancies. "Abstinence-
Plus" Education Includes information about contraception and condoms, but
promotes abstinence until marriage. "Comprehensive Sex Education teaches youth
that sexuality is a normal and healthy part of human life.

Sex Education in the UK

-On 1 March 2017, the then Education Secretary, Justine Greening, announced her
intention to put relationships and sex education on a statutory footing. This led to
section 34 of the Children and Social Work Act 2017, which requires regulations to
be made for relationships and sex education to be taught in all schools in England.
The legal requirement came into force on 1 September 2020 and means that All
primary schools in England teach relationships-education All secondary schools
teach relationships and sex education Reformed statutory guidance for schools is in
place, following consultation. *The right of parents to withdraw their children from
sex education has been retained Children approaching age 18 have new rights to
opt-in Schools can remain flexible in their approach. This includes faith schools
being allowed to teach within the tenets of their faith

Sex Education in the JAPAN

In Japan sex education has been introduced into the general curriculum of primary
schools since 1992. But due to the lack of cooperation between schools and health
organizations, it cannot always be said that an effective and proper sex education
has been given to students. According to the nationwide survey of the Japan
Association on Sex Education on the sexual behavior of students, the rate of
students having had sexual experiences has risen for both boys and girls. As a
result of the remarkable increase of teenage induced abortions since 1975, the
Japan Family Planning Association started a programming for adolescent health
issues in 1980, and the Ministry of Health and Welfare set up a project in 1981,
which included counseling for adolescents over telephone or in person, in 1991
another project, called the "Infant Association Learning Experience" was initiated as
well as peer education by trained nurse students with collaboration between
educational and health organizations in order to promote sex education; this pad
the close cooperation of families, schools and health organizations in the
community.

Sex Education in the THAILAND

Thailand first introduced a sex-education curriculum four decades ago Since then,
concepts of sexuality education have continued to evolve, reflecting a much more
expansive understanding of students' well-being, not just in terms of sexual and
reproductive health, particularly the central role that gender plays in their
understanding of themselves and the world around them, but also their social and
emotional welfare. Thailand's revision of health and physical education textbooks
for grades 1-12 released in March reflects the centrality of gender and rights, which
are at the heart of comprehensive sexuality education ICSE a curriculum-based
process of teaching and learning about the cognitive, emotional, physical and social
aspects of sexuality Education in Thailand in Thailand, the first national policy on
sexuality education in schools was announced in 1938 although sex education was
not taught in schools until 1978 it was taught in only those schools that were
receptive and that were ready to integrate sex education with other subjects, such
as health education and sociology. Called Life and Family Studies," its content
consisted of related to the reproductive system and personal hygiene.

Sex Education in the CHINA

Sex education was formally introduced in China in 1985 and push forward by a
government directive in 2011 in 1980, fourth graders were shown anatomically
correct bodies and told about sexual reproduction and middle school students
attended classes in "adolescent studies. "The result was that children were often
better informed about sex than their parents. One 12-year- old boy who was taken
to a clinic by his mother after she discovered stains on his sheets told his mother,
"Wet dreams are normal.

They told us that at school" in 2020, the China Family Planning Association,
Tsinghua University's Research Center for Public Health, and China Youth Network
conducted a sex survey involved 54,580 students from 1,764 universities
nationwide. Zhang Wanqing wrote in Sixth Tone. Only half of the surveyed students
said they received sex education in school, and less than 10% said they felt very
satisfied with what they were taught
Sex Education in the NETHERLAND

The Netherlands is among the world leaders in sexual and reproductive health and
rights. The Dutch way is to have positive attitudes and approaches towards sex and
sexuality education starts at an early age. Young people are curious about sexuality
and sexual development. They need, want and have a right to accurate and
comprehensive information about sexual health, to help them make the best
choices about sexuality and relationships. In the Netherlands, this means clear,
direct, attractively-designed and inclusive sexuality education in language young
people can understand, and greater awareness about the more positive and
pleasurable aspects of sexuality. By law, all primary school students in the
Netherlands must receive sexuality education. The system allows for flexibility, but
they must learn some core principles-including sexual diversity and sexual
assertiveness. Sexuality education is also compulsory at secondary schools.

Sex Education in the ISRAEL

Israel For the first time, sex education classes will be compulsory from next school
year For the first time, sex education classes will be compulsory for all Israel
students starting next school year, reports Ynet. The professional teams of the
Ministry of Education's Psychological consultation service have built a course
program suitable for all ages entitled "Healthy Sexuality and Incident Prevention".
From 6th to 3rd year, students will have at least 10 different lesson themes such as
"the joy of growing up", "my body and me", "I take care of my body", "self esteem"
or even" maintain his privacy "In the 5th year, students will deepen self-esteem
and helping others", "self-preservation" or "learning to say no" Sixth graders will
discuss sexual and physical development and how it manifests in girls and boys,
differences between boys and girls in physiological and emotional development,
gender stereotypes and the influence of the outside world on self-image. In 9th
grade classes will focus on love and sex with "sexual harassment is not courtship"
or "porn is not love"

PRINCIPLES FOR SEX EDUCATION

In 1993, Streetwise to Sex wise, First Edition, was the first publication to articulate
the Center for Sex Education’s core principles. As the principles have evolved,
incorporating new priorities and best practices in the field of sex education, they
have become the foundation of all CSE resources. It is important for educators to
recognize these principles and act upon them, since they illustrate basic
philosophical and pedagogical approaches to comprehensive sex education.

1.All people have a fundamental right to sex education.

They have a right to know about their own bodies and how they function. They
have a right to know about any sexual changes that are occurring now and any
others that may occur during their lifetimes. They have the right to have their many
questions answered. People who have explored their own values and attitudes and
have accurate information are in the best position to make healthy decisions about
their sexual lives.

2. All participants need and deserve respect.

This respect includes an appreciation for the difficulty and confusion of addressing
sexual issues and a recognition of the constellation of factors that contribute to
those issues. It means treating all persons, both young people and adults, as
intelligent individuals who are capable of making decisions in their lives.

3. Participants need to be accepted where they are.

This means listening and hearing what people have to say, though we as educators
might sometimes disagree. In general, we are much better off helping individuals
explore the possible pitfalls of their attitudes rather than telling them what they
ought to believe.

4. Participants learn as much or more from each other as from the

educator.

Often, if we let people talk, allow them to respond to each other’s questions and
comments, and ask for others’ advice, they feel empowered and take responsibility
for their own learning. It is much more powerful for a participant to challenge a
peer’s belief or attitude than for the educator to do so.

5. A positive approach to sex education is the best approach.

This means moving beyond talking about the dangers of sex and acknowledging in
a balanced way the pleasures of sex. It means associating things open, playful and
humorous with sexuality, not just things that are grave and serious. It means
offering a model of what it is to be sexually healthy rather than focusing on what is
sexually unhealthy.

6. Honest, accurate information and communication about sex is essential.

For most of their lives, participants may have received messages suggesting that
sex is hidden, mysterious, and something not to be talked about in a serious and
honest way. Limiting what individuals can talk about and using vague terminology
perpetuates the unhealthy “secrecy” of sex. Sexual information needs to be
presented in an honest, accurate way.

7. All sexual orientations and gender identities must be acknowledged.

Comprehensive sex education recognizes that there are diverse sexual orientations
and gender identities, and some participants may identify as lesbian, gay, bisexual,
transgender, intersex or questioning. It is important to create an environment that
recognizes the needs of these often isolated and invisible individuals. All people
have a right to achieve their full human potential.
8. All sex education must be rooted in the concept of consent.

Consent is a bedrock in all relationships, especially romantic and sexual

relationships. The assumption of consent is woven into all quality sex education and
it should also be taught deliberately and directly. This is especially important to
counteract gender role socialization that sets the conditions for sexual violence to
occur and a media culture that sends mixed messages about what comprises sexual
consent.

9. Sex education must be sensitive to the needs of participants with

histories of trauma.

Experiences of trauma, including sexual trauma, are very common in the U.S.
population, so it is likely that any sex education group will have participants that
are trauma survivors. Sex education can be healing or retraumatizing for survivors.
Trauma-informed sex education aims to create a climate and teach knowledge that
contradicts the exploitive dynamics of trauma.

10. Sex involves more than sexual intercourse.

Acknowledging this concept reminds participants that not only are there many ways
to be sexual with a partner besides vaginal, oral and anal intercourse, but also that
most of these other behaviors are safer and healthier than sexual intercourse.