CATCH-UP FRIDAYS TEACHING GUIDE

I. General Overview
Catch-up Subject: Health Education Grade Level: 12
Quarterly Theme: Sexual and Reproductive Sub-theme: Understanding the
Health political, cultural,
(refer to Enclosure No. 3 of DM 001, s. 2024, Quarter 3)
social, and
religious factors
that influence
attitudes towards
sexuality.
(refer to Enclosure No. 3 of DM 001, s. 2024, Quarter 3)

Time: 1:00 – 2:00 PM Date: February 19, 2024

II. Session Details
Session Title: Sexual Health Reproduction
Session At the end of the session, learners will be able to:
Objectives: a) compare and contrast the following processes in plants and
animals;
b) define HIV as a virus that is transmitted through bodily fluids
that weakens your immune system and identify ways in which
HIV can be transmitted; and
c) explore the theme of Sexual and Reproductive Health and the
sub-theme the political, cultural, social, and religious factors
that influence attitudes towards sexuality through sciences.
Key Concepts:  ‘Sexuality’ is defined as ‘a core dimension of being human
which includes: the understanding of, and relationship to, the
human body; emotional attachment and love; sex; gender;
gender identity; sexual orientation; sexual intimacy; pleasure
and reproduction. Sexuality is complex and includes biological,
social, psychological, spiritual, religious, political, legal,
historic, ethical and cultural dimensions that evolve over a
lifespan’.
[Source: UNESCO. 2017. International technical guidance on
sexuality education, p.17.]
III. Facilitation Strategies
Components Duration Activities and Procedures
Introduction and 10 mins Policies Governing Comprehensive Sexuality
Warm-Up Education
 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
responsible parenthood and reproductive health.
Relevant salient provisions include: 1) access to
reproductive health and family planning services;
2) maternal health care services, including
building capacities of skilled birth attendants and
improving facility-based deliveries; 3) delivery of
comprehensive sexuality education for the youth.
 DepEd Order #31, series of 2018. This issuance is
entitled, the Policy Guidelines on the
Implementation of Comprehensive Sexuality
Education, was enacted pursuant to the provisions
of the RP-RH Act of 2012. Learning materials on
CSE was developed in 2018 and submitted to
DepEd Central Office for quality check, approval

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and launching.
Concept 15 mins Partner Reading
Exploration  Teacher will pair learners in different ways, either
based on similar reading abilities or by matching
high-level readers with low-level readers.
 It is crucial to be mindful of learners with special
needs, adjusting pairings as necessary.
 To establish a clear routine for paired reading.
teachers need to communicate how learners
should engage with each other. This includes
deciding whether they will read aloud together,
take turns reading by paragraph or page, or have
one person read, asking questions, and providing
feedback and praise for correct reading.

Guide Questions:
 What is HIV? What do the letters stand for? What
can the virus do to a person’s immune system?
 What is AIDS? What do these letters stand for?
What’s the difference between
 being testing positive for HIV and having AIDS?
 What treatments are available for HIV and AIDS?
Is there a cure?
 How do people get HIV? How can people protect
themselves against getting HIV?

Facts About HIV (True or False)

Directions: Write TRUE next to those statements that are
true, and FALSE next to those statements that are false.
1. You cannot get HIV by being in the same room with a
person who is living with HIV.
(True: HIV is not transmissible through the air)
2. So far, there is no vaccine to prevent HIV.
(True: Researchers are working on a vaccine and there
will likely be one in the future. There is an injection a
person can take every day that can make it harder to
contract HIV but it is not a vaccine)
3. HIV cannot be transmitted by sneezing.
(True: HIV is not transmissible through the air through
sneezing or coughing)
4. HIV is a communicable (contagious) disease.
(True: But it is not an easy infection to transmit)
5. You cannot get HIV from sharing a drink.
(True: HIV is not found in saliva)
6. HIV affects the body’s immune system.
(True: HIV attacks the immune system and makes it
weaker, making it harder to fight infections)
7. AIDS and HIV are two different things.
(True: AIDS describes when a person with HIV gets sick
because their immune system can no longer fight off
infections. It can take years, sometimes as much as 10
years for a person with HIV to develop AIDS).
8. If you come into contact with the blood of someone

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who is NOT living with HIV you cannot get HIV.

(True: HIV can only be transmitted from a person who
already is infected. If two people are not infected, then
neither one can transmit it to the other.)
9. Someone who uses the same needle as someone who is
living with HIV to use drugs, can contract HIV.
(True: Sharing needles for drug use with someone living
with HIV is one of the easiest ways to get HIV. Stopping
injection drug use can lower the chances of getting HIV a
lot as can using new, sterile needles instead of sharing
needles. The only certain way to prevent HIV and other
STDs is abstinence from sexual activity and drug use.)
10. If someone with HIV is bleeding, they can transmit
HIV to someone else.
(True: HIV infection is transmissible from infected blood.
The other person would need to have a cut on their own
skin, however, in order for the virus to get into their
body.)
Health Education Integration
 Facilitate a discussion on how Sexual and
Reproductive Health are reflected in the students'
understanding the political, cultural, social, and
religious factors that influence attitudes towards
sexuality through sciences.
Small Group Discussion
 Divide the class into small groups to share and
Valuing 20 mins
discuss their reflections.
 First in small groups, and then as a class, discuss
the barriers and stigmas around HIV/AIDS and
the populations most vulnerable to it in your own
community. Come up with three things you, as
students, could do to spread accurate information
and help end stigma.
 Summarize the key concepts discussed during the
lesson.
Reflective Writing
 Ask students to individually write a short
reflection on how their artwork reflects their
Reflective personal awareness and contributes to the idea of
15 mins
Journaling human security.
 Encourage them to consider the emotions,
messages, or stories conveyed through their
personal reflections.

Prepared By:
ARVIN C. DIAMANTE
Master Teacher II

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Recommending Approval: Approved:

ELSA L. GABRIEL, PhD FRANCISCO JR. P. PANOPIO, EdD

Master Teacher II School Principal II

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