COMPREHENSIVE SEXUALITY EDUCATION
K TO 12 CURRICULUM GUIDE
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.
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 non-traditional
families, etc. Family members
have different needs and
roles. Family members take
LEARNING AREA: HEALTH GRADES 1 & 2
CONTENT STANDARDS
Demonstrates understanding of the
proper ways of taking care of one’s
health (K)
Demonstrates understanding of
safe and responsible behavior to
lessen risk and prevent injuries in
day-to-day living
Describe roles, rights, and
responsibilities of members (K3A2)
PERFORMANCE STANDARDS
The learners practices good health habits ang hygiene
daily
Practices positive attitudes towards appreciating her/his
body and proper self-care and hygiene (S2A)
Appropriately demonstrates safety behaviors in daily
activities to prevent injuries
LEARNING COMPETENCY (CSE) / K TO 12
CODE
1. Identifies different parts of the body, including the
female and male sexual parts (K1A)
Describes the different parts of the body and their
movements through enjoyable physical activities.
(PE Q1-PE 1Bm-la-b1)
2. Practices habits of keeping the body clean and
healthy (S)
(H1PH-IIf-i-4)
3. Explain body differences and growth (K1B)
1. Identifies appropriate persons to ask for assistance
Identifies situations when it is appropriate to ask for
assistance from strangers.
(H1lS-Iva-1)
Gives personal information, such as name and
address to appropriate persons.
(H1LS-IVb-2)
Identifies appropriate persons to ask for assistance.
(H1IS-IVc-3)
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 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
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.
CONTENT
A. Health habits and hygiene
3.Care for other parts of the body
using different senses – sight, sound,
Demonstrates understanding of
safe and responsible behavior to
lessen risk and prevent injuries in
day-to-day living
CONTENT STANDARDS
Demonstrates understanding of the
proper ways of taking care of the
different parts of the body using the
senses
Appropriately demonstrates safety behaviors in daily
activities to prevent injuries
PERFORMANCE STANDARDS
Consistently practices good health habits and hygiene
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)
1. Identifies situations when it is appropriate to ask for
assistance from strangers
(H1IS-IVa-1)
2. Identifies appropriate persons to ask for assistance
(H1IS-IVc-3)
3. Describes ways people can be intentionally helpful
or harmful to one another
(H1IS-IVh-9)
4. Distinguish between good and bad touch
(H1IS-IVi-10)
5. Practices ways to protect oneself against violent or
unwanted behaviors of others
(H1IS-IVj-11)
6. Demonstrate how to say “no”; walk away; talk to
trusted adults (S6A2)
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
2
touch, taste and smell health conditions
(H2PH-IIa-e-6)
3.3 Show positive attitude towards
sense organs to appreciate the body
including sexual parts
4. Development of self-management 2. Identify important personal values that guide one’s
skills actions, such as love for one’s self

Displays self-management skills in caring for the

Grade 2: Family Health – 3rd Quarter
A. Healthy Family Habits and
Practices
1. Explain the concept of ‘family’ with
examples of different kinds of
family structures
Demonstrates understanding of the
meaning ‘family’
Demonstrates understanding of
healthy and family practices
different parts of the body using the sense organs
(H2PH-IIij-8)
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.
B. Positive Expression of Feelings Demonstrates an understanding of Demonstrates positive expression of feelings toward 1. Explains the benefits of healthy expressions of
managing one’s feelings and family members and ways of coping with negative feelings
1. Identify their different emotions respecting differences feelings (H2FH-IIIef-13)
2. Identify their personal values
Show sensitivity to different forms of self-expression, eg. 2. Expresses positive feelings in appropriate ways
▪ Feelings and emotions are in dress, relationships (H2FH-IIIgh-14)
normal responses to life
experiences. People 3. Displays respect for the feelings of others
experience and express
emotions in different ways
and different degrees.

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 COMPREHENSIVE SEXUALITY EDUCATION
K TO 12 CURRICULUM GUIDE
LEARNING AREA: HEALTH GRADES 3-4

LEARNING COMPETENCY (CSE) / K TO 12

CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS CODE

GRADE 3 Nutrition (1st Quarter)

A. Good Nutrition and Health The learner… The learner… The learner…
1. Concept of Malnutrition 1. describes a healthy person
2. Forms of malnutrition demonstrates understanding of the consistently demonstrates good decision- (H3N-Ia-b-11)
(undernutrition and importance of nutritional guidelines and making skills in making food choices 2. Explain body differences and growth.
overnutrition) balanced diet in good nutrition and health (K1B)
2.1. Protein-Energy Malnutrition
(PEM) 3. show positive attitude (A1A)
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 4. show respect for differences and growth.
(A1B)
CSE Core Message

Bodies including sexual parts change as

people grow up.

4
Growth and development differ from one
another.

Different people have different bodies and

capacities including of the sexual body parts.

Grade 3 - PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - (2nd QUARTER)
C. Preventive Measures for Common The learner… The learner…
Childhood Diseases
1. Proper Hygiene demonstrates an understanding of the consistently practices healthy habits to 1. explains measures to prevent common
nature of and the prevention of diseases prevent and control diseases 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)

3. Building up one’s body resistance

through healthy lifestyle
3.1. Proper Nutrition
3.2. Adequate Rest and Sleep

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, • demo proper hygiene, inc of sexual
families and communities about important parts (S1A)
issues. Values guide decisions about life and
relationships. Individuals, peers, families and
• show positive values (A2A)
communities may have different values. • demonstrates good self-
management and good decision
Proper care of the body, including of the making-skills to prevent common
sexual parts, is necessary to keep it clean and diseases (H3DD-Ii-j-8)
free from infection. • describe the healthy relationships in
family, friends, peers (K3D1)

5
 • Identify and assess problems
adolescents experience as they go
through puberty (S1A1)

Grade 3 - CONSUMER HEALTH – (3rd QUARTER)

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.
CSE Core Messages
The learner…
demonstrates understanding of factors that
affect the choice of health information and
products
The learner…
demonstrates critical thinking skills as a wise 1. identifies reliable sources of health
consumer information (H3CH-IIIj11)
• Identify authoritative information and
resources on sexual and reproductive
system, puberty and adolescence
(S1A3)
• Demonstrate how to say “NO”, walk
away, talk to trusted adults. (S6A2)
• Identify ways where family, friends and
peers can help each other. (S7A3)

Media refers to a range of communication

platforms that includes print, television, radio,
advertisement, video, internet and cellphones.
Media are a major source of incorrect and
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

6
beating, harassment, sexual assault and
murder”. Men, on the other hand “associated
with machismo, independence, competition,
emotional detachment, aggression and
violence”.
Everyone has the right to decide who can touch
their body, where and in what way. “Body
rights” means that all people, including children,
have the right to tell others not to touch their
body when they do not want to be touched. All
cultures have different ways of respecting
privacy and bodily integrity.
Friends are people one trusts and wants to be in
the company of.

LEARNING COMPETENCY (CSE) / K TO 12

CONTENT
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)
3. Portal of Exit (ex. cough etiquette)
CONTENT STANDARDS
The learner…
understands the nature and prevention of
common communicable diseases
PERFORMANCE STANDARDS
The learner…
consistently practices personal and
environmental measures to prevent and
control common communicable diseases
CODE
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)

4. Mode of Transmission (ex. proper

hygiene) • identify examples of good and bad
5. Portal of Entry (ex. protective decisions of adolescents on
clothing) sexuality and reproduction, and
their consequences. (K2A3)
• identify the risks and negative
consequences of engaging in
sexual activities before

7
 6. Susceptible Host (ex.vaccination, adolescence are physically and
proper nutrition, enough sleep, emotionally mature.
regular exercise) • (A4A3)
CSE Core Messages
• identify negative and positive
values related to sexuality and
Decision-making has consequences and this reproduction learned from family
can often be anticipated; therefore it is and community
important to choose with the best outcome in • (K2A2)
mind. There are multiple influences on • identify the positive and negative
decisions, including friends, culture, gender effects of family and community
role stereotypes, peers and the media. values related to sexuality and
Decision making may involve different steps. reproduction on one’s sexual
Trusted adults can be a source of help for values and behaviour (S2A1)
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 decision-making
In most families, parents teach and exemplify
their values to their children. Family and
community values and attitudes regarding
gender, relationships, intimacy, love,
sexuality and reproduction are the sources of
sexual learning and influence personal
behavior and decision-making.

8
 COMPREHENSIVE SEXUALITY EDUCATION
K TO 12 CURRICULUM GUIDE

LEARNING AREA: MAPEH (HEALTH) GRADES 5-6

LEARNING COMPETENCY (CSE) / K TO 12

CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS
CODE
Grade 5 – PERSONAL HEALTH – 1ST QUARTER (H5PH)
A. Mental, Emotional and Social Health The learner… The learner… The learner…
1. Characteristics of a Healthy Person demonstrates practices skills in 1. describes a mentally, emotionally and socially
(mentally, emotionally and socially) understanding of managing mental, healthy person ( H5PHIab-10)
mental emotional and
emotional, and social health
B. Healthy and Unhealthy 3. recognizes signs of healthy and unhealthy
social health concerns
relationships relationships (H5PHId12)
concerns
1. Signs of Healthy Relationships (loving S3D2. Show positive ways of communicating
family, genuine friendships) differences of opinion while maintaining
relationships with family, friends, and peers.
• 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.
2. Importance of Healthy Relationships in 4. explains how healthy relationships can
Maintaining Health positively impact health (H5PH-Ie13)
3. Signs of Unhealthy Relationships

9
 4. Managing Unhealthy Relationships 5. discusses ways of managing unhealthy
relationships (H5PH-If-14)

C. Mental, Emotional and Social Health The learner… The learner… 7. discusses the effects of mental, emotional and
Concerns (include ways on how these negatively demonstrates practices skills in social health concerns on one’s health and
impact one’s health and wellbeing) understanding of managing mental, wellbeing (H5PH-Ih-16)
1. Social anxiety mental emotional and
2. Mood swings emotional, and social health
3. Teasing social health concerns
4. Bullying, including cyber bullying concerns
5. Harassment
6. Emotional and physical abuse
7. Other stressful- situations
D. Preventing and Managing Mental, Emotional 8. demonstrates skills in preventing or managing
and Social Health Concerns teasing, bullying, harassment or abuse (H5PH-Ii-
1. Practicing life skills 17)
(communication/assertiveness/ self-
management/decision-making)
2. Finding Resources and Seeking Help 9. identifies appropriate resources and people who
can help in dealing with mental, emotional and
social, health concerns. (H5PH-Ij-18)
Grade 5 – GROWTH AND DEVELOPMENT/ PERSONAL HEALTH - 2ND QUARTER (H5GD/PH)
A. Changes during Puberty The learner… The learner… The learner...
1. Physical Changes (secondary demonstrates practices skills in 1. describes the physical, emotional and social
Sexual characteristics such as understanding of managing mental, changes during puberty (H5GDIab-1)
hair growth, voice change, mental emotional and
breast development, emotional, and social health K1A4. Describe adolescence and the changes in
menstruation) social health concerns thinking, emotions and social relationships that
concerns characterize it apart from childhood and
• Puberty is a time of physical and adulthood.
emotional change that happens as A1A1. Show positive attitudes towards sexual
children grow and mature. and reproductive bodies, and the changes
• Puberty occurs at different times for during puberty
different people and has different S1A4. Identify ways of responding to and
effects on boys and girls, and that is managing physical, sexual, emotional, mental
normal. and social problems due to puberty
• 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

10
 beginning of sexual maturation (puberty)
and adulthood.
2. Emotional and Social Changes
B. Puberty-related Health Myths and
Misconceptions
1. On Menstruation
1.1. not taking a bath
1.2. not carrying heavy loads
1.3. avoiding sour and salty
food
1.4. no physical activities
1.5. use of menarche for facial wash
2. On Nocturnal Emissions
2.1. not related to preoccupation with
sexual thought
3. On Circumcision
3.1 at the appropriate maturational stage
C. Puberty-related Health Issues and Concerns
1. Nutritional issues
2. Mood swings
3. Body odor
4. Oral health concerns
5. Pimples/Acne
6. Poor Posture
7. Menstruation-related Concerns (Pre-
menstrual Syndrome, Dysmenorrhea, and
other abnormal conditions)
8. Early and Unwanted Pregnancy
9. Sexual Harassment
• During puberty, the girl becomes
physically able to become pregnant and
a boy becomes physically able to father
a child. They are, however, not yet ready
to become parents and so they are
encouraged to abstain or delay in
engaging into sex until they are married
or ready for the responsibilities that
2. accepts changes as a normal part of growth and
development( H5GDIab-2)
3. describes common misconceptions related on
puberty (H5GDIcd-3)
4. assesses the issues in terms of scientific basis
and probable effects on health (H5GDIcd-4)
5. describes the common health issues and
concerns during puberty (H5GDIef-5)
6. accepts that most of these concerns are normal
consequence of bodily changes during puberty
but one can learn to manage them (H5GDIef-6)
7. demonstrates empathy for persons undergoing
these concerns and problems (H5GDIgh-7)
8. discusses the negative health impact and ways
of preventing major issues such as early and
unwanted pregnancy (H5GDIgh-8)
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
11
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.
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:
H5GDlcd-3. describes common
misconceptions related on puberty
K5A2. Describe risks and health effects of
12

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.
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
early pregnancy in adolescents
K5B. Describe ways that early pregnancy can
be prevented especially through abstinence
9. demonstrates ways to manage puberty related
health issues and concerns (H5GD-Ii-9)
10. practices proper self-care procedures (H5GD-Ii-
10)
11. discusses the importance of seeking the advice
of professionals/ trusted and reliable adults in
managing puberty related health issues and
concerns (H5GD-Ii-11)
S6A4b. Identify parents, teachers and other
adults who can help stop and prevent sexual
harassment and rape
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)
13
 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.
Grade 5 – SUBSTANCE USE AND ABUSE – 3RD QUARTER (H5SU)
C. Impact of the Use and Abuse of The learner… The learner… 5. analyzes how the use
Gateway Drugs understands the demonstrates the and abuse of caffeine,
1. Individual nature and ability to protect tobacco and alcohol
effects of the one’s health by can negatively impact
use and abuse refusing to use or the health of the
of caffeine, abuse gateway individual, the family
tobacco and drugs. and the community H5SUIIIfg-11)
alcohol

Grade 6 – PERSONAL HEALTH – 1ST QUARTER (H6PH)

A. Personal Health -Issues and The learner… The learner… 1. describes personal health issues and concerns
Concerns demonstrates understanding of personal practices self-management (H6PHIab-18)
1. height and weight (stunted health issues and concerns and the skills to prevent and control personal
growth, underweight, importance of health appraisal procedures health
overweight, obesity) and community resources in preventing or issues and concerns
2. hearing (impacted cerumen, managing them
swimmer’s ear, otitis media)
3. vision
4. (astigmatism, myopia,
hyperopia, exophthalmia,
strabismus)
5. skin, hair and nail
6. (sunburn, dandruff, corns,
blisters and calluses, ingrown
toenails)
7. posture and spine disorders
(scoliosis, lordosis, kyphosis)
8. oral/dental problems
(cavities, gingivitis,
periodontitis, malocclusion,

14
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.
1. Developing Self-management Skills (proper
nutrition, proper hygiene, regular physical activity,
enough rest and sleep, good posture, oral care)
2. Undergoing Health Appraisal Procedures
(height and weight measurement, breast
self-examination for girls, hearing test,
vision screening, scoliosis test and health
and dental examinations)
K5B1. Describe common STIs, including HIV,
and the biological, emotional-mental, and social
reasons – why young people are getting the
infections
K5B2. Describe the risks and effects on health
of these infections
K5B3. Describe ways that STIs and HIV can be
prevented, esp. through abstinence and
condom use for boys
K5A1. Describe the reasons – biological,
emotional-mental, and social – why young girls
get pregnant
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
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
15
 3. Utilizing School and Community Health (H6PH-Idf-22)
Resources
3.1. Medical Professionals / Practitioners 6. identifies community health resources and
(doctor, dentist, nurse) facilities that may be utilized to address a variety of
3.2. Health Facilities personal health issues and concerns (H6PHIgh-23)
3.3. School Clinic
3.4. Barangay Health Station/Rural Health 7. avails of health services in the school and in the
Unit community (H6PHIgh-24)
8. promotes the use of health resources and
facilities in the school and in the community
(H6PHIgh-25)
Grade 6 – COMMUNITY HEALTH – 2ND QUARTER (H6CMH)
A. Healthy School and Community The learner… The learner… 2. explains the effect of living in a healthful school
Environments understands the demonstrates and community (H6CMHIIb-2)
1. Characteristics importance of practices for
1.1. physical environment keeping the building and K3C1. Describe social norms on sexuality and
(safe, clean, with good air school and maintaining reproduction, including from peer pressure.
and water quality, community healthy school
aesthetically pleasing, with environments and community K3C2. Describe the positive and negative ways
flexible spaces) healthy. environments. family, friends and peers can influence one’s
1.2. psychosocial environment relationships
(warm atmosphere,
healthy interpersonal K3D1. Describe the importance of
relations, free from abuse communication, esp. assertiveness and
and discrimination) negotiation, in resisting social norms and peer
pressure
• Social and cultural norms and
religious beliefs are some of the S3C1. Compare the positive and negative effects
factors which influence gender of social norms, including peer pressure on
roles. Gender inequalities exist in one’s sexual values and behavior
families, friendships, communities
and society, e.g. male/son S3D1. Demonstrate ways of effective and
preference. Human rights promote ineffective communication in resisting social
the equality of men and women norms and peer pressure
and boys and girls. Everyone has a
responsibility to overcome gender
inequality.

16
 b. Prevention and Management of Personal
health Issues and concerns
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

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… #1. discusses the concept of
holistic health H7GD-Ia12
demonstrates appropriately #2. explains the dimensions
understanding of manages concerns of holistic health
holistic health and and challenges (physical, mental/
its management during adolescence intellectual, emotional,
of health to achieve holistic social, and moral and spiritual); H7GD-Ib-13
concerns, the health.
growth and CSE
development of CSE
adolescents and to include sexual health as a dimension of
how to manage appreciate the importance of having healthy holistic health( K4A1)

17
 its challenges sexuality in achieving holistic health (K4A1) #3. analyzes the interplay
among the health H7GD-Ib-14
dimensions in developing
holistic health
#4. practices health habits to
achieve holistic health; H7GD-Ic15
Stages of growth and #5. describes developmental
development milestones as one grow H7GD-Ide-16
(infancy to old age)
Changes in the health dimensions during #6. Recognizes the changes in different health
adolescence dimensions are normal during adolescence H7N-
IIdf-25
#7. Describes changes in different aspects of
growth that happen to boys and girls during
adolescence H7GD-Id-e-18

#8. Recognizes that changes in different

dimensions are normal during adolescence
H7GD-If-h-19

#9. Explains that the pattern of change during

Management of health concerns during
adolescence
Health appraisal procedures
adolescence is similar but the pace of growth and
development is unique for each adolescent
H7GD-If-h-20
CSE
•Describe one's own personal values in #10. Identifies health concerns during
relation to a range of sexuality and adolescence H7GD-Ii-j-21
reproductive health issues. (K1A1) #11. Explains the proper health appraisal
procedures H7GD-Ii-j-22

#12. Demonstrates health appraisal procedures

during adolescence in order to achieve holistic
health H7GD-Ii-j-23

#13. Avails of health services in the school and

community in order to appraise one’s health
H7GD-Ii-j-24

Development of self-awareness and coping #14. Applies coping skills in dealing with health
skills concerns during adolescence H7GD-Ii-j-25

18
HEALTH 8
Family Health – 1st Quarter The learner The learner #1. Identifies basic terms in sexuality (sex,
Gender and Human Sexuality (correlate with sexuality, gender, etc.) H8FH-Ia-16
Values Education; coordinate with Guidance demonstrates appropriately
Counselor) understanding of manages sexuality related issues CSE
human sexuality through responsible
and managing and informed decisions • Distinguish between the biological and
sexuality related social aspects of sex and gender
issues for a healthy CSE (k1A1)
life
• Identify personal examples in which
Standard 1 (Attitude)
CSE gender affects people’s lives (K7A2)
Demonstrate nonjudgmental attitude to
different expressions of sexuality across • Explain the meaning of and provide
demonstrate understanding on the the life continuum and across cultures examples of gender bias and
complexities of gender (K1A1)
(A4A1) discrimination (K7A2)
• Demonstrates understanding on the
concept of gender equality (K7A1)
• Identify ways of promoting gender
CSE equality(K3A2)
Demonstrate sensitivity to and acceptance of #2. Discusses sexuality as an important
the sexual aspects of personal identity(S1A2) component of one’s personality H8FH-Ia-17
#3. Explains the dimensions of human sexuality
H8FH-Ia-18

Standard 1 (Knowledge)

CSE

• Explain ways in which sexuality is

expressed across the life cycle and in
different cultures (K4A1)
#4. Analyzes the factors that affect one’s attitudes
and practices related to sexuality and sexual
behaviours H8FH-Ib-19

CSE

19
 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 #7. Identifies the different issues/concerns of
Identity crisis teenagers (i.e., identity crisis) and the need for
Sexual identity and support and understanding of the family H8FH-Ie-
Sexual behaviors g-22
Pre-marital sex,
teenage CSE
pregnancies, and
abortion • Explain the concept of sexual
orientation and gender identity (k1A2)

Sexual Response Cycle • Describe the key elements of the

sexual response cycle (K4A2)
Sexual behaviors (abstinence, masturbation,
• Describe common sexual
non-penetrative and penetrative sexual
activities) behaviors(K4A3)

Development of decision-making skills in #8. Applies decision-making skills in managing

managing sexuality-related issues sexuality-related issues (H8FH-Ih-23)

CSE

Demonstrate effective decision-making skills,

including evaluating advantages and
disadvantages related to sexuality and

20
 reproductive health (S2A2)

CSE

Demonstrate skills in accessing information

and resources to address sexuality and
reproductive health problems (S24A4)
Family Health – 2nd Quarter The learner… The learner… #1. Defines basic terms (dating, courtship,
Dating, courtship and marriage marriage) H8FH-IIa-24
demonstrates an makes informed
understanding of and values-based #2. Explains the importance of courtship and
responsible decisions in dating in a choosing lifelong partner H8FH-IIa-25
parenthood for a preparation for
healthy family life responsible parenthood #3. Identifies marital practices and set up across
cultures H8FH-IIa-26
CSE CSE
CSE CSE
• Ways people express affection within demonstrate understanding on the sexual makes informed and responsible decisions
various types of relationships, from and reproductive health issues of regarding their sexual and reproductive • Describe a range of ways people
friendship to romantic and sexual adolescents and young people health express
relationships. • affection within various types of
• different kinds of relationships relationships, from friendship to
• Strategies to use social media safely, romantic and sexual relationships
legally and respectfully in (K3A2a)
relationships. • Differentiate between different kinds of
relationships(K3A2b)
• Describe strategies to use social media
safely, legally and respectfully in
relationships (K3A4)

Family Health -2nd Quarter #4. Analyzes behaviors that promote healthy
Maternal Health Concerns 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

(pre-during-post pregnancy) H8FH-IIc-d-29

21
 #7. Discusses pregnancy-related concerns
H8FH-IIc-d-30

CSE

• Explain the risks of early and teen

pregnancy to the mother and baby
(K5AI)
#8. Explains the importance of maternal nutrition
during pregnancy H8FH-IIe-f-31

#10. Explains the importance of prenatal care and

post-natal care H8FH-IIe-f-33

CSE

• 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)
Responsible Parenthood #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

#18. Enumerates modern family planning methods

(natural and artificial) H8FH-IIg-h-41

CSE

22
 • Explain the health benefits, risks and
effectiveness rates of various methods
of contraception, including abstinence
and condoms(K5B)
Most common The learner The learner #3. discusses the signs, symptoms, and effects of
communicable diseases common communicable diseases H8DD-IIIb-c17
and its prevention and demonstrates consistently
control understanding of demonstrates CSE
principles in the personal
CSE prevention and responsibility and • Define STIs and HIV and the different
control of healthful practices methods of their transmission(K5C1)
STIs, HIV and AIDS communicable in the prevention • Describe the signs, symptoms and
diseases for the and control of potential impacts of STIs, including
attainment of communicable HIV (K5C2)
individual wellness diseases
#4. corrects misconceptions, myths, and
beliefs about common communicable
diseases H8DD-IIIb-c-18

#5. enumerates steps in the prevention and

control of common communicable
Diseases H8DD-IIIb-c-19

CSE

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)

23
Development of personal #7. Demonstrates self- monitoring skills to
life skills to prevent and prevent communicable diseases H8DD-IIIf-h-21
control communicable
diseases

CSE CSE
Demonstrate skill in assessing risk behaviors
STIs, HIV and AIDS
Agencies responsible for #9. Identifies agencies
communicable disease responsible for
prevention and control 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

COMPREHENSIVE SEXUALITY EDUCATION

K TO 12 CURRICULUM GUIDE
LEARNING AREA: HEALTH GRADES 9-10

24
 CONTENT/KEY CONCEPTS AND
CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY (CSE)
MESSAGES
GRADE 9 􀂱 INJURY PREVENTION, SAFETY AND FIRST AID (Intentional) 4th Quarter (H9IS)
K TO 12 K TO 12 K TO 12 K TO 12
A. Concept of intentional injuries The learner demonstrates The learner 1.Differentiates intentional injuries from
B. Types of intentional injuries understanding of the concepts and consistently demonstrates resilience, vigilance unintentional injuries
1. Bullying (cyber bullying) principles of safety education in the and proactive behaviors to prevent intentional H9IS-IVa-d-31
2. Stalking prevention of intentional injuries injuries
3. Extortion
4. Gang and youth violence

25
 CONTENT/KEY CONCEPTS AND
CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY (CSE)
MESSAGES
5. Illegal fraternity-related violence Describes the types of intentional injuries
6. Kidnapping and abduction (Bullying, stalking, sexual victimization and
7. Acts of terror other forms of sexual abuse and harassment)
8. Domestic violence H9IS-IVa-d-32
9. Suicide
10. Sexual victimization and other
forms of sexual abuse and harassment
Describes situations and behaviors that
Sexual harassment is bullying or constitute bullying, sexual harassment,
coercion of a sexual nature and the sexual abuse, sexual assault, incest, rape
unwelcome or inappropriate promise and dating violence. K6A1
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

All forms of sexual abuse and

gender based violence by adults,
young people and people in
positions of authority are a
violation of human rights.
Everyone has a responsibility to
report sexual abuse and gender
based violence. There are trusted
adults who can refer you to
The learner consistently demonstrates
resilience, vigilance and proactive behaviors to Demonstrates ways to prevent and control
The learner demonstrates intentional injuries (protective factors)
prevent intentional injuries
understanding of the concepts and H9IS-IVe-h-35
principles of safety education in the
prevention of intentional injuries Analyzes the risk factors related to intentional
injuries H9IS-IVe-h-33 26
Identifies sources of support such as
 CONTENT/KEY CONCEPTS AND
CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY (CSE)
MESSAGES
GRADE 10 – HEALTH TRENDS, ISSUES AND CONCERNS (National Level) 2nd Quarter (H10HC)

A. Existing National The learner The learner 11.Discusses the existing health related laws;
Laws Related to demonstrates understanding of current consistently demonstrates critical thinking skills H10HC-IIa-1
Health Trends, health trends, issues and concerns in in exploring local, regional and national health
Issues, and the local, regional, and national, levels trends, issues, and concerns Identify national laws. and local
Concerns regulations on human rights to sexuality
Responsible and reproductive health.
Parenthood and K7A1
Reproductive Health
Act(RA10354)

Philippine AIDS 12. Explains the significance of the existing

Prevention and health related laws in safeguarding people’s
Control Act of 1998 health
(RA 8504) H10HC-IIb-2
Explain how to access local STI and HIV
Philippines has testing treatment. K5A4
laws and policies
that protects, and 13. Follows existing health related laws
promotes the H10HC-IIc-d3
sexual and
Develop plan to reduce or eliminate the
reproductive risk of unintended pregnancy and STI and
health of HIV. S5D2
adolescents and
young people. 14. Critically analyzes the impact of current
health trends, issues, and concerns
H10HC-IIc-d-4

Apply a decision making model to various

sexual health decision. S5D1

Anti-Pornography 15. Recommend ways of managing health

27
CONTENT/KEY CONCEPTS AND
CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY (CSE)
MESSAGES
Act (RA 9775) issues, trends, and concerns
H10HC-IIe-g-5

The RA 10354
supports the
provision of age and Demonstrates ability to be involved in
developmentally collective and cooperative activities
appropriate CSE for towards improving the community and
the learners. society. S6A4

28