Session 2 Entry Points of CSE - MJC

Entry Points of Comprehensive Sexuality
Education (CSE) Standards and Learning

Materials in the K to 12 Curriculum/MELCs
Michael Jaucian Cabrera

Senior Education Program Speciliast
Curriculum Standards Development Division
Bureau of Curriculum Development
Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

3
FLOW OF DISCUSSION
COMPREHENSIVE SEXUALITY EDUCATION (CSE)
 Definition of “Entry Point”

 Bases for Entry Points of CSE in the Curriculum
 Policy Guidelines on the Integration of CSE
 Sample Integration in the K to 12 Curriculum
 Sample Integration in MELCs
 CSE Readers
Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 3

4

5
WHEN IS THE
COMPREHENSIVE RIGHT
SEXUALITY TIME?
EDUCATION (CSE)
“Nakasanayan na kasi natin na

mahiya sa usapin ng bahaging
ito ng katawan pero paano
malalaman ng mga batang
lalaki ang pag-iingat sa
kanilang titi kung hindi natin
sila tuturuan.”

6
ENTRY POINT APPROACH

• The Entry Point Approach is an approach to learning – a

structure for designing curricula rather than a particular
curricular vehicle.
• The notion of entry points was introduced by Howard
Gardner in The Unschooled Mind (1991).

7
BASES FOR ENTRY POINTS OF

CSE IN THE CURRICULUM

8
CSE Minimum Standards

• Minimum standards mean the floor of learning

objectives.
• Based on these objectives, the content and methodologies
must be designed to effect the basic knowledge,
attitude and behavior desired, while respecting cultural
sensitivities and the situation of teachers.

9
CSE Minimum Standards

• For teachers, it is meant to provide “clear,

consistent, and straightforward guidance” on the
essential minimum core content for sexuality
education that is appropriate for the age and
development level of students in Grades K to
12.

10
CSE COMPREHENSIVE
Proposed Functions (FoSE,(CSE)
SEXUALITY EDUCATION 2012)
• Provide accurate information about topics

that stir the curiosity of children and young
people and about which they have a need to
know;
• Provide children and young people with
opportunities to explore values, attitudes and
norms concerning sexual and social
relationships;

11
POLICY GUIDELINES ON THE

INTEGRATION

12
DepEd Order No.

COMPREHENSIVE 31, series
SEXUALITY of(CSE)
EDUCATION 2018
The Comprehensive Sexuality
Education standards are
carefully crafted so that
content will naturally blend
with the competencies of
the mother subject/learning
area listed in the K to 12
basic education curriculum.

13
Comprehensive Sexuality Education
Integrating
Comprehensive
Sexuality
Education in
the K to 12
Curriculum
philippines.unfpa.org

14
CSESEXUALITY
COMPREHENSIVE Curriculum
EDUCATION (CSE)
The CSE curriculum standards adapt a grade

level, age- and development-appropriate
teaching and evaluation approach, which
corresponds to the current grade levels in the K
to 12 Enhanced Basic Education.

15
CSE KeySEXUALITY
COMPREHENSIVE Stage Standards
EDUCATION (CSE)
In line with the K to 12 key stage standards, CSE

contents and learning competencies are
developed where the learning outcomes are
expected to precede anticipated biopsychosocial
milestones by about two years.

16
CSE Core Topics

COMPREHENSIVE andEDUCATION
SEXUALITY Subtopics(CSE)
 Human Body and Human Development

 Personhood
 Healthy Relationships
 Sexuality and Sexual Behaviors
 Sexual and Reproductive Health
 Personal Safety
 Gender, Culture, and Human Rights

17
CSE Core Topics

COMPREHENSIVE andEDUCATION
SEXUALITY Subtopics(CSE)
1. Human Body and 1. Analysis of

Human 1. Self-respect external
Development (HBD) 2. Self-protection influences
2. Personhood values 3. Respect for 2. Accessing
(PV) others authoritative
3. Healthy 4. Non-judgment information
Relationships (HR) 5. Concern for 3. Effective
4. Sexuality & Sexual others communication
behaviors (SSB) 6. Responsibility 4. Responsible
5. Sexual & 7. Positive decision-making
Reproductive health attitude 5. Self-
(SRH) towards management
6. Personal safety (PS) sexuality 6. Goal-setting
7. Gender, Culture and 7. Advocacy
Human Rights
(GCHR)
Integration of CSE Core Topics/Subtopics and 18

Key Messages across all Learning Areas
1. Music, Arts, PE, and Health;

2. Araling Panlipunan;
3. Edukasyon sa Pagpapakatao;
4. Science; and
5. Personal Development
6. Kindergarten

19
Sample Integration of Comprehensive

Sexuality Education Standards
to the K to 12 Curriculum

20
KINDERGARTEN

21
KINDERGARTEN

22
KINDERGARTEN

23
KINDERGARTEN

24
KINDERGARTEN

25
ARALING PANLIPUNAN

26
ARALING PANLIPUNAN 1

27

28

29

30

31
EDUKASYON SA PAGPAPAKATAO

32
EDUKASYON SA PAGPAPAKATAO 1

33

34

35
HEALTH EDUCATION (MAPEH)

36
HEALTH EDUCATION

37
HEALTH EDUCATION

38
HEALTH EDUCATION

39
SCIENCE

40
SCIENCE

41
SCIENCE

42
PERSONAL DEVELOPMENT

43

44

45
Sample Integration of Comprehensive

Sexuality Education Standards
to the K to 12 MELCs

46
“Releasing the MELCs does not necessarily

replace the use of the curriculum guide (CGs).
Rather, these serve as a supplementary guide
for teachers as they address the instructional
needs of learners. The content and performance
standards are indicated in Annex “C” for field
implementers to recognize that the MELCs are
anchored on the prescribed K to 12 standards.”

47
Sample Integration - Kindergarten
Domain Content Performance Learning CSES

Standard Standard Competencies (Proposed)
Physical The Child The Child shall Identify one’s basic Demonstrate how to do
Health & Motor demonstrates an be able to take needs and ways to proper personal hygiene
Development understanding of care of oneself care for one’s body
body parts and and the PNEKBS-li-8
(Kalusugang
their uses environment and
Pisikal at able to solve (retained in the
Pagpapaunlad problems MELCs – Q1, W9)
sa Kakayahang encountered Identify sources of
Motor) within context of support , such as
everyday living parents or other trusted
Pangangalaga adult that young people
sa Sariling can go if they are or
Kalusugan at someone they know is
being sexually
Kaligtasan harrassed abused or
(PKK) assaulted

48
Sample Integration - Kindergarten
Quarter Content Performance Learning CSES

First Ang bata ay Ang bata ay Nakikilala ang sarili a) Identify emotions of the
nagkakaroon ng nakapagpapama pangalan at apelyido self and others*
pag-unawa sa las ng kakayahang b) kasarian
sariling ugali at kontrolin ang c)
damdamin sariling damdamin gulang/kapanganakan
at pag- uugali, d) 1.4 gusto/di-gusto
gumawa ng • Use the proper
desisyon at expression in
magtagumpay sa introducing oneself
kanyang mga e.g., I am/My name is
gawain SEKPSE-00-1 SEKPSE-
Ia-1.1 SEKPSE-Ib-1.2
SEKPSE-Ic-1.3 SEKPSE-
IIc-1.4 LLKVPD-Ia-13
(Q1, W1)

49
Sample Integration – Health 1
Quarter Content Performance Learning CSES

4th Quarter The learners The learners identifies Identify sources of
demonstrates should appropriate support , such as
understanding appropriately persons to ask parents or other
of safe and demonstrates for assistance trusted adult that
responsible safety H1IS-IVc-3 young people can
behavior to behaviors in go if they are or
lessen risk and daily (Q4, W3) someone they
prevent activities to know is being
injuries in day- prevent sexually harrassed
to-day living injuries abused or
assaulted

50
Sample Integration – Health 8
Content Content Standard Performance Learning CSES

Standard Competencies (proposed)
B. Teenage The learner The learner Analyzes the Explain the health
concerns demonstrates appropriately factors that benefits, risks, and
• Identity understanding manages affect one’s effectiveness rates
crisis of human sexually attitudes and of various
• Sexual sexuality and related issues practices related methods of
identity and managing through to sexuality and contraception,
Sexual sexuality responsible sexual behaviors including
behaviors related issues and informed H8FH-Ib-19 abstinence, and
• Pre-marital
for a healthy decisions condoms
sex, teenage
life (Q1, W2)
pregnancies,
and abortion

51
Sample Integration – Araling Panlipunan 1
Content Content Performance Learning CSES

Pagkilala sa Ang mga mag- Ang mga mag Nauunawaan ang Explain the concept of
Kasapi ng Pamilya aaral ay -aaral ay: konsepto ng pamilya Family
naipamamalas ang batay sa bumubuo
pag-unawa at Buong nito (i.e. Two-parent Roles of the Members of
pagpapahalaga pagmamalaking family, single-parent the Family
sa sariling pamilya nakapagsasaad ng family, extended
at mga kasapi nito kwento ng sariling family) Describe the
at bahaging pamilya at mga AP1 PAM-IIa-1 characteristics of healthy
ginagampanan ng kasapi nito at relationships (e.g. Family
bawat isa bahaging (MELC – Q2, W2) friends,peers)
ginagampanan ng Naipaliliwanag ang
bawat isa sa konsepto ng
malikhaing pamilya batay sa
pamamaraan bumubuo nito (ie.,
two-parent family,
single-parent family,
extended family)

52
Sample Integration – Araling Panlipunan 10
Standard Competencies (Proposed)
B.Mga Isyu na may Ang mga mag- Ang mga mag Nasusuri ang iba’t Define gender
Kaugnayan sa aaral ay may pag- -aaral ay: ibang salik
Kasarian unawa: na nagiging dahilan ng Identify stereotypes of
(Gender) nakabubuo ng pagkakaroon ng boys and girls in media
1.Gender & sa kahalagahan ng dokyumentaryo na diskriminasyon
Sexuality pagtanggap at nagsusulong ng sa kasarian Differentiate real
2.Reproductive paggalang sa paggalang sa AP10IKP-IIId-7 situations and events of
Health Law iba’t ibang karapatan Natataya ang bahaging boys and girls, men and
3.Same- perspektibo na ng mga mamamayan ginagampanan ng women from fiction al
sex Marriage may kaugnayan sa sa kasarian(gender roles) depiction (e.g. TV,
4.Prostitusyon at samu’t pagpili ng sa iba’t internet).
Pang-aabuso saring isyu sa kasarian at bang larangan at
gender sekswalidad institusyong
panlipunan (trabaho,
edukasyon, pamilya,
pamahalaan, at
relihiyon)
AP10IKP-IIId-8

53
Sample Integration – Araling Panlipunan 10 (MELCs)
B.Mga Isyu na may Ang mga mag- Ang mga mag (Q3, W1-2) Define gender
Kaugnayan sa aaral ay may pag- -aaral ay: Natatalakay ang mga
Kasarian unawa: uri ng kasarian (gender) Identify stereotypes of
(Gender) may pag-unawa sa at sex at gender roles boys and girls in media
sa iba’t ibang bahagi ng
1.Gender & nakagagawa ng mga mga epekto ng mga daigdig
Sexuality malikhaing hakbang isyu at hamon na (Q3, W3-4) Differentiate real
2.Reproductive na nagsusulong ng may kaugnayan sa Nasusuri ang situations and events of
Health Law pagtanggap at kasarian at lipunan diskriminasyon at boys and girls, men and
3.Same- paggalang sa iba’t upang maging diskriminasyon sa women from fiction al
sex Marriage ibang kasarian aktibong kababaihan, depiction (e.g. TV,
4.Prostitusyon at upang maitaguyod tagapagtaguyod ng kalalakihan, at LGBT internet).
(Q3, W5-6)
Pang-aabuso ang pagkakapantay- pagkakapantay-
Napahahalagahan ang
pantay ng tao bilang pantay at paggalang tugon ng pamahalaan
kasapi ng sa kapwa bilang at mamamayan ng
pamayanan kasapi ng Pilipinas sa mga isyu
pamayanan ng karahasan at
diskriminasyon

54
Sample Integration – Edukasyon sa Pagpapakatao 7

Mga Angkop na Naipamamalas ng Naisasagawa ng mag- 1.1. Natutukoy ang mga Describe the
Inaasahang magaaral ang pag- aaral ang mga angkop pagbabago sa kanyang characteristics of
Kakayahan at Kilos unawa sa mga na hakbang sa sarili mula sa gulang na healthy relationships
8 o 9 hanggang sa
sa Panahon ng inaasahang paglinang ng limang kasalukuyan sa
(e.g.family, friends,
Pagdadalaga/ kakayahan at kilos inaasahang aspetong: a. Pagtatamo peers).
Pagbibinata sa panahon ng kakayahan at kilos ng bago at ganap na
(Developmental pagdadalaga/pagbibi (developmental tasks) pakikipag-ugnayan Identify ways for
Tasks): nata, talento at sa panahon ng (more mature relations) friends to express
kakayahan, hilig, at pagdadalaga / sa mga kasing edad feelings to each other
mga tungkulin sa pagbibinata. (Pakikipagkaibigan)
b. Pagtanggap ng papel o
panahon ng Demonstrate ways to
gampanin sa lipunan
pagdadalaga/pagbibi c. Pagtanggap sa mga treat family, friends
nata pagbabago sa katawan at and peers with dignity
paglalapat ng tamang and respect
pamamahala sa mga ito
EsP7PS-Ia-1.1
(Q1, W1)

55
Sample Integration – Science 10

1. Coordinated The learners The learners A51. Demonstrate confidence

Functions of the demonstrate an in discussing and using
understanding of: should be able to… different contraceptive
Reproductive, methods
1. organisms as having
Endocrine, and K5A3. Describe personal
Nervous Systems
feedback explain the role of benefits and possible risks of
mechanisms, which hormones involved available methods of
are coordinated by contraception
the nervous and in the female and K4A2. Define key elements of
male reproductive sexual pleasure and
endocrine systems responsibility
2. how these feedback systems; S10LT- S5A7. Apply a decision-
mechanisms help the IIIb-34 making model to safer sex
organism maintain choices, including abstinence
homeostasis to and condoms
S7A1. Critically assess the
reproduce and potential influence of mass
survive media messages about
sexuality and sexual
relationships.

Sample Integration – Personal Development 11-12
9. Personal The skills and Make alist of ways The learner... Explain that there are
Relationships tasks and to become discuss tasks and many ways of
challenges responsible challenges being expressing love, and
experienced during that sexual activity is
appropriate for adolescents
adolescence a mature way of
middle and late prepared for adult EsP-PD11/12DS-lc- showing care and
adolescence and life and manage the 3.1 affection
preparatory to demand of teen identify ways that help
early adulthood years one become capable Identify ways for
and responsible friends to express
adolescent prepared feelings to each other
for adult life
EsP-PD11/12DS-lc- Show positive attitude
3.3 to the expression of
admiration, friendship
(Q1, W3) and love

Entry Points of Comprehensive Sexuality Education Standards
to the K to 12 MELCs
Grade Level
Subject Total
1 2 3 4 5 6 7 8 9 10 11/12
MAPEH
12 11 8 7 19 4 20 19 3 7
(Health Education) 110
AP 10 2 2 1 2 6 23
EsP 9 4 3 6 6 3 9 8 4 52
Science 2 2 1 1 2 2 10
Kindergarten 16 16
Personality
25 25
Development (PerDev)
58

59
Comprehensive Sexuality
Education Learning Materials
(Readers)

60
Timeline
May 6-10,
2019
November 26- Ace Hotel,
30, 2018 Pasig City
Lingayen,
November 12- Pangasinan
18, 2018
Cebu City
October 1-
12, 2018
Antipolo
City

61
Rationale
Develop, validate, finalize and refine the

proposed resource materials of the
Comprehensive Sexuality Education (CSE)
to the K to 12 Curriculum by identifying
the entry points to the different learning
areas and classify the core concepts and
messages appropriate to the subject and
grade level of the learners.

CSE Reader Template
62

63
Sample Comprehensive
Sexuality Education Learning
Materials (Readers)

64
KINDERGARTEN

65

66

67

68
ARALING PANLIPUNAN

69

70

71

72

73
EDUKASYON SA PAGPAPAKATAO

74

75

76

77
HEALTH EDUCATION (MAPEH)

78

79

80

81
SCIENCE

82

83

84

85

86

87

88
Story of the
Moso
Bamboo
https://www.moso-bamboo.com/wp-content/uploads/Moso-bamboo-growth-118_WEB-1024x683.jpg
Sources: .Effective Sex Educ., Advocates for Youth, USA . Findings from the YAFS III Results
.Grussett, Anne,Impact of HIV and Sexual Health
Professionalism ⬥ Integrity ⬥ Excellence
on the Sexual Behavior of Young People ⬥ Service 88
89
The moso is a bamboo

plant that grows in
China and the far east.
After the moso is
planted, no visible
growth occurs for up to
five years – event under
ideal conditions!
http://2.bp.blogspot.com/-h7wuZTzBEQc/UZhuhmiBy7I/AAAAAAAAADU/cIeOhbH3row/
Sources: .Effective Sex Educ., Advocates for Youth, USA
s1600/308536_10151660733083322_598317284_n.jpg . Findings from the YAFS III Results
90
Then, as if by
magic, it
suddenly begins
growing at the
rate of nearly two
and one half feet
per day, reaching
a full height of
ninety feet within
six weeks.
https://i.ebayimg.com/images/i/352200247636-0-1/s-l1000.jpg
91
But it’s not magic. The

moso’s rapid growth is
due to the miles of roots
it develops during those
first five years, five years
of getting ready.
http://www.completebamboo.com/Pic%20Assets/Growing/bamboo_root_moso.jpg
Let us live the dream of the
Department of Education in
transforming the lives of
Filipino learners
Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

Mabuhay!

Session 2 Entry Points of CSE - MJC

Uploaded by

Copyright:

Available Formats

You might also like

Session 2 Entry Points of CSE - MJC

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Session 2 Entry Points of CSE - MJC

Uploaded by

Copyright:

Available Formats

Entry Points of Comprehensive Sexuality

Education (CSE) Standards and Learning

Michael Jaucian Cabrera

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

 Definition of “Entry Point”

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 3

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 4

“Nakasanayan na kasi natin na

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 5

ENTRY POINT APPROACH

• The Entry Point Approach is an approach to learning – a

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 6

BASES FOR ENTRY POINTS OF

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 7

CSE Minimum Standards

• Minimum standards mean the floor of learning

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 8

CSE Minimum Standards

• For teachers, it is meant to provide “clear,

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 9

• Provide accurate information about topics

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 10

POLICY GUIDELINES ON THE

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 11

DepEd Order No.

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 12

Comprehensive Sexuality Education

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 13

The CSE curriculum standards adapt a grade

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 14

In line with the K to 12 key stage standards, CSE

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 15

CSE Core Topics

 Human Body and Human Development

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 16

CSE Core Topics

1. Human Body and 1. Analysis of

COMPREHENSIVE SEXUALITY EDUCATION (CSE)

1. Music, Arts, PE, and Health;

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 18

Sample Integration of Comprehensive

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 19

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 20

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 21

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 22

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 23

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 24

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 25

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 26

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 27

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 28

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 29

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 30

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 31

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 32

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 33

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 34

HEALTH EDUCATION (MAPEH)