Entry Points of CSE Standards

Entry Points of
Comprehensive Sexuality
Education (CSE) Standards
in the K to 12
Curriculum/MELCs
Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service
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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
❑ Presentation of CSE Entry points in MELCs
❑ Sample Integration in MELCs
❑ CSE Readers
Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 2

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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 at babae ang pag-iingat
sa kanilang titi kung hindi
natin sila tuturuan.”

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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).

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BASES FOR ENTRY POINTS OF

CSE IN THE CURRICULUM

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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.

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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.

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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;

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POLICY GUIDELINES ON THE

INTEGRATION

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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.
Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service10

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

12
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.

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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.

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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

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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 16
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

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Entry Points of Comprehensive

Sexuality Education Standards
to the K to 12 MELCs

Grade : Kindergarten
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
First Ang bata ay Ang bata ay • Nakikilala ang sarili a) Week 1 SEKPSE-00-1 SEKPSE-
nagkakaroon ng pag- nakapagpapamalas ng pangalan at apelyido b) Ia-1.1 SEKPSE-Ib-1.2
unawa sa sariling ugali kakayahang kontrolin kasarian c) SEKPSE-Ic-1.3 SEKPSE-
at damdamin. ang sariling damdamin gulang/kapanganakan d) IIc-1.4 LLKVPD-Ia-13
at pag- uugali, gumawa 1.4 gusto/di-gusto
ng desisyon at
magtagumpay sa • Use the proper
kanyang mga gawain expression in introducing
oneself e.g., I am/My name
is
•
Ang bata ay Ang bata ay • Nasasabi ang mga Week 2 SEKPSE-If-3
nagkakaroon ng pag- nakapagpapamalas ng sariling
unawa sa konsepto ng tamang pagkilos sa pangangailangan
mga sumusunod na lahat ng pagkakataon nang walang pag-
batayan upang lubos na na may paggalang at aalinlangan
mapahalagahan ang pagsasaalang- alang sa
SEKPSE-IIa-4
sarili: 1. Disiplina sarili at sa iba • Nakasusunod sa mga
itinakdang tuntunin
at gawain
(routines) sa
paaralan at silid-
aralan
Ang bata ay Ang bata ay • Nakikilala ang mga Week 5 SEKPSE-00-11
nagkakaroon ng pag- nakapagpapamalas ng pangunahing emosyon
unawa sa sariling ugali kakayahang kontrolin (tuwa, takot, galit, at
at damdamin ang sariling damdamin lungkot)
at pag- uugali, gumawa
ng desisyon at
magtagumpay sa
kanyang mga Gawain
The child demonstrates The child shall be able • Identify one’s basic body Week 6 PNEKBS-Id-1
an understanding of to take care of oneself parts
body parts and their and the environment
uses and able to solve  Tell the function of each PNEKBS-Id-2
problems encountered basic body part
within the context of Week 7
everyday living
PNEKBS-Ic-3
 Demonstrate
movements using
different body parts
• Name the five senses and

their corresponding body Week 8 PNEKBS-Ic-4
parts
• Identify one’s basic needs

and ways to care for one’s
body Week 9 PNEKBS-Ii-8
• Practice ways to care for

one’s body Week 10 PNEKBS-Ii-9
Second Ang bata ay Ang bata ay • Natutukoy na may Week 1 KMKPPam-00-1
nagkakaroon ng pag- nakapagpapamalas ng pamilya ang bawat isa
unawa sa konsepto ng pagmamalaki at
pamilya, paaralan at kasiyahang Natutukoy kung sino- sino
komunidad bilang makapagkuwento ng ang bumubuo ng pamilya Week 2 KMKPPam-00-2
kasapi nito sariling karanasan
bilang kabahagi ng • Nailalarawan kung paano
pamilya, paaralan at nagkakaiba at
komunidad nagkakatulad ang bawat Week 3 KMKPPam-00-3
pamilya
• Naipakikita ang
pagmamahal sa mga kasapi
ng pamilya at sa
Week 4 KMKPPam-00-3
nakatatanda sa
pamamagitan ng: 4.1
pagsunod nang maayos sa
mga utos/kahilingan 4.2
pagmamano/paghalik 4.3
paggamit ng magagalang
na pagbati/pananalita 4.4
pagsasabi ng mga salitang
may pagmamahal (I love
you Papa/Mama) 4.5
pagsasabi ng “Hindi ko po
sinasadya “, ”Salamat po”,
“Walang anuman”, kung
kinakailangan 4.6 pakikinig
sa mungkahi ng mga
magulang at iba pang
kaanak 4.7 pagpapakita
ang interes sa iniisip at
ginagawa ng mga
nakatatanda at iba pang
miyembro ng pamilya
The child demonstrates The child shall be able • Talk about likes/dislikes Week 8 LLKOL-Ic-15
an understanding of to confidently speaks (foods, pets, toys, games,
increasing his/her and expresses his/her friends, places)
conversation skills feelings and ideas in
words that make sense • Talk about family
members, pets, toys, LLKOL-00-5
foods, or members of the
community using various
appropriate descriptive
words
Third Ang bata ay Ang bata ay • Nakikilala ang mga taong Week 1 KMKPKom-00-2
nagkakaroon ng pag- nakapagpapamalas ng nakatutulong sa
unawa sa konsepto ng pagmamalaki at komunidad hal. guro,
pamilya, paaralan at kasiyahang bombero, pulis, at iba pa
komunidad bilang makapagkuwento ng
kasapi nito sariling karanasan
bilang kabahagi ng
pamilya, paaralan at
komunidad
Ang bata ay nagkakaroon Ang bata ay • Nakikilala ang kahalagahan Week 10 KPKPKK-Ih-3
ng pag-unawa sa nakapagpapamalas ng ng mga tuntunin: pag-iwas sa
kakayahang pangalagaan pagsasagawa ng mga paglalagay ng maliit na bagay
ang sariling kalusugan at pangunahing kasanayan sa bibig, ilong, at tainga, hindi
kaligtasan ukol sa pansariling paglalaro ng posporo,
kalinisan sa pang-araw- maingat na paggamit ng
araw na pamumuhay at matutulis/matatalim na
pangangalaga para sa bagay tulad ng kutsilyo,
sariling kaligtasan tinidor, gunting, maingat na
pag-akyat at pagbaba sa
hagdanan, pagtingin sa
kaliwa’t kanan bago tumawid
sa daan, pananatiling kasama
ng nakatatanda kung nasa sa
matataong lugar
Grade Level: Grade 1
Subject: Araling Panlipunan
Quarter Content Standards Performance Standards Most Essential Duration Code
Learning Competencies
First naipamamalas ang pag- buong pagmamalaking Nasasabi ang batayang Week 1
unawa sa kahalagahan nakapagsasalaysay ng impormasyon tungkol sa
ng pagkilala sa sarili kwento tungkol sa sarili: pangalan,
bilang Pilipino gamit sariling katangian at magulang, kaarawan,
edad, tirahan, paaralan,
ang konsepto ng pagkakakilanlan
iba pang pagkakakilanlan
pagpapatuloy at bilang Pilipino sa at mga katangian bilang
pagbabago malikhaing Pilipino
Pamamaraan
*Natutukoy ang mga
mahahalagang pangyayari
at pagbabago sa buhay
simula isilang hanggang sa
kasalukuyang edad gamit
ang mga larawan at
timeline
Week 4
Naihahambing ang
sariling kwento o
karanasan sa buhay sa
kwento at karanasan ng
mga kamag- aral ibang
miyembro ng pamilya
gaya ng mga kapatid, mga
magulang (noong sila ay
nasa parehong edad),
mga pinsan, at iba pa; o
mga kapit-bahay
Week 7
Second Ang mag-aaral ay... Ang mag-aaral ay... *Naipaliliwanag ang Week 1
naipamamalas ang pag- buong pagmamalaking konsepto ng pamilya
unawa at nakapagsasaad ng batay sa bumubuo nito
pagpapahalaga sa kwento ng sariling (ie. two- parent family,
sariling pamilya at mga pamilya at bahaging single- parent family,
kasapi nito at bahaging ginagampanan ng extended family)
ginagampanan ng bawat kasapi nito sa
bawat isa malikhaing *Nailalarawan ang
pamamaraan sariling pamilya batay
sa: (a) komposisyon (b) Week 2
kaugalian at paniniwala
(c ) pinagmulan at (d) AP1PAM- IIa-3
tungkulin at karapatan
ng bawat kasapi
Nasasabi ang
kahalagahan ng bawat
kasapi ng pamilya
Nakabubuo ng
konklusyon tungkol sa
Week 3
mabuting pakikipag-
ugnayan ng sariling
pamilya sa iba pang
pamilya sa lipunang
Pilipino.
Week 8
AP1PAM- IIh-23
Third Ang mag-aaral ay... Ang mag-aaral ay... Nailalarawan ang mga Week 4-5 AP1PAA- IIIb-4
tungkuling
naipamamalas ang pag- buong pagmamalaking ginagampanan ng mga
unawa sa kahalagahan nakapagpapahayag ng taong bumubuo sa
ng pagkilala ng mga pagkilala at paaralan (e.g. punong
batayang impormasyon pagpapahalaga sa guro, guro, mag-aaral,
ng pisikal na kapaligiran sariling paaralan doktor at nars,
ng sariling paaralan at dyanitor, etc
ng mga taong bumubuo
dito na nakakatulong sa Naipaliliwanag ang
paghubog ng kahalagahan ng
kakayahan ng bawat paaralan sa sariling Week 6
batang mag-aaral buhay at sa pamayanan
o komunidad.
Grade 3 Araling Panlipunan
Learning
Competencies
First Ang mag-aaral ay... Ang mag-aaral ay... * Nasusuri ang Week 3
katangian ng
naipamamalas ang nakapaglalarawan ng populasyon ng iba’t
pang- unawa sa pisikal na kapaligiran ng ibang pamayanan sa
kinalalagyan ng mga mga lalawigan sa rehiyong sariling lalawigan batay
lalawigan sa rehiyong kinabibilangan gamit ang sa: a) edad; b) kasarian;
kinabibilangan ayon sa mga batayangimpormasyon c) etnisidad; at 4)
katangiang heograpikal tungkol sa direksiyon, relihiyon
nito lokasyon, populasyon at
paggamit ng mapa
Competencies
Third Ang mag-aaral ay... Ang mag-aaral ay... *Nasusuri ang mga Week 5-7
programa ng
naipamamalas ang nakapagpapakita ng pamahalaan tungkol
pang- unawa sa aktibong pakikilahok at sa: (a)
bahaging pakikiisa sa mga pangkalusugan (b)
ginagampanan ng proyekto at gawain ng pang-edukasyon(c )
pamahalaan sa lipunan, pamahalaan at mga pangkapayapaan (d)
mga pinuno at iba pang pinuno nito tungo sa pang-ekonomiya(e )
naglilingkod sa kabutihan ng lahat pang-impraestruktura
pagkakaisa, kaayusan at (common good)
kaunlaran ng bansa
Garde 6 Araling Panlipunan
Competencies
Fourth Ang mag-aaral ay... Ang mag-aaral ay... Nasusuri ang mga Week 7-8 AP6TDK-IVe-f-6
kontemporaryong isyu
naipamamalas ang mas nakapagpakita ng ng lipunan tungo sa
malalim na pag- unawa aktibong pakikilahok sa pagtugon sa mga
at pagpapahalaga sa gawaing makatutulong hamon ng malaya at
patuloy na sa pag-unlad ng bansa maunlad na bansa
pagpupunyagi ng mga bilang pagtupad ng
Pilipino tungo sa sariling tungkulin na • Pampulitika (Hal.,
pagtugon ng mga siyang kaakibat na usaping
hamon ng nagsasarili at pananagutan sa pangteritoryo sa
umuunlad na bansa pagtamasa ng mga West Philippine
karapatan bilang isang Sea, korupsyon,
malaya at maunlad na atbp)
Pilipino
• Pangkabuhayan (Hal.,
open trade,
globalisasyon,
atbp)
• Panlipunan (Hal.,
OFW, gender,
drug at child
abuse, atbp)
• Pangkapaligiran
(climate change,
atbp)
Competencies
Third Ang mag-aaral ay... Ang mag-aaral ay... *Natatalakay ang mga Week 1-2
uri ng kasarian (gender)
nakagagawa ng mga may pag-unawa sa mga at sex at gender roles sa
malikhaing hakbang na epekto ng mga isyu at iba’t ibang bahagi ng
nagsusulong ng hamon na may daigdig
pagtanggap at kaugnayan sa kasarian
paggalang sa iba’t ibang at lipunan upang *Nasusuri ang
kasarian upang maging aktibong diskriminasyon Week 3-4
maitaguyod ang tagapagtaguyod ng sa kababaihan,
pagkakapantay-pantay pagkakapantay-pantay kalalakihan at LGBT
ng tao bilang kasapi ng at paggalang sa kapwa (Lesbian , Gay , Bi –
pamayanan. bilang kasapi ng sexual , Transgender)
pamayanan.
*Napahahalagahan ang
tugon ng pamahalaan at
Week 5-6
mamamayan Pilipinas
sa mga isyu ng
karahasan at
diskriminasyon
Nakagagawa ng
hakbang na
nagsusulong ng
pagtanggap at Week 7-8
paggalang sa kasarian
na nagtataguyod ng
pagkakapantay- pantay
ng tao bilang kasapi ng
pamayanan
Grade 1 Edukasyon sa Pagpapakatao
Quarter Content Standards Performance Most Essential Learning Duration Code
Standards Competencies
Unang Markahan Naipamamalas ang pag- Naipakikita ang 1. Nakikilala ang sariling: 1.1. Week 1 EsP1PKP- Ia-b – 1
unawa sa kahalagahan ng kakayahan nang may gusto1.2. interes 1.3.
pagkilala sa sarili at sariling tiwala sa sarili potensyal 1.4.
kakayahan,pangangalaga sa kahinaan 1.5. damdamin
sariling kalusugan at pagiging / emosyon
mabuting kasapi ng pamilya.
2. Naisasakilos ang sariling
kakayahan sa iba’t ibang
pamamaraan2.1 pag-
awit 2.2 pagsayaw 2.3 Week 2 EsP1PKP- Ib-c – 2
pakikipagtalastasanat iba pa
1. Nakapaglalarawan ng iba’t
ibang gawain na maaaring
makasama o makabuti sa
kalusugan
1.1 nakikilala ang iba’t ibang

Naisabubuhay nang may gawain/paraan na maaaring Week 3 EsP1PKP- Id – 3
wastong pag-uugali ang iba’t makasama o makabuti sa
ibang paraan ng pangangalaga kalusugan
sa sarili at kalusugan upang
mapaunlad ang anumang 3.2 nasasabi na nakatutulong
kakayahan. sa paglinang ng sariling
kakayahan ang wastong
pangangalaga sa sarili
4. Nakakikila ng mga gawaing

nagpapakita ng
pagkakabuklod ng pamilya
tulad ng
4.1 pagsasama-sama sa EsP1PKP- Ie – 4

Ikalawang Naipamamalas ang pag- Naisasabuhay ang 6. Nakapagpapakita ng Week 1 EsP1P- IIa-b – 1
Markahan unawa sa kahalagahan ng wastong pakikitungo pagmamahal at paggalang sa
wastong pakikitungo sa ibang sa ibang kasapi ng mga magulang
kasapi ng pamilya at kapwa pamilya at kapwa sa
tulad ng pagkilos at lahat ng pagkakataon. 7.Nakapagpapakita ng
pagsasalita ng may paggalang pagmamahal sa pamilya at Week 2 EsP1P- IIc-d – 3
at pagsasabi ng katotohanan kapwa sa lahat ng
para sa kabutihan ng pagkakataon lalo na sa oras ng
nakararami pangangailangan
9. Nakapagsasabi ng totoo sa
Naisasabuhay ang magulang/ nakatatanda at Week 4 EsP1P- IIg-i– 5
pagiging matapat sa ibapang kasapi ng mag- anak
lahat ng pagkakataon sa lahat ng pagkakataon
upangmagingmaayosang
samahan
9.1 kung saan papunta/

nanggaling
9.2 kung kumuha ng hindi

kanya
9.3 mga pangyayari sa

paaralan na nagbunga ng hindi
pagkakaintindihan
9.4 kung gumamit ng

computer sa paglalaro imbis
na sa pag-aaral
Ikatlong Markahan Naipamamalas ang pag- Naisasabuhay ang 11. Nakapagpapakita ng Week 2 EsP1PPP- IIIb-c– 2
unawa sa kahalagahan ng pagiging masunurin at pagpapahalaga sa mga
pagiging masunurin, magalang sa tahanan, karapatang tinatamasa
pagpapanatili ng kaayusan, nakasusunod sa mga EsP1PPP- IIIf-h – 4
kapayapaan at kalinisan sa alituntunin ng 13. Nakatutulong sa Week 4
loob ng tahanan at paaralan paaaralan at pagpapanatili ng kalinisan at
naisasagawa nang kaayusan sa loob ng tahanan
may pagpapahalaga at paaralan para sa mabuting
ang karapatang kalusugan
tinatamasa
Competencies
Unang Markahan Naipamamalas ang pag- Naisasagawa nang 4. Naisakikilos ang mga Week 3 EsP2PKP- Ic – 10
unawa sa kahalagahan buong husay ang paraan ng pagpapanatili
ng pagkilala sa sarili at anumang kakayahan o ng kalinisan, kalusugan
pagkakaroon ng potensyal at at pag-iingat ng katawan
disiplina tungo sa napaglalabanan ang
pagkakabuklod- buklod anumang kahinaan
o pagkakaisa ng mga
kasapi ng tahanan at Naisasagawa nang 4. Naisakikilos ang mga
paaralan palagian ang paraan ng pagpapanatili
pangangalaga at pag- ng kalinisan, kalusugan Week 4 EsP2PKP- Id – 11
iingat sa katawan at pag-iingat ng katawan
Ikalawang Markahan Naipamamalas ang pag- Naisasagawa ang wasto 6.Nakapagpapakita ng Week 1 EsP2P- IIa-b – 6
unawa sa kahalagahan at tapat na pakikitungo pagkamagiliwin
ng pagiging sensitibo sa at pakikisalamuha sa atpagkapalakaibigan na
damdamin at kapwa may pagtitiwala sa mga
pangangailangan ng sumusunod:
iba, pagiging magalang
sa kilos at pananalita at 6.1. kapitbahay 6.2.
pagmamalasakit sa kamag-anak 6.3.
kapwa kamag-aral 6.4.
panauhin/ bisita 6.5.
bagong kakilala 6.6.
taga-ibang lugar
9. Nakapagpapakita ng
iba’t ibang magalang na Week 3 EsP2P- IId – 8
pagkilos sa kaklase o
kapwa bata
Ikatlong Markahan Naipamamalas ang pag- Naisasagawa nang 14.Nakapagpapakita ng Week 1 EsP2PPP- IIIa-b– 6
unawa sa kahalagahan buong pagmamalaki paraan ng
ng kamalayan sa ang pagiging mulat sa pagpapasalamat sa
karapatang pantao ng karapatan na maaaring anumang karapatang
bata, pagkamasunurin tamasahin tinatamasa Hal. pag-
tungo sa kaayusan at aaral nang mabuti
kapayapaan ng pagtitipid sa anumang
kapaligiran at ng kagamitan
bansang kinabibilangan
15. Nakatutukoy ng mga
karapatang maaaring Week 2 EsP2PPP- IIIc– 7
ibigay ng pamilya o mga
kaanak
Unang Markahan Naipamamalas ang pag- Naisasabuhay ang iba’t Nakagagawa ng mga Week 2 EsP3PKP- Ie – 18
unawa sa kahalagahan ibang patunay ng wastong kilos at gawi sa
ng sariling kakayahan, pangangalaga at pag- pangangalaga ng
pagkakaroon ng tiwala, iingat sa sarili sariling kalusugan at
pangangalaga at pag- kaligtasan.
iingat sa sarili tungo sa
kabutihan at kaayusan
ng pamilya at
pamayanan
Competencies
Ikalawang Markahan Naipamamalas ang pag- Naisasagawa ang Nakapagbibigay-alam sa Week 2 EsP5P – IIb – 23
unawa sa kahalagahan inaasahang hakbang, kinauukulan tungkol sa
ng pakikipagkapwa-tao kilos at pahayag na may kaguluhan, at iba pa
at pagganap ng mga paggalang at (pagmamalasakit sa
inaasahang hakbang, pagmamalasakit para sa kapwa na sinasaktan /
pahayag at kilos para sa kapakanan at kabutihan kinukutya / binubully
kapakanan at ng ng pamilya at kapwa
pamilya at kapwa
Ikatlong Markahan Naipamamalas ang pag- Naisasagawa nang may Nakalalahok sa Week 6 EsP5PPP – IIIg – 30
unawa sa kahalagahan disiplina sa sarili at pangangampanya sa
nang pagpapakita ng pakikiisa sa anumang pagpapatupad ng mga
mga natatanging alituntuntunin at batas batas para sa kabutihan
kaugaliang Pilipino, na may kinalaman sa ng lahat
pagkakaroon ng bansa at global na
disiplina para sa kapakanan 8.1. pangkalinisan 8.2.
kabutihan ng lahat, pangkaligtasan 8.3.
komitment at pangkalusugan 8.4.
pagkakaisa bilang pangkapayapaan 8.5.
tagapangalaga ng pangkalikasan
kapaligiran
Competencies
Ikatlong Markahan Naipamamalas ang pag- Naisasagawa ang mga 11.1 pagtupad sa mga Week 6 EsP6PPP- IIIh-i–40
unawa sa kahalagahan gawain na may batas para sa kaligtasan
ng pagmamahal sa kaugnayan sa sa daan;
bansa at pandaigdigang kapayapaan at pangkalusugan;
pagkakaisa tungo sa kaayusan tungo sa pangkapaligiran; pag-
isang maunlad, pandaigdigang abuso sa paggamit ng
mapayapa at pagkakaisa ipinagbabawal na
mapagkalingang gamot;
pamayanan
Quarter Content Standards Performance Most Essential Learning Duration Code
Standards Competencies
Unang Markahan Naipamamalas ng mag- aaral Naisasagawa ng mag- Natutukoy ang mga pagbabago Week 1 EsP7PS-Ia-1.1
ang pag-unawa sa mga aaral ang mga angkop sa kanyang sarili mula sa gulang
inaasahang kakayahan at kilos na hakbang sa na 8 o 9 hanggang sa
sa panahon ng paglinang ng limang kasalukuyan sa aspetong:
pagdadalaga/pagbibinata, inaasahang
talento at kakayahan, hilig, at kakayahan at kilos1 Pagtatamo ng bago at ganap na
mga tungkulin sa panahon ng (developmental tasks) pakikipag- ugnayan (more
pagdadalaga/pagbibinata sa panahon ng mature relations) sa mga kasing
pagdadalaga / edad (Pakikipagkaibigan)
pagbibinata.
Pagtanggap ng papel o
gampanin sa lipunan
Pagtanggap sa mga pagbabago

sa katawan at paglalapat ng
tamang pamamahala sa mga ito
Pagkakaroon ng kakayahang
makagawa ng maingat na
pagpapasya
Pagkilala ng tungkulin sa bawat

gampanin bilang nagdadalaga /
nagbibinata
Natatanggap ang mga

pagbabagong nagaganap sa
sarili sa panahon ng
pagdadalaga/pagbibinata
NaipaliLiwanag na ang paglinang

ng mga angkop na inaasahang
kakayahan at kilos EsP7PS-Ia-1.2
Grade 5 Science
Second The learners The learners should be Describe the parts of Week 1 S5LT-IIa-1
demonstrate able to the reproductive
understanding of system and their
practice proper hygiene functions
how the parts of the to care of the
human reproductive reproductive organs Explain the menstrual Week 2 S5LT-IIc-3
system work cycle
Grade 1 Health
2nd Quarter The learner The learner practices Demonstrates proper Week3toWeek4 H1PH-IIc-d-2
demonstrates good health habits and hand washing
understanding of the hygiene daily
proper ways of taking Realizes the importance
care of one’s health of washing hands Week 5 H1PH-IIe-3
Practices habits of
keeping the body clean
& healthy Week6toWeek7 H1PH-IIf-i-4
Realizes the importance
of practicing good
Week 8 H1PH-IIj-5
health habits
4th Quarter The learner The learner Identifies situations Week 1 H1IS-IVa-1
demonstrates appropriately when it is appropriate
understanding of safe demonstrates safety to ask for assistance
and responsible behaviors in daily from strangers
behavior to lessen risk activities to prevent
and prevent injuries in injuries Identifies appropriate
day- to-day living persons to ask for Week 3 H1IS-IVc-3
assistance
Demonstrates ways to
ask for help H1IS-IVc-4
Describes ways people
Week 8
can be intentionally
H1IS-IVh-9
helpful or harmful to
one another
Distinguishes between
good and bad touch Week 9 H1IS-IVi-10
Practices ways to
protect oneself against Week 10
violent or unwanted H1IS-IVj-11
behaviors of others
Grade 2 Health
Competencies
3rd Quarter • The learner The learner Explains the benefits of Week 5 H2FH-IIIef-13
demonstrates an demonstrates positive healthy expressions of
understanding of expression of feelings feelings
managing one’s feelings toward family
and respecting members and ways of Expresses positive
differences coping with negative feelings in appropriate Week 6 H2FH-IIIgh-14
feelings ways
Demonstrates positive
ways of expressing Week 7 to Week 8 H2FH-IIIij-15
negative feelings, such
as anger, fear, or
disappointment
Displays respect for the

H2FH-IIIij-16
feelings of others
Grade 5 Health
1st Quarter The learner The learner practices Describes a mentally, Week 1 to Week 2 H5PH-Iab-10
demonstrates skills in managing emotionally and socially
understanding of mental, emotional and healthy Suggests ways
mental emotional, and social health concerns to develop and
social health concerns maintain one’s mental Week 3 H5PH-Ic-11
and emotional health
person
Discusses ways of
managing unhealthy
relationships
Week 6 H5PH-If-14
Discusses the effects of
mental, emotional and
social health concerns
on one’s health and
wellbeing Week 7 H5PH-Ih-16
Demonstrates skills in
preventing or managing
teasing, bullying,
harassment or abuse
Identifies appropriate
resources and people H5PH-Ij-17
who can help in dealing
with mental, emotional
and social, health Week 8
concerns
H5PH-Ij-18
2nd Quarter *Recognizes the Week 3 to Week 4 H5GD-Iab-3
changes during Puberty
as a normal part of
growth and
development
Physical Change H5GD-lab-4

Emotional Change
Social Change
*Assesses common Week 5to Week 6

misconceptions related H5GD-Icd-3
to puberty in terms of
scientific basis and
probable effects on
health
Describes the common H5GD-lcd-4

health issues and
concerns during
puberty
Accepts that most of

these concerns are H5GD-Ief-5
normal consequence of
bodily changes during
puberty but one can
learn to manage them
Discusses the negative Week 7 to Week 8 H5GD-Ief-6

health impact and ways
of preventing major
issues such as early and
unwanted pregnancy
Senior High School Personal Development
Competencies
The learners The learners shall be Explain that knowing Week 1 EsP-PD11/12KO-Ia-1.1
demonstrate an able to... oneself can make a
understanding of... person accept his/her
conduct self- strengths and
himself/herself during exploration and simple limitations and dealing
middle and late disclosure with others Share EsP-PD11/12KO-Ia-1.2
adolescence his/her unique
characteristics, habits,
and experiencesbetter
the various aspects of illustrate the evaluate his/her own Week 2 EsP-PD11/12DWP-Ib-
holistic development: connections between thoughts, feelings, and 2.2
physiological, cognitive, thoughts, feelings, and behaviors
psychological, spiritual, behaviors in a person’s
and social development holistic development show the connections
the skills and tasks and between thoughts, EsP-PD11/12DWP-Ib-
challenges appropriate make a list of ways to feelings, and behaviors 2.3
for middle and late become responsible in actual life situations
adolescence, and adolescents prepared
preparatory to early for adult life and Discuss developmental
manage the demands tasks and challenges EsP-PD11/12DS-Ic-3.1
adulthood
of teen years being experienced
during adolescence
Evaluate one’s
development through
Week 2 EsP-PD11/12DS-Ic-3.2
the help of significant
people around him/her
( peers, parents,
siblings, friends,
teachers, community
leaders)
Identify ways that help

Week 4 EsP-PD11/12DS-Id-3.3
one become capable
and responsible
adolescent prepared for
adult life
the concepts about identify his/her own Discuss understanding Week 4 EsP-PD11/12DS-Id-4.1
mental health and well- vulnerabilities and plan of mental health and
being particularly stress on how to stay mentally psychological well-
and coping strategies in healthy while coping being to identify ways
middle and late with stress to cope with stress
adolescence during adolescence
Identify causes and EsP-PD11/12CS-If-5.2

effects of stress in one’s
life
Demonstrate personal Week 5 EsP-PD11/12CS-If-5.3

ways to cope with
stress and maintain
mental health
the different types of identify ways to discuss that Week 7 EsP-PD11/12EI-Ii-j-8.1
emotions and how they communicate and understanding the
are expressed manage emotions in a intensity and
healthy manner differentiation of
emotions may help in
communicating
emotional expressions
explore one’s positive EsP-PD11/12EI-Ii-j-8.2

and negative emotions
and how one expresses
or hides them Week 8
demonstrate and create EsP-PD11/12EI-Ii-j-8.3

ways to manage various
emotions
Second the dynamics of appraise one’s present discuss an Week 1 EsP-PD11/12PR-IIa-9.1
attraction, love, and relationships and make understanding of teen-
commitment plans for building age relationships,
responsible future including the
relationships acceptable and
unacceptable
expressions of
attractions
EsP-PD11/12PR-IIa-9.2
express his/her ways of
showing attraction,
love, and commitment
EsP-PD11/12PR-IIa-9.3
identify ways to
become responsible in
a relationship
the impact of one’s identify the firm and appraise one’s family Week 4 EsP-PD11/12FSL-IId-
family on his/her gentle sides of family structure and the type 11.1
personal development care that affect a of care he/she gives
during middle and late person’s development and receives, which
adolescence during middle and late may help in
adolescence understanding
himself/herself better
EsP-PD11/12FSL-IId-e-
make a genogram and 11.2
trace certain physical,
personality, or
behavioral attributes
through generations
the concepts of career set a personal career Explain that Week 6 EsP-PD11/12PC-IIf-
development, life goals, goal based on the understanding different 12.1
and personal factors results of self- factors, career
influencing career assessment of various development concepts
choices and external personal and external and personal life goals
factors factors influence career
planning and decision-
making.
Identify career options

based on different EsP-PD11/12PC-IIf-
factors, career 12.2
development concepts
and personal life goals
Prepare a career plan Week 7

based on the identified
career options to attain EsP-PD11/12PC-IIg-
personal life’s goals 12.3
his/her personal analyze and synthesize explain the factors in Week 7 EsP-PD11/12IOPD-IIi-
development as an his/her personal personal development 14.1
important component development as an that may guide him/her
of setting career and important component in making important
life goals of setting career and career decisions as
life goals adolescents
share insights that

make him/her realize
the importance of
personal development EsP-PD11/12IOPD-IIi-
in making a career Week 8 h-14.2
decision as adolescent
58
Sample Integration of Comprehensive

Sexuality Education Standards

59
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

60
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)

61
Sample Integration – Health 1
Quarter Content Performance Learning CSES

4th Quarter The learners The learners identifies Identify sources
demonstrates should appropriate of support , such
understanding appropriately persons to ask as parents or
of safe and demonstrates for assistance other trusted
responsible safety H1IS-IVc-3
behavior to behaviors in adult that young
lessen risk and daily (Q4, W3) people can go if
prevent activities to they are or
injuries in day- prevent someone they
to-day living injuries know is being
sexually
harrassed
abused or
assaulted
62
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

63
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

64
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

65
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)

66
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 feedback
K5A3. Describe personal
Nervous Systems 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
sexual pleasure and
endocrine systems male reproductive 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
and condoms
homeostasis to 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
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)
Development of Detailed Lesson
Plans (DLPs)
(CSE Integration)
Define Stress
Causes of Stress
OUTLINE
Signs and Effects of Stress
Managing Stress
Begin with the
end in mind.
Policy Guidelines on Daily Lesson Preparation
for the K to 12 Basic Education Program
(DepEd Order No. 42, s. 2016)
Objectives of DepED Order 42. s. 2016
 It aims to assist teachers in not only

effectively managing instruction but
also managing teacher performance in
facilitating learning inside the
classroom.
 It was crafted with the best interests of

teachers in mind that will empower
them to carry out quality instruction
that recognizes the diversity of learners
and ensures learners’ success.
DEPARTMENT
DEPARTMENT OF EDUCATION
OF EDUCATION
Flexibility Clause in DLP
Page 14
LESSON PREPARATION
CONSIDERATION
Lesson Preparation Consideration
Learning Competency (LC) Learning Activities /

Tasks
Learning
Resources
Learner’s Diversity Integration

Lesson Preparation Standards
Questions Formative Assessment
Abstraction and
Generalization
Application Closure
Tips in Preparing Lesson Plans
Integrating CSE Concepts/Messages
1.Be creative in designing lessons that

promote 21st century skills.
2.Innovation in teaching shall increase
students' engagement, encourage
collaboration, and utilize real-world
challenges to deepen understanding.
3.Self-quality Assurance must be
considered in Selecting Learning
Resources.
Parts of Detailed Lesson Plan
I. Learning Competencies
Objective(s)
II. Content Topic
III.Learning Resources
IV.Procedure
A. Motivation/Priming
B. Activity
C. Analysis
D. Abstraction & Generalization
E. Application
F. Closure
V. Reflection
VI.Remarks
80
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
on the Sexual Behavior of Young People ⬥
Professionalism Integrity ⬥ Excellence ⬥ Service80
81
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
82
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
83
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!

Entry Points of CSE Standards

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Entry Points of CSE Standards

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Entry Points of

❑ Definition of “Entry Point”

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 2

“Nakasanayan na kasi natin na

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 3

ENTRY POINT APPROACH

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

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 4

BASES FOR ENTRY POINTS OF

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 5

CSE Minimum Standards

• Minimum standards mean the floor of learning

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 6

CSE Minimum Standards

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

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 7

• Provide accurate information about topics

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 8

POLICY GUIDELINES ON THE

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 9

DepEd Order No.

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service10

Comprehensive Sexuality Education

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service11

The CSE curriculum standards adapt a grade

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service12

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

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service13

CSE Core Topics

❑ Human Body and Human Development

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service14

CSE Core Topics

1. Human Body and 1. Analysis of

Key Messages across all Learning Areas

1. Music, Arts, PE, and Health;

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service16

Entry Points of Comprehensive

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service17

• Name the five senses and

• Identify one’s basic needs

• Practice ways to care for

1.1 nakikilala ang iba’t ibang

4. Nakakikila ng mga gawaing

4.1 pagsasama-sama sa EsP1PKP- Ie – 4

9.1 kung saan papunta/

9.2 kung kumuha ng hindi

9.3 mga pangyayari sa

9.4 kung gumamit ng

Pagtanggap sa mga pagbabago

Pagkilala ng tungkulin sa bawat

Natatanggap ang mga

NaipaliLiwanag na ang paglinang

Displays respect for the

Physical Change H5GD-lab-4

*Assesses common Week 5to Week 6

Describes the common H5GD-lcd-4

Accepts that most of

Discusses the negative Week 7 to Week 8 H5GD-Ief-6

Identify ways that help

Identify causes and EsP-PD11/12CS-If-5.2

Demonstrate personal Week 5 EsP-PD11/12CS-If-5.3

explore one’s positive EsP-PD11/12EI-Ii-j-8.2

demonstrate and create EsP-PD11/12EI-Ii-j-8.3