CSE PSDS - SH - Session 3 CurriculumStandards MELCs and Readers

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)
q Background and Status of Sex Education in the

Philippines
q Definition of “Entry Point”
q Bases for Entry Points of CSE in the Curriculum
q Policy Guidelines on the Integration of CSE
q Sample Integration in the K to 12 Curriculum
q Sample Integration in MELCs
q CSE Readers
Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 3

4
“SexCOMPREHENSIVE
Education in the
SEXUALITY Philippines
EDUCATION (CSE)

5
“SexCOMPREHENSIVE
Education in the
SEXUALITY Philippines
EDUCATION (CSE)
Mr. Jerry CRAUSUS

Dr. Rosalie MASILANG
Dr. Anne QUIZON
Dr. Ella NALIPONGUIT
Dr. Melinda RIVERA
Usec. Dina OCAMPO
Usec Alberto MUYOT

6

7
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.”

8
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).

9
BASES FOR ENTRY POINTS OF

CSE IN THE CURRICULUM

10
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.
Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service10

11
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.

12
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;

13
POLICY GUIDELINES ON THE

INTEGRATION

14
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.

15
Comprehensive Sexuality Education
Integrating
Comprehensive
Sexuality
Education in
the K to 12
Curriculum
philippines.unfpa.org

16
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.

17
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.

18
CSE Core Topics

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

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

19
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)
20
COMPREHENSIVE
CSE Core SEXUALITY
Competencies TopicsEDUCATION (CSE)Levels
and Grade
HB P HR SSB SRH PS GMHR T
Grade
7 10 8 3 1 6 5 40
3
Grade
8 11 9 7 7 7 3 52
6
Grade
2 10 12 4 8 8 6 50
10
Grade
3 8 4 5 15 7 5 47
12
20 39 33 19 31 28 19 189

21
Clustering K - Gr. 3 Core skills – “My Body, Myself”
K S A
Body, including sexual Basic body care Positive attitude

body, gender
Values, emotions Expressing emotion,
including love including love/kindness
Family, friends, peers Respectful and loving
Intimacy and Positive attitude

reproduction
Body rights, Saying no Sensitivity and respect
discrimination, bullying Having trusted adults

Clustering Gr. 4-6 Core skills – “My Changing Body and 22
Relationships”
K S A
Sexual and reproductive Positive attitudes Girls and boys explain fertility period
system, changes in puberty Respect for body
differences
Values related to sexuality and Love of self, acceptance of
reproduction, SOGIE others
Family, friends, peers, early Able to assess good and bad effects
romantic relationships; long on self of relationships
term relationships and
marriage
Sexual relations, Teen Communicating needs and
pregnancy, pregnancy boundaries
prevention, STI-HIV Assertiveness-building
Access to information and services
Abstinence & Condom for boys
Discrimination, bullying, gender Access to adults and help
bias, and sexual harassment

Clustering Gr. 7-10 Core skills – “Honing Knowledge, 23
Values and Skills”

K S A
External factors and social norms that Values of self-
influence one’s sexual and protection and
reproductive behaviors independence
Family, peers, romantic & sexual Personal values of Analysis of effects of relationships
relationships, long term relationships diff. relationships Communication skills
Personal plans
Risks, reasons, and effects of teen Decision-making ability
pregnancy and STI-HIV; and Communication skills
prevention through abstinence, Access to authoritative
condoms and contraceptives information and services
Role of culture including IT & social Personal rules for using IT and
media in sexual behavior, including social media
sexual abuse and violence Advocacy for safe spaces
Role of laws and human rights in Advocacy and collective action
promoting sexual and reproductive
health
Clustering Gr. 11-12 Core skills – “Practicing Self- 24
Efficacy and Helping Others”

K S A
Explain the value of sexuality and Positive sexuality
reproduction biologically, socially,
ethically, and as a matter of human
rights
Analyze external factors and social Sexual behavior based on values Distinguish harmful from beneficial
norms that influence one’s sexual factors
and reproductive behaviors
Analyze requirements and Love/care for relationships

obligations of relationships,
including parenthood
Explain programs for maternal, Access information and services for
sexual and reproductive health one’s self and others
Advocate for laws and policies
Explain how discrimination and
different power inequalities,
including gender inequality harm
people and relationships

Integration of CSE Core Topics/Subtopics and 25

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

26
Sample Integration of Comprehensive

Sexuality Education Standards
to the K to 12 Curriculum

27
KINDERGARTEN

28
KINDERGARTEN

29
KINDERGARTEN

30
KINDERGARTEN

31
ARALING PANLIPUNAN

32
ARALING PANLIPUNAN 1

33

34

35

36

37
EDUKASYON SA PAGPAPAKATAO

38
EDUKASYON SA PAGPAPAKATAO 1

39

40

41
HEALTH EDUCATION (MAPEH)

42
HEALTH EDUCATION

43
HEALTH EDUCATION

44
HEALTH EDUCATION

45
SCIENCE

46
SCIENCE

47
SCIENCE

48
PERSONAL DEVELOPMENT

49

50

51
Sample Integration of Comprehensive

Sexuality Education Standards
to the K to 12 MELCs

52
“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.”

53
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

54
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)

55
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

56
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

57
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)
58
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

59
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
at sex at gender roles sa
(Gender) may pag-unawa sa boys and girls in media
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

60
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 (more Identify ways for
Tasks): nata, talento at sa panahon ng mature relations) sa mga friends to express
kakayahan, hilig, at pagdadalaga / 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)

61
Sample Integration – Science 10

1. Coordinated The learners The learners A51. Demonstrate confidence

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

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)
64

65
Comprehensive Sexuality
Education Learning Materials
(Readers)

66
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

67
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
68

69
Sample Comprehensive
Sexuality Education Learning
Materials (Readers)

70
KINDERGARTEN

71

72

73

74
ARALING PANLIPUNAN

75

76

77

78

79
EDUKASYON SA PAGPAPAKATAO

80

81

82

83
HEALTH EDUCATION (MAPEH)

84

85

86

87
SCIENCE

88

89

90

91

92

93

94
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 ⬥ Service94
95
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/s1600/308536_10151660733083322_5983172
84_n.jpg .Grussett, Anne,Impact of HIV and Sexual Health
96
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
97
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!

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Entry Points of Comprehensive Sexuality

Education (CSE) Standards and Learning

Michael Jaucian Cabrera

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service

q Background and Status of Sex Education in the

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 3

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 4

Mr. Jerry CRAUSUS

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 5

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 6

“Nakasanayan na kasi natin na

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 7

ENTRY POINT APPROACH

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

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 8

BASES FOR ENTRY POINTS OF

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service 9

CSE Minimum Standards

• Minimum standards mean the floor of learning

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service10

CSE Minimum Standards

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

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service11

• Provide accurate information about topics

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service12

POLICY GUIDELINES ON THE

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service13

DepEd Order No.

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service14

Comprehensive Sexuality Education

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service15

The CSE curriculum standards adapt a grade

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service16

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

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service17

CSE Core Topics

q Human Body and Human Development

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service18

CSE Core Topics

1. Human Body and 1. Analysis of

HB P HR SSB SRH PS GMHR T

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service20

Body, including sexual Basic body care Positive attitude

Family, friends, peers Respectful and loving

Intimacy and Positive attitude

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service21

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service22

Values and Skills”

Efficacy and Helping Others”

Analyze requirements and Love/care for relationships

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service24

COMPREHENSIVE SEXUALITY EDUCATION (CSE)

1. Music, Arts, PE, and Health;

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service25

Sample Integration of Comprehensive

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service26

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service27

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service28

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service29

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service30

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service31

Professionalism ⬥ Integrity ⬥ Excellence ⬥ Service32