COMPREHENSIVE SEXUALITY EDUCATION

K TO 12 CURRICULUM GUIDE
LEARNING AREA: PERSONALITY DEVELOPMENT GRADE 11 - 12

COMPREHENSIVE SEXUALITY EDUCATION

K TO 12 CURRICULUM GUIDE
LEARNING AREA: PERSONAL DEVELOPMENT GRADE 11 or 12

CONTENT / KEY CONCEPTS AND
MESSAGES
1. Knowing Oneself
Understanding oneself during
middle and late adolescence
CT1. The Human Body and
Development
 Human development can be
defined as the process of
enlarging peoples’ freedoms and
opportunities and improving their
well-being.
CONTENT STANDARDS
The learners demonstrate an
understanding of himself/herself during
middle and late adolescence
PERFORMANCE STANDARDS LEARNING COMPETENCIES
Conduct self-exploration and simple  K to 12
disclosure
Explain that knowing oneself can
make a person accept his/her strength
and limitations and dealing with others
better. EsP-PD11/12KO-1a-1.1
 CSE
Describe the sexual and reproductive
capacity of men and woman over the
life cycle K1 A.1

2. Developing the Whole Person
CT1. The Human Body and
Development
 Human development can be
defined as the process of
enlarging peoples’ freedoms and
opportunities and improving their
well-being.
The various aspect of holistic
development: physiological, cognitive,
psychological, spiritual and social
development
Illustrate the connections between
thoughts, feelings, and behaviors in a
person’s holistic development
 K to 12
Discuss the relationship among
physiological, cognitive, psychological,
spiritual and social development to
understand his/her thoughts, feelings
and behaviors EsP-PD11/12DWP-1b-
2.1
 CSE
Discuss the connection between
reproductive functions and sexual

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3. Developmental Stages in
Middle and Late Adolescence
CT1. The Human Body and
Development
 Human development can be
defined as the process of
Understands the skills and tasks
appropriate for middle and late
adolescence and preparatory to early
adulthood
Make a list of ways to become
responsible adolescents prepared for
adult life
desires /urge that are biological; those
that are willed /desired according to
one’s rights and limitations. *K1A2.
 K to 12
Evaluate his/ her own thoughts feelings
and behaviors. EsP-PD11/12DWP-1b-
2.2
 CSE
Explain how one behaves in ways
consistent with one’s values K2.A1
 K to 12
Show the differences between
thoughts, feelings and behaviors in
actual life situations EsP-
PD11/12DWP-1c-2.3
 CSE
Demonstrate skills to reaffirm or
change values and behaviors based on
increasing personal capacities and
experiences S2A1.
 K to 12
Classify various developmental tasks
according to development stages ESP-
PD 11/12 DS-Ic-3.1
 CSE
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enlarging peoples’ freedoms and
opportunities and improving their
well-being.
Discuss how sexual and relationship
issues can impact family K3A1.
 K to 12
Evaluate ones development in
comparison with persons of the same
age group EsP-PD 11/12 DS-Ic-3.2
 CSE
Describe potential impacts of power
differences-e.g. age, gender, wealth on
personal safety K6A2.
 K to 12
List ways to become responsible
adolescent prepared for adult life EsP-
PD11/12DS-1d-3.3
 CSE
Identify key physical emotional
economic and social needs of children
and the associated responsibilities of
parents. K3A2
Analyze internal and external factors
that influence decisions inclusive
assessing skills and resources needed
to become a parent. S3A1/ S3A2
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 4. Challenges of Middle and Late
Adolescence
CT2 Personhood
 Composed of a set of self-
cognition regarding one’s traits,
competencies and values. Coping
of the different hindrances of life
encounter in the society.
Understands the developmental
changes in middle and late
adolescence, and the expectations of
and from adolescents
Clarify and manage the demands of
teen years (middle and late
adolescence
 K to 12
4.1 Discuss that facing challenges
during adolescents may able to clarify
and manage the demands of teen
years EsP-PD11/12CA-Id-4.1
 CSE
Explain why it is important to challenge
discrimination against those perceived
to be different K2A2.
Compare and Contrast Situations and
Behaviors that may Constitute Bullying
Sexual Harassment, Sexual Abuse,
Sexual Assault, Incest, Rape and
Dating Violence K6 A1
Identify common pregnancy
complications in teenaged mothers
K5A1.
Describe prenatal, delivery and post-
delivery practices that contribute to
health pregnancy and delivery K5S2.
Describe personal benefits and
possible risks of available methods of
contraception K5A3
Analyze internal and external
influences on decisions about
becoming or not becoming pregnant
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S5A2.

Analyze internal and external factors

that may influence condom use and
other safer sex decisions S5A6.

 K to 12

4.2 Express his/her feelings on the

expectations of the significant people
around him/her (parents, siblings,
teachers, friends community leaders)
EsP-PD11/12Ie-4.2

 CSE

Demonstrate the ability to argue for the

elimination of gender role stereotypes
and inequality, harmful practices and
gender-based violence. S6A3.

 K to 12
4.3 Make affirmations that help one
become more lovable and capable as
adolescent EsP-PD11/12CA-Id-4.3
 CSE
. Advocate for safe environments that
encourage dignified and respectful
treatment S6A2.

Analyze the external influences and

societal messages that impact attitudes
about bullying sexual harassment,

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 sexual abuse, sexual assault, incest
rape and dating violence. S6A5

Critically assess the potential influence

of mass media messages about
sexuality and sexual relationship. S7A1

 K to 12

Quarter 1 Discuss that understanding stress and

Unit 2: Aspects of Personal Stress and Its Sources: Various stress Identify personal ways of coping for its sources during adolescence may
Development Responses: and Coping Strategies for Healthful Living help in identifying ways to cope and
5. Coping with stress in middle Healthful Living in Middle and Late have a healthful life EsP—
and late adolescence Adolescence 5.3PD11/12CS-If-5.1

 CSE
CT2 Personhood
 Composed of a set of self- Demonstrate skills in resisting peer
cognition regarding one’s traits, pressure (e.g. communicating,
competencies and values. Coping negotiating, decision making) S2A2
of the different hindrances of life
encounter in the society. Demonstrate skills to communicate
personal needs and skills standard
S2A3.

Demonstrate Effective Ways to

Communicate with Trusted Adults
about bullying, harassment, abuse or
assault S6A1.

Demonstrate ways to access accurate

information and resources that provide
health for survivors of sexual abuse,
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rape, harassment, sexual assault and
dating violence. S6A4

Explain how to access local STI and

HIV testing and treatment K5A4

 K to 12

Demonstrate personal ways of coping

with stress for healthful living
ESP-5.3PD11/12CS Ig-5.3
 CSE.

Demonstrate appropriate help seeking

and self- managing behavior
S2A4.

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Quarter II
Unit 3- Building and Maintaining
Relationships
9. Personal Relationships
CT3. HEALTHY RELATIONSHIPS
 The state openness, honest and
safe communication, necessary
part of healthy living. Support one
another with mutual respect.
The Dynamics of Attraction, Love and
Commitment
Appraise One’s Present Relationships
and Make Plans for Building
Responsible Future Relationships
 K to 12
Discuss an understanding of teenage
relationships, including the acceptable
and unacceptable expressions of
attractions
EsP-PD11/12PR-2a-9.1
 CSE
Define sexuality in relation to its
biological, social, psychological,
spiritual, ethical and cultural
components. K4A1.
Identify potential, legal, social and
health consequences of sexual
decision- making K2A3
Analyze and External factor that
Influence or impact one’s decisions on
whether or when to engage in sexual
behaviors S4A1.
Demonstrate effective ways of
Communicating whether or not one is
ready to engage in sexual behavior
S4A2.
 K to 12
Express his/her ways of showing
attraction, love, and commitment
EsP-PD11/12PR-2a-9.2
 CSE
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Define key elements of sexual pleasure
and responsibility K4A2

 K to 12

Identify ways to become responsible in

a relationship EsP-PD11/12PR-2b-9.3

 CSE

Access medically accurate information

on contraceptive methods including
abstinence and condoms S5A3.

Apply decision-making model to

choices and to safer sex choices
including abstinence and condoms.
S5A4./S5A7

Access medically –accurate prevention

information about STI’s including HIV.
S5A5.

Demonstrate skills to communicate

with a partner about STI and HIV
prevention and testing.S4A1

Demonstrate skills to communicate

with a partner about STI and HIV
prevention and testing S5A8
.
Develop a plan to eliminate or reduce
risk from STIs and HIV. S5A9.

Advocate for sexually active youth to

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10. Social Relationships in Middle and
Late Adolescence
CT6. PERSONAL SAFETY
 State that everyone has a
responsibility for gender equality
and speak out against human
rights violations such as sexual
abuse, harmful practices and
gender-based violence.
 Freedom from physical harm and
threat of physical harm, and
freedom from hostility,
aggression, harassment.
The concept about social influence,
group leadership and fellowship
undergo STI and HIV S5A10.
Identify the different roles of leaders  K to 12
and followers in society
Distinguish the various roles of different
individuals in society and how they can
influence people through their
leadership or followership. EsP-
PD11/12SR-IIb10.1
 CSE
Access medically accurate information
about pregnancy and delivery services.
S5A1.
Identify relevant laws concerning
abusive relationships K7A1.
Identify ways in which the mass media
could make positive contribution to
promoting safer sexual behavior and
gender equality K7A2.
Describe the laws especially as they
relate to sexual reproductive health and
services K7A3.
Explain the concepts of human rights
related Sexual and reproductive health.
K7A4.
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PREPARED BY: BELINDA M. MENDOZA ELIGIO M. JACOB NUNILON L. MORENO NOIME O. VILLEGAS
EPS, CID EPS, CLMD PRINCIPAL III HT I, R3, SDO-GAPAN CITY
SDO ROMBLON MIMAROPA REGION SDO PASAY, NCR
MIMAROPA REGION

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