COMPREHENSIVE SEXUALITY EDUCATION
K TO 12 CURRICULUM GUIDE
CONTENT
A. Health habits and hygiene
4.1. Describe their bodies and body
parts using proper names, including
female and male sexual part (K)
4.2. Show positive attitude towards
body, including sexual parts of the body
(A)
 Sexual and reproductive parts
are vital parts of the body. The
body parts can be described
using the different sense
organs. Different people have
different bodies and
capacities, including of the
sexual body parts.
A. Knowing personal information and
ways to ask for help
 Many different kinds of family
—two—parent, single-parent,
LEARNING AREA: HEALTH GRADES 1 & 2
CONTENT STANDARDS
Demonstrates understanding of
the proper ways of taking care of
one’s health (K)
Demonstrates understanding of
safe and responsible behavior to
lessen risk and prevent injuries in
day-to-day living
PERFORMANCE STANDARDS
The learners practices good health habits ang hygiene
daily
Practices positive attitudes towards appreciating her/his
body and proper self-care and hygiene (S2A)
Appropriately demonstrates safety behaviors in daily
activities to prevent injuries
LEARNING COMPETENCY (CSE) / K TO 12
CODE
1. Identifies different parts of the body, including the
female and male sexual parts (K1A)
Describes the different parts of the body and their
movements through enjoyable physical activities.
(PE Q1-PE 1Bm-la-b1)
2. Practices habits of keeping the body clean and
healthy (S)
(H1PH-IIf-i-4)
3. Explain body differences and growth (K1B)
1. Identifies appropriate persons to ask for assistance
Identifies situations when it is appropriate to ask
for
assistance from strangers.
(H1lS-Iva-1)
1
 child-headed, guardian-
headed, extened, nuclear and
non-traditional families, etc.
Family members have
different needs and roles.
Family members take care of
each other in many ways,
though sometimes they may
not want to or be able to.
Health and disease can affect
family structure, capacities,
roles and responsibilities.
C. Ways by which people are
intentionally helpful or harmful
1. Good touch and bad touch
2. Protection against violent or
unwanted behaviors of others
 Everyone has the right to
decide who can touch their
body, where and in what way.
“Body rights” means that all
people, including children,
have the right to tell others not
to touch their body when they
do not want to be touched. All
cultures have different ways of
respecting privacy and bodily
integrity.
Describe roles, rights, and
responsibilities of members (K3A2)
Demonstrates understanding of
safe and responsible behavior to
lessen risk and prevent injuries in
day-to-day living
Appropriately demonstrates safety behaviors in daily
activities to prevent injuries
Gives personal information, such as name and
address to appropriate persons.
(H1LS-IVb-2)
Identifies appropriate persons to ask for
assistance.
(H1IS-IVc-3)
2. Demonstrates ways to ask for help
Demonstrates ways to ask for help.
(H1IS-IVc-4)
Follows rules at home and in school.
(H1L-IVd-5)
1. Identifies situations when it is appropriate to ask
for assistance from strangers
(H1IS-IVa-1)
2. Identifies appropriate persons to ask for assistance
(H1IS-IVc-3)
3. Describes ways people can be intentionally helpful
or harmful to one another
(H1IS-IVh-9)
4. Distinguish between good and bad touch
(H1IS-IVi-10)
5. Practices ways to protect oneself against violent or
unwanted behaviors of others
(H1IS-IVj-11)
6. Demonstrate how to say “no”; walk away; talk to
trusted adults (S6A2)
2
 CONTENT
A. Health habits and hygiene
3.Care for other parts of the body
using different senses – sight, sound,
touch, taste and smell
3.3 Show positive attitude towards
sense organs to appreciate the body
including sexual parts
4. Development of self-management
skills
Grade 2: Family Health – 3rd Quarter
A. Healthy Family Habits and
Practices
1. Explain the concept of ‘family’ with healthy and family practices
examples of different kinds of
family structures
1.1. Characteristics of healthy family
relationships and practices
 Families help children to
acquire values and influence
their personality. Parents and
other family members guide
and support their children’s
CONTENT STANDARDS
Demonstrates understanding of the
proper ways of taking care of the
different parts of the body using the
senses
Demonstrates understanding of the
meaning ‘family’
Demonstrates understanding of
LEARNING COMPETENCY (CSE) / K TO
PERFORMANCE STANDARDS
12
Consistently practices good health habits and hygiene 1. Describes ways of appreciating and caring the
body
Describes ways of caring for the eyes, ears, nose,
hair and skin in order to avoid common childhood
health conditions
(H2PH-IIa-e-6)
2. Identify important personal values that guide one’s
actions, such as love for one’s self
Displays self-management skills in caring for the
different parts of the body using the sense organs
(H2PH-IIij-8)
Consistently adopts healthy family 1. Describes healthy habits of the family or define
functional and loving family relationship
2. Identifies different kinds of family structures
3. Describe roles, rights and responsibilities of each
member of the family
4. Identify ways where family can help each other
(S3D2)
(H2FH-IIIab-11)
3
 decisions.
B. Positive Expression of Feelings Demonstrates an understanding of Demonstrates positive expression of feelings toward 1. Explains the benefits of healthy expressions of
managing one’s feelings and family members and ways of coping with negative feelings
1. Identify their different emotions respecting differences feelings (H2FH-IIIef-13)
2. Identify their personal values
Show sensitivity to different forms of self-expression, eg. 2. Expresses positive feelings in appropriate ways
 Feelings and emotions are in dress, relationships (H2FH-IIIgh-14)
normal responses to life
experiences. People 3. Displays respect for the feelings of others
experience and express
emotions in different ways
and different degrees.

COMPREHENSIVE SEXUALITY EDUCATION

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

LEARNING COMPETENCY (CSE) / K TO 12

CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS CODE

GRADE 3 Nutrition (1st Quarter)

A. Good Nutrition and Health The learner… The learner… The learner…
1. Concept of Malnutrition 1. describes a healthy person
2. Forms of malnutrition demonstrates understanding of the consistently demonstrates good decision- (H3N-Ia-b-11)
(undernutrition and importance of nutritional guidelines and making skills in making food choices 2. Explain body differences and growth.
overnutrition) balanced diet in good nutrition and health (K1B)
2.1. Protein-Energy Malnutrition
(PEM) 3. show positive attitude (A1A)
2.2. Micronutriental Deficiencies
2.2.1. Vitamin A – Night
Blindness
2.2.2. Vitamin B – Beri-beri
2.2.3. Vitamin C – Scurvy
2.2.4. Vitamin D – Rickets
2.2.5. Iron – Anemia
2.2.6. Iodine – Goiter
2.2.7. Calcium – Rickets/
Osteoperosis
2.3. Overweight and obesity 4. show respect for differences and growth.
(A1B)
CSE Core Message

Bodies including sexual parts change as people

grow up.

Growth and development differ from one

another.

5
Different people have different bodies and
capacities including of the sexual body parts.

Grade 3 - PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - (2 nd QUARTER)
C. Preventive Measures for Common
Childhood Diseases
1. Proper Hygiene
3. Building up one’s body resistance
through healthy lifestyle
3.1. Proper Nutrition
3.2. Adequate Rest and Sleep
The learner…
demonstrates an understanding of the
nature of and the prevention of diseases
The learner…
consistently practices healthy habits to
prevent and control diseases
1. explains measures to prevent common
diseases (H3DD-Iie-g-6)
2. explains the importance of proper
hygiene and building up one's body
resistance in the prevention of diseases
(H3DD-IIh-7)

a. Regular Physical Activities

4. Specific protection through

Immunization
5. Regular health and dental check-up

CSE Core Messages

Values are strong beliefs held by individuals,

6
families and communities about important
issues. Values guide decisions about life and
relationships. Individuals, peers, families and
communities may have different values.
Proper care of the body, including of the sexual
parts, is necessary to keep it clean and free from
infection.
Grade 3 - CONSUMER HEALTH – (3rd QUARTER)
F. Sources of reliable health information
1. Government agencies such as
Department of Health, Department
of Education, Department of Trade
and Industry
2. Health Professionals such as licensed
doctor, dentist, nurse, health,
educator
3. Printed materials such as health
books, pamphlets, brochures, and
magazines produced by health
professionals or legitimate health
institutions.
CSE Core Messages
Media refers to a range of communication
platforms that includes print, television, radio,
advertisement, video, internet and cellphones.
The learner…
demonstrates understanding of factors
that affect the choice of health information
and products
 demo proper hygiene, inc of sexual
parts (S1A)
 show positive values (A2A)
 demonstrates good self-management
and good decision making-skills to
prevent common diseases (H3DD-Ii-j-
8)
 describe the healthy relationships in
family, friends, peers (K3D1)
 Identify and assess problems
adolescents experience as they go
through puberty (S1A1)
The learner…
demonstrates critical thinking skills as a wise 1. identifies reliable sources of health
consumer information (H3CH-IIIj11)
 Identify authoritative information and
resources on sexual and reproductive
system, puberty and adolescence (S1A3)
 Demonstrate how to say “NO”, walk away,
talk to trusted adults. (S6A2)
 Identify ways where family, friends and
peers can help each other. (S7A3)
7
Media are a major source of incorrect and harmful
messages on sexuality, mainly based on incorrect
assumptions about how men and women behave
(gender stereotypes). Gender stereotypes often
depict women “in the home, performing domestic
chores such as laundry or cooking; as sex objects
who exist primarily to service men; as victims who
can’t protect themselves and are the natural
recipient of beating, harassment, sexual assault
and murder”. Men, on the other hand “associated
with machismo, independence, competition,
emotional detachment, aggression and violence”.

Everyone has the right to decide who can touch

their body, where and in what way. “Body rights”
means that all people, including children, have the
right to tell others not to touch their body when
they do not want to be touched. All cultures have
different ways of respecting privacy and bodily
integrity.

Friends are people one trusts and wants to be in

the company of.

LEARNING COMPETENCY (CSE) / K TO 12

CONTENT
GRADE 4 - PREVENTION AND CONTROL OF DISEASES AND DISORDERS – (2 nd QUARTER)
C. Prevention and Control of Common
Communicable Diseases (Breaking the
Chain of Infection at respective points)
1. Disease Agent (ex. sterilization,
disinfection)
2. Reservoir (ex. environmental
sanitation)
CONTENT STANDARDS
The learner…
understands the nature and prevention of
common communicable diseases
PERFORMANCE STANDARDS
The learner…
consistently practices personal and
environmental measures to prevent and
control common communicable diseases
CODE
1. demonstrate ways to stay healthy and
prevent and control common
communicable diseases (H4DD-Ii-j-13)
2. identifies ways to break the chain of
infection at respective (H4DD-Ii-j-14)

8
 3. Portal of Exit (ex. cough etiquette)

4. Mode of Transmission (ex. proper  identify examples of good and bad

hygiene) decisions of adolescents on
5. Portal of Entry (ex. protective sexuality and reproduction, and their
clothing) consequences. (K2A3)
 identify the risks and negative
consequences of engaging in sexual
activities before adolescence are
physically and emotionally mature.
6. Susceptible Host (ex.vaccination,
proper nutrition, enough sleep,  (A4A3)
regular exercise)  identify negative and positive values
related to sexuality and reproduction
CSE Core Messages learned from family and community
 (K2A2)
Decision-making has consequences and this  identify the positive and negative
can often be anticipated; therefore it is important effects of family and community
to choose with the best outcome in mind. There values related to sexuality and
are multiple influences on decisions, including reproduction on one’s sexual values
friends, culture, gender role stereotypes, peers and behaviour (S2A1)
and the media. Decision making may involve
different steps. Trusted adults can be a source
of help for decision-making.
Sexual relationships require emotional and
physical maturity. Critical thinking needs to be
applied to forming sexual relationships. Few, if
any, people have a sexual life without problems
or disappointments.
In most families, parents teach and exemplify
their values to their children. Family and
community values and attitudes regarding
gender, relationships, intimacy, love, sexuality

9
and reproduction are the sources of sexual
learning and influence personal behavior and
decision-making
In most families, parents teach and exemplify
their values to their children. Family and
community values and attitudes regarding
gender, relationships, intimacy, love, sexuality
and reproduction are the sources of sexual
learning and influence personal behavior and
decision-making.

COMPREHENSIVE SEXUALITY EDUCATION

10
 K TO 12 CURRICULUM GUIDE

LEARNING AREA: MAPEH (HEALTH) GRADES 5-6

LEARNING COMPETENCY (CSE) / K TO 12

CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS
CODE
Grade 5 – PERSONAL HEALTH – 1ST QUARTER (H5PH)
A. Mental, Emotional and Social Health The learner… The learner… The learner…
1. Characteristics of a Healthy Person demonstrates practices skills in 1. describes a mentally, emotionally and socially
(mentally, emotionally and socially) understanding of managing mental, healthy person ( H5PHIab-10)
mental emotional and
B. Healthy and Unhealthy emotional, and social health 3. recognizes signs of healthy and unhealthy
relationships social health concerns relationships (H5PHId12)
1. Signs of Healthy Relationships (loving concerns S3D2. Show positive ways of communicating
family, genuine friendships) differences of opinion while maintaining
 Gender inequality is often seen in relationships with family, friends, and peers.
the roles and responsibilities of
family members. Families can
promote gender equality in terms
of roles and responsibilities.
 Effective communication uses
different modes and styles, and can
be learned. Gender roles can affect
communication between people.
Being assertive and negotiating are
important aspects of
communication. Negotiations
requires mutual respect,
cooperation and often compromise
from all parties.
2. Importance of Healthy Relationships in 4. explains how healthy relationships can

11
 Maintaining Health positively impact health (H5PH-Ie13)
3. Signs of Unhealthy Relationships
4. Managing Unhealthy Relationships 5. discusses ways of managing unhealthy
relationships (H5PH-If-14)

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

12
 effects on boys and girls, and that is problems due to puberty
normal.
 It is a time of sexual maturation which
leads to major physical and emotional
changes and can be stressful.
 Adolescence is the time between the
beginning of sexual maturation (puberty)
and adulthood.

2. Emotional and Social Changes
B. Puberty-related Health Myths and
Misconceptions
1. On Menstruation
1.1. not taking a bath
1.2. not carrying heavy loads
1.3. avoiding sour and salty
food
1.4. no physical activities
1.5. use of menarche for facial wash
2. On Nocturnal Emissions
2.1. not related to preoccupation with
sexual thought
3. On Circumcision
3.1 at the appropriate maturational stage
C. Puberty-related Health Issues and Concerns
1. Nutritional issues
2. Mood swings
3. Body odor
4. Oral health concerns
5. Pimples/Acne
6. Poor Posture
7. Menstruation-related Concerns (Pre-
menstrual Syndrome, Dysmenorrhea, and
other abnormal conditions)
8. Early and Unwanted Pregnancy
2. accepts changes as a normal part of growth and
development( H5GDIab-2)
3. describes common misconceptions related on
puberty (H5GDIcd-3)
4. assesses the issues in terms of scientific basis
and probable effects on health (H5GDIcd-4)
5. describes the common health issues and
concerns during puberty (H5GDIef-5)
6. accepts that most of these concerns are normal
consequence of bodily changes during puberty
but one can learn to manage them (H5GDIef-6)
7. demonstrates empathy for persons undergoing
these concerns and problems (H5GDIgh-7)
8. discusses the negative health impact and ways
of preventing major issues such as early and
unwanted pregnancy (H5GDIgh-8)
K5B. Describe ways that early pregnancy can be

13
 9. Sexual Harassment
 During puberty, the girl becomes
physically able to become pregnant and
a boy becomes physically able to father
a child. They are, however, not yet ready
to become parents and so they are
encouraged to abstain or delay in
engaging into sex until they are married
or ready for the responsibilities that
come with being a mother or a father.
 During puberty, privacy about one’s
body becomes more important. Private
space, including access to toilets and
water, becomes more important as girls
mature. For girls, communicating to their
peers, parents and teachers about
menstruation is nothing to be ashamed
of. Being assertive about privacy is a
way of refusing harassment and
unwanted sexual attention.
prevented, esp. through abstinence
H5PH-Ii-17. Demonstrates skills in preventing or
managing teasing, bullying, harassment or abuse.
S6A4a. Demonstrate clear refusal skills –e.g.
saying no, walking away, repeat refusal
S6A4b. Identify parents, teachers and other
adults who can help stop and prevent sexual
harassment and rape
S6A4b. Identify parents, teachers and other
adults who can help stop and prevent sexual
harassment and rape
H5PH-Ij-18. Identifies appropriate resources
and people who can help in dealing with
mental, emotional and social health concerns.
H5GD-Iab-1. Describes the physical, emotional
and social changes during puberty.
K1A2. Explain puberty or sexual maturation –
an effect on body, emotions, thinking and
social relationships, including bodies’
preparation for reproduction
K1A3. Identify fertile and infertile periods
from boys and girls
K1A4. Describe adolescence and the changes
in thinking, emotions and social relationships
that characterize it apart from childhood and
adulthood.
H5PH-Ie13. Explains how healthy relationships
can positively impact health
H5PH-If-14. discusses ways of managing
unhealthy relationships
K3A1a. Explain long-term commitment and
14

D. Self -care and Management of Puberty-related
Health Issues and Concerns
1. Self-management Skills/Responsibility for
personal health (proper diet, proper
hygiene, oral care, care during
menstruation/ circumcision, breast self-
examination)
2. Seeking the Advice of Professionals/Trusted
and Reliable Adults
 In most families, parents teach and
exemplify their values to their children.
Family and community values and
attitudes regarding gender,
relationships, intimacy, love, sexuality
and reproduction are the sources of
sexual learning and influence personal
behavior and decision-making.
 It is best to approach people they trust if
they have concerns about their changing
marriage – key features
K3A1b. Identify key responsibilities in
different relationships – romantic, long-term
relationships, marriage and parenting
S3A1b. Develop goal to delay marriage and
parenting for when one is mature and ready
for the responsibility
The following are integrated to tackle the
misconception about pregnancy:
H5GDlcd-3. describes common
misconceptions related on puberty
K5A2. Describe risks and health effects of
early pregnancy in adolescents
K5B. Describe ways that early pregnancy can
be prevented especially through abstinence
9. demonstrates ways to manage puberty related
health issues and concerns (H5GD-Ii-9)
10. practices proper self-care procedures (H5GD-Ii-
10)
11. discusses the importance of seeking the advice
of professionals/ trusted and reliable adults in
managing puberty related health issues and
concerns (H5GD-Ii-11)
S6A4b. Identify parents, teachers and other adults
who can help stop and prevent sexual harassment
and rape
15
 body. Parents, guidance counsellors,
school nurses and other health service
providers may able to help them.
E. Sex and Gender 12. differentiates sex from gender (H5GD-Ij-12)
1. Sex (male, female or intersex)
2. Gender Identity (girl/woman, boy/man or 13. identifies factors that influence gender identity
transgender) and gender roles (H5GD-Ij-13)
3. Gender Roles (masculine, feminine, 14. discusses how family, media, religion, school
androgynous) and society in general reinforce gender roles
4. Factors that Influence Gender Identity and (H5GD-Ij-14)
Gender Roles K3C2.Describe the positive and negative ways
 Parents can start by encouraging their family, friends, and peers can influence one’s
child to talk to other kids but avoid relationship
being pushy. If a child seems interested 15. gives examples of how male and female gender
in only playing with one best friend, roles are changing (H5GD-Ij-15)
parents might consider coaxing the
child into hanging out with other
children as well.
 Social norms and peer pressure
influence values and behavior, including
sexual ones. Negative social norms and
peer pressure can be challenged
through assertive behavior and other
means. People can make rational
decisions and their sexual decision-
making.
Grade 5 – SUBSTANCE USE AND ABUSE – 3RD QUARTER (H5SU)
C. Impact of the Use and Abuse of The learner… The learner… 5. analyzes how the use
Gateway Drugs understands the demonstrates the and abuse of caffeine,
1. Individual nature and ability to protect tobacco and alcohol
effects of the one’s health by can negatively impact
use and abuse refusing to use or the health of the
of caffeine, abuse gateway individual, the family
tobacco and drugs. and the community H5SUIIIfg-11)
alcohol

16
Grade 6 – PERSONAL HEALTH – 1ST QUARTER (H6PH)
A. Personal Health -Issues and The learner… The learner… 1. describes personal health issues and concerns
Concerns demonstrates understanding of personal practices self-management (H6PHIab-18)
1. height and weight (stunted health issues and concerns and the skills to prevent and control personal
growth, underweight, importance of health appraisal procedures health
overweight, obesity) and community resources in preventing or issues and concerns
2. hearing (impacted cerumen, managing them
swimmer’s ear, otitis media)
3. vision
4. (astigmatism, myopia,
hyperopia, exophthalmia,
strabismus)
5. skin, hair and nail
6. (sunburn, dandruff, corns,
blisters and calluses, ingrown
toenails)
7. posture and spine disorders
(scoliosis, lordosis, kyphosis)
8. oral/dental problems
(cavities, gingivitis,
periodontitis, malocclusion,
halitosis)
9. CHANGES DURING PUBERTY K5B1. Describe common STIs, including HIV, and
the biological, emotional-mental, and social reasons
 Puberty is a time of physical and – why young people are getting the infections
emotional change that happens as K5B2. Describe the risks and effects on health
children grow and mature. Puberty of these infections
occurs at different people and has K5B3. Describe ways that STIs and HIV can be
different effects on boys and girls. It is a prevented, esp. through abstinence and
time of sexual maturation which leads to condom use for boys
major physical and emotional changes K5A1. Describe the reasons – biological, emotional-
and can be stressful. Adolescence is the mental, and social – why young girls get pregnant
time between the beginning of sexual K5A2. Describe risks and health effects of early
maturation (puberty) and adulthood. pregnancy in adolescents
S5A3a. Demonstrate decision-making skills to

17

1. Developing Self-management Skills (proper
nutrition, proper hygiene, regular physical activity,
enough rest and sleep, good posture, oral care)
2. Undergoing Health Appraisal Procedures
(height and weight measurement, breast
self-examination for girls, hearing test,
vision screening, scoliosis test and health
and dental examinations)
3. Utilizing School and Community Health
Resources
3.1. Medical Professionals / Practitioners
(doctor, dentist, nurse)
3.2. Health Facilities
3.3. School Clinic
3.4. Barangay Health Station/Rural Health
Unit
Grade 6 – COMMUNITY HEALTH – 2ND QUARTER (H6CMH)
support pregnancy prevention in girls and boys
A1A2. Show acceptance of different bodies, and
different rates of maturation and development
A1A1. Show positive attitudes towards sexual and
reproductive bodies, and the changes during
puberty
S1A1. Identify and assess problems adolescents
experience as they go through puberty
S1A4. Identify ways of responding to and managing
physical, sexual, emotional-mental and social
problems due to puberty
The learner…
2. demonstrates self-management skills
(H6PHIab-19)
3. discusses health appraisal procedures during
puberty (H6PH-Ic-20)
4. explains the importance of undergoing health
appraisal procedures (H6PH-Idf-21)
5. regularly undergoes health appraisal procedures
(H6PH-Idf-22)
6. identifies community health resources and
facilities that may be utilized to address a variety of
personal health issues and concerns (H6PHIgh-23)
7. avails of health services in the school and in the
community (H6PHIgh-24)
8. promotes the use of health resources and
facilities in the school and in the community
(H6PHIgh-25)
18
A. Healthy School and Community
Environments
1. Characteristics
1.1. physical environment
(safe, clean, with good air
and water quality,
aesthetically pleasing, with
flexible spaces)
1.2. psychosocial environment
(warm atmosphere,
healthy interpersonal
relations, free from abuse
and discrimination)
 Social and cultural norms and
religious beliefs are some of the
factors which influence gender
roles. Gender inequalities exist in
families, friendships, communities
and society, e.g. male/son
preference. Human rights promote
the equality of men and women
and boys and girls. Everyone has a
responsibility to overcome gender
inequality.
b. Prevention and Management of Personal
health Issues and concerns
The learner… The learner… 2. explains the effect of living in a healthful school
understands the demonstrates and community (H6CMHIIb-2)
importance of practices for
keeping the building and K3C1. Describe social norms on sexuality and
school and maintaining reproduction, including from peer pressure.
community healthy school
environments and community K3C2. Describe the positive and negative ways
healthy. environments. family, friends and peers can influence one’s
relationships
K3D1. Describe the importance of communication,
esp. assertiveness and negotiation, in resisting
social norms and peer pressure
S3C1. Compare the positive and negative effects of
social norms, including peer pressure on one’s
sexual values and behavior
S3D1. Demonstrate ways of effective and ineffective
communication in resisting social norms and peer
pressure
The learner: The learner: H6PHIgh-23. Identifies community health
Demonstrates understanding of personal Practices self-management skills to resources and facilities that may be utilized to
health issues and concerns and the prevent and control personal health address a variety of personal health issues and
importance of health appraisal issues and concerns. concerns.
procedures and community resources in H6PHIgh-24. Avails of health services in the
preventing or managing them school and in the community
H6PHIgh-25. Promotes the use of health
resources and facilities in the school
and in the community (can we highlight the health
facilities as an authoritative source of info with
regards to sexuality?)
19
 S1A3. Identify authoritative information and
resources on sexual and reproductive system,
puberty and adolescence

COMPREHENSIVE SEXUALITY EDUCATION

K TO 12 CURRICULUM GUIDE
LEARNING AREA: HEALTH GRADES 7 and 8

CONTENT/GRADING PERIOD CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY / K TO 12 CODE

20
HEALTH 7
Holistic health The learner… The learner… #1. discusses the concept of
holistic health H7GD-Ia12
demonstrates appropriately #2. explains the dimensions
understanding of manages concerns of holistic health
holistic health and and challenges (physical, mental/
its management during adolescence intellectual, emotional,
of health to achieve holistic social, and moral and spiritual); H7GD-Ib-13
concerns, the health.
growth and CSE
development of CSE
adolescents and to include sexual health as a dimension of holistic
how to manage appreciate the importance of having healthy health( K4A1)
its challenges sexuality in achieving holistic health (K4A1) #3. analyzes the interplay
among the health H7GD-Ib-14
dimensions in developing
holistic health
#4. practices health habits to
achieve holistic health; H7GD-Ic15
Stages of growth and #5. describes developmental
development milestones as one grow H7GD-Ide-16
(infancy to old age)
Changes in the health dimensions during #6. Recognizes the changes in different health
adolescence dimensions are normal during adolescence H7N-
IIdf-25
#7. Describes changes in different aspects of
growth that happen to boys and girls during
adolescence H7GD-Id-e-18

#8. Recognizes that changes in different

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

21

Management of health concerns during
adolescence
Health appraisal procedures
Development of self-awareness and coping
skills
HEALTH 8
Family Health – 1st Quarter
Gender and Human Sexuality (correlate with
Values Education; coordinate with Guidance
CSE
•Describe one's own personal values in
relation to a range of sexuality and
reproductive health issues. (K1A1)
The learner
demonstrates
#9. Explains that the pattern of change during
adolescence is similar but the pace of growth and
development is unique for each adolescent
H7GD-If-h-20
#10. Identifies health concerns during
adolescence H7GD-Ii-j-21
#11. Explains the proper health appraisal
procedures H7GD-Ii-j-22
#12. Demonstrates health appraisal procedures
during adolescence in order to achieve holistic
health H7GD-Ii-j-23
#13. Avails of health services in the school and
community in order to appraise one’s health
H7GD-Ii-j-24
#14. Applies coping skills in dealing with health
concerns during adolescence H7GD-Ii-j-25
The learner #1. Identifies basic terms in sexuality (sex,
sexuality, gender, etc.) H8FH-Ia-16
appropriately
22
Counselor) understanding of manages sexuality related issues CSE
human sexuality through responsible
and managing and informed decisions  Distinguish between the biological and
sexuality related social aspects of sex and gender (k1A1)
issues for a healthy CSE  Identify personal examples in which
life
gender affects people’s lives (K7A2)
Standard 1 (Attitude)
CSE  Explain the meaning of and provide
Demonstrate nonjudgmental attitude to
examples of gender bias and
different expressions of sexuality across the
demonstrate understanding on the discrimination (K7A2)
life continuum and across cultures (A4A1)
complexities of gender (K1A1)  Demonstrates understanding on the
concept of gender equality (K7A1)
 Identify ways of promoting gender
CSE equality(K3A2)
Demonstrate sensitivity to and acceptance of the #2. Discusses sexuality as an important
sexual aspects of personal identity(S1A2) component of one’s personality H8FH-Ia-17
#3. Explains the dimensions of human sexuality
H8FH-Ia-18
Standard 1 (Knowledge)
CSE
 Explain ways in which sexuality is
expressed across the life cycle and in
different cultures (K4A1)
#4. Analyzes the factors that affect one’s attitudes
and practices related to sexuality and sexual
behaviours H8FH-Ib-19

CSE
K7B1. Identify key cultural norms and sources of
messages relating to sexuality

K2A3. Explain how peer influence and social

norms influence sexual decisions and behavior

K5D2. Examine how alcohol and other

23
 substances, family, peers, media, society and
culture influence decisions about engaging in
sexual behaviors

#5. Assesses personal health attitudes that may

influence sexual behaviour H8FH-Ic-d-20
#6. Relates the importance of sexuality to family
health H8FH-Ic-d-21
Teenage Concerns #7. Identifies the different issues/concerns of
 Identity crisis teenagers (i.e., identity crisis) and the need for
 Sexual identity and support and understanding of the family H8FH-Ie-
Sexual behaviors g-22
 Pre-marital sex,
teenage CSE
pregnancies, and
abortion  Explain the concept of sexual orientation
and gender identity (k1A2)

Sexual Response Cycle  Describe the key elements of the sexual

Sexual behaviors (abstinence, masturbation,
non-penetrative and penetrative sexual
activities)
Development of decision-making skills in
managing sexuality-related issues
response cycle (K4A2)
 Describe common sexual
behaviors(K4A3)
#8. Applies decision-making skills in managing
sexuality-related issues (H8FH-Ih-23)

CSE

Demonstrate effective decision-making skills,

including evaluating advantages and
disadvantages related to sexuality and
reproductive health (S2A2)

CSE

24

Family Health – 2nd Quarter
Dating, courtship and marriage
CSE
 Ways people express affection within
various types of relationships, from
friendship to romantic and sexual
relationships.
 different kinds of relationships
 Strategies to use social media safely,
legally and respectfully in
relationships.
Family Health -2nd Quarter
Maternal Health Concerns
Demonstrate skills in accessing information and
resources to address sexuality and reproductive
health problems (S24A4)
The learner… The learner… #1. Defines basic terms (dating, courtship,
marriage) H8FH-IIa-24
demonstrates an makes informed
understanding of and values-based #2. Explains the importance of courtship and
responsible decisions in dating in a choosing lifelong partner H8FH-IIa-25
parenthood for a preparation for
healthy family life responsible parenthood #3. Identifies marital practices and set up across
cultures H8FH-IIa-26
CSE CSE CSE
demonstrate understanding on the sexual makes informed and responsible decisions
and reproductive health issues of regarding their sexual and reproductive health
 Describe a range of ways people express
adolescents and young people  affection within various types of
relationships, from friendship to romantic
and sexual relationships (K3A2a)
 Differentiate between different kinds of
relationships(K3A2b)
 Describe strategies to use social media
safely, legally and respectfully in
relationships (K3A4)
#4. Analyzes behaviors that promote healthy
relationships in marriage and family life H8FH-IIa-
27
#5. Describes the factors that contribute to a
successful marriage H8FH-IIb-28
#6. Discusses various maternal health concerns
(pre-during-post pregnancy) H8FH-IIc-d-29
#7. Discusses pregnancy-related concerns
H8FH-IIc-d-30
25
 CSE

 Explain the risks of early and teen

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

#10. Explains the importance of prenatal care and

post-natal care H8FH-IIe-f-33

CSE

 Identify prenatal practices that can

contribute to a healthy and safe
pregnancy. (K5A2)

 Identify where to access medically

accurate information and services on
pregnancy, prenatal care, birth, and
newborn and infant care(S5A1)
Responsible Parenthood #14. Analyses the importance of responsible
parenthood H8FH-IIg-h-37
#15. Explains the effects of family size on family
health H8FH-IIg-h-38
#16. Examines the important roles and
responsibilities of parents in child rearing and
care H8FH-IIg-h-39
#17. Explains the effects of rapid population
growth on the health of the nation H8FH-IIg-h-40

#18. Enumerates modern family planning methods

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

CSE

26
  Explain the health benefits, risks and
effectiveness rates of various methods of
contraception, including abstinence and
condoms(K5B)
Most common The learner The learner #3. discusses the signs, symptoms, and effects of
communicable diseases common communicable diseases H8DD-IIIb-c17
and its prevention and demonstrates consistently
control understanding of demonstrates CSE
principles in the personal
CSE prevention and responsibility and  Define STIs and HIV and the different
control of healthful practices methods of their transmission(K5C1)
STIs, HIV and AIDS communicable in the prevention  Describe the signs, symptoms and
diseases for the and control of potential impacts of STIs, including HIV
attainment of communicable (K5C2)
individual wellness diseases
#4. corrects misconceptions, myths, and
beliefs about common communicable
diseases H8DD-IIIb-c-18

#5. enumerates steps in the prevention and

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

CSE

Demonstrate skills in communication and

negotiation to reduce or eliminate the risk of
unintended pregnancy and STIs/HIV through
abstinence, condoms and contraceptives (S5A2)

Describe the ways/steps of using the male

condom correctly, consistently and effectively
(S5B3)

27
 Develop a plan to eliminate or reduce the risks of
unintended pregnancy, and STIs and HIV.(S5D2)
Development of personal #7. Demonstrates self- monitoring skills to
life skills to prevent and prevent communicable diseases H8DD-IIIf-h-21
control communicable
diseases

CSE CSE
Demonstrate skill in assessing risk behaviors
STIs, HIV and AIDS
Agencies responsible for #9. Identifies agencies
communicable disease responsible for
prevention and control communicable disease
prevention and control
H8DD-IIIf-h23

CSE CSE
STIs, HIV and AIDS Identify where to access medically-accurate
prevention information about STIs, including
HIV

Identify where and how to get/access STI and

HIV testing and treatment for young people

28
 COMPREHENSIVE SEXUALITY EDUCATION
K TO 12 CURRICULUM GUIDE
LEARNING AREA: HEALTH GRADES 9-10

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

29
 CONTENT/KEY CONCEPTS AND CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY (CSE)
MESSAGES
6. Kidnapping and abduction
7. Acts of terror
8. Domestic violence
9. Suicide
10. Sexual victimization and other
forms of sexual abuse and
harassment

Sexual harassment is bullying or

coercion of a sexual nature and
the unwelcome or inappropriate
promise of rewards in exchange
of sexual favors. Victims of
sexual harassment can suffer
significant psychological effects
such as anxiety and depression.

C. Prevention and
management of
intentional injuries
􀁸 self-protection
􀁸 preventing self-harm
􀁸 promoting a culture of
non-violence through
healthful behaviors
􀁸 reporting cases of violence to The learner consistently demonstrates
proper authorities seeking help resilience, vigilance and proactive behaviors to
from trusted individuals prevent intentional injuries
and health professionals The learner demonstrates

30
 CONTENT/KEY CONCEPTS AND CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY (CSE)
MESSAGES
All forms of sexual abuse and understanding of the concepts and
gender based violence by adults, principles of safety education in the
young people and people in prevention of intentional injuries
positions of authority are a
violation of human rights.
Everyone has a responsibility to
report sexual abuse and gender
based violence. There are trusted
adults who can refer you to

31
 CONTENT/KEY CONCEPTS AND
MESSAGES
services that support victims of
sexual abuse and gender based
violence.
 Personal Safety
1. Key elements of keeping oneself
safe from sexual harm
2. Everyone has to be in control
over what they will and will not
do sexually. The Internet cell
phones and other new media
can be a source of unwanted
sexual attention.
2. Key cultural norms
and sources of
messages relating to
sexuality
Everyone has to be in control over
what they will and will not do
sexually. The Internet cell phones
and other new media can be a
source of unwanted sexual
attention.
3. Ability to be involved in
collective and cooperative
activities towards improving
the community and society
Cultural factors influence what is
CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY (CSE)
Describes the types of intentional injuries
(Bullying, stalking, sexual victimization and
other forms of sexual abuse and harassment)
H9IS-IVa-d-32
Describes situations and behaviors that
constitute bullying, sexual harassment, sexual
abuse, sexual assault, incest, rape and dating
violence. K6A1
Demonstrates ways to prevent and control
intentional injuries (protective factors)
H9IS-IVe-h-35
Analyzes the risk factors related to intentional
injuries H9IS-IVe-h-33
Identifies sources of support such as parents
or other trusted adults (medical
professionals and lawyers), that young
people can go to if they are or someone they
know is being sexually harassed, abused or
assaulted. S6A1
32
 CONTENT/KEY CONCEPTS AND CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY (CSE)
MESSAGES
GRADE 10 – HEALTH TRENDS, ISSUES AND CONCERNS (National Level) 2nd Quarter (H10HC)

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

Philippine AIDS 12. Explains the significance of the existing

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

Apply a decision making model to various

33
CONTENT/KEY CONCEPTS AND CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY (CSE)
MESSAGES
sexual health decision. S5D1

15. Recommend ways of managing health

Anti-Pornography issues, trends, and concerns
Act (RA 9775) H10HC-IIe-g-5

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

34