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 day-to-day living
—two—parent, single-parent,
child-headed, guardian-
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
Describe roles, rights, and
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)
Gives personal information, such as name and
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 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.
responsibilities of members
(K3A2)
Demonstrates understanding of
safe and responsible behavior to
lessen risk and prevent injuries in
day-to-day living
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)
Appropriately demonstrates safety 1. Identifies situations when it is appropriate to ask for assistance
behaviors in daily activities to prevent from strangers
injuries (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 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
decisions.
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
healthy and family practices
PERFORMANCE
LEARNING COMPETENCY (CSE) / K TO 12
STANDARDS
Consistently practices good health 1. Describes ways of appreciating and caring the body
habits and hygiene
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
B. Positive Expression of Feelings Demonstrates an understanding of Demonstrates positive expression of 1. Explains the benefits of healthy expressions of feelings
managing one’s feelings and feelings toward family members and (H2FH-IIIef-13)
1. Identify their different respecting differences ways of coping with negative feelings
emotions 2. Expresses positive feelings in appropriate ways
2. Identify their personal values Show sensitivity to different forms of (H2FH-IIIgh-14)
self-expression, eg. in dress,
 Feelings and emotions are relationships 3. Displays respect for the feelings of others
normal responses to life
experiences. People
experience and express
emotions in different ways
and different degrees.

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

LEARNING COMPETENCY (CSE) / K

PERFORMANCE
CONTENT CONTENT STANDARDS TO 12 CODE
STANDARDS

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 consistently demonstrates good (H3N-Ia-b-11)
(undernutrition and the importance of nutritional decision-making skills in making 2. Explain body differences and
overnutrition) guidelines and balanced diet in food choices growth.
2.1. Protein-Energy Malnutrition good nutrition and health (K1B)
(PEM)
2.2. Micronutriental Deficiencies 3. show positive attitude (A1A)
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
CSE Core Message growth. (A1B)

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 The learner… The learner…
Childhood Diseases
1. Proper Hygiene demonstrates an understanding consistently practices healthy 1. explains measures to prevent
of the nature of and the habits to prevent and control common diseases (H3DD-Iie-g-6)
prevention of diseases diseases 2. explains the importance of
proper hygiene and building up
3. Building up one’s body resistance one's body resistance in the
through healthy lifestyle prevention of diseases
3.1. Proper Nutrition (H3DD-IIh-7)
3.2. Adequate Rest and Sleep

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, families

and communities about important issues. Values

6
 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. Media are a major source of
incorrect and harmful messages on sexuality, mainly
The learner…
demonstrates understanding of
factors that affect the choice of
health information and products
The learner…
demonstrates critical thinking
skills as a wise consumer
 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)
1. identifies reliable sources of health
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
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.

PERFORMANCE LEARNING COMPETENCY (CSE) / K

CONTENT CONTENT STANDARDS
STANDARDS TO 12 CODE
GRADE 4 - PREVENTION AND CONTROL OF DISEASES AND DISORDERS – (2 nd QUARTER)
C. Prevention and Control of Common The learner… The learner…
Communicable Diseases (Breaking the
Chain of Infection at respective points)
1. Disease Agent (ex. sterilization, understands the nature and consistently practices personal 1. demonstrate ways to stay healthy
disinfection) prevention of common and environmental measures to and prevent and control common
communicable diseases prevent and control common communicable diseases (H4DD-Ii-j-
2. Reservoir (ex. environmental communicable diseases 13)
sanitation)
2. identifies ways to break the chain
3. Portal of Exit (ex. cough etiquette)
of infection at respective (H4DD-
Ii-j-14)
4. Mode of Transmission (ex. proper

8
 hygiene)
5. Portal of Entry (ex. protective
clothing)  identify examples of good and
bad decisions of adolescents
on sexuality and reproduction,
and their consequences.
(K2A3)
6. Susceptible Host (ex.vaccination,  identify the risks and negative
proper nutrition, enough sleep, consequences of engaging in
regular exercise)
sexual activities before
CSE Core Messages adolescence are physically and
emotionally mature.
Decision-making has consequences and this can  (A4A3)
often be anticipated; therefore it is important to  identify negative and positive
choose with the best outcome in mind. There are values related to sexuality and
multiple influences on decisions, including friends, reproduction learned from
culture, gender role stereotypes, peers and the family and community
media. Decision making may involve different steps.  (K2A2)
Trusted adults can be a source of help for decision-  identify the positive and
making. negative effects of family and
Sexual relationships require emotional and physical
community values related to
maturity. Critical thinking needs to be applied to sexuality and reproduction on
forming sexual relationships. Few, if any, people one’s sexual values and
have a sexual life without problems behaviour (S2A1)
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 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

9
 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

K TO 12 CURRICULUM GUIDE

LEARNING AREA: MAPEH (HEALTH) GRADES 5-6

LEARNING COMPETENCY (CSE)

CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS
/ K TO 12 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
(mentally, emotionally and socially) understanding of managing mental, socially 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

10
 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
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
Concerns (include ways on how these negatively demonstrates practices skills in and social health concerns on one’s health
impact one’s health and wellbeing) understanding of managing mental, and 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
and Social Health Concerns managing teasing, bullying, harassment or
1. Practicing life skills abuse (H5PH-Ii-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
11
 Sexual characteristics such as understanding of managing mental, and social changes during puberty
hair growth, voice change, mental emotional and (H5GDIab-1)
breast development, emotional, and social health
menstruation) social health concerns K1A4. Describe adolescence and the
concerns changes in thinking, emotions and
 Puberty is a time of physical and social relationships that characterize it
emotional change that happens as apart from childhood and adulthood.
children grow and mature. A1A1. Show positive attitudes
 Puberty occurs at different times for towards sexual and reproductive
different people and has different bodies, and the changes during
effects on boys and girls, and that is puberty
S1A4. Identify ways of responding to
normal.
and managing physical, sexual,
 It is a time of sexual maturation which emotional, mental and social
leads to major physical and emotional problems due to puberty
changes and can be stressful.
 Adolescence is the time between the
beginning of sexual maturation (puberty)
and adulthood.

2. Emotional and Social Changes 2. accepts changes as a normal part

of growth and
development( H5GDIab-2)
B. Puberty-related Health Myths and 3. describes common misconceptions
Misconceptions related on puberty (H5GDIcd-3)
1. On Menstruation 4. assesses the issues in terms of
1.1. not taking a bath scientific basis and probable
1.2. not carrying heavy loads effects on health (H5GDIcd-4)
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

12
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
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.
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 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
13
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 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

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
body. Parents, guidance counsellors,
school nurses and other health service
providers may able to help them.
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
E. Sex and Gender 12. differentiates sex from gender
1. Sex (male, female or intersex) (H5GD-Ij-12)
2. Gender Identity (girl/woman, boy/man or
transgender) 13. identifies factors that influence
3. Gender Roles (masculine, feminine, gender identity and gender roles
androgynous) (H5GD-Ij-13)
4. Factors that Influence Gender Identity and 14. discusses how family, media,
Gender Roles religion, school and society in general
 Parents can start by encouraging their reinforce gender roles (H5GD-Ij-14)
child to talk to other kids but avoid K3C2.Describe the positive and
being pushy. If a child seems interested negative ways family, friends, and
in only playing with one best friend, peers can influence one’s
parents might consider coaxing the relationship
child into hanging out with other 15. gives examples of how male and
children as well. female gender roles are changing
 Social norms and peer pressure (H5GD-Ij-15)
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

Grade 6 – PERSONAL HEALTH – 1ST QUARTER (H6PH)

A. Personal Health -Issues and The learner… The learner… 1. describes personal health issues
Concerns demonstrates understanding of personal practices self-management and concerns (H6PHIab-18)

16
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,
 Puberty is a time of physical and emotional-mental, and social reasons
emotional change that happens as – why young people are getting the
children grow and mature. Puberty infections
occurs at different people and has K5B2. Describe the risks and
different effects on boys and girls. It is a effects on health of these
time of sexual maturation which leads to infections
major physical and emotional changes K5B3. Describe ways that STIs
and can be stressful. Adolescence is the and HIV can be prevented, esp.
time between the beginning of sexual through abstinence and condom
maturation (puberty) and adulthood. use for boys
K5A1. Describe the reasons –
biological, emotional-mental, and
social – why young girls get pregnant
K5A2. Describe risks and health
effects of early pregnancy in
adolescents

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
S5A3a. Demonstrate decision-making
skills to 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
18
 3.4. Barangay Health Station/Rural Health utilized to address a variety of
Unit 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)
Grade 6 – COMMUNITY HEALTH – 2ND QUARTER (H6CMH)
A. Healthy School and Community The learner… The learner… 2. explains the effect of living in a
Environments understands the demonstrates healthful school and community
1. Characteristics importance of practices for (H6CMHIIb-2)
1.1. physical environment keeping the building and
(safe, clean, with good air school and maintaining K3C1. Describe social norms on
and water quality, community healthy school sexuality and reproduction, including
aesthetically pleasing, with environments and community from peer pressure.
flexible spaces) healthy. environments.
1.2. psychosocial environment K3C2. Describe the positive and
(warm atmosphere, negative ways family, friends and
healthy interpersonal peers can influence one’s
relations, free from abuse relationships
and discrimination)
K3D1. Describe the importance of
 Social and cultural norms and communication, esp. assertiveness
religious beliefs are some of the and negotiation, in resisting social
factors which influence gender norms and peer pressure
roles. Gender inequalities exist in
families, friendships, communities S3C1. Compare the positive and
and society, e.g. male/son negative effects of social norms,
preference. Human rights promote including peer pressure on one’s
sexual values and behavior
the equality of men and women
and boys and girls. Everyone has a S3D1. Demonstrate ways of effective
responsibility to overcome gender and ineffective communication in
inequality. resisting social norms and peer

19

b. Prevention and Management of Personal
health Issues and concerns
The learner:
Demonstrates understanding of personal
health issues and concerns and the
importance of health appraisal
procedures and community resources in
preventing or managing them
The learner:
Practices self-management skills to
prevent and control personal health
issues and concerns.
pressure
H6PHIgh-23. Identifies community
health resources and facilities that
may be utilized to address a variety
of personal health issues and
concerns.
H6PHIgh-24. Avails of health
services in the 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?)
S1A3. Identify authoritative
information and resources on sexual
and reproductive system, puberty
and adolescence
20
 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

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

21
 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

#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
CSE
Management of health concerns during #10. Identifies health concerns during
•Describe one's own personal values in
adolescence adolescence H7GD-Ii-j-21
relation to a range of sexuality and
Health appraisal procedures #11. Explains the proper health appraisal
reproductive health issues. (K1A1)
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

22
Development of self-awareness and coping
skills
HEALTH 8
Family Health – 1st Quarter
Gender and Human Sexuality (correlate with
Values Education; coordinate with Guidance
Counselor)
#14. Applies coping skills in dealing with health
concerns during adolescence H7GD-Ii-j-25
The learner The learner #1. Identifies basic terms in sexuality (sex,
sexuality, gender, etc.) H8FH-Ia-16
demonstrates appropriately
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
23
 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

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)

24
Sexual Response Cycle  Describe the key elements of the sexual
response cycle (K4A2)
Sexual behaviors (abstinence, masturbation,  Describe common sexual
non-penetrative and penetrative sexual
behaviors(K4A3)
activities)
Development of decision-making skills in #8. Applies decision-making skills in managing
managing sexuality-related issues 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

Demonstrate skills in accessing information and

resources to address sexuality and reproductive
health problems (S24A4)
Family Health – 2nd Quarter The learner… The learner… #1. Defines basic terms (dating, courtship,
Dating, courtship and marriage 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 CSE
 Ways people express affection within demonstrate understanding on the sexual makes informed and responsible decisions
various types of relationships, from and reproductive health issues of regarding their sexual and reproductive health
 Describe a range of ways people express
friendship to romantic and sexual adolescents and young people  affection within various types of
relationships. relationships, from friendship to romantic
 different kinds of relationships and sexual relationships (K3A2a)
 Strategies to use social media safely,  Differentiate between different kinds of
legally and respectfully in relationships(K3A2b)
25
 relationships.  Describe strategies to use social media
safely, legally and respectfully in
relationships (K3A4)

Family Health -2nd Quarter #4. Analyzes behaviors that promote healthy
Maternal Health Concerns 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

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)
26
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

 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

27
 #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)

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
28
 HIV

Identify where and how to get/access STI and

HIV testing and treatment for young people

COMPREHENSIVE SEXUALITY EDUCATION

K TO 12 CURRICULUM GUIDE

29
 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, unintentional injuries
1. Bullying (cyber bullying) principles of safety education in the vigilance and proactive behaviors to prevent H9IS-IVa-d-31
2. Stalking prevention of intentional injuries intentional injuries
3. Extortion
4. Gang and youth violence
5. Illegal fraternity-related violence
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

30
CONTENT/KEY CONCEPTS AND CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY (CSE)
MESSAGES
management of
intentional injuries
􀁸 self-protection
􀁸 preventing self-harm
􀁸 promoting a culture of
non-violence through
healthful behaviors
The learner consistently demonstrates
􀁸 reporting cases of violence resilience, vigilance and proactive behaviors
to proper authorities seeking
to prevent intentional injuries
help from trusted individuals The learner demonstrates
and health professionals understanding of the concepts and
principles of safety education in the
All forms of sexual abuse and prevention of intentional injuries
gender based violence by
adults, young people and
people in positions of authority
are a violation of human rights.
Everyone has a responsibility to
report sexual abuse and gender
based violence. There are

31
 CONTENT/KEY CONCEPTS AND
MESSAGES
trusted adults who can refer
you to 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
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

Cultural factors influence what

is considered acceptable and
unacceptable sexual behavior
in society. International
agreements and human rights
instruments provide guidance
on sexual and reproductive
health

E. Gender, Media and

Human Rights Identifies key elements of keeping oneself
safe from sexual harm. K6A4
1. Personal examples of the ways Explains that no one has the right to touch
gender affects people’s lives. anyone else in a sexual manner if they do
2. Meaning and examples of not want to be touched. K6A5
gender bias and
discrimination Explains why a person who has been
raped or sexually assaulted is not at fault.
Personal values influence one’s K6A2
beliefs about gender bias and
Identifies key cultural norms and sources
discrimination. Gender of messages relating to sexuality. K7B1
equality promotes equal
decision-making about sexual Identifies specific strategies for reducing
behavior and family planning. gender-based violence including rape and
Different and unequal sexual abuse. K6A4
standards sometimes apply to
men and women.

3. Unrealistic images in the

33
 CONTENT/KEY CONCEPTS AND CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY (CSE)
MESSAGES
mass media concerning
sexuality and sexual
relationship and impact of
these images on gender
stereotyping. Demonstrates ability to be involved in
collective and cooperative activities
The mass media influences our towards improving the community and
ideals of beauty and gender society. S7A
stereotypes. Pornographic
Discusses the impacts of bullying, sexual
media tend to rely on gender
harassment, sexual abuse, sexual assault,
stereotyping. Negative mass incest, rape and dating violence and why
media portrayals of men and they are wrong.
women can influence self- S6A5
esteem.
4. National laws and local Advocates for safe environments that
regulations affecting the encourage dignified and respectful
enjoyment of human rights treatment of everyone
related to sexual and A6A2
reproductive health
Explains how gender stereotypes
Cultural factors influence what contribute to gender-based violence, such
is considered acceptable and as sexual harassment and rape. S6A1
unacceptable sexual behavior
in society. International
agreements and human rights
instruments provide guidance
on sexual and reproductive
health Identifies personal examples of the ways in
which gender affects people’s lives. K7A1
5. Advantages and

34
 CONTENT/KEY CONCEPTS AND
MESSAGES
disadvantages of
communicating using
technology and social media
The mass media influences our
ideals of beauty and gender
stereotypes. Pornographic
media tend to rely on gender
stereotyping. Negative mass
media portrayals of men and
women can influence self-
esteem.
GRADE 10 – HEALTH TRENDS, ISSUES AND CONCERNS (National Level) 2nd Quarter (H10HC)
CONTENT STANDARDS
PERFORMANCE STANDARDS LEARNING COMPETENCY (CSE)
Explains the meaning and provide
examples of gender bias and
discrimination. K7A2
Identifies unrealistic images in the mass
media concerning sexuality and sexual
relationships. K7A3
Describes the impact of these images on
gender stereotyping. K7A3
Identifies national laws and local
regulations affecting the enjoyment of
human rights related to sexual and
reproductive health. K7B2
Describes the advantages and
disadvantages of communicating using
technology and social media. S7A1
35
CONTENT/KEY CONCEPTS AND CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY (CSE)
MESSAGES

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

Philippine AIDS 12. Explains the significance of the existing

Prevention and health related laws in safeguarding
Control Act of 1998 people’s 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

sexual health decision. S5D1

36
CONTENT/KEY CONCEPTS AND CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY (CSE)
MESSAGES
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
developmentally towards improving the community and
appropriate CSE for society. S6A4
the learners.

37