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CSE Standards For Filipino Learners.pptx
The document summarizes key contents and standards for Comprehensive Sexuality Education (CSE) by grade level clusters for Filipino learners from Kindergarten to Grade 12. It covers topics such as: 1) Anatomy and puberty, gender roles and stereotypes, relationships, consent and privacy 2) Pregnancy and STI prevention, gender equality, sexual orientation, and addressing social issues like bullying and harassment 3) Standards emphasize developing knowledge, attitudes and skills including effective communication, decision making, and addressing discrimination. The CSE aims to empower youth to make informed decisions about their health, relationships and rights. The document reiterates the importance of consistency in CSE and its
CSE Standards For Filipino Learners.pptx
- 1. CSE Standards ForFilipino Learners: Reiterating their Value and the Importance of Being Clear and Consistent Junice LD Melgar, MD/Likhaan Dep Ed Final Curriculum Workshop, 6 May 2019
- 2. “CSE aims to equipchildren and young people with knowledge, skills, attitudes and values that will empower them to: realize their health, well- being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and, understand and ensure the protection of their rights throughout their lives.” UNESCO, UNAIDS, UNFPA, UNICEF, UN Womwn and WHO: International Technical Guidance on Sexuality: An Evidence-Informed Approach (Revised), 2018
- 3. Importance to thePhilippines • High teen pregnancy • High HIV • Significant GBV, including SV • Significant no LGBTI
- 4. Key Contents andStandards by Grade Clusters
- 5. K to G3key contents 1. Naming sexual parts; different bodies of boys’ and girls bodies 2. Identifying one’s values and emotions; accepting others’ 3. Describing different relationships; and expressions of love, including sex 4. Defining “private parts” 5. Identifying trusted adults 6. Caring for the body
- 6. Knowledge Attitude Skills K1.Body, growth, differences • Name body parts, including sexual parts; Describe body differences between girls, boys and intersex; and differences in body growth • Acceptance of sexual parts as part of body; Respect for different bodies and growth •Demo proper hygiene, incldg. of sexual parts K2. Values, emotions, differences • Identify their personal values; and difft emotions •Awareness of their own and different values; and of different emotions and self-expression • Demo ways of expressing positive feelings & controlling negative ones, esp hurting others & themselves; Respect for different self-expression, eg in dress, relationships K3. Families, Friends, Peers • Explain different families; roles, rights & responsibilities of members; and loving relationships • Describe friend(s); and caring friendships; and negative peer influence • Describe ways of communicating with family, friends and peers • Value for loving relationships in family and friendships; value their own role in relationships • Demo ways of communicating love and respect for family and friends; Identify adult who one can express one’s self ; identify instances of hurtful relationship Standards for K to Grade 3
- 7. K4. Sexual privacyand expression • Explain privacy of sexual body, esp. in girls •Explain different forms of loving relationships and different expressions of love in older people, including sex • Valuing sexual privacy in one’s self and others; • Acceptance of different forms and expressions of loving relationships, including sex K5. Reproduction • Explain that all living things reproduce; describe where babies are from • Acceptance of link of sex to reproduction K6. Rights to bodily integrity and personal safety • Explain basic “body rights” • Describe sexual abuse, harassment and violence • Describe discrimination and why it is wrong • Describe bullying and teasing; and its effects,. • Identify ways of keeping one safe; Demo how to avoid or say “no” to sexual harassment or bullying; know trusted adults and talk with them K7. Gender stereotypes and media •Describe gender and gender stereotypes of girls, boys and LGBTI in society and media • Differentiate between these stereotypes and the real situation of boys, girls and LGBTQ • Describe the effects of stereotypes on children • Identify authoritative sources of information on gender equality and children’s human rights 7
- 8. G4 to G6Key Contents 1. Puberty changes. Differentiated from adolescence. Risks of unplanned, unsafe and nonconsensual sex. 2. Accepting sexual feelings and romantic relationships as normal; while identifying one’s values and limits on sexual relationship. 3. Risks for STI and HIV, and sexual violence; and girls’ greater vulnerability; hence their greater need for Privacy and Explicit Consent 4. Basic pregnancy prevention: abstinence for all, esp. girls; teaching condom use for boys at Grade 6 – enhanced by life skills 5. Introduction to the to bullying, sexual harassment and rape as manifestations of social and gender inequality
- 9. K1.The Body inPuberty & Adolescence • Describe parts and functions of sexual & reproductive system • Describe puberty or sexual maturation; and physical, emotional, mental and social effects, including bodies’ preparation for reproduction •Describe adolescence and how it differs from childhood and adulthood; differentiate from puberty • Show positive attitudes towards sexual and reproductive bodies, and the changes during puberty • Show acceptance of different bodies, and different rates of maturation and development •Identify fertile & infertile periods for boys, but. esp. girls; and problems that adolescents experience in puberty • Identify social expectations on adolescents as they undergo puberty • Identify authoritative sources of information and resources to help manage physical, sexual, emotional & social problems associated with puberty K2. Values •Describe one’s values and attitudes related to sexuality; including positive and negative values attitudes learned in family and community • Describe examples of good and bad decisions of adolescents regarding sexual relationships, and their consequences • Accept one’s and others’ values and attitudes on sexuality and reproduction • Identify sources of values in family and community; and the positive and negative effects of sexuality decisions of adolescents Standards for Grades 4 to 6
- 10. K3. Frienships, Romanticand Longterm Relationships and Equality • Describe friendship, romantic relationship, sexual relationship and longterm relationship (such as marriage); •Describe ways of promoting equality and respect in one’s friendships, romantic or longterm relationships • Describe the importance and ways of communicating, including in asserting and negotiating for one’s values in relat Ionships • Shows positive attitude in one’s relationship in family or with peers • Identify parents and trusted adults who can counsel them on family and peer relationships • Identify positive and negative influences on one’s relationships in the family and community • Identify ways to communicate feelings, including discomfort or dislike for “ bad touch” in the family or among peers • Develop a goal to have a better life in the future
- 11. K.4 Sexuality andHuman Sexual Response • Describe sexual attraction and feelings and the persons one is attracted to • Describe healthy and safe ways of expressing love and sexual attraction to another person • Describe the physical, emotional and social preparations necessary before one can safely and responsibly engage in sexual relationships •Show positive attitudes towards sexual feelings • Value the need for explicit consent in sexual relationships K5. Sexual and Reproductive Health • Describe the reasons why young boys, girls and LGBT have sex before they are ready • Describe the effects on young girls of early pregnancy • Describe the effects on young girls and boys of sexually transmitted infections, including HIV • Describe basic ways for preventing teen pregnancy and STI which are through through abstinence and condom use for boys • Show positive attitude towards discussing sex, teen pregnancy and HIV among adolescents • Show compassion for girls and boys experiencing teen pregnancy and STI- HIV to pregnancy • Demo decision--making skills to abstain from sex in boys and girls • Demo assertive and negotiating skills to abstain or prevent pregnancy. esp. in girls • Demo ways of using the male condom consistently and effectively
- 12. K.6 Bullying, Sexualharassment and Rape • Describe the situation and behavior associated with bullying, sexual harassment and rape; and explain why this is wrong • Explain why girls, LGBTI and small boys are more vulnerable and their effects • Describe ways of supporting victims of sexual harassment and rape. •Recognition that bullying, sexual harassment at rape are wrong • Demonstrate avoidance and refusal skills –eg saying no, walking away, repeat refusal Identify ways of keeping oneself safe •Identify parents, teachers and other adults that one can report to in confidence K.7 Gender and Gender Inequality • Describe what makes one a boy or girl; and the different capacities of boys and girls • Describe the expectations from boys and girls in the family, community and schools and the effects when these expectations are not met. • Describe how media portrays men and women positively and negatively •Recognition of one’s preferred gender
- 13. G7 to G10Key Contents 1. Different sexual behaviors; the human sexual response and social functions; differences according to culture and changes across the lifestages 2. Defining Gender Identity and Sexual Orientation 3. Maternal health and care through pregnancy; and risks 4. Pregnancy prevention 5. STI and HIV identification, prevention, and services 6. Relationships: effects on sexual behavior; and vice versa 7. Gender, culture and media: effects on sexual behavior and relationships 8. More life skills including goal-setting and decision- making
- 14. K.1 Gender Identityand Sexual Orientation •Differentiate between the biological and social aspects that influence gender identity; and explain the difference between sexual orientation and gender identity •Show acceptance of different genders and sexual orientations K.2 Gender, Sexuality and Social Inequalities • Explain how gender identity and social orientation influence attitudes and values on sexual relationships and reproductions; provide examples of how personal values affect one’s sexual and reproductive behaviors • Explain how social norms – family, peer, community, school, religion and media, including social media- norms influence sexual decisions and behavior • Explain why gender discrimination and other forms of social discrimination (eg class or age) expressed in bullying, sexual harassment and rape - are violations of human rights and the law. •Shows valuing of equality and human rights • Skills in accessing information help in addressing sexual and reproductive health problems and in negotiating and refusal based on personal values and knowledge •Analyzing how external influences affect one’s sexual and reproductive values and behavior; and the advantages and disadvantages of engaging in sexual behaviors and using preventive mechanisms •Reporting and advocacy against discrimination and gender inequality to school authorities. Standards for Grades 7 to 10
- 15. K.3 Managing Relationshipsand Social Media Relationships • Describe how family relationships and responsibilities change as members mature • Describe roles and obligations of adolescents in different types of relationships -eg friendship, romantic, and sexual relationships; and differentiate these roles and obligations between friendship, romantic and sexual relationships, and longterm relationships • Explain why using threats, coercion and tricks in relationships is wrong. • Describe strategies to use social media safely, legally, and respectfully in relationships •Compare and contrast characteristics of healthy vs. unhealthy relationships • Demo communication skills that foster healthy relationships. • Demo capacity to participate or facilitate conflict resolution among friends. • Demo skills to negotiate agreement about the use of information technology and social media in relationships • Demo skills to communicate personal boundaries and respect the boundaries of others in long-term relationships. •Analyze ways in which family, friends, peers, media, society and culture can influence teen marriages and unplanned parenting •Analyze the impact of information technology and social media on friendships and relationships
- 16. K.4 • Describe men’sand women’s responses to sexual stimulation •Explain ways in which sexuality is expressed across the life cycle and in different cultures. • Describe different sexual behaviors • Show nonjudgmental attitude to different expressions of sexuality across the life continuum and across cultures • Explain the risks of early and teen pregnancy to mother and baby; Identify prenatal practices that will contribute to healthy and safe pregnancy • Explain the health benefits, risks and effectiveness of dfft methods of pregnancy prevention, including abstinence, contraceptives and condoms • Identify common STIs, including and HIV; their method of transmission; their impact; and ways of prevention, including by abstinence and condom • Describe how alcohol and other •Acceptance of pregnancy- and STI- prevention devices and behaviors • Access medically accurate information and services on pregnancy, pregnancy care, pregnancy prevention, and prevention and care of of STI and HIV • Demo skills in asserting and negotiating use of preventive devices in relationships • Develop plan to reduce or eliminate the risk of unintended pregnancy and STI and HIV.
- 17. K.6 Sexual Violenceand Gender Inequality • Define sexual harassment, incest and rape; as crimes of violence not provoked by the victims • Describe the social and cultural norms on gender that allow these forms of violence to be prevalent • Discuss the impact of sexual violence on society • Identify specific strategies for reducing gender- based sexual abuse and violence • Identify ways of reducing the risks of being victimized • Skills to identify sources of support for victims of sexual violence • Skills in participating in advocacy for safe environnments in schools and communities K.7 Cultural and Legal Norms affecting sexual and reproductive behavior • Discuss the ways by which gender inequality affects people’s lives. • Explain the meaning of gender bias and discrimination and gender inequality • Discuss the gender stereotypes purveyed by mass and social media that impact on sexuality beliefs and sexual behaviors. •Identify national laws and local regulations that affect the human rights to sexual and reproductive health. •Sensitivity to being personally impacted by cultural norms •Demonstrate skills of being involved in collective and cooperative activities to improve community and society
- 18. G 11 toG12 Key Contents 1. Sexuality’s many components; biological imperative and right 2. Reducing harmful impact of IT and social media on sexual behavior 3. Relevant Laws and policies –RH Law, MCW, HIV, VAWC, etc esp. linking info with services 4. Reiterating Gender Equality and Human Rights of adolescents 5. Life skills: advocacy .
- 19. K.1 Sexual &Reproductive Biology and Rights • Describe the sexual and reproductive capacity of men and women over the life cycle; and differentiate this sexual and reproductive capacity from sexual and reproductive rights. •Human Rights values K.2 Value- and Rights-Based Decision-making • Explain how one behaves in ways consistent with ones values; and why it is important to challenge discrimination against those perceived to be different or inferior • Discuss potential legal, social and health consequences of sexual decision-making • Demo skills to reaffirm or change values and behaviors based on increasing personal capacities & experiences; skills in resisting peer pressure; communicating personal needs and sexual limits; and appropriate self-management. K.3 Sexuality and the Family •Discuss how sexual & relationship issues impact family; and parents’ responsibilities to help address their children’s key problems. • Analyze factors that influence decisions about whether and when to become a parent; and the skills and resources needed to become a parent K.4. Sexuality Dimensions and Law and Culture • Discuss sexuality and its biological, social, psychological, spiritual, ethical and cultural components; sexual pleasure and responsibility; and ways in which culture and laws affect social behavior •Analyze internal and external factors that influence one’s decision on whether and when to engage in sexual behaviors; and effective communication of whether or not one is ready to engage in sexual behavior Standards for Grades 11 to 12
- 20. K.5 Key Sexual& Reproductive Health Services • Explain common pregnancy complications in teen-aged mothers; and the impact of unintended pregnancy on girls, families and society • Describe the maternal care teen mothers need to ensure safe delivery and post-delivery care, including effective contraception •Describe personal and social benefits of available methods of contraception • Explain how to access local STI and HIV testing and treatment • Demonstrate confidence in discussing how to use contraceptive methods • Access medically accurate information about delivery and post-delivery care; different contraceptive methods; and testing and treatment of STIs and HIV. •Analyze internal and external influences on decisions whether or not to use condoms; and contraceptives; • Apply a decision-making model to choices regarding pregnancy-prevention; and STI- prevention • Skills to communicate with a partner about pregnancy- prevention; and STI and HIV- prevention and testing • Skills to advocate for HIV testing and treatment for sexually-active youth.
- 21. K.6. Social Discriminationand Violence •Compare and contrast the social factors that may cause bullying and sexual violence, such as sexual harassment, incest, and rape • Discuss the potential impact of power differences – due to age, sex, wealth, disability -on personal safety • Demo ability to advocate for human rights and equality of and among adolescents practices and gender-based violence. • Access information and resources to help victims of bullying and sexual violence •Demo advocacy skills to eliminate social norms and factors that cause bullying and sexual violence K.7 Laws, Media and Human Rights •Discuss law and policies that provide remedies to discrimination, sexual violence and sexual and reproductive health - such as on Bullying, Violence Against Women and Children (VAWC), Magna Carta of Women, RH Law, and HIV Act of 2018 •Discuss ways by which mass media; and social media can contribute to promoting safer sexual behavior and gender equality •Explain the concepts of human rights and its application to sexual and reproductive health • Critically assess the potential influence of mass media messages about sexuality and sexual relationships. •Demo ability to advocate for the implementation of anti-discrimination, anti sexual violence and RH and HIV laws in behalf of adolescents
- 22. Summary of evidenceP29 • Sexuality education – in or out of schools – does not increase sexual activity, sexual risk-taking behaviour or STI/HIV infection rates • Sexuality education has positive effects, including increasing young people’s knowledge and improving their attitudes related to SRH and behaviours • Programmes that promote abstinence-only have been found to be ineffective in delaying sexual initiation, reducing the frequency of sex or reducing the number of sexual partners. Programmes that combine a focus on delaying sexual activity with content about condom or contraceptive use are effective • Programmes addressing both pregnancy prevention and STI/HIV prevention are more effective than single-focus programmes . • Using an explicit rights-based approach in CSE programmes leads to short-term positive effects on knowledge and attitudes. • Gender-focused programmes are substantially more effective than ‘gender-blind’ programmes at achieving health outcomes . • Programmes with implementation fidelity – that is, when effective curricula are delivered as intended - are much more likely to have the desired positive impact on young people’s health outcomes than programmes that do not remain faithful to the original design, content or delivery approaches • Effective educational interventions transported from one setting to another have a positive impact on knowledge, attitudes or behaviours, even when they are implemented in a different setting • Whilst sexuality education programmes are shown to improve knowledge, skills and intentions to avoid risky sexual behaviours and improve intentions to use clinical services, other factors such as social and gender norms, experience of violence as well as barriers in access to services, and may mean that taking action to adopt safer sexual behaviours may be extremely challenges for many young people • Sexuality education is most impactful when school-based programmes are complemented with community elements, including condom distribution; providing training for health providers to deliver youth-friendly services; and involving parents and teachers
- 23. Important Consideration “The omissionof key topics will lessen the effectiveness of CSE. For example, failure to discuss menstruation can contribute to the persistence of negative social and cultural attitudes towards it… Other examples include: sexual intercourse; scientific information about prevention of pregnancy; the SRH needs of young people living with disabilities or HIV; unsafe abortion and harmful practices such as CEFM and FGM/C; or discrimination based on sexual orientation or gender identity. Silencing or omitting these topics can contribute to stigma, shame and ignorance, may increase risk-taking and create help-seeking barriers for vulnerable or marginalised populations.”
- 24. Important Consideration ‘Learning objectivesshould therefore be adjusted to learners’ realities and based on available data andevidence, rather than on personal discomfort or perceived opposition to discussion of sexuality with children or young people. Literature and research on sexuality education highlight the need to address sensitive issues despite the challenges this poses. Whilst sexuality is not the same as any other school subject and can arouse strong emotions (UNESCO, 2016b), it is critical that children develop the language and capacity to talk about and understand their bodies, feelings and relationships from a young age.’
- 25. “The UNESCO Guidance highlightsthe importance of addressing the reality and impact of sexuality on young people’s lives, including some aspects that may be sensitive or difficult to discuss in certain communities. Using scientific evidence and rooting the content in gender equality and human rights standards and frameworks helps address sensitive issues. “