Break

the Silence
Session 1.4
Protective Behavior for
the Prevention of Child
Sexual Abuse

LAC Session Guides for Teachers on Child Protection DEPARTMENT OF EDUCATION

Message
We all come to face every school year with excitement. As we do, schools must be
prepared to receive Filipino children in their physical or virtual classrooms. All schools
prepare enormously for the opening of classes its physical environment considering
safety and security, health and wellness of everybody especially in times of pandemic
and disaster. They trammel plans, programs, priorities and implementation problems,
strategies, and lessons for integration in all their initiatives.

School readiness becomes the toast of all stakeholders as always, and they can offer
more. Teachers’ professional development complements the schools’ physical readiness.
By equipping them with skills and knowledge on child protection policies and practices,
we improve the schools’ readiness to handle any form of child abuse and nurture
their wellbeing.

The Child Protection policy must be integral in all professional development activities
for teachers such as the Learning Action Cells (LACs), Lesson Study Groups, Communities
of Practice (COPs), and other cliques in the schools. Through this, we increase their
awareness and accountability in ensuring safety and protection in the schools.

As well, the challenge and encouragement for them is having child protection concepts
implemented in the homes. It will require parents and teachers’ assemblies, or home-
room parents’ meetings complemented by the local governments to draw wider influence.

Filipino children are at the heart of this policy. All policies and practices must lead to
growing this path for their future. While doing these, the teachers’ understanding
and practices also grow and align with these policies, and the schools become more
child-friendly.

This is why I am proud and grateful to share with the Philippine schools the LAC Session
Guides on Child Protection made by the DepEd in partnership with Stairway Foundation.
And with the National Educators Academy of the Philippines (NEAP) in its role out,
we expect the schools and teachers to greatly help decrease, if not eradicate, all
forms of abuses and violence possible in school, at home, and in the community for
a safer Philippines.

Let us continuously protect our learners as we promote peace and order. We count
on all of you. Mabuhay ang mga gurong Pilipino!

DIOSDADO M. SAN ANTONIO

Undersecretary
Department of Education
Office of the Undersecretary for Curriculum and Instruction

2
Message
Protecting our children means saving our future as it holds the foundations of our
children’s well-being that shall allow them to thrive and develop to their full potential.
As a learner-centered public institution, the Department of Education (DepEd) has
always been committed to the continuous improvement of policies, programs, and
projects to ensure that learners can grow up safely in their homes and families and
can be free from all types of neglect, violence, and abuse - which is part of the
Department’s legal, ethical, and moral responsibility.

Pre-pandemic, learners spend most of their time in schools, inside the classrooms
with their peers and teachers, as well as other school personnel. Furthermore, there
are also means of communicating face-to-face with our learners on a daily basis.
Unfortunately, with the emergence of the Covid-19 pandemic, homes eventually
transformed into schools and interaction between teachers and learners decreased
tremendously. A school is considered a learner’s second home and given this health
crisis, safeguarding and promoting the rights and welfare of our children has become
much more complex. However, as educators, we have the duty to urgently respond
and adapt to these changes, especially with the fact that our children can be subjected
to all forms of violence and exploitation anywhere and at any point in time.

In light of this, the Department of Education, in partnership with Stairway Foundation Inc.,
and in conjunction with the National Educators Academy of the Philippines (NEAP), en-
visions the continuity of child protection professional development resources for our
teachers. Included in these Learning Action Cell (LAC) Session Guides are mechanisms to
further improve how teachers can effectively respond to and address child protection
concerns, and a comprehensive framework on how to develop learners’ self-awareness
of their rights, as well as their vulnerability to exploitation. For our dearest teachers,
I hope that these shall inspire your spirit of serving and promoting the safety of our
learners. Together with the Stairway Foundation, Inc. and the NEAP, we will continue
to reinforce stronger social protection measures, capacity-building programs, and
engagements with communities, parents, and guardians. In this time of adversity, we
must aim to provide a child-friendly, safe, and motivating environment for our learners,
wherever they are and whatever challenges we might face in the future.

Lagi’t lagi, serbisyo para sa ating mga Bata!

ATTY. REVSEE A. ESCOBEDO

Undersecretary
Field Operations, Palarong Pambansa
Secretariat, and DEACO

3
Message
My warmest greetings.

A safe environment for learning is crucial in the holistic development of children in

schools. Since educators are at the forefront of ensuring that this safe learning
environment is achieved, teachers need to be equipped with knowledge and skills that
can support them in helping the learners protect themselves both online and offline.

With or without the pandemic, educators must continuously keep up with the fastpaced
development of digital technology. But with the increased need for Internet use at
present, our learners have become more at risk from its dangers, especially with the
rise in the number of reports of suspected child sexual exploitation in the Philippines
in 2020.1

In order to reinforce the Department’s policy to promote and maintain zero tolerance
to all forms of violence against children, the Child Protection Unit (CPU) was created
with the aim of “establish[ing] a mechanism to fully operationalize, implement, and
coordinate programs, projects, and activities pertaining to child protection.”2

The LAC Session Guides, co-implemented by the Department with Stairway Foundation,
Inc., as part of the accredited training program on child protection of the National
Educators Academy of the Philippines (NEAP) will definitely aid the newly created CPU
in realizing one of its goals, that of enabling educators from all over the Philippines in
matters pertaining to child protection, especially in the context of the pandemic.

It is hoped that through these LAC Session Guides, teachers will acquire knowledge
and skills that will help them gain appreciation of their very important role in the
healthy development of our learners, and inspire them to take action in promoting
the right of the child to special protection.

ATTY. SUZETTE GANNABAN-MEDINA

Officer-in-Charge, Assistant Regional Director
DepEd MIMAROPA and
Officer-in-Charge, Child Protection Unit Head

1. Based on data from the National Centre for Missing and Exploited Children
2. DepEd Order 03, s. 2021 4
Message
Stairway Foundation envisions a safe environment for all children where their rights
are equally respected. Through innovation, creative excellence and professional
networking, we are committed to continuously learn from our experience and manifest
our gains as a resource to inspire and educate partners to protect and promote children’s
rights. Children have been at the heart of what we do for more than 30 years now.

The COVID19 Pandemic has significantly changed the landscape of education and the
lives of children in the Philippines. With limited or no face-to-face classes, many children
spend more time online to ensure learning continuity. Unfortunately, this also increases
their risk of exposure to online child sexual abuse and exploitation, along with other
online child protection concerns. The challenge to protect our children goes beyond
the real world (offline). It now extends to the online world, also known as cyber space.

This Break the Silence (BTS) – Child Protection Learning Action Cell (LAC) Guide is
another product of a long and fruitful partnership between Stairway and the Department
of Education. The Guide is composed of 6 sessions that aim to further build up knowledge,
attitude and skills on child protection among our educators. We hope the Guide will
help to make educators more comfortable and confident to integrate child online
protection in their lesson plans, with emphasis on child sexual abuse and exploitation
prevention. We use the term “Break the Silence” with reference to the important advocacy
on this issue.

It takes a village to not only raise a child, but to also protect a child. It requires
collaborative effort and action from everyone for child protection to truly succeed.
We are grateful to work with partners like the Department of Education and the
National Educators Academy of the Philippines in pursuit of our shared vision and
commitment to protect children.

LARS C. JORGENSEN
Executive Director
Stairway Foundation, Inc.

5
 I. Knowledge, Skills and Attitude
A clear understanding of the different protective behavior skills that need to
be taught to learners for the prevention of child sexual abuse.

II. Materials and reference

• Meta cards
• Masking Tape
• Marker
• Bond paper
• BCD Child Protection Curriculum Map (attached in this LAC Session Guide)

III. Objectives
At the end of the session, participants will be able to;
• Explain the different protective behavior skills that children need for
the prevention of child sexual abuse
• Identify how these protective behavior skills can be addressed via the
various learning competencies under the K12 curriculum

IV. Approximate Duration

2 hours

V. Importance
Say: Having discussed in more detail the issue of child sexual abuse, we must now
look at how we can better address it. One key aspect is, of course, prevention work.
In the context of education, child protection education is an important aspect.

For this LAC session, we shall be exploring the different protective behavior
skills that children need to learn in the context of child sexual abuse prevention,
and later on, we shall look at how these protective behaviors fit into the various
learning competencies under the K12 curriculum.

Note to the facilitator

Inform participants that some of the protective behavior concepts that will
be discussed might be sensitive in nature, and thus, everyone should treat the
session as a safe space to share their thoughts about the topics to be discussed.

6
VI. Sharing Session
Welcome the teachers and thank them for coming to the LAC Session. Prepare
them for the activity called ”The Private Body parts”.

“The Private Body Parts”

1. Ask 2 volunteers from the groups, preferably a male and female, and
request them to stand in front.
2. Say: One by one, please point to your own body parts, and as you point
to them, please mention the names of these body parts. Start from you
head, until your feet. Please use our local language.
3. As each volunteer does this, take note of the following;
a. Did they skip the private body parts?
b. Did they use a different name for the private body parts?
c. What were their non-verbal reaction when they were pointing
to their private body parts?
d. What was the reaction of the other participants when the
volunteers pointed to their private body parts?
4. After the 2 volunteers finished with the activity, thank them and process
the activity.

Processing
Depending on how the volunteers reacted, ask the questions, which you have
noted in the activity;
1. What did you feel while we were doing the activity?
2. Why were the private body parts skipped?
3. I noticed that many of us exhibited certain non-verbal reaction when the
volunteers were pointing to their private body parts, why was that?
4. Why do we use different names for the private body parts? Can everyone
identify what are the replacement terms that we use to replace the direct
terms for the private body parts?
5. What are the implications if adults don’t teach children the direct terms
for the private body parts?
6. What are your other realizations regarding the activity?

Say: What we did, is the first protective behavior that children need to learn to
better protect themselves against sexual abuse and exploitation. In the next
sessions, we shall be tackling the other protective behaviors that children need
to learn.

7
 Note to the Facilitator (inputs)
The following are the specific inputs that you as a facilitator can provide after
having asked all the questions;
1. Why were the private body parts skipped?
• Our cultural beliefs and practices usually result in people being
uncomfortable with the concept of private body parts, especially
in the context of public discussions, like what we have now.
2. I noticed that many of us exhibited certain non-verbal reaction when
the volunteers were pointing to their private body parts, why was that?
• Even if people would not say it, the discomfort was also manifested
non-verbally.
3. Why do we use different names for the private body parts? Can every-
one identify what are the replacement terms that we use to replace
the direct terms for the private body parts?
• Because of this culture of silence, people usually use slang terms,
which further contributes to this prevailing culture of silence in
relation to any sex and sexuality discussion.
4. What are the implications if adults don’t teach children the direct terms
for the private body parts?
• Unfortunately, not teaching children the direct terms for the private
body parts, or even labeling children as “bad” or “bastos”, when
they say the direct terms, has direct implications in relation to child
protection. When we do this, the culture of silence is passed on to
children – they might feel that topics related to sex and sexuality,
particularly their private body parts, are things that should not be
discussed with adults. Unfortunately, this only benefits the offenders,
as they work on keeping the sexual abuse a secret.

VII. Discussion
Introduce the session. Say: We are now going to discuss the other different
protective behaviors, which children need to learn/develop in order to better
protect themselves from child sexual abuse.

8
Trigger Material/Activity 1: ”The Kinds of Touches and Early Warning Signs”
1. Ask the participants to find a partner, and standing up, have them face
each other around 2 feet apart.
2. Tell participants: I will provide instructions, and both of you will have to
follow what I say.
• Instruction 1: Right hand to the left shoulders of your partner, keep
this position.
• Instruction 2: Left hand to the side of the stomach of your partner
(by this time, some participants shall already be having
certain heightened reactions).
• Instruction 3: Have your right hand, travel slowly to the neck of
your partner.
• Instruction 4: Have your left hand, travel slowly to the navel of your
partner. (some participants will not do this, and this is ok)
3. Tell participant: Ok everyone, our game is now finished, let us give every-
one a round of applause!

Processing
1. What did you feel during the activity?
2. At what point in the activity was the touching still ok with you? Why?
3. At what point did you feel it was not ok? Why?
4. Based on our activity, what are the different kinds of touches that we
need to teach children in order to stay safe from sexual abuse?

Note to the Facilitator (inputs/talking points)

1. Based on our activity, what are the different kinds of touches that we
need to teach children in order to stay safe from sexual abuse?

There are The Three kinds of touches:

• Safe touch – a kind of touch that does not make the receiver
uncomfortable. These touches are experienced by the receiver (child)
as warm, caring, nurturing, and supportive. The receiver feels safe and
secure. These touches are done in the NONE-private parts of the body.

• Unsafe touch – a kind of touch that makes the child feel that he/she
is no longer safe. In particular, it is a touch around or on the private
body parts of a child, and it is unsafe regardless if the child gives
consent or not. All sexual abuse touches fall in this category.

9
 • Confusing touch – a kind of touch that makes the receiver feel uncom-
fortable, uneasy or unsure. The receiver experiences confusion and
conflicting feelings about the touch and about the person who does
the touching. The intent of the adult maybe unclear, the touch or
attention maybe unfamiliar. Sometimes this kind of touch/attention
“feels comforting”, but also frightening, because the touch goes out
of the “safe zone” (like the hands, head, shoulder), or the touch might
still be in the “safe zone” but the hands of the one touching becomes
lingering, its movement becomes sensual (rubbing, slow, fingers flexing
and touchy). For adults, this touch is intended to stimulate sexual arousal.

2. The feelings of confusion and discomfort, together with accompanying

physical manifestations, such as the heart beating faster, sweating, butter-
flies in the stomach, etc. are called early warning signs. Early warning signs
are signals that can help children further determine if a touch is confusing
already. We also have to remember that confusing touches will vary from
one person to another.
3. Children should recognize confusing and unsafe touches, and know that
they should say NO in these kinds of situations, regardless of the person
touching them.

Trigger Material/Activity 2: “My Trusted Adults”

1. Ask the participants to find a comfortable space within the session area.
2. Hand each one a piece of bond paper, and ask them to draw a flower
with 5 petals.
3. Ask them to write their nicknames in the middle of the flower.
4. Then ask them to think for 10 minutes in order to answer this question;
“Think of 5 persons that you trust and would confide with, if you have
a personal problem (any problem). Write the names of the 5 persons in
each of the petals of the flower.
5. After everyone has finished the activity, ask for volunteers who would
like to share their outputs.

Processing
1. What did you feel during the activity?
2. What did you realize personally after looking at your paper?
3. Would our learners be in a position to readily identify 5 trusted adults to
go to if they encounter a potential abuse situation?
4. If we ask our learners today to do this activity, what would we feel if we
discover that we ourselves, are not pinpointed as one of the 5 trusted
adults? What should we do?
5. What is the importance of having children identify 5 trusted adults?

10
 Note to the Facilitator (inputs/talking points)
1. Some participants might get triggered emotionally if they realize that
they themselves don’t have a strong support system. It is important to
point out that it is never too late to strengthen their own support system.
2. Tell participants that the activity introduces the social support system
concept – that children need a readily identifiable social supportive
environment, which they can go to for disclosure.
3. It’s important for children to know that if they experience any confusing,
uncomfortable or abusive situation, they should tell a trusted adult about
it, and they should not stop until someone believes and helps them.
4. As teachers, we must be one of those trusted adults, since we are in
contact with our learners most of the time.
5. By being a trusted adult, we can be in a better position to help children
if they experience such situations.

VIII. Articulation of insights

Start the activity by requesting the participants to form small groups of
3-4 members.

Tell participants: As teachers, some or most of us are also parents. I would like
to ask each group to share with their co-teachers here their insights to these
protective behaviors, which we just discussed.

After the sharing session, tell participants;

Not all children will experience or will be at risk of being sexually abused, how-
ever, we can never know when these protective behavior skills will be useful for
our learners, and thus, it is important that we empower children with protective
behaviors in order to ensure that the possibility of them being victimized
is minimized.

IX. Application
1. Say: Given what we have learned and discussed today, let us look at how
we can integrate these protective behaviors in our everyday teaching.
2. Ask participants to bring a copy of the K12 subject curriculum map or
the BCDs curriculum mapping on child protection learning competencies
under the K12.
3. Using the protective behaviors identified, have the participants map out
the various learning competencies, which these protective behaviors can
be taught under.
4. Ask the group to share the learning competencies they have identified.

11
 X. What will we do next
Say: Thank you very much for participating in our LAC Session. I would like to
thank all of you for actively engaging. As teachers, we have now seen that we
can indeed integrate child protection education in our everyday teaching in
order to help prevent child sexual abuse. In our next LAC session, we shall be
discussing the protective behaviors in relation to Cyber Safety and look at how
these are connected to what we have discussed today.

XI. Options for non-face to face LAC sessions:

Because of the inherent limitations in terms of interactivity in non-face to face
sessions, one can explore the following options;
• Transfer the talking points, guide questions and inputs to PowerPoint to
serve as a visual guide for online synchronous LAC sessions.
• Transform the interactive activities by utilizing various online training
tools, such as;
- Zoom breakout rooms - https://support.zoom.us/hc/en-us/arti-
cles/206476093-Enabling-breakout-rooms
- Mentimeter - https://www.mentimeter.com/
- AHA slides - https://ahaslides.com/
- Kahoot - https://kahoot.com/
- Quizziz = https://quizizz.com/

XII. Additional Resources for further study

• DepEd National Webinars on Child Protection - https://bit.ly/SfiOulaWebinars

• Stairway CSAEP Guidance - https://bit.ly/CSAEP_Guidance

12
Acknowledgements
Dr. Leila P. Areola
Director IV, Bureau of Learning Delivery
Department of Education

Dr. Rosalina J. Villaneza

Chief, Teaching and Learning Division
Bureau of Learning Delivery
Department of Education

Writers
Ysrael C. Diloy
John Michael Matibag
Edgar Marshall Briñas
Nanette M. Macaguiwa
Isabelita Ceraon
Darryl C. Correa
Richard Allan Viñas

Reviewers
Carmencita A. Aguas
Ernani Ofreneo Jaime
Annalyn Aquino

Creative Director
Monica D. Ray

LAC Session Guides – Break the Silence – Child Protection

Permission to use or reproduce this publication or parts of it in hard or digital
copies for personal or educational use is granted free, provided that the copies
are not reproduced or distributed for commercial purposes, and that proper
credit is given to Stairway Foundation and the Department of Education.

Copyright - 2021
 Curriculum Standards Development Division
BCD-CSDD-2021-I-5415

MEMORANDUM

FOR : DIOSDADO M. SAN ANTONIO

Undersecretary for Curriculum and Instruction

FROM : JOCELYN DR ANDAYA

Director IV

SUBJECT : REQUEST FROM STAIRWAY FOUNDATION INC. REQUEST FOR LIST OF

LEARNING COMPETENCIES IN THE K TO 12 CURRICULUM OR IN THE
MOST ESSENTIAL LEARNING COMPETENCIES RELATED TO CHILD
PROTECTION

DATE : JULY 19, 2021

_______________________________________________________________________________________________________________

This is in reference to the request for list of learning competencies in the K to 12 Curriculum or in the Most
Essential Learning Competencies related to child protection which can be used as attachment to the LAC
Session Guides on Child Protection (Child Sexual Abuse Prevention and Cyber Safety) from Stairway
Foundation Inc. listed below:

KINDERGARTEN
Content /Domain Learning Competencies
Pagkilala ng Sarili at 1.4 gusto/di-gusto SEKPSE-IIc-1.4
Pagpapahayag ng Sariling
Emosyon (PSE) 3. Nasasabi ang mga sariling pangangailangan nang walang
1. Nakikilala ang sarili pagaalinlangan SEKPSE-If-3

8. Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at

lungkot) SEKPSE-00-11

7. Nakahihingi ng tulong sa mga nakatatanda at iba pang miyembro ng

pamilya KMKPPam-00-8
Pagpapahalaga sa Sarili 1. Nakapagsasabi ng totoo sa magulang, nakatatanda at iba pang kasapi
(PS) ng pamilya sa lahat ng pagkakataon KAKPS-00-21
2. Pagkamatapat
Pangangalaga sa Sariling 1. Naisasagawa ang pangangalaga sa pansariling kalusugan tulad ng:
Kalusugan at Kaligtasan paglilinis ng katawan, paghuhugas ng kamay bago at pagkatapos kumain,
(PKK) pagsesipilyo, pagsusuklay, paglilinis ng kuko, pagpapalit ng damit,
pagtugon sa personal na pangangailangan nang nag-iisa (pagihi,
pagdumi) paghuhugas ng kamay, pagkatapos gumamit ng palikuran
KPKPKK-Ih-1

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 Curriculum Standards Development Division
BCD-CSDD-2021-I-5415
Content /Domain Learning Competencies
2. Naipakikita ang wastong pangangalaga sa mga pansariling kagamitan
sa paglilinis at pag-aayos ng katawan KPKPKK-00-2

4. Nakikilala ang kahalagahan ng pansariling kaligtasan: nagpapaalam

kung lalabas, sumasama lamang sa mga kilalang tao/kalaro, nagsasabi ng
“HUWAG” o “HINDI” kung hinipo ang maselang bahagi ng katawan
KPKPKK-Ih-2

5. Naipakikita ang simpleng na kahandaan sa panahon ng sakuna: lindol,

baha, sunog, atbp. KPKPKK-Ih-4
F. UNDERSTANDING THE 1. Identify one’s basic body parts PNEKBS-Id-1
PHYSICAL AND NATURAL
ENVIRONMENT (PNE) 2. Tell the function of each basic body part PNEKBS-Id-2
Life Science: Body and the
Senses (BS) 5. Use the senses to observe the environment PNEKBS-Ic-5

7. Identify one’s basic needs and ways to care for one’s body PNEKBS-Ii-8

8. Practice ways to care for one’s body PNEKBS-Ii-9

ARALING PANLIPUNAN
Grade Level Content Learning Competencies
A. Pagkilala sa Sarili 2. Nailalarawan ang pisikal na katangian sa
pamamagitan ng iba’t ibang malikhaing pamamaraan

3. Nasasabi ang sariling pagkakakilanlan sa iba’t ibang

Grade 1 pamamaraan
A. Pagkilala sa mga Nailalarawan ang iba’t ibang papel na ginagampanan ng
kasapi ng Pamilya bawat kasapi ng pamilya sa iba’t ibang pamamaraan
D. Pagpapahalaga sa 22. Natutukoy ang mga halimbawa ng ugnayan ng
Pamilya sariling pamilya sa ibang pamilya
A. Pagkilala sa 3. Natutukoy ang mga bumubuo ng komunidad:
Komunidad 3.1 Mga tao: mga iba’t ibang naninirahan sa
komunidad, mga pamilya o mag-anak
3.2 Mga institusyon: paaralan, mga sentrong
pamahalaan o nagbibigay serbisyo, sentrong
pangkalusugan, pamilihan, simbahan o mosque at iba
pang pinagtitipunan ng mga kasapi ng ibang relihiyon
Grade 2 4. Naiuugnay ang tungkulin at gawain ng mga bumubuo
ng komunidad sa sarili at sariling pamilya
B. Pamumuno at 6. Nasasabi ang kahalagahan ng mabuting pamumuno sa
Paglilingkod sa pagtugon ng pangangailangan ng mga tao sa komunidad.
Komunidad
A. Kabahagi Ako ng Aking 1. Natatalakay ang kahalagahan ng mga paglilingkod/
Komunidad serbisyo ng komunidad upang matugunan ang
pangangailangan ng mga kasapi sa komunidad.

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Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph
 Curriculum Standards Development Division
BCD-CSDD-2021-I-5415
Grade Level Content Learning Competencies
3. Naiuugnay ang pagbibigay serbisyo/ paglilingkod ng
komunidad sa karapatan ng bawat kasapi sa komunidad.
3.1 Nasasabi na ang bawat kasapi ay may karapatan na
mabigyan ng paglilingkod/ serbisyo mula sa komunidad
3.2 Nakapagbibigay halimbawa ng pagtupad at hindi
pagtupad ng karapatan ng bawat kasapi mula sa mga
serbisyo ng komunidad
3.3 Naipaliliwanag ang epekto ng pagbigay serbisyo at di
pagbigay serbisyo sa buhay ng tao at komunidad
5.
Naisasagawa ang disiplinang pansarili sa pamamagitan
ng pagsunod sa mga tuntunin bilang kasapi ng
komunidad
5.1 Natutukoy ang mga tuntuning sinusunod ng bawat
kasapi sa komunidad (ei. pagsunod sa mga babala, batas,
atbp)
5.2 Natatalakay ang kahalagahan ng mga tuntuning
itinakda para sa ikabubuti ng lahat ng kasapi
6.
Napahalagahan ang kagalingan pansibiko sa sariling
komunidad
6.1 Natatalakay ang mga tradisyong may
kinalaman sa
pagkakabuklod buklod ng mga tao sa komunidad
6.2 Naipaliliwanag ang kahalagahan ng
pagtutulungansa paglutas mga suliranin ng komunidad
6.3 Naipakikita ang iba’t ibang paraan ng
pagtutulungan ng mga kasapi ng komunidad sa pagbigay
solusyon sa mga problema sa komunidad
6.4 Nakakalahok sa mga gawaing
pinagtutulungan ng mga kasapi para sa ikabubuti ng
pamumuhay sa komunidad
Grade 3 B. Ang Pamamahala sa 15. Natutukoy ang iba’t ibang paraan sa pakikiisa sa mga
mga Lalawigan ng proyekto ng pamahalaan ng mga lalawigan sa
Kinabibilangang Rehiyon kinabibilangang rehiyon
Mga Pinuno ng mga
Lalawigan sa Rehiyon
Pamamahala at
Programa/ Proyekto/
Serbisyo
Karapatan at Tungkulin
Grade 4 B. Ang Pamahalaan at 6. Nasusuri ang mga paglilingkod ng
Serbisyong Panlipunan pamahalaan upang matugunan ang pangangailangan ng
bawat mamamayan
6.1 Naiisa isa ang mga programang
pangkalusugan

3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph
 Curriculum Standards Development Division
BCD-CSDD-2021-I-5415
Grade Level Content Learning Competencies
6.2 Nasasabi ang mga pamamaraan sa pagpapaunlad
ng eduka syon sa bansa
6.3 Nakakapagbigay halimbawa ng mga programa
pangkapayapaan
6.4 Nasasabi ang mga paraan ng
pagtataguyod ng ekonomiya ng bansa
6.5 Nakakapagbigay halimbawa ng mga
programang pang- inprastraktura atbp ng pamahalaan
Grade 6 C. Patuloy na Pagtugon sa 6. Nasusuri ang mga kontemporaryong isyu ng lipunan
Hamon ng Kasarinlan at tungo sa pagtugon sa mga hamon ng malaya at maunlad
Pagkabansa (1986- na bansa
kasalukuyan) 6.1 Pampulitika (Hal., usaping
Corazon C. Aquino(1986- pangteritoryo sa Philippine Sea,
1992) korupsyon, atbp)
Fidel V. Ramos (1992- 6.2 Pangkabuhayan (Hal., open trade, globalisasyon,
1998) atbp)
Joseph E. Estrada (1998- 6.3 Panlipunan (Hal., OFW, gender, drug at child
2001) abuse, atbp)
Gloria M. Arroyo (2001- 6.4 Pangkapaligiran (climate change, atbp.)
2010
Benigno Simeon C.
Aquino III (2010-
kasalukuyan)
Grade 10 A. Mga Isyu sa 3rd quarter learning competencies
Karapatang Pantao
Anyo ng paglabag sa
karapatang pantao
Epekto ng paglabag sa
karapatang pantao
Mga halimbawa ng
paglabag sa karapatang
pantao sa pamayanan,
bansa, at daigdig

HEALTH EDUCATION
Grade Level Content Learning Competencies
Injury Prevention, Safety and First Aid - 1. identifies situations when it is
4th Quarter appropriate to ask for assistance from
A. Knowing personal information and strangers
ways to ask for help 2. gives personal information, such as
name and address to appropriate
Grade 1
persons
3. identifies appropriate persons to ask
for assistance
4. demonstrates ways to ask for help

3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph
 Curriculum Standards Development Division
BCD-CSDD-2021-I-5415
Grade Level Content Learning Competencies
C. Ways by which people are 9. describes ways people can be
intentionally helpful or harmful 1. Good intentionally helpful or harmful to one
touch and bad touch 2. Protection another
against violent or unwanted behaviors 10. distinguishes between good and
of others bad touch
11. practices ways to protect oneself
against violent or unwanted behaviors
of others
Grade 2 INJURY PREVENTION, SAFETY AND 1. discusses one’s right and
FIRST AID - 4TH QUARTER (H2IS) responsibilities for safety
A. Safety Rights and Responsibilities
Grade 3 INJURY PREVENTION, SAFETY AND 8. identifies hazards in the community
FIRST AID – 4TH QUARTER (H3IS)
B. Community safety 9. follows safety rules to avoid
2. Safety guidelines accidents in the community
2.2. Be vigilant (do not talk to
strangers; do not invite a stranger to the 10. recommends preventive action for
house; do not accept anything from a a safe community
stranger)
2.3. Report to a trusted adult or
authority any suspicious looking person
or suspicious actions
2.4. Use safe routes for walking in the
community
2.5. Know places/people to go when
seeking help.
PERSONAL HEALTH – 1 ST QUARTER 3. recognizes signs of healthy and
(H5PH) unhealthy relationships
B. Healthy and Unhealthy relationships 4. explains how healthy relationships
1. Signs of Healthy Relationships (loving can positively impact health
family, genuine friendships) 5. discusses ways of managing
2. Importance of Healthy Relationships unhealthy relationships
in Maintaining Health
3. Signs of Unhealthy Relationships
4. Managing Unhealthy Relationships
Grade 5
C. Mental, Emotional and Social Health
Concerns (include ways on how these
negatively impact one’s health and
wellbeing) 1. Social anxiety 2. Mood 6. describes some mental, emotional
swings and social health concerns
3. Teasing 4. Bullying, including cyber 7. discusses the effects of mental,
bullying 5. Harassment 6. Emotional and emotional and social health concerns
physical abuse 7. Other stressful- on one’s health and wellbeing
situations
D. Preventing and Managing Mental, 8. demonstrates skills in preventing or
Grade 5 Emotional and Social Health Concerns managing teasing, bullying,
harassment or abuse

3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph
 Curriculum Standards Development Division
BCD-CSDD-2021-I-5415
Grade Level Content Learning Competencies
1. Practicing life skills (communication / 9. identifies appropriate resources and
assertiveness / self-management / people who can help in dealing with
decision making) mental, emotional and social, health
2. Finding Resources and Seeking Help concerns.
GROWTH AND DEVELOPMENT/ 5. describes the common health issues
PERSONAL HEALTH - 2ND QUARTER and concerns during puberty
(H5GD/PH) 6. accepts that most of these concerns
C. Puberty-related Health Issues and are normal consequence of bodily
Concerns changes during puberty but one can
1. Nutritional issues learn to manage them
2. Mood swings 7. demonstrates empathy for persons
3. Body odor undergoing these concerns and
4. Oral health concerns problems
5. Pimples/Acne 8. discusses the negative health impact
6. Poor Posture and ways of preventing major issues
7. Menstruation-related Concerns (Pre- such as early and unwanted pregnancy
menstrual Syndrome, Dysmenorrhea,
and other abnormal conditions)
8. Early and Unwanted Pregnancy
9. Sexual Harassment
D. Self -care and Management of 9. demonstrates ways to manage
Puberty-related Health Issues and puberty related health issues and
Concerns concerns
1. Self-management Skills / 10. practices proper selfcare
Responsibility for personal procedures
health(proper diet, proper hygiene, oral 11. discusses the importance of
care, care during seeking the advice of professionals/
menstruation/circumcision, breast self- trusted and reliable adults in managing
examination) puberty related health issues and
2. Seeking the Advice of concerns
Professionals/Trusted and Reliable
Adults
Grade 6 COMMUNITY HEALTH – 2ND QUARTER 1.describes healthy school and
(H6CMH) community environments
A. Healthy School and Community 2. explains the effect of living in a
Environments healthful school and community
1. Characteristics 3. demonstrates ways to build and
1.1. physical environment (safe, clean, keep school and community
with good air and water quality, environments healthy
aesthetically pleasing, with flexible
spaces)
1.2. psychosocial environment (warm
atmosphere, healthy interpersonal
relations, free from abuse and
discrimination) 2. Ways of Building and
Maintaining Healthy School and
Community Environments

3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph
 Curriculum Standards Development Division
BCD-CSDD-2021-I-5415
Grade Level Content Learning Competencies
Grade 8 FAMILY HEALTH I – 1st Quarter (H8FH) 8. applies decision-making skills in
C. Development of decision- skills in managing sexuality-related issues
managing sexuality related issues
Grade 9 INJURY PREVENTION, SAFETY AND 13. describes the types of intentional
FIRST AID (Intentional) – 4th Quarter injuries
(H9IS) 14. analyzes the risk factors related to
B. Types of intentional injuries 1. intentional injuries
Bullying (cyber bullying)
2. Stalking
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
C. Prevention and management of 15. identifies protective factors related
intentional injuries to intentional injuries
 self-protection 16. demonstrates ways to prevent and
 preventing self-harm control intentional injuries
 promoting a culture of non-violence
through healthful behaviors
 reporting cases of violence to proper
authorities
 seeking help from trusted individuals
and health professionals
CONSUMER HEALTH – 1st Quarter 3. discusses the various forms of health
(H10CH) service providers and healthcare plans;
B. Health Service Providers 4. selects health professionals,
1. health professionals specialists and health care services
2. health facilities; wisely;
3. health care plans and financing
systems (PhilHealth, Health
Maintenance Organization, private
health insurance)
Grade 10
HEALTH TRENDS, ISSUES AND 11. discusses the existing health
CONCERNS (National Level) – 2nd related laws;
Quarter (H10HC) 12. explains the significance of the
A. Existing National Laws Related to existing health related laws in
Health Trends, Issues, and Concerns safeguarding people’s health;
1. Responsible Parenthood and 13. follows existing health related laws
Reproductive Health Act(RA10354) , 14. critically analyzes the impact of
6. Philippine AIDS Prevention and current health trends, issues, and
Control Act of 1998 (RA 8504) concerns

3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph
 Curriculum Standards Development Division
BCD-CSDD-2021-I-5415
Grade Level Content Learning Competencies
9. Cybercrime Prevention Act of 2012 15. recommends ways of managing
(RA 10175) health issues, trends and concerns
10. Anti-Pornography Act (RA 9775)

EDUKASYON SA PAGPAPAKATAO
Grade Level Content Learning Competencies
1 3. Pagiging responsable sa 3. Nakapaglalarawan ng iba’t
pangangalaga sa sarili 3.1. ibang gawain na maaaring
Kalinisan at Kalusugan makasama o makabuti sa
(Cleanliness/ Wellness) kalusugan 3.1 nakikilala ang
iba’t ibang gawain/paraan na
maaaring makasama o makabuti
sa kalusugan
1 3. Pampamilyang 4. Nakapagpapakita ng wastong
Pagkakabuklod 3.1. pag-uugali sa pangangalaga sa
Pagkakabuklod/ Pagkakaisa sarili
(Unity/Oneness) 3.2.
Pagmamalasakit
3 4. Pangangalaga sa sarili 4.1. 7. Nakahihikayat ng kapwa na
Mabuting kalusugan 4.2. gawin ang dapat para sa sariling
Pangangasiwa ng sarili kalusugan at kaligtasan Hal.
pagkain/inumin, kagamitan,
lansangan, pakikipagkaibigan
5 5. Paggalang sa opinyon ng 14. Nakabubuo at
ibang tao(Respect for other nakapagpapahayag nang may
people’s opinion) paggalang sa anumang
ideya/opinion
5 5. Paggalang sa opinyon ng Nakapagsasaalang-alang ng
ibang tao(Respect for other karapatan ng iba
people’s opinion)
5 3. Pandaigdigang Pagkakaisa 6. Nakalalahok sa
(Global Solidarity) 3.1. pangangampanya sa
Kapayapaan at Kaayusan (Peace pagpapatupad ng mga batas
and Order) para sa kabutihan ng lahat 26.1.
pangkalinisan 26.2.
pangkaligtasan 26.3.
pangkalusugan 26.4.
pangkapayapaan 26.5.
pangkalikasa
7 8. Dignidad . Nakikilala na may dignidad ang
bawat tao anoman ang kanyang
kalagayang panlipunan, kulay,
lahi, edukasyon, relihiyon at iba
pa
8 2.3. NaipaliLiwanag na: a. Bukod
sa paglalang, may pananagutan
ang mga magulang na bigyan ng

3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph
 Curriculum Standards Development Division
BCD-CSDD-2021-I-5415
Grade Level Content Learning Competencies
2. Ang misyon ng pamilya sa maayos na edukasyon ang
pagbibigay ng edukasyon, kanilang mga anak, gabayan sa
paggabay sa pagpapasiya at pagpapasya at hubugin sa
paghubog ng pananampalataya pananampalataya. b. Ang
karapatan at tungkulin ng mga
magulang na magbigay ng
edukasyon ang bukod-tangi at
pinakamahalagang gampanin ng
mga magulang.
2 Pagmamahal sa Bansa 1.1. . Nakapagpapahayag ng
Pagkamasunurin (Obedience) kasiyahan sa karapatang
1.2. Pagpapanatili ng kaayusan tinatamasa
at kapayapaan (Peace and
order) 1.3. Paggalang sa
karapatang pantao (Respect for
human rights)
9 5. Karapatan at Tungkulin 5.1. Natutukoy ang mga
karapatan at tungkulin ng tao
9 5. Karapatan at Tungkulin Nasusuri ang mga paglabag sa
karapatang pantao na umiiral sa
pamilya, paaralan,
baranggay/pamayanan, o
lipunan/bansa
9 5. Karapatan at Tungkulin 5.4. Naisasagawa ang mga
angkop na kilos upang ituwid
ang mga nagawa o
naobserbahang paglabag sa mga
karapatang pantao sa pamilya,
paaralan,
baranggay/pamayanan, o
lipunan/bansa

For Session Module 1.5

The following are the possible entry points of integration for the said module.
 AP1 – all quarters
 AP2PKK-IVb-d-3
 AP2PKK-IVe-4
 AP3EAPIVf-11
 AP4PAB-IIIh-7
 AP4 Quarter 4
 AP6TDK-IVa-1
 AP6TDK-IVd-e-5
 AP7TKA-IIIi-1.18
 AP10 Quarter 3

3rd Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone Nos.: (02) 8-632-7746; 8-636-5173; Email Address: bcd.csdd@deped.gov.ph