Department of Education

SCHOOLS DIVISION OF CITY OF MEYCAUAYAN

Pag-asa St., Malhacan, City of Meycauayan, Bulacan

Name of School
Senior High School

Activity Sheet 11
in
ARALING PANLIPUNAN

PERSONAL DEVELOPMENT

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ACTIVITY 1: MY PERSONAL TIMELINE

MELC: Discuss developmental tasks and challenges being experienced

during adolescence

CODE: EsP-PD11/12DS-Ic-3.1

DIRECTION:

Using a bond paper, write the major events in your life and the
significant people in your life. You may add your age, specific
dates and places. You may draw the timeline horizontally,
vertically, diagonally or even using ups and down depending on
your imagination. Be creative in your representations. You may
also use symbols, figures and drawings. Think of a title for your
personal timeline. You may use crayons or art materials
depending on the available resources or just a simple paper and
pen may be fine.

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ACTIVITY 2: REFLECTION

DIRECTION: Answer the following questions

1. Is there a ‘center’ or a central theme in your timeline and life?

If you will give a title for your timeline what would it be and why?

2. Identify the turning points in your timeline. What were the

thoughts, feelings and actions that you experienced?

3. Who are/were the most significant people in your life? How

did they influence you?

4. What would you change or add, if you could? How would

each of these changes or additions affect your life, or even
change its present course?

5. Where do you want to be in a year, 5 years, and 10 years?

What do you expect your future timeline will be?

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ACTIVITY 1: DEVELOPMENTAL TASK

MELC: Evaluate one’s development through the help of significant people

around him/her (peers, parents, siblings, friends, teachers, community
leaders)

CODE: EsP-PD11/12DS-Id-3.2

DIRECTION: Using the Developmental Tasks Summary Table

below, assess your own level of development as a Grade 11
student and fill out the column.

What are the What are the What are the

expected tasks you expected tasks you expected tasks you
have successfully have partially have not
accomplished? accomplished? accomplished?

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 Infancy and Early Middle Childhood (6- Adolescence (13-18)
Childhood (0-5) 12)
• Learning to walk • Learning physical • Achieving mature
• Learning to take solid skills necessary relations with both
foods for ordinary sexes
• Learning to talk games • Achieving a
• Learning to control the • Building a masculine or
elimination of body wholesome feminine social role
wastes attitude toward • Accepting one’s
• Learning sex differences oneself physique
and sexual modesty • Learning to get • Achieving emotional
• Acquiring concepts and along with age- independence of
language to describe mates adults
social and physical • Learning an • Preparing for
reality appropriate sex marriage and family
• Readiness for reading role life
• Learning to distinguish • Developing • Preparing for an
right from wrong and fundamental skills economic career
developing a conscience in reading, Acquiring values and
writing, and an ethical system to
calculating guide behavior
• Developing • Desiring and
concepts achieving socially
necessary for responsibility
everyday living behavior
• Developing
conscience,
morality, and a
scale of values
• Achieving
personal
independence
• Developing
acceptable
attitudes toward
society

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Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61-)
• Selecting a mate • Helping teenage • Adjusting to
• Learning to live with children to become decreasing strength
a partner happy and responsible and health
• Starting a family adults • Adjusting to
• Rearing children • Achieving adult social retirement and
• Managing a home and civic responsibility reduced income
• Starting an • Satisfactory career • Adjusting to death
occupation achievement of spouse
• Assuming civic • Developing adult Establishing
responsibility leisure time activities relations with one’s
• Relating to one’s own age group
spouse as a person • Meeting social and
• Accepting the civic obligations
physiological changes • Establishing
of middle age satisfactory living
• Adjusting to aging quarters
parent

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ACTIVITY 2: REFLECTION

DIRECTION: Answer the following questions.

1. Being in Grade 11, what are the developmental tasks expected of

you? Rate yourself from 1-10 (10 as the highest) on whether you
have accomplished those expected tasks.

2. As you are in Grade 11, you are in transition from high school to
college, from being an adolescent to young adult. How do you feel
about this transition?

3. Do you think you are ready for this transition which may mean
more responsibilities and greater accountability? If no, what are the
expected tasks you need to work on? If yes, what are the ways to
take so you can better plan for the future?

References:

Personal Development. Department of Education Reader. 2016

Discuss developmental tasks and challenges being experienced during

adolescence
EsP-PD11/12DS-Ic-3.1 Final-K-to-12-MELCS-with-CG-Codes

Evaluate one’s development through the help of significant people around

him/her (peers, parents, siblings, friends, teachers, community leaders)
EsP-PD11/12DS-Id-3.2 Final-K-to-12-MELCS-with-CG-Codes

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 ACKNOWLEDGEMENT

CAROLINA S. VIOLETA, EdD

Schools Division Superintendent

CECILIA E. VALDERAMA, PhD

Asst. Schools Division Superintendent

DOMINADOR M. CABRERA, PhD

Chief, Curriculum Implementation Division

MA. LEONORA B. CRUZ

Education Program Supervisor, AP/Kindergarten

JONALYN A. GINGA
Developer/Writer

All Rights Reserved

2020