FLEXIBLE INSTRUCTION DELIVERY PLAN

Grade: 12 Semester: 1st

Core Subject Title: Personal Development No. of Hours/Semester: 80 hours
Prerequisites (If needed):N/A
Core Subject Description: This course makes senior high school students aware of the developmental stage that they are in, for them to better understand themselves and the significant people
around them as they make important career decisions as adolescents. The course consists of modules, each of which addresses a key concern in personal development. Using the experiential
learning approach, each module invites students to explore specific themes in their development. Personal reflections, sharing, and lectures help reveal and articulate relevant concepts, theories,
and tools in different areas in psychology.

Culminating Performance Standard: At the end of the semester, students are expected to produce journal writing consist of the reflections throughout all the topics discussed in connection to individual
realizations and learnings.
Performance Task:

Goal – Your goal is to help a youth to better understand themselves, individual aspirations including self-realizations, and career decision.
Role– You are an author about life goals and aspirations and career-decision.
Audience – youth, parents and social media user
Situation – You have been asked to make a portfolio output to help an individual especially in self-reliance and in career-decision. Plan your portfolio so that youth and parents will be highly engaged in
planning for their own future career.
Product/Performance – You need to make a portfolio meaningful and friendly to have a concrete output as a plan for the chosen career. You should include all the activities and journal entry that you made
along the journey in this course so that parents and youth will see the changes and development as they make their own choice of future field of work. Include the realizations that the ultimate goal of subject
is what it means to be fully human, fully responsible, and fully productive member of society.
Standard – the career portfolio will be evaluated by the teachers handling the subject by the following rubric.

Rubric:

Creativity - 25
Content - 45%
Originality – 10%
Organization – 20%
 100%

Quarter: FIRST
Performance Standard: The learner applies the concepts of writing reports in various disciplines through a written form and maximizes skills in communication
WHAT TO TEACH WHY TEACH HOW TO ASSESS HOW TO TEACH
Learning Competencies Highest Thinking Skill to Highest Enabling Strategy to
Assess (HTSA) Use in Developing the
Highest Thinking Skill to
Assess
Content Content Most Essential Performa Complete KUD Most Essential KUD RBT Level Flexible Enabling Flexible
Standard Topics nce Classific Classific Assessment General Learning
Standard ation ation Activities Strategy Strategies
(Performance (FLS)
Checks)
1. Knowing The 1.Stages of The The learners...
Oneself learners Human Dev’t learners Drill,
demonstrat shall be 1.1 explain that K 1.1 explain that K Rememberi Journal Representati Situational
e 2.Understandi able to... knowing knowing oneself ng Writing for on Analysis, Self-
Understandi
an ng the middle oneself can can make a person self-reflection Check
ng oneself
and late accept his/her and self- Assessment,
during understandi conduct make a person
adolescence exploration. Online Access
middle and ng of… self- accept his/her strengths and
(Changes and of Power
late exploratio strengths and limitations and
transitions. Point
adolescence himself/ n and limitations and dealing with others presentation,
herself 3. Self- simple dealing with better. Quick
(Week 1) during Identity (Erik disclosure others better Understand Conceptualiz
middle and Erikson, 1.2 share his/her K ing Communicati ation
late James Marcia 1.2 share his/her unique on Question,
adolescenc unique K characteristics, habits Modular
characteristics, and experiences. Approach
e
habits, and
experiences

1.3 maintain a
journal D
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Developing aspects of Whole Being the relationship among his/her own balance life or and Proof Approach,
the holistic connectio physiological, thoughts, feelings, holistic Case
developme ns cognitive, and behavior. development Analysis,
Whole 2.Aspects of
nt: between psychological, U plan for Independent
Person Holistic
physiologic thoughts, spiritual, and social personal and Reading
(Week 2) Development: 2.2 Show the
al, feelings, development to K Rememberi career growth. Representati Online
Developing connections ng ons Lecture,
cognitive, and understand his/her between thoghts,
the whole
psychologic behaviors thoughts, feelings, feelings, and
person.
al, spiritual, in a and behaviors. behavior in actual
and social person’s life situations.
developme 3. Thoughts , holistic 2.2 evaluate
nt feelings, developm his/her own D
behaviors: ent thoughts, feelings,
Working and behaviors.
together as
one. 2.3 show the
connections
between thoughts,
feelings, and
behaviors in actual
life situations.
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ental Stages and tasks ng the skill list of developmental developmental tasks ing on
in Middle appropriat and tasks in ways to tasks according to and challenges being Mini-flyers or
and Late e for become developmental experienced during leaflet as Drill, Case
middle and
Adolescence middle and responsib stage adolescence campaign Analysis,
late material Interview,
(Week 3) late adolescence le
adolescenc adolescen 3.2 evaluate one’s 3.2 Evaluate one’s Small
U development through Create symboll Collaboration
e, and ts development in
2.Independen the help of U of Support Journal
preparator prepared comparison with
ce and significant people Evaluating Reasoning Writing
y to early for adult persons of the around him/her and Proof
responsibility life same age group ( peers, parents,
 as a major siblings, friends,
goal teachers, community
leaders)
3.Establishing
3.3 Identify ways
Positive and that help one become
Healthy capable and K Understand
Relationships responsible ing Representati
adolescent prepared on
4.The for adult life
challenges of
middle and
late
adolescence
4. Coping stress and 1.Understandi Identify 4.1 discuss that K 4.1 Discuss K Understand Representati
with its sources; ng mental personal understanding understanding of ing Stress Survival on
Stress in various health ways of stress and its mental health and Kit
Middle and stress coping for sources during psychological well-
responses; 2.Nurturing healthful adolescence may
Late being to identify
and coping your mental living help in identifying
Adolescence ways to cope with
strategies health ways to cope and Drill,
(Week 4-5) stress during Mini-Lecture,
for have a healthful adolescence
3. Interactive
healthful life.
Understandin Discussion
living in g stress K 4.2 Identify causes Small Group
middle and 4.2 identify sources and effects of stress K Understand Collaboration
late 4. Stress and of one’s stress and in one’s life ing Representati
adolescenc your way of illustrate the effect on&Connecti
e thinking of stress on one’s 4.3 Demonstrate ons
system. personal ways to
cope with stress
4.3 demonstrate U and maintain U Creating
personal ways of mental health.
coping with stress Problem-
for healthful living. Solving
5. The the whole 1.The brain Identify 5.1 discuss that K 5.1 Discuss that K Understand Representati
Powers of brain and how it ways to understanding the understanding the ing Mind-Mapping on
the Mind theory, or works improve left and right brain different parts of the Drill, Online
(Week 6-7) two brain may help in brain, processes and Lecture, Self-
hemispher 2.lateralizatio functions improving one’s functions may help assessment,
es of the n of the brain which learning . in improving Journal
brain: will be thoughts, behavior Writing,
3.Developing manifeste U and feelings. Small Group
artistic 5.2 explore two
your d in Planning,
(right-brain types of mind-
creativity thoughts, 5.2 Explore ways on Mini-Videos
dominant) behavior mapping how to improve brain U Analyzing
and linear and techniques, each functions for Communicati
(left-brain feelings suited to right personal on
dominant) brain- or left brain- development.
dominant thinking
styles. 5.3 Develop a U
D personal plan to Applying
5.3 make a plan to enhance brain
improve learning functions. Connections
using left and right
brain through
mind-mapping
activities.

6. Emotional 1.Understandi identify 6.1 discuss that K 6.1 Discuss that K Understand Representati
Intelligence the ng emotions ways to understanding the understanding the ing on Drill, Self-
(Week 7-8) different communi intensity and intensity and Personal Assessment
types of 2.Emotional cate and differentiation of differentiation of Reflection and Exercise,
emotions Intelligence manage emotions may help emotions may help Journal Dyad
and how emotions in communicating in communicating Writing to Activity,
they are 3.Effective in a emotional emotional create ways to Online Game,
ways of manage various Flexible
expressed healthy expressions. expressions.
managing emotions teaching,
manner
emotions.
6.2 explore one’s U 6.2 Explore one’s U Analyzing Individual
 positive and positive and negative Communicati draft
negative emotions emotions and how on questions
and how one one expresses or with teachers
expresses or hides hides them. comment for
them. improvement.
6.3 .
6.3 demonstrate
D D Creating
and create ways to
manage various
Problem-
emotions. Solving

2nd Quarter
7. Personal the 1.”I likeappraise 7.1 discuss an K 7.1 Discuss an K Understand Representati
Relationships dynamics you” : The one’s understanding of understanding of ing on
(Week 1) of magnet ofpresent teen-age teen-age Make a poster Drill, Self-
attraction, attraction relationsh relationships, relationships, about love and Assessment
love, and ips and including the Personal Exercise,
including the
commitme 2.”I love you” make acceptable and Relationship Group
: The Power plans for
acceptable and Activity
nt unacceptable unacceptable.
of Love Online
building expressions of
supervised by
responsib attractions .
3.Essential Teacher,
Elements in a le future K 7.2 Express his/her K Rememberi Individual
Romantic relationsh 7.2 express his/her ways of showing ng Representati Self-
Relationship ips ways of showing attraction, love, and on Reflection,
attraction, love, commitment. Flexible
4.Healthy and commitment. teaching,
expressions of 7.3 Identify ways
love 7.3 identify ways to K to become K Understand
become responsible in a ing
5. Love and responsible in a relationship Representati
Personal relationship on
Growth.

8. Social the 1.Social identify 8.1 distinguish the U 8.1 Distinguish the U Analyzing Communicati
Relationships concepts Groups the various roles of various roles of on Drill, Case-
in about different different different individuals “Status Pinoy” Analysis,
Middle and social 2.Peer roles of individuals in in society and how a mini-survey Self-
influence, Relations leaders society and how they can influence Reflection,
Late
group and they can influence people through their
Adolescence 3.Social people through leadership or Interactive
(Week 2-3) leadership followers
and Influence in society their leadership or followership. Method
followership. Dyad draft
followershi
4.Leaders and 8.2 Compare one’s for simple
p
Followers 8.2 compare one’s K perception of K Understand Representati survey
perception of himself/herself and ing on
himself/herself and how others see
how others see him/her.
him/her.
D 8.3 Conduct a D Creating
8.3 conduct a mini- mini-survey on
survey on Filipino Filipino Problem-
relationships relationships Solving
(family, school, and (family, school,
community).
and community)
9. Family the impact 1.The identify 9.1 appraise one’s U 9.1 appraise one’s U Evaluating Reasoning &
Structures of one’s family:In the firm family structure family structure and Proof Video
and family on Perspective. and and the type of the type of care Create Analysis
his/her Its functions gentle care he/she gives he/she gives and genogram Case Analysis
Legacies
personal and sides of and receives, which receives, which may Self-
(Week 4-5)
developme structures family may help in help in Reflection,
nt during care that understanding understanding Small-Group
2. Family Collaboration
middle and affect a himself/herself himself/herself
Experiences
late person’s better. better.
adolescenc 3. Genogram developm D D Creating Problem-
e ent 9.2 make a 9.2 make a Solving
4. Nurturing during genogram and genogram and trace
Family middle trace certain certain physical,
RElationships and late physical, personality, or
adolescen personality, or behavioral attributes
 ce behavioral through generations
attributes through prepare
generations.

9.3 prepare a plan D

on how to make
the family
members firmer
and gentler with
each other.

10. Persons the 1.Career and set a 10.1 explain that K 10.1 Explain that K Understand Representati
and concepts of Interests personal through understanding ing Career Plan on Drill, Self-
Careers career career understanding of different factors, Check
(Week 6-7) developme 2.Your goal the concepts of career development Assessment
nt, life strengths, based on career and life concepts and Individual
goals, and skills, and the goals can help in personal life goals Reading
personal abilities (SSA) results of planning his/her influence career
factors. Self-discovery
self- career. planning and
influencing 3. Personality Worksheet
assessme decision-making.
and Work K
career nt of 10.2 identify the
Values Small-Group
choices various personal factors 10.2 Identify career K Understand Planning
4. Career personal influencing career options based on ing Representati
Exploration factors choices. different factors, on Online
K career development discussion
10.3 take a self- concepts and
assessment tool to personal life goals.
know his/her
personality traits 10.3 Prepare a
and other personal career plan based on
factors in relation the identified career D Creating
to his/her life options to attain
goals. personal life’s goals Problem-
Solving
11. Insights his/her 1.Starting analyze 11.1 explain the K 11.1 explain the K Understand Representati
into One’s personal where you are and factors in personal factors in personal ing on
Personal developme synthesiz development that development that Self-
Developmen nt as an 2.What the e his/her may guide him/her may guide him/her Reflection
t important world needs personal in making in making important Small-Group
(Week 7-8) component now developm important career career decisions as Online
of setting ent as an decisions as adolescents Discussion
3. Journey Sharing
career and important adolescents.
toward your Interactive
life goals compone 11.2 share insights
chosen career Method
nt of 11.2 share insights K that make him/her K Understand
4.My setting that make him/her realize the ing Representati
personal career realize the importance of on
career plan and life importance of personal
goals personal development in
development in making a career
making a career decision as
decision as adolescent
adolescent.
11.3 construct a
11.3 construct a D creative visualization D Creating
creative of his/her personal
visualization of development Problem-
his/her personal through of the Solving
development various stages
through of the he/she went
various stages through, stressors,
he/she went influences, and
through, stressors, decision making
influences, and points, and a
decision-making personal profile
points, and a analysis
personal profile
analysis