FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade: 12 Semester: First Semester

Core Subject Title: Personal Development No of Hours/ Semester: 80 hours

Core Subject Description: This course makes senior high school students aware of the development 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.

What to Teach? Why Teach? How to Assess? How to Teach?

Highest Enabling
Strategy to Use in
Most Learning Competencies Highest Thinking Skill to Assess
Developing the Highest
Essential
Thinking Skill to Assess
Topics
Performance Flexible Flexibl
Content
Content Standards Assessment e
Standards
KUD Most KUD Activities (FAA) Enabling Learni
Complete Classificat Essential Classifica RBT Level General ng
ion (MELCs) tion Performance Strategy Strate
Check(s) gies
(FLS)
1st Quarter (MET 1 Lesson 2) – Knowing Oneself

The learners The learners The learners; Journal Writing: 1.Inquiry

Knowing
demonstrate shall be to 1. explain that U Analyzing Preparing students Method
Oneself
an “ conduct self- knowing to be more -PPT
Understanding
understandin “Challenges exploration 1. explain that K oneself can engaging in -Printed
ng oneself
g g of of Middle and simple knowing make a person understanding their Communication Materials
during middle
himself/herse and Late disclosure. oneself accept his/her own self through -Clips
and late
lf during Adolescence can make a writing. -
adolescence strengths and
middle and ” 1. illustrate person accept Synchrono
limitations
late the his/her us and
and dealing
adolescence. connections strengths and Asynchron
with others WRITE A
between limitations and ous
better. JOURNAL ENTRY
thoughts, dealing with
feelings, and THAT
others better.
behaviors in EVALUATES
2. share his/her THOUGHTS,
a person’s
holistic unique FEELINGS AND
development characteristics, BEHAVIOURS.
habits, and 2. maintain a
. D Creating
journal
 political, and experiences
cultural
phenomena
through 3. discuss the
observation U
relationship
and
among
reflection
physiological,
3.appreciates cognitive,
the value of psychological,
disciplines of spiritual, and
Anthropology,
social
Sociology,
development U
and Political
to understand
Science as
his/her
social
thoughts,
sciences
feelings, and
behavior
2nd Quarter (MET 1 Lesson 2)- Career Development: Types of Stress, Stressors and Irritants

Insights into Types of The learners; The learners: Analyzing Journal Entry Inquiry
1. identify
One’s Personal Stress, U about Career Method
The learner personal Communication
Development Stressors ways of Goals : -News
acquires and coping for 1. express U 1. explain paper
knowledge of his/her anthropologica FACING THE -
Irritants healthful CHALLENGES
appropriate living feelings l and DURING Magazines
on the sociological ADOLESCENCE MAY -PPT
reading ABLE TO CLARIFY
expectations perspectives -Printed
strategies for 2. appraise of the on culture and AND MANAGE THE
Materials
one’s DEMANDS OF TEEN
a better significant society YEARS -Clips
present people around
understandin -
relationships him/her
g of Synchrono
and make (parents,
plans for us and
academic siblings,
building Asynchron
texts. friends, ous
responsible teachers,
future community
relationship U 2. describe Analyzing
leaders
s society and U
culture as a
3. set a complex
personal 2. make U whole
career goal affirmations D Creating
Create a
based on the that
results of refection
help one
self- about your
 become more
assessment
lovable and
of various
capable as an
personal
adolescent
factors

3. discuss that
understanding
stress and its
sources during
career goals
adolescence
years from
may help in
identifying ways now.
to cope and
have a healthful
life

Performance Task: Quiz Bee

The United Nations Children’s Fund (UNICEF) has approved your literary multimedia adaptation to feature your advocacy that highlights either of the identified goals namely: SDG 3- Good health and
Well Being, SDG 4-Quality Education and SDG 8-Decent Work and Economic Growth, to create workable solutions on today’s pandemic. As a social media influencer, you and your team are tasked to
produce a creative adaptation through microfilm/podcast/ graphic pages of your approved chosen literary text. The output will be evaluated by UNICEF representatives based on the following criteria:
content, quality of adaptation (script), creativity/originality, clarity and organization of the artistic performance, and fidelity to the technical aspects of the medium used (i.e. film, podcast, radio, etc.