Northern Cebu Colleges, Inc.

San Vicente St., Bogo City, Cebu

Flexible Instruction Delivery Plan (FIDP)

Grade: 12 Semester: First Semester

Core Subject Title: Personal Development No. Of Hours/Semester:80 hours
Prerequisites: 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 Standards: The learners structures concepts and relevant ideas on how young adolescence cope-up stress.
What to Teach? Why Teach? How to Assess? What to Teach?
Highest Thinking Skill to Highest enabling
Most Learning Competencies assess strategy to use in
Content Content Essential Performanc developing the Highest
Standards Topics e Thinking Skill to Assess
Standards Complete KUD Most Essential KUD Flexible Enabling Flexible
Classifi Classifi RBT level Assessment General Learning
cation cation Activities(FAA Strategy Strategies
) (FLS)

Performance
Checks

Quarter 1
1. Knowing The learners The learners The learners... explain that knowing Represent Modeling
Oneself demonstrate an shall be able 1.1 Explain that K oneself can make a K Understa Reflection ation
Understandin understanding to... Conduct knowing oneself can person accept his/her nding Paper
g oneself of… self- make a person strengths and
during middle Himself/herself exploration accept his/her limitations Providing
and late during middle and simple strengths and and dealing with Connectio
Introducti online
adolescence and late disclosure limitations and others better Applyin
on to U n Feedback
adolescence dealing with others U
Personal g
better
Developm 1.2 Share his/her share his/her unique Characteristic
ent unique characteristics, Chart
D
characteristics, habits,
habits, and and experiences
 experiences
1.3 Maintain a
journal
[Link] The various Knowing Illustrate the 2.1 discuss the K
the Whole aspects of Oneself connections relationship among
Person holistic between physiological,
development: thoughts, cognitive, U Characteristic Connectio
physiological, feelings, and psychological, Chart n
cognitive, behaviors in spiritual, and social share his/her unique Applying Essay Writing
U Reasonin Providing
psychological, a person’s development to characteristics, habits,
Developing g And Feed BAck
spiritual, and holistic understand his/her and experiences Evaluati
the Whole Proof
social developmen thoughts, feelings, ng
Person
development t and behaviors evaluate his/her own
2.2 evaluate his/her U thoughts, feelings, and
own thoughts, behaviors
feelings, and
behaviors
2.3 show the K
connections between
thoughts, feelings,
and behaviors in
actual life situations

[Link] The skills and Developm make a list 3.1 classify various U Discuss developmental K Understa 3-2-1 Activity Represent Inquiry
ntal Stages in tasks ent Stages of ways to developmental tasks tasks and challenges nding ation guided
Middle and appropriate for in Middle become according to being experienced Instruction
Late middle and late and Late responsible developmental stage during adolescence
Adolescence adolescence, Adolescen adolescents 3.2 evaluate one’s U U Evaluati 5x5 Journal Reasonin
and preparatory ce prepared for development in ng g and Video
to early adult life comparison with Evaluate one’s discussion
Proof
adulthood persons of the same development through
age group the help
3.3 list ways to K of significant people
become a around him/her (peers,
responsible parents, siblings,
adolescent prepared friends, teachers,
for adult life community
leaders)
4. The the Adolescen clarify and 4.1 discuss that K Quick Represent Modeling
Challenges of developmental ce – manage the facing the challenges Discuss understanding K Understa Quotable ation
Middle and changes in Between demands of during adolescence of mental health and nding
Late middle and late Childhood the teen may able to clarify psychological well-
Adolescence adolescence, and years and manage the being to identify ways
and Adulthood (middle and demands of teen to cope with stress
expectations of late years during adolescence
and from adolescence 4.2 express his/her K
adolescents ) feelings on the
expectations of the
Challenges significant people
During around him/her
Adolescen (parents, siblings,
ce friends, teachers,
community leaders)
4.3 make D
affirmations that help
one become more
lovable and capable
as an adolescent5.1
discuss that
understanding stress
and its sources
during adolescence
may help in
identifying ways to
cope and have a
healthful life
5. Coping with stress and its Defining identify 5.1 discuss that K
Stress in sources; various Stress personal understanding stress
Middle and stress ways of and its sources
Late responses; and coping for during adolescence
Adolescence coping healthful may help in
strategies for living identifying ways to
cope and have a
healthful life U Applyin Online “Talk Connectio Providing
5.2 identify sources K g it Out” n Feedback
of one’s stress and
illustrate the effect of
stress on one’s
system Demonstrate personal
5.3 demonstrate U ways to cope with
personal ways of stress
coping with stress for and maintain mental
healthful living health

6. The Powers the whole brain identify 6.1 discuss that K *Discuss that K Understa Top 10 list Represent Addressing
of the Mind theory, or two ways to understanding the understanding the nding ation Mistakes
hemispheres of improve left and right brain different parts
the brain: learning may help in of the brain, processes Exploration
artistic (right- using both improving one’s and functions may help Table
brain dominant) the left and learning in improving thoughts,
(What we
and linear (left- right brain 6.2 explore two types U behavior and feelings.
brain dominant) of mind-mapping did-Why did
techniques, each U Applyin we do it- Connectio Providing
suited to right brain- g What did I n Feedback
or left brain- learn-How
*Develop a personal
dominant thinking plan to enhance brain can I apply-
styles What
functions
6.3 make a plan to D questions do
improve learning I have about
using left and right
it)
brain through mind-
mapping activities
[Link] the concepts identify 7.1 interpret the U
Health and about mental his/her own concepts of mental
Well-being in health and vulnerabiliti health and
Middle and wellbeing in es and make psychological well-
Late middle and late a plan on being in everyday
adolescence adolescence how to stay observations about
 mentally mental health
healthy problems during
adolescence
7.2 identify his/her K
own vulnerabilities
7.3 make a mind map D
on ways of achieving
psychological well-
being
7.4 create a plan to D
stay mentally healthy
during adolescence
8. Emotional the different The identify 8.1 discuss that K
Intelligence types of Neurologic ways to understanding the
emotions and al Basis of communicat intensity and
how they are Emotions e and differentiation of
expressed manage emotions may help in explore one’s positive U Analyzin Communi Providing
emotions in communicating and negative emotions g cation Feedback
a healthy emotional and how one expresses
manner expressions or hides them
8.2 explore one’s U “Talk it Out”
positive and negative
emotions and how
one expresses or
hides them
8.3 demonstrate and U
create ways to
manage various
emotions
Quarter 2
9. Personal the dynamics of Personal appraise 9.1 discuss an K discuss an K Understa Daring Represent Modeling
Relationships attraction, love, Relations one’s understanding of understanding of teen- nding Doodles ation
and hip present teen-age age
commitment relationships relationships, relationships, including
and make including the the acceptable and
plans for acceptable and unacceptable
building unacceptable expressions of
responsible expressions of attractions
future attractions
relationships 9.2 express his/her K
ways of showing
attraction, love, and
 commitment
9.3 identify ways to
become responsible K
in a relationship
10. Social the concepts identify the 10.1 distinguish the K distinguish the various K Understa Cool Collage Represent Modeling
Relationships about social different various roles of roles of different nding ation
in Middle and influence, group roles of different individuals individuals in society
Late leadership and leaders and in society and how and how they can
Adolescence followership followers in they can influence influence people
society people through their through their
leadership or leadership or
followership followership
10.2 compare one’s U D Creating Mini-survey Problem Providing
perception of Solving Feedback
himself/herself and
how others see conduct a mini-survey
him/her on Filipino
10.3 conduct a mini- D relationships
survey on Filipino (family, school, and
relationships (family, community)
school, and
community)
11. Family the impact of identify the 11.1 appraise one’s U appraise one’s family U
Structures one’s family on firm and family structure and structure and the type Evaluatin Reasoning and Exploratio Student
and Legacies his/her personal gentle sides the type of care of care he/she gives g Proof n Table led-video
development of family he/she gives and and receives, which discussion
during middle care that receives, which may may help
and late affect a help in in understanding
adolescence person’s understanding himself/herself better
developmen himself/herself
t during better
middle and 11.2 make a D
late genogram and trace Applyin
adolescence certain physical, prepare a plan on how U g
personality, or to make the family
behavioral attributes members firmer and
through generations gentler with each other Connection Top 10 list Providing
11.3 prepare a plan U Feedback
on how to make the
family members
firmer and gentler
with each other
12. Persons the concepts of Career and set a 12.1 explain that K
and Careers career Personal personal through
development, Developm career goal understanding of the
life goals, and ent based on the concepts of career
personal factors results of and life goals can Identify career options K Remem Writing
influencing selfassessme help in planning based on different reflections
bering
career choices nt of various his/her career factors, career
personal 12.2 identify the K development concepts
factors personal factors and personal life goals Representatio Modeling
influencing career n
choices
12.3 take a self- U
assessment tool to
know his/her
personality traits and
other personal
factors in relation to
his/her life goals

13. Career the external make a 13.1 discuss the K

Pathways factors career plan external factors
influencing based on influencing career
career choices his/her choices that may
personal help in career
goal, and decision making
external 13.2 identify pros K
factors and cons of various
influencing career options with
career the guidance of
choices parent, teacher, or
counselor
13.3 prepare a career U
plan based on his/her
personal goal and
external factors
influencing career
choices

14. Insights his/her personal analyze and 14.1 explain the K explain the factors in K Understa Representatio “Talk it Student-
into One’s development as synthesize factors in personal personal development nding n out” led video
 Personal an important his/her development that that may guide discussions
Development component of personal may guide him/her in him/her in making
setting career developmen making important important
and life goals t as an career decisions as career decisions as
important adolescents adolescents
component 14.2 share insights U
of setting that make him/her
career and realize the D
life goals importance of Creating Problem Daring Providing
personal Solving Doodles feedback
development in construct a creative
making a career visualization of his/her
decision as personal development
adolescent through of the various
14.3 construct a D stages he/she went
creative visualization through, stressors,
of his/her personal influences, and
development decision-making
through of the points, and a
various stages he/she personal profile
went through, analysis
stressors, influences,
and decision-making
points, and a
personal profile
analysis
Performance Task A: As a Senior High School student, you are assigned to make a blog about identifying the sources of stress in order to develop a coping mechanism for stress. The blog will
also contain discussions on how it is possible to cope certain stress among adolescence.

Prepared by:
MARIA LIGAYA B. GIMENEZ, [Link] (CAR) Checked By:
SHS-Teacher TRASLITA S. PABILLON, [Link]
Principal