Flexible Instruction Delivery Plan (FIDP)

Grade: Semester: ___________________________________________

Core Subject Title: Personal Development No. of Hours/Semester: ________________________________
Prerequisites (If Needed) _______________________________

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:

The learner is expected to be able to think critically and make concrete plans and decisions on the different aspects of his/her personal development;
life and significant relationships and career pathways.

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

Highest Enabling Strategy to
Highest Thinking Skill to Use in developing the
Learning competencies
Assess Highest Thinking Skill to
Conte Performa Assess
Cont nt Most Essential nce KUD Classification Flexible
Flexible
ent Standa Topics Standard Assessment
KUD Enabling Learning
rds s Most RBT Activities
Complete Classifica General Strategies
Essential Level (FAA)
tion Strategy (FLS)/MATERI
Performance
ALS
Checks
Quarter 2
Personal appraise 9.1 discuss 9.1 discuss
Relationships one’s an an
present understan understan
relations ding of U ding of U ANALYZI REFLECTION COMMUNIC PEER
NG PAPER/JOUR ATION INTERVIEW
hips and teen-age teen-age
NAL (USING THE
make relationshi relationshi GIVEN
plans for ps, ps, INTERVIEW
building including including QUESTIONAI
responsi the the RES)
ble acceptabl acceptabl
future e and e and
relations unaccepta unaccepta
hips ble ble
expression expression
 s of s of
attraction attraction
s s

9.2 9.2
express express
D D CREATIN LITERARY CREATIVITY MODULAR/O
his/her his/her G PIECE NLINE
ways of ways of WRITING/M DISCUSSION
showing showing AKING
attraction, attraction,
love, and love, and (VIDEO
commitm commitm PRESENTATI
ent ent ON)

9.3 9.3
identify identify
U U APPLYIN MY PRESENT CONNECTIO ACTIVITY
ways to ways to G AND FUTURE N TEMPLATE
become become RELATIONSHI
responsibl responsibl P ACTIVITY SOCIAL COMPARISO
e in a e in a RESPONSIBIL N CHART
relationshi relationshi TY
p p

Social Relationship identify 10.1 10.1

in Middle and late the distinguish distinguish
adolescence different the the
 Family roles of various various
relationship
leaders roles of roles of
U U ANALYZI THE PERSON COMMUNIC INTERVIEW
and different different NG I WANT TO ATION ACTIVITY
follower individuals individuals BE LIKE WORKSHEET
s in in society in society LEADERSHIP,
society and how and how CIVIC GRAPHIC
they can they can MY LITERACY ORGANIZER
influence influence ORGANIZATI
people people ON
through through (INFOGRAPH
their their IC)
leadership leadership
or or
followersh followersh
ip ip
 10.2 10.2
compare compare
one’s one’s
perceptio U perceptio U EVALUAT REFLECTION REASONING SLAM BOOK
ING PAPER AND PROOF WRITING
n of n of
himself/he himself/he COMPARISO
rself and rself and N CHART
how how
others see others see
him/her him/her

10.3 10.3
conduct a conduct a
mini- mini- CULTURAL SURVEY
D D CREATIN AWARENESS QUESTIONAI
survey on survey on
G RES
Filipino Filipino TECHNOLOG
relationshi relationshi PRESENTATI Y LITERACY
ps (family, ps (family, ON
school, school,
and and (DIGITAL/PH
communit communit OTO
y) y) COLLAGE)

11.3 SOLVING
CONFLICT
prepare a
ACTIVITY
plan on PROBLEM WORKSHEET
how to SOLVING
make the D CREATIN KNOWING
family G SOCIAL MY FAMILY
members RESPONSIBIL ACTIVITY
firmer and TY
gentler
with each
other

Persons and set a 12.1 Explain

Careers personal explain that
career that understan
goal through ding
based on understan different
the ding of the U factors, U EVALUAT JOURNAL REASONING SELF-
results concepts career ING WRITING AND PROOF ASSESSMENT
of self- of career developm TOOLS;
assessm and life ent
A. MY
ent of goals can concepts
PERSONAL
various help in and
STRENGTHS
personal planning personal AND
factors his/her life goals INTERESTS
career influence
career B. MY SKILLS
planning
and RUBRIC
decision-
making.

12.2 Identify
identify career
MY CAREER
the options PLAN
personal U based on U APPLYIN MY CAREER CONNECTIO ACTIVITY
factors different G JOURNEY N SHEET
influencin factors,
g career career PERSONALITY
developm TEST AND
choices
ent CAREER
concepts OPTIONS
and
personal
life goals

12.3 take
a self-
assessmen
t tool to
know U
his/her
personalit
y traits
and other
personal
 factors in
relation to
his/her life
goals
Career Pathways make a 13.1
career discuss
plan the
based on external
his/her factors Prepare a
U
personal influencin career
goal, and g career plan PERSONAL
external choices based on D CREATIN MY CAREER PROBLEM PROFILE
factors that may the G PLAN SOLVING ANALYSIS
influenci help in identified FORM
ng career career
career decision options to CAREER-
choice making attain DECISION
personal SELF-
ASSESSMENT
13.2 life’s goals
U
identify
pros and
cons of
various
career
options
with the
guidance
of parent,
teacher,
or
counsellor D

13.3
prepare a
career
plan
based on
his/her
personal
goal and
external
factors
 influencin
g career
choice

Performance Task: You are now a SHS graduate who tries to apply for a job. You are to market yourself for an employment. Your need to show that you are
qualified for the position you are applying for by creating a comprehensive portfolio which contains the following: 1. Career Statement 2. Resume 3. Mock-
interview result 4. Personality test result.