Flexible Instruction Delivery Plan (FIDP)

11
Grade: _________________________________________________________ Second Semester
Semester: ________________________________________________
Personality
Personal Development
Development
Core Subject Title: _______________________________________________ 80 hours
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 Use in
Learning competencies
developing the Highest Thinking Skill
Highest Thinking Skill to Assess
to Assess
Content Most Essential Performance KUD Flexible
Content
Standards Topics Standards Classification Assessment Enabling
KUD Flexible Learning
Complete Most Essential RBT Level Activities (FAA) General
Classification Strategies (FLS)
Performance Strategy
Checks
Quarter
Second The learners Personal The learners 9.1 Discuss an Understanding Appraise one’s Understanding Evaluating *Personal Critical Reflections on
Quarter demonstrate Relationship should be able understanding present Assessment Thinking Personal
understanding to appraise of teen-age relationship Doing Relationships
Relationships
of one’s present relationship, and make plans True or False
the dynamics relationships including the for building
of and make plans acceptable and responsible Process question:
for building unacceptable future Creating
* Question- * why are
attraction, Answer-
love, and responsible expressions of relationship relationships
Relationships
future attractions important, and how
commitment (QARs)
relationships you intend to keep
the good
Make a plan for relationships strong
9.2 Express Doing building and healthy.
his/her ways of responsible
showing future
attraction, love relationship
and
commitment

9.3 Identify
 ways to Knowing
become
responsible in a
relationship
The impact of Social Identify the firm 11.1 appraise Under- appraise Understandi Analyzing My Family
one’s family on relationship and gentle one’s family standing one’s family ng genogram: Interview their
his/her (Family) sides of family structure and creating *Understanding parents on how
structure and
personal care that affect prepare a plan Where I came Critical they make their
development a person’s the type of on how to from thinking family relationship
during middle development care he/she make family stronger.
and late during middle gives and relationship
adolescents and late receives, stronger. Understanding Social
adolescence which may My Significant Responsibilit Reflection Journal
Others y Writing (based on
help in
the answer of their
understanding parents)
make a
himself/hersel
genogram and
f better trace certain
physical, Creating
11.2 make a Doing Make a plan on
doing personality, or
genogram and behavioural how to develop
trace certain attributes a strong family
physical, through relationship
personality, or generations
behavioural
attributes
through
generations

11.3 prepare
a plan on how
to make the
family
members
firmer and
gentler with
each other

The learners Persons and The learner shall Explain that Understanding Explain that Understanding Analyzing Situation analysis Communicati Essay writing
demonstrate an Career be able to set a through through on
understanding (Personal personal career understanding understanding
of the concepts Factors) goal based on the concepts of the concepts of
of career the results of career and life career and life
development, self-assessment goals can help goals can help
life goals, and of various in planning in planning
personal factors personal factor his/her career his/her career
influencing Identify the Identify career
career choices personal Knowing options based Knowing Remember Picture Collage Representati Reporting
factors in on different ing on
influencing factors, career
career choice development
Take a self- concepts and
assessment personal life
tool to know goals
his/her Prepare a
personality career plan
traits and other based on the
personal Doing identified Doing Creating Infographs Problem Research/
factors in career options solving Information
relation to to attain collection
his/her life personal life's
goals goals

The learners Career The learners 13.1 discuss Understanding Create a Doing Creating Roadmap where Communicati Situational Analysis
demonstrate Develop- shall be able to the external balance their personal, on
an ment make a career factors between career and life
understanding (External plan based on influencing personal and goals are Connection
his/her personal career choices reflected
of the external Factor) external
goal, and that may help (be presented Problem
factors in career influences in through a video) solving
external factors
influencing decision the choice of
influencing
career choices. career choices making Career
Collaboration

Cultural
 Awareness

Critical
Thinking
13.2 identify Understanding Understanding Analyzing
pros and cons identify pros
of various and cons of
career options various career
with the options with
guidance of the guidance of
parent, parent,
teacher, or teacher, or
counselor counselor

13.3 prepare a Doing

career plan
based on
his/her
personal goal
and external
factors
influencing
career choices

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

Prepared by:
Panlaque, Therence Faye F.
Tambalque,Kenjie Khan Z Personal Relationship
Tolete, Reynaldo A.
Ramos,Emilda
Jomantoc,Shiena Joy M. Social Relationship (Family)

Arnol, Hanna Nicca O.

Lachica, Donna Babes S. Persons & Career (Personal Factors)

Cabales, Briendyl P.
Dignadice, Ethel Ruth C Career Pathways (External Factors)