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SENIOR HIGH SCHOOL – CORE SUBJECT
Grade: 11/12 Semester: Core Subject Title : Personal Development No. of Hours/ Semester: 80 hours/semester Prerequisite:
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.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Quarter I Unit 1: Self-Development (20 hours)
- Knowing Oneself
Understanding oneself during middle and late adolescence
The learners demonstrate
an understanding of…
himself/herself during middle and late adolescence
The learners shall be able to...
conduct self-exploration and simple disclosure
The learners...
1.1 explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better
EsP-PD11/12KO-Ia-1.
1.2 share his/her unique characteristics, habits, and experiences EsP-PD11/12KO-Ia-1.
1.3 maintain a journal (^) EsP-PD11/12KO-Ib-1.
- Developing the Whole Person
the various aspects of holistic development: physiological, cognitive, psychological, spiritual, and social development
illustrate the connections between thoughts, feelings, and behaviors in a person’s holistic development
2.1 discuss the relationship among physiological, cognitive, psychological, spiritual, and social development to understand his/her thoughts, feelings, and behaviors
EsP-PD11/12DWP-Ib- 2.
2.2 evaluate his/her own thoughts, feelings, and behaviors
EsP-PD11/12DWP-Ib- 2. 2.3 show the connections between thoughts, feelings, and behaviors in actual life situations
EsP-PD11/12DWP-Ic- 2.
- Developmental Stages in Middle and Late Adolescence
the skills and tasks appropriate for middle and late adolescence, and preparatory to early
make a list of ways to become responsible adolescents prepared for adult life
3.1 classifiy various developmental tasks according to developmental stage EsP-PD11/12DS-Ic-3.
3.2 evaluate one’s development in comparison with persons of the same age group EsP-PD11/12DS-Id-3.
SENIOR HIGH SCHOOL – CORE SUBJECT
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
adulthood 3.3 list ways to become a responsible adolescent prepared for adult life EsP-PD11/12DS-Id-3.
- The Challenges of Middle and Late Adolescence
the developmental changes in middle and late adolescence, and expectations of and from adolescents
clarify and manage the demands of the teen years (middle and late adolescence)
4.1 discuss that facing the challenges during adolescence may able to clarify and manage the demands of teen years
EsP-PD11/12CA-Id-4.
4.2 express his/her feelings on the expectations of the significant people around him/her (parents, siblings, friends, teachers, community leaders)
EsP-PD11/12CA-Ie-4.
4.3 make affirmations that help one become more lovable and capable as an adolescent EsP-PD11/12CA-Ie-4.
Quarter I Unit 2: Aspects of Personal Development (20 hours)
- Coping with Stress in Middle and Late Adolescence
stress and its sources; various stress responses; and coping strategies for healthful living in middle and late adolescence
identify personal ways of coping for healthful living
5.1 discuss that understanding stress and its sources during adolescence may help in identifying ways to cope and have a healthful life
EsP-PD11/12CS-If-5.
5.2 identify sources of one’s stress and illustrate the effect of stress on one’s system EsP-PD11/12CS-If-5. 5.3 demonstrate personal ways of coping with stress for healthful living EsP-PD11/12CS-Ig-5.
- The Powers of the Mind
the whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and linear (left-brain dominant)
identify ways to improve learning using both the left and right brain
6.1 discuss that understanding the left and right brain may help in improving one’s learning
EsP-PD11/12PM-Ig-6.
6.2 explore two types of mind-mapping techniques, each suited to right brain- or left brain-dominant thinking styles
EsP-PD11/12PM-Ig-h- 6.
6.3 make a plan to improve learning using left and right brain through mind-mapping activities EsP-PD11/12PM-Ih-6.
- Mental Health and Well-being in Middle and Late adolescence
the concepts about mental health and well- being in middle and late adolescence
identify his/her own vulnerabilities and make a plan on how to stay mentally healthy
7.1 interpret the concepts of mental health and psychological well-being in everyday observations about mental health problems during adolescence
EsP-PD11/12MHWB-Ih- 7. 7.2 identify his/her own vulnerabilities EsP-PD11/12MHWB-Ii- 7.
SENIOR HIGH SCHOOL – CORE SUBJECT
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Quarter II Unit 4: Career Development (20 hours)
- Persons and Careers
the concepts of career development, life goals, and personal factors influencing career choices
set a personal career goal based on the results of self- assessment of various personal factors
12.1 explain that through understanding of the concepts of career and life goals can help in planning his/her career
EsP-PD11/12PC-IIf-12.
12.2 identify the personal factors influencing career choices EsP-PD11/12PC-IIf-12.
12.3 take a self-assessment tool to know his/her personality traits and other personal factors in relation to his/her life goals
EsP-PD11/12PC-IIg- 12.
- Career Pathways
the external factors influencing career choices
make a career plan based on his/her personal goal, and external factors influencing career choices
13.1 discuss the external factors influencing career choices that may help in career decision making
EsP-PD11/12CP-IIg- 13. 13.2 identify pros and cons of various career options with the guidance of parent, teacher, or counselor
EsP-PD11/12CP-IIh- 13. 13.3 prepare a career plan based on his/her personal goal and external factors influencing career choices
EsP-PD11/12CP-IIh-i- 13.
- Insights into One’s Personal Development
his/her personal development as an important component of setting career and life goals
analyze and synthesize his/her personal development as an important component of setting career and life goals
14.1 explain the factors in personal development that may guide him/her in making important career decisions as adolescents
EsP-PD11/12IOPD-IIi- 14. 14.2 share insights that make him/her realize the importance of personal development in making a career decision as adolescent
EsP-PD11/12IOPD-IIi- h-14.
14.3 construct a creative visualization of his/her personal development through of the various stages he/she went through, stressors, influences, and decision-making points, and a personal profile analysis
EsP-PD11/12IOPD-IIj- 14.
SENIOR HIGH SCHOOL – CORE SUBJECT
GLOSSARY
Term (Filipino) Term (English) Definition
Alalahanin Stress A state of mental or emotional strain or tension resulting from adverse or very demanding
circumstances
Antas ng Pag-unlad Developmental stage Subdivisions of the life span, each of which is characterized by certain behavioral or
developmental traits
Huling Bahagi ng
Pagdadalaga/Pagbibinata
Late adolescence The final stage of physical and emotional growth as children pass into adulthood; happens
somewhere between 17 and 22 years of age, when teens become fully mature mentally and
physically
Kaayusang Pangkatauhan Well-being The state of being comfortable, healthy, or happy
Kalagitnaan ng
Pagdadalaga/Pagbibinata
Middle Adolescence A transitional stage of physical and psychological human development that generally occurs
between ages 15 and 17
Layunin sa Buhay Life goals Target, vision, mission, or objectives of a person
Paghubog ng Kurso Career development The series of activities or the ongoing/lifelong process of developing one's work, profession,
occupation, or vocation
Panlipunang Impluwensiya Social influence Occurs when one's emotions, opinions, or behaviors are affected by others
Pansariling Kaunlaran Adolescence A period of life in which the child transitions into an adult
Pansariling Paglago Personal development/Self-
development
Understanding of one’s physiological, cognitive, psychological, spiritual, and social development
to understand one’s thoughts, feelings, and behaviors, and making important decisions toward
becoming a better person
Teorya ng Pangingibabaw
ng Kalahating-Kaliwa o
Kalahating Kanan ng Utak
Brain Lateralization or Brain
Dominance Theory
According to the theory of left-brain or right-brain dominance, each side of the brain controls
different types of thinking. Additionally, people are said to prefer one type of thinking to the
other. For example, a “left-brained” person is often said to be more logical, analytical, and
objective, while a “right-brained” person is said to be more intuitive, thoughtful, and
subjective.
SENIOR HIGH SCHOOL – CORE SUBJECT
References :
Bernstein, Carolyn Maddy, and Esmeralda S. Cunanan. Exemplary Career Guidance Programs: What Should They Look Like? (University of California: Berkeley National Center
for Research in Vocational Education, August 1995).
Exemplary Career Guidance Programs: What Should They Look Like?. http://www.nrccte.org/sites/default/files/publication-files/exemplary_career_guidance_programs.pdf.
Senior High School Career Guidance Program. 2015. Department of Education Order 41
Sharma, Ra. S. Fundamentals of Guidance and Counselling. (New Delhi India: Loyal Book Depot, 2001).
Spokane, Arnold. Career Intervention. (Englewood Cliffs New Jersey: Prentice Hall, 1991).
US Department of Education, Career Guidance and Counselling Programs. Rich South High School Horizon Program: (Rich Town Park Illinois: Rich South High School, 1998).
Yuen, Man-tak. T. Life Skills Development and Comprehensive Guidance Program Series. (Hongkong China:University of Hongkong, 2004 ed).
