K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT
Grade: 11 or 12 Semester:
Core Subject Title: Personal Development No. of Hours/ Semester: 80 hours/ semester
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Prerequisite (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.
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CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Quarter I
Unit 1: Self-Development (20 hours)
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1. Knowing Oneself The learners demonstrate an The learners shall be able to... The learners...
Understanding oneself understanding of… conduct self-exploration and 1.1 explain that knowing oneself EsP-PD11/12KO-Ia-
during middle and late himself/herself during middle and simple disclosure can make a person accept his/her 1.1
adolescence late adolescence strengths and limitations and
dealing with others better EsP-PD11/12KO-Ia-
2. Developing the Whole Person
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the various aspects of holistic
development: physiological,
illustrate the connections
between thoughts, feelings, and
1.2 share his/her unique
characteristics, habits, and
experiences
1.3 maintain a journal
2.1 discuss the relationship
among physiological, cognitive,
1.2
EsP-PD11/12KO-Ib-
1.3
EsP-PD11/12DWP-
Ib-2.1
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cognitive, psychological, spiritual, behaviors in a person’s holistic psychological, spiritual, and social .
and social development development development to understand
his/her thoughts, feelings, and EsP-PD11/12DWP-
behaviors Ib-2.2
2.2 evaluate his/her own
thoughts, feelings, and behaviors EsP-PD11/12DWP-
2.3 show the connections Ic-2.3
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between thoughts, feelings, and
behaviors in actual life situations
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
3. Developmental Stages in the skills and tasks appropriate make a list of ways to become 3.1 classifiy various EsP-PD11/12DS-Ic-
Middle and Late Adolescence for middle and late adolescence, responsible adolescents prepared developmental tasks according to 3.1
and preparatory to early for adult life developmental stage
adulthood 3.2 evaluate one’s development in EsP-PD11/12DS-
comparison with persons of the Id-3.2
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same age group
3.3 list ways to become a EsP-PD11/12DS-Id-3.3
responsible adolescent prepared
for adult life
4. The Challenges of Middle and the developmental changes in middle clarify and manage the demands 4.1 discuss that facing the challenges during EsP-PD11/12CA-Id-4.1
Late Adolescence and late adolescence, and of the teen years (middle and late adolescence may able to clarify and manage
expectations of and from adolescents adolescence) the demands of teen years
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4.2 express his/her feelings on the EsP-PD11/12CA-Ie-4.2
expectations of the significant people around
him/her (parents, siblings, friends, teachers,
community leaders) EsP-PD11/12CA-Ie-4.3
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4.3 make affirmations that help one become
more lovable and capable as an adolescent
Quarter I
Unit 2: Aspects of Personal Development (20 hours)
5. Coping with Stress in Middle
and Late Adolescence
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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
5.2 identify sources of one’s stress and
illustrate the effect of stress on one’s system
5.3 demonstrate personal ways of coping
EsP-PD11/12CS-If-5.1
EsP-PD11/12CS-If-5.2
EsP-PD11/12CS-Ig-5.3
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with stress for healthful living
6. The Powers of the Mind the whole brain theory, or two identify ways to improve learning 6.1 discuss that understanding the left and EsP-PD11/12PM-Ig-6.1
hemispheres of the brain: using both the left and right brain right brain may help in improving one’s
artistic (right-brain dominant) learning EsP-PD11/12PM-Ig-h-6.2
and linear (left-brain dominant) 6.2 explore two types of mind-mapping
techniques, each suited to right brain- or left
brain-dominant thinking styles EsP-PD11/12PM-Ih-6.3
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6.3 make a plan to improve learning using
left and right brain through mind-mapping
activities
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
7. Mental Health and Well-being the concepts about mental health and identify his/her own vulnerabilities 7.1 interpret the concepts of mental health EsP-PD11/12MHWB-Ih-
in Middle and Late well-being in middle and late and make a plan on how to stay and psychological well-being in everyday 7.1
adolescence adolescence mentally healthy observations about mental health problems EsP-PD11/12MHWB-Ii-
during adolescence 7.2
7.2 identify his/her own vulnerabilities
8. Emotional Intelligence the different types of emotions and identify ways to communicate and 8.1 discuss that understanding the intensity EsP-PD11/12EI-Ii-j-8.1
how they are expressed manage emotions in a healthy and differentiation of emotions may help in
manner communicating emotional expressions
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8.2 explore one’s positive and negative EsP-PD11/12EI-Ij-8.2
emotions and how one expresses or hides
them EsP-PD11/12EI-Ij-8.3
8.3 demonstrate and create ways to
manage various emotions
Quarter II
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Unit 3: Building and Maintaining Relationships (20 hours)
9. Personal Relationships the dynamics of attraction, love, appraise one’s present 9.1 discuss an understanding of teen-age EsP-PD11/12PR-IIa-9.1
and commitment relationships and make plans for relationships, including the acceptable and
building responsible future unacceptable expressions of attractions
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relationships 9.2 express his/her ways of showing attraction, EsP-PD11/12PR-IIa-9.2
love, and commitment
10. Social Relationships in Middle the concepts about social identify the different roles of 10.1 distinguish the various roles of different EsP-PD11/12SR-IIb-10.1
and Late Adolescence influence, group leadership leaders and followers in society individuals in society and how they can influence
and followership people through their leadership or followership
11. Family Structures and
Legacies
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the impact of one’s family on
his/her personal development
identify the firm and gentle sides
of family care that affect a
10.2 compare one’s perception of himself/herself
and how others see him/her
10.3 conduct a mini-survey on Filipino
relationships (family, school, and community)
11.1 appraise one’s family structure and the type
of care he/she gives and receives, which may
EsP-PD11/12SR-IIc-10.2
EsP-PD11/12SR-IIc-10.3
EsP-PD11/12FSL-IId-11.1
during middle and late person’s development during help in understanding himself/herself better
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adolescence middle and late adolescence 11.2 make a genogram and trace certain EsP-PD11/12FSL-IId-e-
physical, personality, or behavioral attributes 11.2
through generations
11.3 prepare a plan on how to make the family EsP-PD11/12FSL-IIe-11.3
members firmer and gentler with each other
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
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Quarter II
Unit 4: Career Development (20 hours)
12. Persons and Careers the concepts of career set a personal career goal based 12.1 explain that through understanding of EsP-PD11/12PC-IIf-12.1
development, life goals, and on the results of self-assessment of the concepts of career and life goals can
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personal factors influencing various personal factors help in planning his/her career
career choices 12.2 identify the personal factors influencing EsP-PD11/12PC-IIf-12.2
career choices
12.3 take a self-assessment tool to know EsP-PD11/12PC-IIg-12.3
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his/her personality traits and other personal
factors in relation to his/her life goals
13. Career Pathways the external factors influencing make a career plan based on 13.1 discuss the external factors influencing EsP-PD11/12CP-IIg-13.1
career choices his/her personal goal, and external career choices that may help in career
factors influencing career choices decision making
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options with the guidance of parent, teacher,
or counselor
13.3 prepare a career plan based on his/her
personal goal and external factors
influencing career choices
EsP-PD11/12CP-IIh-13.2
EsP-PD11/12CP-IIh-i-13.3
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
