CIEVEROSE COLLEGE, INC.

K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – CORE SUBJECT

Grade: 11/12 No. of Hours/ Semester: 80

Core Subject Title: Personal Development hours/ semester

Mission: To empower youth by providing quality education which centers in the development of
totality of a person in physical, emotional, spiritual, intellectual and life skills necessary to prepare
them to be contributory individuals in their communities and achieve success in their personal
lives.

Vision: To be a leading educational institution that provides high quality training, knowledge,
skills and services in all areas specially in technical education industry.

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.

REQUIREMENTS AND ASSESSMENTS:

Journal notebook

GRADING SYSTEM:
The student will be graded according to the following:
20%      Prelim Term
20%       Midterm
30%     Pre-Final & Final Term
30% Projects/Course Output
100% Total

LEARNING PLAN:

CONTENT LEARNING ACTIVITIES NO. OF HOURS

COMPETENCIES AND
TECHNOLOGICAL
TOOLS

WEEK 1
1. Knowing The learners.. 1. Synchronous Session 2 hours
Oneself 1. Explain that 2. Asynchronous /Self-paced learning Synchronous
Understanding knowing oneself via Module and Videos/guided Session
oneself during can make a presentation
middle and late person accept
adolescence his/her Teacher:
strengths and 1. Will introduce himself/herself to the 1 hour
limitations and class. Consultation
dealing with 2. Ask students to introduce /e-mentoring /e-
others better themselves and give emphasis to coaching
2. Share his/her their unique characteristics. The
unique student who will confirm that Google Meet or
characteristic, he/she has the same characteristic Zoom, Messenger,
habits, and from the current student speaking Powerpoint
 experiences will be the next to introduce presentation
3. Maintain a himself/herself. This will help the
journal students identify their strengths
and weaknesses.
3. Talk about the course Personal
Development, its content and
objectives.

Activity 1 Self-inventory concept.

Tell them to answer the inventory
based on how they see themselves and
not of what others perceive them to be.
Self-talk is more powerful. Give the
students few minutes to answer.

Activity 2 Two Masks

This activity is somehow similar to
Activity 1 but will enable students to
express more of themselves since it will
include art and creativity. This activity
will be presented next session.

Activity 3 My Banner – My
Treasure within me
Students will write their strengths and
weaknesses to the banner with
different parts written in the module
with corresponding requirement each
part.

Assignment: Students
Each student should have:
1. Journal notebook where they shall
write their reflections and
assignments. Personalize it in the
manner they want.
2. Several sheets of white paper for
drawings or other work assigned.
3. Start writing in their journal
notebook about their thoughts and
feelings today.

WEEK 2
2. Developing The learner.. 1. Synchronous Session 2 hours
the whole 1. Discuss the 2. Asynchronous /Self-paced learning Synchronous
person relationship via Module and Videos/guided Session
among presentation
physiological, 1 hour
cognitive, Teacher: Will let each student present Consultation
psychological, their work in the previous session /e-mentoring /e-
 spiritual, and activity 2 and ask them questions on coaching
social why’s and how’s
development to Google Meet or
understand Teacher will give advices about the Zoom, Messenger,
his/her student’s explanation of his/her work Powerpoint
thoughts, since it might have trigger different presentation,
feelings, and emotions to the students. Google form,
behaviors Google docs,
2. Evaluate his/her Teacher will identify the possible ways
own thoughts, to improve oneself and how other
feelings, and people perceive you through giving
behaviors lecture about the holistic personal
3. Show the development.
connections
between Assignment: Teacher
thoughts, Give questions that requires reflection
feelings, and about the lesson and to be answered in
behaviors in their journal notebook.
actual life
situations Assignment: Students
The student will present their answer in
activity 3 in module 2 entitled “Personal
Recipe for Success with Reflection”

Write on their journal notebook about

their thoughts and feelings today.

WEEK 3
3. 1. Classify various 1. Synchronous Session 2 hours
Developmental developmental 2. Asynchronous /Self-paced learning Synchronous
Stages in tasks according via Module and Videos/guided Session
Middle to
presentation
and Late developmental 1 hour
Adolescence stage Consultation
Teacher will show video clips and let
Theories of 2. Evaluate one’s /e-mentoring /e-
Personality the students identify the development coaching
development in
a.Sigmund that is shown in the video clips.
comparison
Freud’s Google Meet or
with persons of Activity: My Personal Timeline
Theory of Zoom, Messenger,
the same age Using the box written in the Powerpoint
Personality group module, the students will be asked presentation,
b.Freud’s 3. List ways to to write the major events in their Google docs,
Psychosexual become a life and the significant people in Videos
Theory of their life and answer the questions
responsible
Personal asked. Links for
adolescent
Development references
prepared for Activity: Worksheet on
Developmental adult life Developmental Tasks Of Being in
tasks of Grade 11
Using the table above by Professor
Adolescence Havighurst, assess your own level of
a. Relationship development as a Grade 11 student
in General and answer the questions below.
b. Havighurst`s
Development
Assignment: Teacher
al Tasks
1. Teacher will prepare a short quiz in
During the
Google form composed of 10 items
Life Span
identification questions. Students
must answer within 20 minutes
after the brief discussion.
2. Give questions that requires
reflection about the lesson and to
be answered in their journal
notebook.

Assignment: Student
Write their insights about the topic on
their journal notebook and their opinion
on how they will improve themselves to
be prepared in the future.

Teacher will discuss for the rest of

the time.
WEEK 4
4. The 1. Discuss that 1. Synchronous Session 2 hours
Challenges of facing the 2. Asynchronous /Self-paced Synchronous
Middle and Late challenges learning via Module and Session
Adolescence
during Videos/guided presentation
a. Experience 1 hour
adolescence
s and Consultation
may be able to Activity: How you did that?
challenges of /e-mentoring /e-
clarify and coaching
adolescence The students will give at least three
manage the
problematic situations for each area
demands of Google Meet or
and how did they address them. The
Zoom, Messenger,
teen years teacher can ask the students who want
Powerpoint
2. Express his/her to volunteer to share their answer in
presentation,
feelings on the the class.
Google docs,
expectations of Videos
The teacher will discuss the importance
the significant
of being able to know better ways to
people around Links for
overcome challenges during teen years.
him/her references

(parents, The students will create an affirmation

siblings, friends, letter for those people who helped
teachers, them in facing the challenges in their
adolescence.
community
 leaders) The affirmation letter will be them by
3. Make the student. The student must provide

affirmations confirmation that the recipient received

the letter which will be instructed by
that help one
the teacher.
become more
lovable and Assignment: Teacher
capable as an Give questions that requires reflection
adolescent about the lesson and to be answered in
their journal notebook.
WEEK 5
5. Coping with 1. Discuss that 1. Synchronous Session
Stress in Middle understanding 2. Asynchronous /Self-paced
and Late stress and its learning via Module and
Adolescence
sources during Videos/guided presentation
adolescence may
Teacher
help in identifying
Ask students what they understand by
ways to cope and “stress” and whether they have
have a healthful experienced stress.
life
2. Identify Activity: WHAT CAUSES YOU TO
sources of one’s “LOSE YOUR COOL”?
Students may choose the top 5
stress and
stressors from those listed and
illustrate the
compare with
effect of stress on 3 other classmates. If there is time, the
one’s system class can vote on the top 5 stressors
3. Demonstrate for the class.
personal ways of
coping with stress Give a lecturette on Stress
Management. Encourage discussion.
for
healthful living
Before ending the session, give
instructions for a reflection to be
written in their Journal notebook
entitled “My Stress Signals”

Assignment: Teacher
Give questions that requires reflection
about the lesson and to be answered in
their journal notebook.

Assignment: Students
Draw in a plain paper the things or
activities that you are good in doing.
Like singing, dancing etc.
 WEEK 6
6. The Powers 1. Discuss that 1. Synchronous Session 2 hours
of the Mind understanding the 2. Asynchronous /Self-paced Synchronous

learning via Module and Session

left and right
brain may help in Videos/guided presentation
1 hour
improving one’s Teacher
Consultation
learning Randomly call the students to /e-mentoring /e-
present their work. Ask the coaching
2. Explore two students what side of the brain is
types of mind- responsible for their activity. Google Meet or

mapping Zoom, Messenger,

Give lecture about the left and right Powerpoint
techniques, each
side of the brain presentation,
suited to right
Google docs,
brain- or left Activity: Brain Dominance Videos
brain-dominant The teacher will give instruction about
thinking styles the activity which will determine if what Links for
side of their brain is dominant. references

3. Make a plan to
Assignment: Teacher
improve learning
Give questions that requires reflection
using left and
about the lesson and to be answered in
right brain
their journal notebook.
through mind-
mapping activities
Assignment: Students
The students will be given 30 minutes
to create a mind map based on their
personal interest and submit it the next
day.

Prepare an advertisement that you can

see in the television, radio, social
media and other platform.
WEEK 7
7. Mental 1. Interpret the 1. Synchronous Session 2 hours
Health concepts of 2. Asynchronous /Self-paced Synchronous
and Well-being mental health learning via Module and Session
in and
Videos/guided presentation
Middle and Late Psychological 1 hour
adolescence well-being in Consultation
everyday Activity: FACT OR FICTION? /e-mentoring /e-
observations coaching
Read out some statements and ask the
about Mental
students if it is fact or fiction.
health problems Google Meet or
during Zoom, Messenger,
Teacher
adolescence Powerpoint
Randomly call students to give their
2. Identify his/her presentation,
insights about the Mental Health
own Google docs,
challenges in adolescence. Encourage
 vulnerabilities them to share their experiences in any Videos
3. Create a plan to of these.
stay mentally Links for
healthy during Give lecturette: Support references
adolescence Strategies/Community Mental Health
The support that the school can
provide in terms of mental health.

Assignment: Teacher
Give questions that requires reflection
about the lesson and to be answered in
their journal notebook.

Assignment: Students
The class will be divided into five
groups. They will prepare a role play
about the assigned scenario to them:
GROUP 1: A baby abandoned by her
biological parents
Group 2: An angry customer in a
restaurant
Group 3: An experienced doctor with
difficult/vulnerable patients
GROUP 4: A salesman doing door-to-
door sales
GROUP 5: A consultant in a company
whose business is failing.
WEEK 8
8. Emotional 1. Discuss that 1. Synchronous Session 2 hours
Intelligence understanding 2. Asynchronous /Self-paced learning Synchronous
the intensity via Module and Videos/guided Session
and presentation
differentiation 1 hour
of emotion Students Consultation
2. Explore one’s The students will be given 5-10 /e-mentoring /e-
positive and minutes to present their role play coaching
negative online. After the presentation of each
emotions and groups, the teacher will ask how and Google Meet or
how one why questions. Zoom, Messenger,
expresses or Powerpoint
hides them Teacher presentation,
3. Demonstrate On a blank piece of paper, have Google docs,
and create students draw a face or an emoticon Videos
ways to
that expresses their feelings today. Ask
manage various Links for
them to share their drawing and why
emotions references
they feel that way today.
 Assignment: Teacher
Give questions that requires reflection
about the lesson and to be answered in
their journal notebook.

Teacher will discuss for the rest of

the time.

WEEK 9
9. Personal 1. Discuss an 1. Synchronous Session 2 hours
Relationships understanding 2. Asynchronous /Self-paced learning Synchronous
of teen-age via Module and Videos/guided Session
relationships, presentation
including the 1 hour
acceptable and Teacher Consultation
unacceptable Will introduce the topic and to check on /e-mentoring /e-
expressions of the prior knowledge of the students, coaching
emotions ask the students what they understand
2. express his/her by the following words/terms: Google Meet or
ways of relationship, personal relationships, Zoom, Messenger,
showing love, commitment, and attraction. Powerpoint
attraction, love, presentation,
and Google docs,
commitment Activity: In what group you Videos
3. identify ways to belong?
become The teacher will flash questions and the Links for
responsible in a students will write their answers in a references
relationship piece pf paper and keep it to
themselves.

Activity: Essentials and

Preferences for My Future Spouse
The students will list
essential/preferred traits of their future
spouses. Further instructions will be
given by the teacher.

Assignment: Teacher
1. Give a short quiz at least 2 essay
and 10 items true or false
questions in Google form to be
answered within 20 minutes.
2. Give questions that requires
reflection about the lesson and to
be answered in their journal
 notebook.

Assignment: Students
Paste a picture or draw an image of
your chosen model of your life and
present this in the class next session.

Teacher will discuss for the rest of

the time.
WEEK 10
10. Social 1. Distinguish the 1. Synchronous Session 2 hours
Relationships in various roles of 2. Asynchronous /Self-paced Synchronous
Middle and Late different learning via Module and Session
Adolescence
individuals Videos/guided presentation
1 hour
in society and
Student Consultation
how they can /e-mentoring /e-
Presentation of their assignment. The
influence coaching
teacher will give the significance of the
people through assignment to the lesson.
their leadership Google Meet or

or followership Teacher Zoom, Messenger,

After the presentation, ask for a show Powerpoint
2. Compare one’s
of hands on who belong to the presentation,
perception of
following groups / clubs / Google docs,
himself/herself Videos
organizations:
and how others
• choir
see him/her • dance group Links for
3. Conduct a mini- • play/theater arts references
survey on • school cheer leading team
Filipino • school paper
• others
relationships
Then, ask why and how questions.
(family, school,
and
Show video clips about leadership and
community) membership. Ask students randomly
about their insights about the video.
Encourage discussion about the
difference.

Assignment: Teacher
Give questions that requires reflection
about the lesson and to be answered in
their journal notebook.

Assignment: Student
Make their own genogram
WEEK 11
11. Family 1. Appraise one’s 1. Synchronous Session 2 hours
Structures and family structure 2. Asynchronous /Self-paced learning Synchronous
Legacies and the type of via Module and Videos/guided Session
care presentation
He/she gives 1 hour
and receives, Teacher Consultation
which may help Will flash a quotation and ask the /e-mentoring /e-
in students about their stand in the coaching
Understanding statement (agree or disagree). Let the
himself/herself students explain why and how they Google Meet or
better come up with that answer. Zoom, Messenger,
2. Make a Powerpoint
genogram and Ask volunteers to present their presentation,
trace certain assignment. Google docs,
physical, Videos
Personality, or Activity: Family Legacies
behavioral Evaluation Links for
attributes The teacher will flash questions and let references
through students answer it quickly by writing
generations their answers on piece of paper. guide
3. Prepare a plan students on how this will help them
on how to make evaluate their family legacies.
the family
members firmer Encourage students to share their
and gentler ideas, feelings, and emotions about the
with each other topic.

Assignment: Teacher
1. Give essay type (at least 2
questions with at least three
sentences answer) and
identification questions (at least 10
items) in google form to be
answered within 20 minutes.
2. Give questions that requires
reflection about the lesson and to
be answered in their journal
notebook.

Assignment: Student
Prepare one Agree and one Disagree
Cue Card/Placard at least each
measuring 8.5 x 13.5 inches

Teacher will discuss for the rest of

the time.
WEEK 12
12. Persons and 1. Explain that 1. Synchronous Session 2 hours
Careers through 2. Asynchronous /Self-paced learning Synchronous
understanding via Module and Videos/guided Session
 of the concepts presentation
Of career and 1 hour
life goals can A video clip of a popular commercial Consultation
help in planning will be shown to the students. /e-mentoring /e-
his/her career coaching
2. Identify the Teacher
personal factors Explain the purpose of this commercial Google Meet or
influencing and its relevance to us—viewers. Zoom, Messenger,
career choices Powerpoint
3. Take a self- Activity: Agree or Disagree presentation,
assessment tool The teacher will be reading out to them Google docs,
to know his/her 10 statements from a list. They will Videos
Personality decide on whether they agree or
traits and other disagree with the statement. Then Links for
personal factors they should raise the cue card of their references
in relation to answer. Encourage discussion in every
His/her life statement.
goals
Assignment: Teacher
1. Give essay type (at least 2
questions with at least three
sentences answer) and
identification questions (at least 10
items) in google form to be
answered within 20 minutes.
2. Give questions that requires
reflection about the lesson and to
be answered in their journal
notebook.

Assignment: Students
Documented interview with your
preferred career practitioner. This
interview will only be done online and
present it in the class.
Teacher will discuss for the rest of
the time.
WEEK 13-14
13. Career 1. Discuss the 1. Synchronous Session 2 hours
Pathways external factors 2. Asynchronous /Self-paced learning Synchronous

influencing via Module and Videos/guided Session

career presentation
1 hour
Choices that
Ask some members of the class to Consultation
may help in
share the results of their interviews /e-mentoring /e-
career decision
with coaching
making
career practitioners.
2. Identify pros
Google Meet or
and cons of Zoom, Messenger,
 various career Activity: May Career Timeline Powerpoint
options with The students will create a timeline presentation,
The guidance of assuming what they want to be in the Google docs,
parent, teacher, next 5-10 years. Further instructions Videos
or counselor and guide will be given by the teacher.
3. Prepare a This will take 30-45 minutes to answer. Links for
references
career plan
Let the students share their work with
based on
the class. Ask how and why questions.
his/her personal
Goal and Assignment: Teacher
external factors 1. Give essay type (at least 2
influencing questions with at least three
career choices sentences answer) and
identification questions (at least 10
items) in google form to be
answered within 20 minutes.
2. Give questions that requires
reflection about the lesson and to
be answered in their journal
notebook.

Assignment: Students
Prepare 8 plain cards at least
measuring 8.5 x 13.5 inches each.
Gallery of Walk
Students will display portions of
Their journals to share with the class.
This will be sent to the teacher ahead
of time before the next session and will
be presented next meeting.
WEEK 15-16
14. Insights 1. Explain the 1. Synchronous Session 2 hours
into factors in 2. Asynchronous /Self-paced learning Synchronous
One’s Personal personal via Module and Videos/guided Session
Development development
presentation
that 1 hour
may guide Activity My Personal Mission Consultation
him/her in Statement /e-mentoring /e-
making The students will use their prepared coaching
important cards to answer the questions that the
career decisions teacher will flash. Further instruction Google Meet or
as adolescents will be given to the students on the Zoom, Messenger,
2. Share insights actual session. Powerpoint
that make presentation,
him/her realize The teacher will flash the “Gallery of Google docs,
the Walk” and ask the insights of the Videos
importance of students.
personal Links for
development in Encourage each to share their thought, references
 making a career feelings, and ideas throughout the
decision as course subject.
adolescent
3. Construct a
creative
visualization of
his/her personal
4. development
through of the
various stages
he/she went
through,
stressors,
influences, and
decision-making
points, and a
personal profile
analysis

REFERENCES:

Books:
Wong-Fernandez. Dra.B., Que-Legaspi, E.X., Quiba, C., Rafanan, Mae.,
Velasquez-Garcia, Z. (2016) Personal Development Reader, Department of
Education
Jumamil, Dra. D.A. (2019). Personal Development for Senior High School.
Novaliches. Quezon City. Golden Cronica Publishing, Inc.

CLASS POLICIES:
 The College rules and regulations will be observed.
 Each student is expected to be in attendance every class period.
 Laboratory Exercise due dates must be adhered to. Each exercise will cover
concepts/principles that will be discussed.
 All homework assignments are due at the beginning of the class unless
otherwise stated.
 Any form of dishonesty or cheating is not tolerated. While all students
are encouraged to openly discuss and ask questions, the final work to be
submitted must be the student’s own.
 Any form of copying or plagiarizing from past or current students’ project code
or report will result in disciplinary action and automatic FAIL grade for an entire
group, or student(s), involved.

In case of illness, emergencies, etc., students are required to give excuse letter signed by the
respective guardian. A valid ID must also be presented for validation of the signature.

Prepared by:

VENUS L. FRIAS
Teacher