Outcomes-Based Syllabus in Personal Development

Academic Semester SUBJECT TITLE: No. of Hours No. of Weeks

Year Theoretical Practical
First Personal Development 80 20
2018 –
2019
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.

CORE SUBJECT INTENDED LEARNING OUTCOMES(CILOs): At the end of the course, the students should be able to:
1. Identify himself/herself during the middle and late adolescence;
2. Illustrate the connections between thought, feelings, and behaviors in a person’s holistic development: physiological, psychological, spiritual, and social
development;
3. Make a list of ways to become responsible adolescents prepared for adult life;
4. Clarify and manage the demands of the teen years (middle and late adolescence);
5. Identify personal ways of coping for healthful living;
6. Identify ways to improve learning using both the left and right brain;
7. Identify his/her own vulnerabilities and make a plan on how to stay mentally healthy;
8. Identify ways to communicate and manage emotions in a healthy manner;
9. Appraise one’s present relationships and make plans for building responsible future relationships;
10. Identify the different roles of leaders and followers in society;
11. Identify the firm and gentle sides of family care that affect a person’s development during middle and late adolescence;
12. Set a personal career goal based on the results of self-assessment of various personal factors; and
13. Make a career plan based on his/her personal development as an important component of setting career and life goals
CORE SUBJECT REFERENCES:

References:
Cruz, Ma. Theresa M., et.al., Personal Development. Books Atbp. Publishing Corp., 2016
Personal Development Reader First Edition 20116. Department of Education – Bureau of Learning Resources. Sunshine Interlinks Publishing House, Inc
www.youtube.com
 After completing this subject, STUDENTS WILL BE ABLE TO:
ST. BENILDE
LEARNING ST. BENILDE
LEARNING OBJECTIVES MISSION
GOALS CORE VALUES
DEPLOYMENT
Name different ways to become responsible adolescents Creative and
Perseverance Instruction
prepared for adult life analytical thinking
Subject Intended Evaluate the connections between thought, feelings, and
Creative and Professionalism and
Learning Outcomes behaviors in a person’s holistic development: physiological, Professionalism
analytical thinking Values
(SILO) psychological, spiritual, and social development
Proactive and Professionalism, Professionalism
Identify personal ways of coping for healthful living
spiritual values Justice Values
Demonstrate one’s present relationships and make plans for Proactive and Community
Unity, Perseverance
building responsible future relationships spiritual values Extension
Instruction and
Create a career plan based on his/her personal development as Teamwork and
Leadership Quality Service
an important component of setting career and life goals Leadership
Globally Competent

INCLUSIVE INTENDED REFERENCES

TLAs (TEACHING-LEARNING TIME ATs (ASSESSMENT
DATES / CONTENT LEARNING AND TEACHING
ACTIVITIES) ALLOTMENT TASKS)
WEEKS OUTCOMES (ILO) DEVICES

Week 1 A. Welcoming the 1. Introduce  The facilitator will present the 2 hours Method: Oral  Student
students themselves game: HUMAN BINGO as 1. Introducing Manual
B. Gathering confidently motivation in introducing themselves
information about 2. Practice the oneself confidently
the students vision, mission,  The class will do the Human through the game
C. Orient the students goals and core Bingo Human Bingo
about the following: values of St.  The class will set – up or 2. Identifying and
 Classroom Benilde come up with classroom rules reviewing the
rules and 3. Follow and and regulations grading system,
regulations practice the  The facilitator will present the subject
 Introduction of classroom rules grading system, subject requirements and
the subject and regulations requirements and attendance attendance rules
matter as well as the rules of the class 3. Discussing
 Identification of school’s  The learners will give expectations from
INCLUSIVE INTENDED REFERENCES
TLAs (TEACHING-LEARNING TIME ATs (ASSESSMENT
DATES / CONTENT LEARNING AND TEACHING
ACTIVITIES) ALLOTMENT TASKS)
WEEKS OUTCOMES (ILO) DEVICES

subject 4. Identify and expectations from the teacher the facilitator and
requirements review the and the subject the subject
 Grading System grading system,
and Attendance subject
rules requirements and
 Expectations / attendance rules
Agreement 5. Discuss
expectations from
the facilitator and
the subject
Unit 1: Self - Development

Week 1 - 2 Knowing Oneself 1.1. Explain that Motivation: Self - Concept 6 hours Written Refer to Core
knowing oneself Inventory Subject
can make a Performance: Group References above
person accept Gapped lecture in self – concept Presentation
his/her strengths
and limitations Activity: Variety / Talent Show
and dealing with
others better Lecture in Personal Effectiveness
1.2. Share his/her
unique Activity: My Banner – The
characteristics, Treasure Within Me
habits, and
experiences The Power of Journal Writing:
1.3. Maintain a Unfolding Your Personal Journey
journal
Week 3 Developing the Whole 2.1. Discuss the Gapped lecture in Aspects of 4 hours Written Refer to Core
Person relationship Development Subject
among Performance: Group References above
physiological, Presentation
Three Success Stories
cognitive,
psychological, (Pacquiao, Wurtzbach, and Dr.
spiritual, and Capeding)
INCLUSIVE INTENDED REFERENCES
TLAs (TEACHING-LEARNING TIME ATs (ASSESSMENT
DATES / CONTENT LEARNING AND TEACHING
ACTIVITIES) ALLOTMENT TASKS)
WEEKS OUTCOMES (ILO) DEVICES

social
development to Activity: Personal Recipe for
understand Success
his/her, thoughts,
feelings and
behaviors The Story of the Two Wolves
2.2. Evaluate
his/her own
thoughts,
feelings, and
behaviors
2.3. Show the
connections
between
thoughts,
feelings, and
behaviors in
actual life
situations
Week 4 Developmental Stages 3.1. Classify Motivation: My Personal Timeline 3 hours Written Refer to Core
in Middle and Late various Subject
Adolescence developmental Gapped lecture in Developmental Reflective Journal References above
tasks according Stages
to developmental
stages Evaluation/Activity: One’s Own
3.2. Evaluate Development
one’s
development in
comparison with
persons of the
same age group
3.3. List ways to
become a
responsible
INCLUSIVE INTENDED REFERENCES
TLAs (TEACHING-LEARNING TIME ATs (ASSESSMENT
DATES / CONTENT LEARNING AND TEACHING
ACTIVITIES) ALLOTMENT TASKS)
WEEKS OUTCOMES (ILO) DEVICES

adolescent
prepared for adult
life
Week 4 First Preliminary Examination 1 hour Written

Week 5 Challenges of Middle 4.1. Discuss that Motivation: Story of Life with the 4 hours Written Refer to Core
and Late Adolescence facing the Wright Family Subject
challenges during Performance: Group References above
adolescence may Gapped lecture in Passage to Presentation – Role
able to clarify and Adulthood Play
manage the
demands of teen Challenges during Adolescence
years
4.2. Express Activity: Slogan: Personal
his/her feelings Declaration
on the
expectations of The Power of personal
the significant Declarations
people around
him/her (parents,
siblings, friends,
teachers,
community
leaders)
4.3. Make
affirmations that
help one become
more lovable and
capable as an
adolescent
Unit 2: Aspects of Personal Development

Week 6 Coping with Stress in 5.1. Discuss that Gapped lecture in Stress 4 hours Written Refer to Core
Middle and Late understanding Subject
INCLUSIVE INTENDED REFERENCES
TLAs (TEACHING-LEARNING TIME ATs (ASSESSMENT
DATES / CONTENT LEARNING AND TEACHING
ACTIVITIES) ALLOTMENT TASKS)
WEEKS OUTCOMES (ILO) DEVICES

Adolescence stress and its Management Project – To – Do – References above

sources during List
adolescence may Activity: My stress Signals
help in identifying Group Work
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 with
stress for
healthful living
Week 7 The Powers of the 6.1. Discuss that Motivation: Lateral Thinking 4 hours Written Refer to Core
Mind understanding Puzzle Subject
the left and right Group Work: Mind References above
brain may help in Gapped lecture in Critical Mapping
improving one’s Thinking and Some Theories
learning about the Brain-Side Dominance
6.2. Explore two
types of mind- The Dominant Side of the Brain
mapping
techniques, each Activity: Mind Mapping
suited to right
brain or left brain Lecture in You can grow your
dominant thinking intelligence
styles
6.3. Make a plan
to improve
INCLUSIVE INTENDED REFERENCES
TLAs (TEACHING-LEARNING TIME ATs (ASSESSMENT
DATES / CONTENT LEARNING AND TEACHING
ACTIVITIES) ALLOTMENT TASKS)
WEEKS OUTCOMES (ILO) DEVICES

learning using left

and right brain
through mind-
mapping
activities
Week 8 & 9 Mental Health and 7.1. Interpret the Motivation: Fact or Fiction – 7 hours Written Refer to Core
Well – Being in Middle concepts on Mental Health Issues Subject
and Late Adolescence mental health Research Paper References above
and Gapped lecture in Mental Health
psychological Challenges
well-being in
everyday  ADHD
observations  Anxiety / Panic Disorder
about mental
 Autism Spectrum Disorder
health problems
during  Bi-Polar Disorder
adolescence  Depression
7.2. Identify  Eating Disorder
his/her own  Post Traumatic Stress
vulnerabilities
Disorder
7.3. Make a mind
map on ways of  Schizophrenia
achieving
psychological Mental Health Issues and Stigma
well-being
7.4. Create a plan Healthy Living and Mental Health
to stay mentally
healthy during
adolescence Support Strategies / Community
Mental Health Resources

Week 9 Mid – Term Examination 1 hour Written

Week 10 & Emotional Intelligence 8.1. Discuss that Gapped lecture in Emotional 8 hours Written Refer to Core
understanding
INCLUSIVE INTENDED REFERENCES
TLAs (TEACHING-LEARNING TIME ATs (ASSESSMENT
DATES / CONTENT LEARNING AND TEACHING
ACTIVITIES) ALLOTMENT TASKS)
WEEKS OUTCOMES (ILO) DEVICES

11 the intensity and Intelligence Performance: Group Subject

differentiation of Presentation References above
emotions may Activity: Exploring Emotions
help in Integration Activity
communicating Geneva’s Story
emotional Reflective Journal
expressions Lecture in dealing with Difficult
8.2. Explore one’s emotions
positive and
negative Types of Responses
emotions and
Activity: Thumbs Up / Thumbs
how one
expresses or Down
hides them
Activity: Responsible Action Sheet
8.3. Demonstrate
and create ways
to manage
various emotions
Unit 3: Building and Maintaining Relationships

Week 12 & Personal Relationships 9.1. Discuss an Gapped lecture in Basic Definition 7 hours Written Refer to Core
13 understanding of Subject
teen-age  Personal Relationships Poster Making: References above
relationships, o Importance Healthy Relationships
including the o problems
acceptable and Reflective Journal
 Family Relationships
unacceptable
expressions of o Nurture Your
attractions Relationships
9.2. Express  Healthy Relationships
his/her ways of o Keeping Healthy
showing Relationships
attraction, love,
and commitment
INCLUSIVE INTENDED REFERENCES
TLAs (TEACHING-LEARNING TIME ATs (ASSESSMENT
DATES / CONTENT LEARNING AND TEACHING
ACTIVITIES) ALLOTMENT TASKS)
WEEKS OUTCOMES (ILO) DEVICES

9.3. Identify ways Activity: Poster Making

to become
responsible in a
relationship
Week 13 Pre – Final Examination 1 hour

Week 14 Social Relationships in 10.1. Distinguish Motivation: My Organizations 4 hours Written Refer to Core
Middle and Late the various roles Subject
Adolescence of different Gapped lecture in How Culture Performance: Group References above
individuals in Shapes Many Aspects of Presentation
society and how Adolescent Development
they can Reflective Journal
influence people Activity: Description of My Social
through their Group
leadership or
followership Lecture in Leadership
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)
Week 15 Family Structures and 11.1. Appraise Motivation: Genogram 4 hours Written Refer to Core
Legacies one’s family Subject
structure and the Gapped lecture in Family Reflective Journal References above
type of care Structures
he/she gives and Video Cover: Tribute
receives, which Activity: Poem Writing to My Family
may help in
INCLUSIVE INTENDED REFERENCES
TLAs (TEACHING-LEARNING TIME ATs (ASSESSMENT
DATES / CONTENT LEARNING AND TEACHING
ACTIVITIES) ALLOTMENT TASKS)
WEEKS OUTCOMES (ILO) DEVICES

understanding Inspiring Stories of Families

himself/herself
better Lecture in Family Legacies
11.2. Make a
genogram and Activity: Reactions to the
trace certain emotional, social, and spiritual
physical, legacies
personality, or
behavioral Activity: Tribute to My Family
attributes through
generations
11.3. Prepare a
plan how to make
the family
members firmer
and gender with
each other
Unit 4: Career Development

Week 16 - Persons and Career 12.1. Explain that Gapped lecture in Career Basic 6 hours Written Refer to Core
17 through Concepts Subject
understanding of References above
the concepts of  Ten Myths About Career
career and life Planning Busted
goals can help in
planning his/her
Activity:
career
12.2. Identify the  Career Wheel
personal factors  Career Assessment
influencing career
choices Lecture in Super’s Career
12.3. Take a self- Development Theory
assessment tool
to know his/her  Skills Assessment
Worksheet
INCLUSIVE INTENDED REFERENCES
TLAs (TEACHING-LEARNING TIME ATs (ASSESSMENT
DATES / CONTENT LEARNING AND TEACHING
ACTIVITIES) ALLOTMENT TASKS)
WEEKS OUTCOMES (ILO) DEVICES

personality traits  The Big 5 Personality Test

and other  Career Interests Test
personal factors
 Work Values Inventory
in relation to
his/her life goals
Week 17 & Career Pathways 13.1. Discuss the Gapped lecture in Career 6 hours Written Refer to Core
18 external factors Pathways Subject
influencing career Documented References above
choices that may RIASEC Interview of Preferred
help in career Career Practitioners
decision – Activity: Piecing the Career
making Puzzle Together Group Work
13.2. Identify pros
and cons of Lecture in Career Planning
various career
options with the Activity: My Projected Cost of
guidance of Living
parent, teacher,
or counselor Lecture in Career Timeline
13.3. Prepare a
career plan Activity: My Creative Career
based on his/her Timeline
personal goal
and external
factors
influencing career
choices
Week 19 & Insights into One’s 14.1. Explain the Gapped lecture in Personal 7 hours Written Refer to Core
20 Personal Development factors in Mission Statement Subject
personal Reflective Journal References above
development that Activity: Personal Mission
may guide Statement Career Guidance
him/her in making Program Culminating
important career Activity: Gallery Walk / Day – Parade of the
INCLUSIVE INTENDED REFERENCES
TLAs (TEACHING-LEARNING TIME ATs (ASSESSMENT
DATES / CONTENT LEARNING AND TEACHING
ACTIVITIES) ALLOTMENT TASKS)
WEEKS OUTCOMES (ILO) DEVICES

decisions as Professional Walk (In Professionals

adolescents Coordination with the Guidance
14.2. Share insights Counselor) Interview as
that make Professionals
him/her realize Personal Development: Hindsight
the importance of and Foresight Activity
personal
development in
making a career
decision as
adolescents
14.3. Construct a
creative
visualization of
is/her personal
development
through of the
various stages
he/she went
through,
stressors,
influences, and
decision-making
points, and a
personal profile
analysis

Prepared by/Date: Noted by/Date:

Chello Ann P. Asuncion Mr. Joseph J. Tabirara

Faculty Member Vice President for Academic Affairs
October 5, 2018