SENIOR HIGH SCHOOL
COURSE SYLLABUS FOR PERSONAL DEVELOPMENT
PERFORMANCE/AUGUSTINIAN STANDARDS
After a semester, Senior High School students shall:
1. Demonstrate an understanding of himself/herself during
middle and late adolescence.
2. Should understand and incorporate the various aspects of
holistic development which includes physiological, cognitive,
psychological, spiritual and social development.
3. Should be aware the nature of the different mental health
related problems and how to deal with it.
5. Appreciate the value of personal and social relationships.
6. Recognize and put into application the concepts of career
development, life goals, and personal factors influencing
career choices.
6. Relate personal development as an important component of
setting career and life goals.

LEARNING COMPETENCIES
After a semester, Senior High School students shall:
a. Acceptance of his/her strengths and weaknesses and the importance of dealing with others.
b. Integrate the importance and relationship between the physiological, psychological, cognitive,
social development in understanding feelings, thoughts and put it into real life situation.
c. Discuss that understanding stress and its sources during adolescence may help in identifying ways to cope
and have a healthful life;
d. Interpret the concepts of mental health and psychological well-being in everyday observations
about mental health problems during adolescence.
e. discuss that understanding the intensity and differentiation of emotions may help in
communicating emotional expressions
f. discuss an understanding of teen-age relationships, including the acceptable and unacceptable
expressions of attractions
g. express his/her ways of showing attraction, love, and commitment
h. identify ways to become responsible in a relationship
i. explain that through understanding of the concepts of career and life goals can help in planning
his/her career.
j. identify the personal factors influencing career choices.
k. explain the factors in personal development that may guide him/her in making important career
decisions as adolescents.
l. share insights that make him/her realize the importance of personal development in making a
career decision as adolescent.
 It is the understanding of the developmental tasks and stages of
Course Title Personal Development Course Description the senior high school students and incorporating these to Course Code PerDev12 CreditUnits 4
understand self and others.
Course Pre-requisites None Course Level/I-E-D
Course Outcomes: At the end of the course, the student shall be able to:(Please write Course Outcomes: At the end of the course, the student shall be able to:
LC Code Link(s) LC Code Link(s)
the content standard)
CS1: Incorporate the different aspect of development to the self. d g e CS4: Apply the appropriate career development to their chosen d g e
course in the future.
CS2:: Increase mental health awareness and prevention. d g e CS5: Integrate insights in personal development into practical
application.
CS3: Describe the importance of social and interpersonal d g e CS6:
communication.

LEARNING CO LINK COURSE CONTENT REFERENCES TEACHINGANDLEARNINGACTIVITIES ASSESSMENT RESOURCE TIME

OUTCOMES(LO) (TLAs) TASKS(ATs) MATERIALS FRAME

1. The learners CS1 Knowing Oneself Llaneza-Ramos, Explore: Oral Recitation Pen 10 hours
demonstrate an M.L. (2017). Ask them if they fully know their own Paper
understanding of 1. Definition of selves. Graded Multimedia
himself/herself during Personality to Feist & Feist, Firm-Up: participation Projector
middle and late different (2008). Discuss the importance of knowing
adolescence. perspectives oneself. Written Quiz
2. Introduction of Deepen:
Psychological 1. The students will learn discovering Personal
Testing Materials strengths and accepting weakness. Understanding
to assess Transfer: of Self
personality types In a piece of paper, the students will be
asked to list down 10 of their qualities Psychological Test:
they will share. MBTI, Big Five
Factor and
Enneagram
2. The learners should CS1 Developing the Whole Llaneza-Ramos, Explore: Written Quiz Pen 10 hours
demonstrate the various Person M.L. (2017). Ask the students if they know what are Paper
aspects of holistic the different types of development as a Drawing Multimedia
development: 1. Discussion of the Feist & Feist, person. Projector
physiological, cognitive, different aspect of Firm Up: Introspection
(2008).
psychological, spiritual, human development Discuss the development in
and social development physiological, cognitive, psychological,
spiritual, and social.
 Deepen:
The students will know the importance
of each developmental aspect and be
able to realize the necessary tasks for a
certain developmental aspect.
TRANSFER
Each student shall give one attitude
they have on every aspect of
personality they wish to improve.

3. The learners should CS3 Developmental Llaneza-Ramos, Explore: Written Quiz Pen 10 hours
demonstrate the skills and CS5 Stages in Middle M.L. (2017). Ask the students if they know what are Paper
tasks appropriate for and Late the developmental tasks they need to Psychosocial Multimedia
middle and late Adolescence Feist & Feist, fulfill. History Projector
adolescence, and (2008). Firm Up:
preparatory to early 1. Introduction of Discuss the developmental tasks of
adulthood. Developmental Tasks middle and late adolescents.
specifically the Deepen:
adolescents. The students will know the different
tasks they are expected to do,
2. Identifying the especially the necessary attitudes and
responsibilities of responsibilities.
adolescents. Transfer:
Each student will answer the checklist
given by Havighurst’s dev’t tasks.
4. The learners should CS3 The Challenges Llaneza-Ramos, Explore: Written Quiz Pen 10 hours
demonstrate the of Middle and Late M.L. (2017). Ask the students if they know what are Paper
developmental Adolescence the different challenges they are facing. Multimedia
changes in middle and Feist & Feist, Firm up: Projector
late adolescence, and 1. Introduction of (2008). Discuss the different challenges of Group
expectations of and from different challenges middle Reporting
adolescents. faced by the and late adolescence.
adolescents and its DEEPEN:
impact. The students will know the different
challenges and be able to manage and
how to be respond to these challenges.
TRANSFER
In a dyad, each student will disclose to
his partner only what he/she wishes to
change.
5. The learners should CS2 Coping with Llaneza-Ramos, Explore: Quiz Pen 4 hours
find stress and its sources; Stress in Middle a Late M.L. (2017). Ask the students what are the different Paper
various stress responses; Adolescence stressors they are facing. Group Multimedia
and coping strategies for Feist & Feist, Firm Up: Reporting Projector
healthful living in middle 1. Introduction to the (2008). Discuss the different ways to cope up
and late adolescence nature of stress and its with stress. Stress Test
sources and identifying Deepen:
ways to cope and have The students will know the different
a healthful life. coping strategy and be able to apply
these strategies if they encounter
2. The Impact of Stress stressors.
to the Body Transfer:
Through creative artwork, each student
will come up with a representation of
what they can do about stress using
trash materials.

6. The learners should CS2 The Powers of Llaneza-Ramos, Explore: Quiz Pen 10 hours
demonstrate the whole CS3 the Mind M.L. (2017). Ask the students if they know specific Paper
brain theory, or functions of their brain scientifically. Oral/Graded Multimedia
two hemispheres of the 1. Creation of Mind Feist & Feist, Firm Up: Recitation Projector
brain: artistic (right-brain Mapping using left and (2008). Discuss the different parts of the brain
dominant) and linear right brain through scientifically. Group
(left-brain dominant). mind-mapping Deepen: Reporting
activities. The students will know the specific
functions of their brains and be able to Mind Map
recognize the practical application or
the purpose of this specific part of the
brain.
Transfer:
Create mind map.

7. The learners should CS2 Mental Health and Llaneza-Ramos, Explore: Quiz Pen 4 hours
demonstrate the concepts Well-being in M.L. (2017). Ask the students if they know the status Paper
about mental health and Middle and Late of their mental health as well as the Oral/Graded Multimedia
well-being in middle and Adolescence mental health act. Recitation Projector
late adolescence. Firm Up:
1. Interpretation of the Discuss the benefit of a good mental Group
concepts and health and psychological well-being. . Reporting
relationship of mental Deepen:
health and The students will gain insight regarding Journal
 psychological well- on the importance of mental health and Critique
being . be a mental health advocate.
Transfer:
2. Create a plan to stay Interview their parents on how they
mentally healthy cope with adolescence to share in class.
during adolescence.

8. The learners should CS2 Emotional Llaneza-Ramos, Explore: Quiz Pen 4 hours
demonstrate the different CS3 Intelligence M.L. (2017). Ask the students if they know the level Paper
types of emotions and 1. Discussion of of their emotional intelligence as well Oral/Graded Multimedia
how they are expressed. understanding the as its function. Recitation Projector
intensity and Firm Up:
differentiation of Discuss the definition of emotional
emotions may help in intelligence and its function. Emotional
communicating Deepen: Intensity
emotional expressions. The students will gain insight regarding
the ways to communicate and manage
2. Exploration one’s their emotions in a positive way.
positive and negative
emotions and Transfer:
how one expresses or Come up with a checklist based from a
hides them psychologist and assess yourself.

9. The learners should CS1 Personal Llaneza-Ramos, Explore: Quiz Pen 4 hours
demonstrate the CS3 Relationships M.L. (2017). Ask the students if what type of love Paper
dynamics of attraction, they are presently involved with. Letter to a Multimedia
love, and 1. Discussion of an Feist & Feist, Firm Up: Loved One Projector
commitment. understanding of teen- (2008). Discuss the different types of love
age relationships, according to Sternberg and dynamics of
including the attraction and commitment.
acceptable and Deepen:
unacceptable The students will gain insight regarding
expressions of the different types of love and be able
attractions . to apply to their current status and
even in the future.
Transfer:
Together with your best friend in the
class, share all the ups and down you
have had with each other and how you
overcome it.
10. The learners should CS3 Social Llaneza-Ramos, Explore: Quiz Pen 4 hours
demonstrate the concepts Relationships in M.L. (2017). Ask the students to name a current or a Paper
about social Middle and Late past leader whom they admire and Oral/Graded Multimedia
influence, group Adolescence why. Recitation Projector
leadership and Firm Up:
followership. 1. Distinguish the Discuss the different types of Leadership
various roles of leadership and its practical application Skills and
different individuals in the society. Activities
in society and how Deepen:
they can influence The students will evaluate a certain
people through leader based on their positive and
their leadership. negative characteristics.
Transfer:
Describe your qualities as a good
leader.

11. The learners should CS1 Family Llaneza-Ramos, Explore: Quiz Pen 4 hours
demonstrate the impact of CS4 Structures and M.L. (2017). Ask the students their current family Paper
one’s family Legacies structures and legacies. Oral/Graded Multimedia
on his/her personal 1. Appraise one’s Feist & Feist, Firm Up: Recitation Projector
development during family structure and (2008). Discuss the different types of family
middle and late the type of care he/she structures and legacies. Genogram
adolescence. gives and receives, Deepen:
which may help in The students will gain understanding
understanding on each family structures and legacies.
himself/herself better. Transfer:
Create a genealogy.

12. The learners should CS1 Persons and Careers Llaneza-Ramos, Explore: Quiz Pen 4 hours
demonstrate the concepts CS3 1.Explain that through M.L. (2017). Ask the students what specific course Paper
of career development, CS4 understanding of the they will take in college. Oral/Graded Multimedia
life goals and personal concepts of career and Firm Up: Recitation Projector
factors influencing career life goals can help in Discuss the theory of Holland’s
choices. planning his/her personality types and environment. Group
Career and identify the Deepen: Presentation
personal factors The students will gain understanding of
influencing career their strengths and abilities and be able Interview a
choices. to identify their personality type.
Professional
Transfer:
With collaboration on their immersion
 subject plus the classroom guidance,
the guidance counselors, students will
create their career path.
13. The learners should CS1 Career Pathways Llaneza-Ramos, Explore: Quiz Pen 4 hours
demonstrate the external CS4 1. discuss the external M.L. (2017). Ask the students what specific course Paper
factors influencing career factors influencing they will take in college. Oral/Graded Multimedia
choices. career choices that Firm Up: Recitation Projector
may help in career Discuss the process of career decision
decision making making and identify the factors that Psychological
influences career decision. . Test: RIASEC
Deepen:
The students will apply their insights in
career decision making.
Transfer:
With collaboration on their immersion
subject plus the classroom guidance,
the guidance counselors and career
path.

14. The learners should CS1 Insights Llaneza-Ramos, Explore: Quiz Pen 4 hours
demonstrate his/her CS2 2. share insights that M.L. (2017). Ask the students what specific topic Paper
personal development as CS3 make him/her realize they learned. Oral/Graded Multimedia
an important component CS4 the importance of Feist & Feist, Firm Up: Recitation Projector
of setting career and life CS5 personal development (2008). Discuss the theory of Frankl, Seligman
Goals. in making a career and Maslow. Biography
decision as adolescent. Deepen: Using
The students will gain insights to the Theories
total development of a person in
finding one’s meaning in life, assessing
their current needs, and maintaining a
good psychological well-being.
Transfer:
Come up with all the activities done and
place it in a portfolio.