lOMoARcPSD|21446506
FIDP- Diass - DRYHDURT
Bachelor of Secondary Education Major in English (University of St. La Salle)
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Flexible Instruction Delivery Plan (FIDP)
Grade: 12
Core Subject Title: Disciplines and Ideas in the Applied Social Sciences
Semester: First Semester
No. of Hours/Semester: 80 Hours/Semester
Prerequisites (if needed):
Core Subject Description: This course introduces some Applied Social Sciences, namely, Counselling, Social Work, and Communication, which draw their foundation from the theories and
principles of Psychology, Sociology, Anthropology, and other Social Sciences. The course highlights the seamless interconnectivity of the different applied social science disciplines while
focusing on the processes and applications of these applied disciplines in critical development areas.
Culminating Performance Standard: At the end of the course, students shall demonstrate competencies in interacting and relating with other individuals, groups, and communities; apply
social sciences principles, practices, and tools in addressing the development areas identified by the class; and analyze how processes in these applied disciplines work in specific life situations.
What to Teach?
Content
Content
Standards
Most Essential
Topics
Performance
Standards
Complete
Why Teach?
How to Assess?
How to Teach?
Learning Competencies
Highest Thinking Skill to Assess
Highest Enabling Strategy to Use
in developing the Highest Thinking
Skill to Assess
KUD
Classificatio
n
Most Essential
KUD
Classificatio
n
Flexible
Assessment
Activities
RBT Level
(FAA)
Performance
Checks
FIRST QUARTER
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Enabling
General
Strategy
Flexible
Learning
Strategies
(FLS)
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The learners
demonstrate
an
understanding
of…
Applied Social Sciences
social sciences
and applied
social sciences
The learners
should be able
to…
Definition of
Social
Sciences and
Applied
Social
Sciences
explain clearly
public
perceptions
about the
work of social
sciences and
applied social
science
practitioners
Online via Zoom
Quipper
The learners
The
learners ...
clarify the
relationships
between
social
sciences and
applied social
sciences
K
... clarify the
relationships
and
differences
between
social
sciences and
applied social
sciences
Writing
Self-Learning
Module
K
Understanding
Summative
Assessment
Activity: Essay
Writing
Representation
Radio-Based
Instruction
Writing
Limited Face to
Face
Basic Concepts
of Counselling
Disciplines of
Counseling
COUNSELLING
1. The Discipline of
Counseling
Online via Zoom
Quipper
demonstrate a
high level of
understanding
of the basic
concepts of
counseling
through a
group
presentation
of a situation
in which
practitioners
of counseling
work together
to assist
individuals,
identify the
goals and
scope of
counseling
K
identify the
goals and
scope of
counseling
K
Understanding
Group
Presentation for
ONLINE (Act as
Group of
Practitioners
working together
to assist
individuals or
groups,
communities in
addressing their
selected difficult
situation
experienced in a
community)
Video
Presentation/
Group
Presentation
during the class
Representation
Self-Learning
Module
Writing
Radio-Based
Instruction
Writing
Essay for
MODUAR (same
instruction)
Limited Face to
Face
demonstrate
comprehensi
on of the
principles of
K
Explain the
principles of
counselling.
K
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Understanding
Essay
Representation
Online via Zoom
Quipper
Writing
lOMoARcPSD|21446506
Self-Learning
Module
Writing
Radio-Based
Instruction
counseling
1.1 Counseling
1.1.1 Definitions
1.1.2 Goals
groups, or
communities
involved in
difficult
situations
(e.g.,
postdisaster,
1.1.3 Scope
1.1.4 Core values
1.1.5 Principles
2. Professionals and
Practitioners in
Counseling
2.1 Roles,
functions, and
competencies of
counselors
2.2 Areas of
specialization
where counselors
work
2.3 Career
opportunities of
counselors
Writing
Limited Face to
Face
Online via Zoom
Quipper
Video
Presentation
Professionals
and
Practitioners
in counselling
The Roles and
Functions of
Counselors
undertake
participant
observation
(e.g., a day in
a life of a
counselor) to
adequately
document and
critique their
roles,
functions, and
competencies
show
understandin
g of the roles
and
functions of
counselors
K
discuss roles
and functions
of counselors
Role Play
(Online)
K
Understanding
Self-Learning
Module
Representation
Writing
Curriculum Vitae
(Modular)
Radio-Based
Instruction
Writing
Online via Zoom
Quipper
identify
specific work
areas in
which
counselors
work
K
identify
specific work
areas in
which
counselors
work
Writing
K
Understanding
Mind Map
Representation
Self-Learning
Module
Writing
Radio-Based
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lOMoARcPSD|21446506
Instruction
Writing
Limited Face to
Face
Online via Zoom
Quipper
Debate
value rights,
responsibiliti
es, and
accountabiliti
es
U
value rights,
responsibiliti
es, and
accountabiliti
es of
counselors
Self-Learning
Module
Writing
Debate
U
Evaluating
Essay
Reasoning and
Proof
Radio-Based
Instruction
Writing
2.4 Rights,
Responsibilities,Acc
ountabilities, and
Code of Ethics
Limited Face to
Face
Online via Zoom
Quipper
Open Forum
distinguish
between
ethical and
unethical
behaviors
among
counselors
U
distinguish
between
ethical and
unethical
behaviors
among
counselors
U
Analyzing
Case Study: Ask
the Feedback of
the students
Self-Learning
Module
Communication
Writing
Radio-Based
Instruction
Writing
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Limited Face to
Face
3. Clientele and
Audiences in
Counseling
Clientele and
audiences in
counselling
3.1 Characteristics
and needs of
various types of
clientele and
Characteristics
of Clientele and
Audiences in
Counselling.
audiences
3.1.1 Individuals
3.1.2 Groups and
Organizations
3.1.3 Communities
4. Settings,
Processes,
Methods, and Tools
in Counseling
4.1 Settings
3.1.1 Government
3.1.2 Private Sector
Settings,
processes,
methods, and
tools in
counselling
Use
acceptable
research
protocols,
conduct a
survey among
young adults
(i.e., ages 18–
21) on their
counseling
needs present
results and
recommendati
on for class
discussions.
Using the
results of the
survey
conducted,
critically
evaluate
whether the
needs of the
respondents
are addressed
by the
practitioners
Online via Zoom
Quipper
Writing
Self-Learning
Module
describe the
clientele and
audience of
counselling
Representation
K
describe the
clientele of
counseling
K
Understanding
Writing
Radio-Based
Instruction
Activity: Essay
Writing
Limited Face to
Face
illustrate the
different
processes
and methods
involved in
undertaking
counseling
K
Illustrate the
different
processes
and methods
involved in
counselling.
K
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Understanding
Summative
Assessment
Activity: Venn
Diagram
Representation
Online via Zoom
Quipper
Writing
Self-Learning
Module
Writing
Radio-Based
Instruction
Writing
Limited Face to
Face
lOMoARcPSD|21446506
Online via Zoom
Quipper
Writing
3.1.3 Civil Society
and pertinent
institutions
propose
suggestions
on how needs
can be
effectively
addressed
3.1.4 Schools
3.1.5 Community
SOCIAL WORK
1. The Discipline of
Social Work
1.1 Social Work
1.1.1 Definitions
1.1.2 Goals
1.1.3 Scope
1.1.4 Core values
1.1.5 Principles
Disciplines of
social work
Basic Concepts
of Social Works
demonstrate a
high level of
understanding
of the basic
concepts of
social work
through a
group
presentation
of a situation
in which
practitioners
of social work
collaborate to
assist
individuals,
groups, or
distinguish
the needs of
individuals,
groups,
organizations
, and
communities
U
distinguish
the needs of
individuals,
groups,
organizations
, and
communities
Self-Learning
Module
Writing
U
Analyzing
Essay
Communication
Radio-Based
Instruction
Writing
Limited Face to
Face
Online via Zoom
Quipper
Writing
Self-Learning
Module
identify the
goals and
scope of
social work
K
identify the
goals and
scope of
social work
K
Understanding
Summative
Assessment
Activity: Mind
Map and Essay
Writing
Representation
Radio-Based
Instruction
Writing
Limited Face to
Face
discuss the
K
explain the
K
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Understanding
Summative
Assessment
Representation
Online via Zoom
Quipper
lOMoARcPSD|21446506
Writing
Self-Learning
Module
2. Professionals and
Practitioners in
Social Work
2.1 Roles,
functions, and
competencies of
social workers
Professionals
and
practitioners
in social work
communities
involved in
difficult
situations
(e.g.,
postdisaster,
court
hearing
undertake
Roles of
Social
Workers
participant
observation
(e.g., a day in
a life of a
social worker)
to adequately
document and
critique their
roles,
functions, and
competencies
Writing
principles
and core
values of
social work
core values
of social
work
Activity: Essay
Radio-Based
Instruction
Writing
Limited Face to
Face
show an
understandin
g of the roles
and
functions of
social
workers
explain the
roles and
functions of
social
workers
Online via Zoom
Quipper
Summative
Assessment
Activity:
Reflection Paper
Self-Learning
Module
K
K
Understanding
Writing
Representation
2.2 Areas of
specialization in
which social
workers work
2.3 Career
opportunities of
social workers
Writing
Radio-Based
Instruction
Writing
identify
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lOMoARcPSD|21446506
2.4 Rights,
Responsibilities,
Accountabilities,
and Code of Ethics
Online via Zoom
Quipper
Writing
identify
specific work
areas in
which social
workers work
Self-Learning
Module
specific work
areas in
which social
workers work
Writing
Radio-Based
Instruction
Multiple Choices
Writing
K
K
Understanding
Representation
Limited Face to
Face
Online via Zoom
Quipper
Writing
Self-Learning
Module
value rights,
responsibiliti
es, and
accountabiliti
es
U
value rights,
responsibiliti
es, and
accountabiliti
es
U
Evaluating
Summative
Assessment
Activity: Essay
Reasoning and
proof
Writing
Radio-Based
Instruction
Writing
Limited Face to
Face
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lOMoARcPSD|21446506
3. Clientele and
Audiences in
Counseling
3.1 Characteristics
and
needs of
4.
Settings,
Processes,
Methods, and Tools
in Social Work
4.1 Settings
3.1.1 Government
3.1.2 Private Sector
3.1.3 Civil Society
settings,
processes,
methods, and
tools in social
work
using the
results of the
survey
conducted,
critically
evaluate
whether the
needs of the
respondents
are addressed
illustrate the
illustrate the
different
processes
and methods
involved in
undertaking
social work
K
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lOMoARcPSD|21446506
K
different
processes
and methods
involved in
undertaking
social work
Understanding
by the
practitioners
and pertinent
institutions
propose
suggestions
on how needs
can be
effectively
addressed
3.1.4 Schools
3.1.5 Community
SECOND QUARTER
COMMUNICATION
Disciplines of
communicatio
demonstrate a
high level of
understanding
identify the
goals and
identify the
goals and
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Online via Zoom
lOMoARcPSD|21446506
1. The Discipline of
Communication
1.1 Communication
1.1.1 Definitions
1.1.2 Goals
1.1.3 Basic
elements of
communication
process
1.1.4 Levels of
Communication
(from intrapersonal
to mass
communication)
n
of the basic
concepts of
communicatio
n through a
group
presentation
of a situation
in which
practitioners
of
communicatio
n work
together to
assist
individuals,
groups, or
communities
involved in
difficult
situations
(e.g., post
disaster, court
hearing about
separation of
celebrity
couple, cyber
bullying)
scope of
communicati
on
K
scope of
communicati
on
Quipper
K
Writing
Understanding
Essay
Representation
Self-Learning
Module
Writing
Radio-Based
Instruction
Writing
Limited Face to
Face
demonstrate
comprehensi
on of the
principles of
communicati
on
explain the
principles of
communicati
on
Online via Zoom
Quipper
Writing
Essay
K
Self-Learning
Module
K
Understanding
Representation
Writing
Radio-Based
Instruction
Writing
describe the
elements and
levels of the
describe the
elements and
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Limited Face to
Face
lOMoARcPSD|21446506
Online via Zoom
Quipper
levels of the
communicati
on processes
communicati
on processes
Understanding
K
K
Group Activity
(Discuss the
common
problems or
issues
encountered by
individuals,
groups, or
communities in
relation to
Communication).
Group
Presentation
during the Online
Class
Self-Learning
Module
Writing
Representation
Radio-Based
Instruction
Writing
Limited Face to
Face
2. Professionals and
Practitioners in
Communication
2.1 Roles,
functions, and
competencies of
communicators and
journalists
2.2 Areas of
specialization in
Professionals
and
practitioners
in
communicatio
n
undertake
participant
observation
(e.g., a day in
a life of a
communicator
/ journalist) to
adequately
document
show
understandin
g of the roles
and
functions of
communicat
ors and
journalists
K
explain the
roles and
functions of
communicat
ors and
journalists
K
Understanding
Participant
Observation
(Journalist/Com
municators )
Representation
Online via Zoom
Quipper
Oral recitation
Self-Learning
Module
Writing
Radio-Based
Instruction
Writing
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lOMoARcPSD|21446506
which
communicators and
journalists work
2.3 Career
opportunities of
communicators and
journalists
2.4 Rights,
Responsibilities,
Accountabilities,
and Code of Ethics
and critique
their roles,
functions, and
competencies
Online via Zoom
Quipper
Writing
identify
specific work
areas in
which
communicat
ors and
journalists
work
K
identify
specific work
areas in
which
communicat
ors and
journalists
work
Self-Learning
Module
K
Understanding
Participant
Observation
Writing
Representation
Radio-Based
Instruction
Writing
Limited Face to
Face
Online via Zoom
Quipper
Video
Presentation
identify
career
opportunities
for
communicat
ors and
journalists
U
explain the
rights,
responsibiliti
es, and
accountabiliti
es
Self-Learning
Module
U
Evaluating
Interview
Reasoning and
Proof
Writing
Radio-Based
Instruction
Writing
Limited Face to
Face
value rights,
responsibiliti
es, and
U
distinguish
between
ethical and
U
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Analyzing
Venn Diagram
Communication
Online via Zoom
Quipper
Writing
lOMoARcPSD|21446506
Self-Learning
Module
unethical
behaviors
among
practitioners
accountabiliti
es
Writing
Radio-Based
Instruction
Limited Face to
Face
3. Clientele and
Audiences in
Communication
3.1 Characteristics
and needs of
various types of
clientele and
audiences
3.1.1 Individuals
3.1.2 Groups and
Organizations
3.1.3 Communities
clientele and
audiences in
communicatio
n
use
acceptable
research
protocols,
conduct a
survey among
young adults
(i.e., ages 18–
21) on their
social work
needs present
results and
recommendati
on for class
discussion
Online via Zoom
Quipper
describe the
clientele and
audience of
communicati
on
K
describe the
clientele and
audience of
communicati
on
Writing
K
Understanding
Activity: Venn
Diagram
Representation
Self-Learning
Module
Writing
Radio-Based
Instruction
U
distinguish
the needs of
individuals,
groups,
organizations
, and
communities
distinguish
the needs of
individuals,
groups,
organizations
, and
communities
U
Analyzing
Reaction Paper
Communication
Writing
Limited Face to
Face
Online via Zoom
Quipper
Writing
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lOMoARcPSD|21446506
4. Settings,
Processes,
Methods, and Tools
in Communication
4.1 Settings
4.1.1 Government
4.1.2 Private Sector
4.1.3 Civil Society
4.1.4 Schools
Settings,
processes,
methods and
tools in
communicatio
n
using results
of survey
conducted,
critically
evaluate
whether the
needs of the
respondents
are addressed
by the
practitioners
and pertinent
institutions
propose
suggestions
on how needs
can be
effectively
addressed
Self-Learning
Module
Writing
Radio-Based
Instruction
identify the
settings in
which
communicat
ors and
journalists
are found
K
illustrate the
different
processes
and methods
involved in
undertaking
communicati
on
Summative
Assessment
Activity: Essay
K
Online via Zoom
Quipper
Representation
Writing
Understanding
Self-Learning
Module
Writing
Radio-Based
Instruction
Writing
4.1.5 Community
distinguish
the
appropriate
communicati
on media
channel(s) to
use in
different
settings and
distinguish
the
appropriate
communicati
on media
channel(s) to
use in
different
settings and
situations
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Online via Zoom
Quipper
Reaction/Reflecti
on Paper
Writing
Self-Learning
Module
lOMoARcPSD|21446506
situations.
U
U
Analyzing
Communication
Writing
Radio-Based
Instruction
Writing
Limited Face to
Face
IMPORTANCE OF
SOCIAL SCIENCES
6. Functions of
Applied Social
Sciences
6.1 Selfdevelopment
6.2 Persuasion
6.3 Art and
Entertainment
6.4 News and
Information
6.4 Organizing
advocacy and
mobilization
6.5 Education
6.6 Socialization
Functions of
applied social
sciences
Assess
objectively
through an
individual
project how
the functions
of the applied
social sciences
have been
fulfilled in any
of the
following:
1. case study
of a counselee
2. case study
on integrative
social work
3.
comparison of
the
programming
of any two
television
networks
explain each
of the
functions of
applied social
sciences
identify
situations
that would
require or
necessitate
the
performance
of the
various
functions in
local/Philippi
ne settings
K
K
explain each
of the
functions of
applied social
sciences
identify
situations
that would
require or
necessitate
the
performance
of the
various
functions in
local
/Philippine
settings
K
Understanding
Summative
Assessment
Activity: Essay
Representation
Online via Zoom
Quipper
K
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Writing
Understanding
Self-Learning
Module
Reaction Paper
Representation
Writing
Radio-Based
Instruction
Writing
lOMoARcPSD|21446506
Limited Face to
Face
7. Effects of Applied
Social Sciences
processes
7.1 Awareness and
knowledge, i.e.,
social media, self
understanding
7.2 Attitude and
value change, i.e.,
disaster risk
reduction and
climate change, the
bahala na habit
7.3 Behavioral
change, i.e., power
and corruption,
conflict
management and
peace building
Effects of
applied social
sciences
processes
participate in
a one-day
exposure trip
to an existing
development
program and
write a sincere
reflection
report on the
effects of the
processes on
the clientele
analyze the
effects of
applied social
sciences
processes on
individuals,
groups, and
society
U
analyze the
effects of
applied social
sciences
processes on
individuals,
groups, and
society
U
Analyzing
Online via Zoom
Quipper
evaluate the
effects of
certain
program or
projects on
knowledge,
attitude, and
behavior of
individuals,
groups, and
society
U
evaluate the
effects of
certain
program or
projects on
knowledge,
attitude, and
behavior of
individuals,
groups, and
society
Reflection
Report
Writing
Communication
Self-Learning
Module
Writing
U
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Evaluating
Radio-Based
Instruction
Writing
lOMoARcPSD|21446506
process, risk
assessment
behaviour
7.4 Structural
Change, i.e.,
personal and family
relations, gender,
overseas migration
of OFW, domestic
violence, single
parenting,
community life,
criminality,
substance abuse
Limited Face to
Face
synthesize
the learning
from the
course and
its
applications
to the
learner
D
synthesize
the learning
from the
course and
its
applications
to the
learner.
Reflection
Report
Creating
Reasoning and
proof
Online via Zoom
Quipper
Making an
Evaluation
D
Self-Learning
Module
Writing
Radio-Based
Instruction
Writing
Limited Face to
Face
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lOMoARcPSD|21446506
Online via Zoom
Quipper
Portfolio
Performance
Task
Problem Solving
Self-Learning
Module
Portfolio
Radio-Based
Instruction
Portfolio
Performance Task:
GOAL - The goal is to make a portfolio of course outputs.
ROLE - Assume that your class is assigned to organize the social sciences booth in the year-end school festival.
AUDIENCE - Your audience are the participants, sponsors, and visitors of the year-end school festival.
SITUATION - The school is having a year-end school festival where each class is assigned a booth for a specific subject. Each booth must showcase students’ outputs on the
assigned subject and highlight what they have learned throughout the school year. Your class is assigned to the social sciences.
PRODUCT - The product is a portfolio of outputs in the subject.
1. The teacher shall announce the culminating output at the start of the semester so that the students can document and preserve the performance task of each unit.
2. This activity can be done individually or as a group. If done individually, the contents of the portfolio will include only individual outputs submitted in the course. If done as a
group, the contents of the portfolio will also include the documentation of group presentations and/or outputs.
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3. Create a portfolio that will showcase all of the performance task outputs, documentation of tasks, photos of group presentations, and other relevant materials and
information.
4. The portfolio must also include a two-page narrative summarizing all the learning experiences and challenges you have encountered throughout the course.
Alternative Digital Output - As an alternative digital output, the group may create a digital portfolio using the same general instructions of the activity. The instructions in item
number four should still be creatively applied in this digital output. It may be submitted to the teacher using a shared online storage application.
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STANDARDS
The rubric below is a suggested one. Your teacher may modify it based on your needs. Consult your teacher for the final rubric.
CRITERIA
Beginning Proficiency (1)
PERFORMANCE LEVEL
Developing Proficiency (2)
Proficient (3)
Advanced Proficiency (4)
Quality of Documentation
25%
Quality of Reflection Narrative
Depth
25%
The portfolio contains poor
documentation of student outputs.
The narrative presents a poor
reflection of the students’ learning
experiences and challenges.
The portfolio contains an average
documentation of student outputs.
The narrative presents an average
reflection of the students’ learning
experiences and challenges.
The portfolio contains a good
documentation of student outputs.
The narrative presents a good
reflection of the students’ learning
experiences and challenges.
The portfolio contains an excellent
documentation of student outputs.
The narrative presents an in-depth
reflection of the students’ learning
experiences and challenges.
Completeness
25%
None of the required components
of the portfolio are present.
Most of the required components
of the portfolio are present.
All the required components of the
portfolio are present.
Originality
25%
The presentation of the portfolio
lacks originality.
Only few of the required
components of the portfolio are
present.
The presentation of the portfolio is
somewhat original.
The presentation of the portfolio is
considerably original.
The presentation of the portfolio is
convincingly original.
Prepared by:
MICHAEL TITOY
Subject Teacher
Checked by:
APRIL N. CENTINO
Learning Area Coordinator
Noted by:
KATHRINA T. CABADOR
SHS Curriculum Coordinator
Concurred:
EDUVIGIS G. GANDIONCO
Secondary School Principal
Approved :
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RUBYROSA B. LUNA
VP- Academic Affairs
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