NORTH CENTRAL MINDANAO COLLEGE, INC.

Maranding, Lala, Lanao del Norte

Tel: No. (063)- 227-8004
www.ncmc.edu.ph

HIGH SCHOOL DEPARTMENT

Flexible Instruction Delivery Plan (FIDP)

Grade: 12 Semester: First Semester

No. of Hours/Semester: 80 Hours/Semester
Core Subject Title: Disciplines and Ideas in the Applied Social Sciences 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? Why Teach? How to Assess? How to Teach?

Highest Enabling Strategy to

Highest Thinking Skill
Learning Competencies Use in developing the Highest
to Assess
Thinking Skill to Assess

Most Flexible
Content Performance KUD KUD Assessment
Content Essential
Standards Standards Clas Clas Activities Enabling Flexible Learning
Topics Complet
sific Most Essential sific General Strategies
e RBT (FAA)
atio atio Level Strategy (FLS)
n n Performanc
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FIRST QUARTER

The learners should be The The learners Online via Zoom

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demonstrate a high sciences
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social sciences of the basic concepts of
and applied Basic counseling through a Group
social sciences Concepts of group presentation of a Presentation
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counseling work Group of
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individuals, groups, or working Group Presentation
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situation in which
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1.1.3 Scope Quipper
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work
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SECOND QUARTER

COMMUNICATIO Disciplines of demonstrate a high

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propose suggestions on
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IMPORTANCE OF Assess objectively K K Underst Summative Representa
the social sciences
SOCIAL through an individual anding Assessment tion
Functions of functions
SCIENCES project how the Activity:
applied social of applied
functions of the applied Essay
sciences social
social sciences have
sciences
6. Functions of been fulfilled in any of
Applied Social the following:
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6.1 Self- counselee 2. case study situations that would require
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work would performance of the
6.2 Persuasion require or various functions in Online via Zoom
3. comparison of the K Quipper
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6.3 Art and programming of any
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6.4 Organizing Module
in
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6.5 Education
Radio-Based
6.6 Socialization
participate in a one-day
 exposure trip to an Instruction
existing development
Writing
program and write a
sincere reflection report
on the effects of the
processes on the
clientele

Limited Face to Face

7. Effects of Applied
Social Sciences
processes analyze analyze the effects
the of applied social
effects of sciences processes
applied U on individuals, U Analyzin
7.1 Awareness and
social groups, and society g
knowledge, i.e.,
sciences
social media, self
processes
understanding
on
individual
s, groups,
7.2 Attitude and Effects of and
value change, i.e., applied social society
disaster risk sciences
reduction and processes
climate change, the
bahala na habit
evaluate the effects
of certain program
or projects on
7.3 Behavioral knowledge,
change, i.e., power attitude, and
and corruption, behavior of
conflict individuals, groups,
management and evaluate and society
peace building the
process, risk effects of Online via Zoom
assessment certain Quipper
behaviour program
Writing
or
projects Reflection
7.4 Structural on Report
knowledg Communica Self-Learning
Change, i.e.,
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personal and family U U
relations, gender, attitude,
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overseas migration and Evaluati
of OFW, domestic behavior ng
violence, single of
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parenting,
s, groups, Instruction
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criminality, and Writing
substance abuse society

synthesize the
learning from the
course and its
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learner.
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synthesize
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from the
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learner Self-Learning
Module

Writing

Radio-Based
 Instruction

Writing

Limited Face to Face

Online via Zoom

Quipper

Portfolio

Self-Learning
Performance
Module
Task
Portfolio
Problem
Solving
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.

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.
 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 PERFORMANCE LEVEL

Beginning Proficiency (1) Developing Proficiency (2) Proficient (3) Advanced Proficiency (4)
Quality of Documentation The portfolio contains poor The portfolio contains an average The portfolio contains a good The portfolio contains an excellent
25% documentation of student outputs. documentation of student outputs. documentation of student outputs. documentation of student outputs.
Quality of Reflection Narrative The narrative presents a poor The narrative presents an average The narrative presents a good The narrative presents an in-depth
Depth reflection of the students’ learning reflection of the students’ learning reflection of the students’ learning reflection of the students’ learning
25% experiences and challenges. experiences and challenges. experiences and challenges. experiences and challenges.

Completeness None of the required components Only few of the required Most of the required components of All the required components of the
25% of the portfolio are present. components of the portfolio are the portfolio are present. portfolio are present.
present.
Originality The presentation of the portfolio The presentation of the portfolio is The presentation of the portfolio is The presentation of the portfolio is
25% lacks originality. somewhat original. considerably original. convincingly original.

Prepared by:

MICHAEL TITOY PEARL NIÑA B. QUIMNO

DIASS TEACHER DIASS TEACHER
Approved:

EDUVIGIS G. GANDIONCO

SECONDARY SCHOOL PRINCIPAL