Personal Development AR

Accomplishment Report: Grade 12 Personal Development – 2nd Quarter, 2nd

Semester

I. Objectives:

• To enhance students' self-awareness, self-esteem, and personal growth

through in-class learning activities.

• To equip students with essential life skills, including critical thinking,

problem-solving, and effective communication within classroom settings.

• To foster students' understanding of their roles and responsibilities as

individuals and members of a classroom community.

• To prepare students for the transition to higher education or the workforce

by developing relevant skills within the classroom environment.

II. Outcomes:

• Observable improvement in students' self-awareness, as evidenced by

their participation in in-class self-reflection exercises and discussions.

• Increased confidence and self-esteem among students, demonstrated

through their contributions to class discussions and activities.

• Development of essential life skills, observed in students' ability to analyze

classroom scenarios, solve problems collaboratively, and communicate
effectively within class discussions.

• Enhanced understanding of their roles and responsibilities within the

classroom community, reflected in their participation and contributions to a
positive learning environment.

• Improved self-management skills and goal-setting abilities relevant to the

classroom setting, indicating progress toward preparation for future
academic or professional demands.

III. Activities Implemented (Inside the Classroom Only):

• Interactive Classroom Discussions: Facilitated discussions on personal

development topics, encouraging active participation and diverse viewpoints.
• Role-Playing and Simulations: Engaging activities to practice
communication, problem-solving, and conflict resolution skills in a safe,
controlled environment.

• In-Class Self-Reflection Exercises: Structured activities prompting self-

assessment and personal growth through written reflection and journaling.

• Case Studies and Analyses: Real-world scenarios presented to enhance

critical thinking and problem-solving skills within the classroom context.

• Group Projects and Presentations: Collaborative tasks promoting

teamwork, communication, and the application of learned concepts within
the classroom setting.

IV. Problems Encountered:

• Varying levels of student engagement: Some students required additional

support or motivation to participate actively in class discussions and
activities.

• Time constraints: The limited class time available sometimes restricted the
depth of exploration of certain topics.

• Classroom dynamics: Managing group dynamics and ensuring equitable

participation from all students required ongoing attention and adjustments.

V. Conclusion:

The second quarter of Grade 12 Personal Development successfully fostered

personal growth and skill development within the classroom environment.
Students demonstrated progress in self-awareness, communication, and
problem-solving. Addressing the challenges of varying engagement levels
and time constraints will be addressed in future planning, aiming to
maximize student participation and learning outcomes within the structured
classroom setting. The program’s success reinforces the value of creating an
engaging and supportive learning environment to achieve personal
development goals.

CREATIVE WRITING AR
Accomplishment Report: Grade 11 Malikhaing Pagsulat – 2nd Quarter, 2nd
Semester

I. Objectives:

• To enhance students' creative writing skills in Filipino, focusing on various

literary forms.

• To develop students' ability to express themselves effectively and

artistically through writing.

• To foster critical thinking and analytical skills through the study and
analysis of literary works.

• To build students' confidence in their creative abilities and encourage self-

expression.

• To prepare students for more advanced creative writing endeavors.

II. Outcomes:

• Students demonstrated improved proficiency in various creative writing

forms (e.g., poetry, short stories, essays). This was evidenced through their
submissions and in-class discussions.

• Increased confidence in self-expression was observed in students'

willingness to share their work and participate actively in class discussions.

• Enhanced critical thinking skills were evident in students' analyses of

literary works and their ability to articulate their interpretations.

• Students developed a deeper appreciation for Filipino literature and its

diverse forms.

• Students showcased improved technical skills in writing, including

grammar, style, and structure.

III. Activities Implemented (Inside the Classroom Only):

• Literary analysis: In-depth study and discussion of selected Filipino literary

works, focusing on various techniques and styles.

• Creative writing workshops: Hands-on activities focusing on specific

writing forms, including brainstorming, drafting, revision, and editing.
• Peer review sessions: Students provided constructive feedback on each
other's work, fostering collaboration and improvement.

• In-class writing exercises: Regular short writing prompts to practice

different writing styles and techniques.

• Sharing and discussion of student work: Creating a supportive

environment for students to share their creative pieces and receive
constructive feedback.

• Grammar and style review: Dedicated time for reviewing grammar rules
and stylistic choices relevant to creative writing.

IV. Problems Encountered:

• Varied writing skill levels: Addressing the differing skill levels of students
within the class required differentiated instruction and targeted support.

• Time constraints: The limited class time sometimes made it challenging to

cover all planned topics and provide sufficient time for individual feedback
and revision.

• Student shyness or reluctance to share work: Some students needed

encouragement to participate actively in class discussions and share their
creative writing.

V. Conclusion:

The second quarter of Grade 11 Malikhaing Pagsulat successfully achieved

its objectives. Students demonstrated significant growth in their creative
writing skills, confidence, and critical thinking abilities. Addressing the
challenges of diverse skill levels and time constraints will be a focus for
future planning, including incorporating more individualized support and
efficient classroom management techniques. The overall success of the
program underscores the importance of fostering a supportive and
encouraging classroom environment that facilitates creative expression and
personal growth.
PE 2
Accomplishment Report: Grade 11 Physical Education – 2nd Quarter, 2nd
Semester

I. Objectives:

• To improve students' physical fitness levels through classroom-based

activities and instruction.

• To enhance students' understanding of health-related fitness components

and their importance.

• To develop students' knowledge and skills in selected physical activities

suitable for classroom settings.

• To foster students' appreciation for the benefits of regular physical activity

and healthy lifestyle choices.

• To promote teamwork and cooperation through class-based activities.

II. Outcomes:

• Students demonstrated improved knowledge of health-related fitness

components (cardiovascular endurance, muscular strength, muscular
endurance, flexibility, body composition). This was assessed through quizzes
and class discussions.

• Students participated actively in classroom-based fitness activities,

showing increased engagement and effort.

• Students developed basic skills in selected physical activities taught within

the classroom setting (e.g., yoga poses, simple exercises, basic stretching
routines)

• Students exhibited an improved understanding of the importance of

physical activity for overall health and well-being.

• Students demonstrated improved teamwork and cooperation during class-

based activities.

III. Activities Implemented (Inside the Classroom Only):

• Health-related fitness lectures and discussions: Instruction focusing on the
components of health-related fitness, their benefits, and assessment
methods.

• Classroom-based fitness activities: Simple exercises, stretching routines,

and yoga poses suitable for the limited space of the classroom.

• Interactive presentations and demonstrations: Visual aids and

demonstrations to enhance understanding of proper techniques and safety
guidelines for physical activity.

• Fitness assessments and monitoring: Classroom-based fitness tests (e.g.,

sit-and-reach, push-ups) and tracking of progress.

• Discussions on health and wellness: Classroom discussions focusing on the

importance of nutrition, sleep, stress management, and healthy lifestyle
choices.

• Group work and peer support: Collaborative activities to foster teamwork

and encourage peer support in achieving fitness goals.

IV. Problems Encountered:

• Limited space and equipment: The classroom environment presented

limitations in conducting more extensive physical activities.

• Varying fitness levels of students: Catering to diverse fitness levels

required modifications and differentiated instruction.

• Maintaining student engagement and motivation: Sustaining interest and

participation in classroom-based physical activities required creative
teaching strategies.

V. Conclusion:

The second quarter of Grade 11 Physical Education successfully achieved its

objectives within the constraints of a classroom setting. Students
demonstrated improvements in their understanding of fitness concepts and
participation in classroom activities. Addressing the limitations of space and
equipment, and maintaining student engagement, will be key considerations
for future planning. The program's success underscores the importance of
incorporating even limited physical activity into the school day to promote
health and well-being.
P.E 4
Accomplishment Report: Grade 12 Physical Education – 2nd Quarter, 2nd
Semester

I. Objectives:

• To enhance students' understanding of the principles of exercise

physiology and their application to personal fitness programs.

• To develop students' ability to design and implement safe and effective

individual exercise programs, considering personal limitations and goals.

• To equip students with the knowledge and skills needed to monitor their
fitness progress and make necessary adjustments to their training plans.

• To foster critical thinking skills related to evaluating health and fitness

information and products.

• To promote lifelong commitment to physical activity and healthy lifestyle

choices.

II. Outcomes:

• Students demonstrated improved understanding of key concepts in

exercise physiology, as evidenced by higher scores on quizzes and active
participation in discussions.

• Students successfully designed and presented personalized fitness

programs, showcasing their ability to apply theoretical knowledge to
practical application.

• Students effectively monitored their fitness progress using various

methods, demonstrating their ability to track their achievements and make
adjustments to their training plans.
• Students displayed enhanced critical thinking skills by evaluating health
and fitness information from various sources and identifying misleading or
inaccurate claims.

• Students exhibited a greater commitment to regular physical activity and

healthy lifestyle choices, indicated by increased self-reported participation in
physical activity.

III. Activities Implemented (Inside the Classroom Only):

• Lectures and discussions on exercise physiology: Instruction covering key

concepts such as energy systems, muscle adaptations, and training
principles.

• Interactive workshops on exercise program design: Hands-on sessions

guiding students through the process of creating individualized fitness
programs, taking into account personal goals, limitations, and preferences.

• Practical demonstrations of exercise techniques: Guided demonstrations

and practice sessions focusing on proper form and technique for various
exercises.

• Fitness assessment and progress tracking: In-class activities designed to

help students assess their current fitness levels and monitor their progress
over time.

• Critical analysis of health and fitness information: Activities focused on

evaluating the credibility of different sources of health information and
identifying misleading or false claims.

• Discussions on nutrition and recovery: Classroom discussions emphasizing

the importance of proper nutrition and rest for optimal fitness results.

IV. Problems Encountered:

• Maintaining student engagement in self-directed learning: Sustaining

student motivation for independent fitness activities required ongoing
encouragement and support.

• Addressing diverse learning styles and fitness levels: Adapting instruction

to accommodate varying learning preferences and physical abilities posed a
challenge.
• Limited classroom resources for practical activities: The limited space and
equipment in the classroom restricted the types of practical exercises that
could be performed.

V. Conclusion:

The second quarter of Grade 12 Physical Education successfully enhanced

students' understanding of exercise physiology and their ability to design
and implement effective fitness programs. Students demonstrated
significant growth in their knowledge, skills, and commitment to physical
activity. Addressing the challenges of maintaining student engagement and
providing individualized support will be a focus for future improvements. The
program's success underscores the importance of equipping students with
the knowledge and skills to make informed decisions about their health and
well-being, fostering a lifelong commitment to physical activity.