1. Flexible Instruction Delivery Plan (FIDP)
Grade: 12 Semester: First and Second Semester
Core Subject Title: Physical Education and Health No. of Hours/Semester: 20 hours/semester
Prerequisites (If Needed)
Core Subject Description: Physical Education and Health offers experiential learning for learners to adopt an active life for fitness and lifelong health. The knowledge, skills and understanding
which include physical and health literacy competencies support them in accessing, synthesizing and evaluating information; making informed decisions; enhancing and advocating their own
as well as others’ fitness and health.
Culminating Performance Standard: Leads fitness/sports/dance/recreational activities with proficiency resulting in independent pursuit and in influencing others positively.
What to Teach? Why Teach? How to Assess? What to Teach?
Content
Content
Standards
Most
Essential
Topics
Performanc
e Standards
Learning competencies Highest Thinking Skill to Assess
Highest Enabling Strategy to Use in
developing the Highest Thinking
Skill to Assess
Complete
KUD
Classification
Most Essential
KUD
Classification RBT Level
Flexible Assessment
Activities (FAA)
Enabling
General Strategy
Flexible
Learning
Strategies (FLS)
Performance Checks
Quarter: 1
Health-
optimizi
ng P.E.
(H.O.P.E
.) 3
Dance
a.
Traditio
nal (folk
and
ethnic)
b.
Modern
and
contem
porary
c.
Ballroo
m
(recreat
ional
and
competi
Demonstr
ates
understan
ding of
dance in
optimizing
one’s
health; as
requisite
for
physical
activity
assessme
nt
performa
nce, and
as a
career
opportuni
ty
Health
benefits
of Dance
Principles
of FITT
Leads dance
events with
proficiency
and
confidence
resulting in
independent
pursuit and
in
influencing
others
positively
LC6
Self-assesses
health-related
fitness (HRF).
status, barriers
to physical
activity
assessment
participation
and one’s diet
LC7
Sets FITT goals
based on
training
principles to
achieve
and/or
maintain HRF.
LC8
Engages in
moderate to
vigorous
physical
activities
(MVPAs) for at
least 60
minutes most
Understandi
ng
Understandi
ng
Doing
MELC1
Self-assesses health
related fitness (HRF),
status barriers to
physical activity
assessment
participation and
one’s diet
MELC2
Sets FITT goals based
on training principles
to achieve and/or
maintain HRF
MELC3
Engages in moderate
to vigorous physical
activities (MVPAs) for
at least 60 minutes
most days of the
week in a variety of
setting in- and out-of
school.
Understanding
Understanding
Doing
Evaluating
Applying
Creating
Asynchronous:
(Conference/Recorded
Zoom-ba Instructional
Videos)
Synchronous: (On
time participation
through Virtual
platform)
Hybrid: (Recorded
videos must be
submitted in a Flash
drive or CD together
with the Printed
Materials on/or
before claiming the
next module).
Representation Writing and
recording the
Zoomba
instructional
videos.
2. tive) days of the
week in a
variety of
settings in-
and out-of
school
LC9
Analyzes
physiological
indicators such
as heart rate,
rate of
perceived
exertion and
pacing
associated
with MVPAs to
monitor
and/or adjust
participation
or effort.
Knowing MELC4
Analyzes
physiological
indicators such as
heart rate, rate of
perceived exertion
and pacing
associated with
MVPAs to monitor
and/or adjust
participation or
effort.
Knowing Understandin
g
Quarter: 2
d. Cheer
dance
e. Hip-
hop
f. street
dance
Demonstr
ates
understan
ding of
dance in
optimizing
one’s
health; as
requisite
for
physical
activity
assessme
nt
performa
nce, and
as a
career
opportuni
ty
Leads dance
events with
proficiency
and
confidence
resulting in
independent
pursuit and
in
influencing
others
positively
LC10
Observes
personal
safety
protocol to
avoid
dehydration,
overexertion,
hypo- and
hyperthermia
during MVPA
participation
LC12
Demonstrates
proper
etiquette and
safety in the
use of facilities
and
equipment
LC13
Participates in
Knowing
Doing
MELC5
Observes personal
safety protocol to
avoid dehydration,
overexertion, hypo-
and hyperthermia
during MVPA
participation
MELC6
Demonstrates proper
etiquette and safety
in the use of facilities
and equipment.
MELC7
Participates is an
Knowing
Doing
Remembering
Creating
3. an organized
event that
addresses
health/dance
issues and
concerns
LC17
Organizes
dance event
for a target
health issue or
concern
organized event that
addresses
health/fitness issues
and concerns
MELC8
Organizes fitness
event of a target
health issue concern.
Performance Task: The class will organize a special ZOOM-ba Virtual Dance Event with an end product of Zumba instructional videos which will cater to the out-of-school youth in
the city. The students will be Zoomba instructor/participant of the city in charge of providing and monitoring health programs of the community as part of the
celebration of Wellness Month. This aims to enhance and strengthen the health and physical fitness of the students through virtual dance aerobics. Students with
medical conditions will be part of the organizing committee while those who are physically fit are required to join the dance fitness. A certificate of accomplishment
will be given for the student/s who successfully completed the program and submitted the edited video compilation of the class virtual dance presentation.
The program plan would be in a brochure/flyer type which will be presented to the students and their family members in their respective houses. It must be
choreographed, executed and aligned, guided with rubrics on Frequency, Intensity, Time, Type (FITT) principles and safety protocol.
Link for the Rubrics: https://www.rcampus.com/rubricshowc.cfm?sp=true&code=L7X94B
Prepared by:
SANNY L. SUMULAT
SHS PE Teacher
