Kopya ng FIDP REFERENCES FOR PARTICIPANTS.pptx.pdf

FIDP References for Senior Highschool

1. … and the Flexible Instruction Delivery Plan (FIDP) is anchored from an Alignment Framework, which has the
four components, namely …
What to Teach? Why Teach? How to Assess? How to Teach?

2. … and the Flexible Instruction Delivery Plan (FIDP) is anchored from an Alignment Framework, which has the
four components, namely …

3. Physical Education and Health
Grades 11 and 12
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.

H.O.P.E. 1
Exercise for Fitness
(Grade 11 – 1
st
Semester)
H.O.P.E. 2
Sports
(Grade 1 – 2
nd
Semester)
H.O.P.E. 3
Dance
(Grade 12 – 1
st
Semester)
H.O.P.E. 4
Recreational Activities
(Grade 12 – 2
nd
Semester)
This course on exercise for
fitness enables the learner to
set goals , monitor one’s
participation in aerobic and
muscle- and
bone-strengthening activities
and constantly evaluate how
well one has integrated this
into one’s personal lifestyle.
It consists of an array of
offerings which learners can
choose from.

This course is comprised of
individual, dual and team
sports in competitive and
recreational settings. It
consists of an array of
offerings which learners can
choose from.
This course on dance
includes rhythmical
movement patterns; the
promotion and appreciation
of Philippine folk dance,
indigenous and traditional
dances as well as other
dance forms. It consists of an
array of offerings which
learners can choose from.
This course on recreational
activities are associated with
outdoor, natural or
semi-natural settings; it
enables learners to move
safely and competently in
these settings while making
a positive relationship with
natural environments and
promoting their sustainable
use. It consists of an array of
offerings which learners can
choose from.

4. … and the Flexible Instruction Delivery Plan (FIDP) is anchored from an Alignment Framework, which has the
four components, namely …
What to Teach? Why Teach? How to Assess? How to Teach?

5. CONTENT

H.O.P.E. 1
(Grade 11 – 1
st
Semester)
1 unit
H.O.P.E. 2
(Grade 1 – 2
nd
Semester)
1 unit
H.O.P.E. 3
(Grade 12 – 1
st
Semester)
1 unit
H.O.P.E. 4
(Grade 12 – 2
nd
Semester)
1 unit
Health-optimizing P.E.
(H.O.P.E.) 1

Exercise for Fitness

a.Aerobic activities

b. Muscle- and bone
strengthening activities
(resistance training)

Health-optimizing P.E.
(H.O.P.E.) 2

Sports

a. Individual and Dual
sports

b. Team sport


Health-optimizing P.E.
(H.O.P.E.) 3

Dance

a. Traditional (folk and
ethnic)

b. Modern and
contemporary

c. Ballroom (recreational
and competitive)

d. Cheer dance

e. Hip-hop/street dance

Health-optimizing PE
(H.O.P.E.) 4

Recreational Activities

a. Aquatics

b. Mountaineering (hiking,
trekking, camping,
orienteering)

6. CONTENT STANDARD
H.O.P.E. 1
(Grade 11 – 1
st
Semester)
H.O.P.E. 2
(Grade 1 – 2
nd
Semester)
H.O.P.E. 3
(Grade 12 – 1
st
Semester)
H.O.P.E. 4
(Grade 12 – 2
nd
Semester)
The learner demonstrates
understanding of fitness and
exercise in optimizing one’s
health as a habit; as requisite for
physical activity assessment
performance, and as a career
opportunity
The learner demonstrates
understanding of sports in
optimizing one’s health as a
habit; as requisite for physical
activity assessment performance,
and as a career opportunity
The learner demonstrates
understanding of dance in
optimizing one’s health; as
requisite for physical activity
assessment performance, and as
a career opportunity
The learner demonstrates
understanding of recreation in
optimizing one’s health as a
habit; as requisite for physical
activity assessment performance,
and as a career opportunity
PERFORMANCE STANDARD
H.O.P.E. 1
(Grade 11 – 1
st
Semester)
H.O.P.E. 2
(Grade 1 – 2
nd
Semester)
H.O.P.E. 3
(Grade 12 – 1
st
Semester)
H.O.P.E. 4
(Grade 12 – 2
nd
Semester)
The learner leads fitness events
with proficiency and confidence
resulting in independent pursuit
and in influencing others
positively
The learner leads sports events
with proficiency and confidence
resulting in independent pursuit
and in influencing others
positively
The learner leads dance events
with proficiency and confidence
resulting in independent pursuit
and in influencing others
positively
The learner leads recreational
events with proficiency and
confidence resulting in
independent pursuit and in
influencing others positively

7. PHYSICAL EDUCATION AND HEALTH
H.O.P.E. 1 Module
Exercise for Fitness
H.O.P.E. 2 Module
Sports
H.O.P.E. 3 Module
Dance
H.O.P.E. 4 Module
Recreational Activities
MET FAA
Personal Health
Inventory
1
Safety Precautions in
Aquatic and
Mountaineering
Activities
2
Management of
Recreational Activities:
First Aid for Emergency
Assessment
3
Seven Principles of
Leave No Trace:
4
Recreational Activity
Conditioning Program
and Design (FITT)
5
Planning and Organizing
Recreational Activity
6
PT
MET FAA
Personal Health
Inventory
1
Health & Safety
Orientation
2
Physiological Indicators
of Fitness
3
Principle of Training
Program
4
Planning and Organizing
Exercise-Based Fitness
Program:
5
PT
MET FAA
Personal Health
Inventory
1
Sports and Stress
Management
2
Safety Precautions in
Sports
3
Sports Activity
Preparation
4
Technical and Tactical
Skills in Sports
5
Planning and Organizing
Sports Activity
6
PT
MET FAA
Personal Health
Inventory
1
Dance as Health
Enhancing Physical
Activity
2
Safety Precautions in
Dance Participation
3
Elements, Forms and
Style as Integration to
the Different Genre
4
FITT Dance-Based
Program
5
Planning and
Organizing:
Dance-Based Fitness
Event
6
PT

10. FLSFAALC

11. How to Teach?

12. G.R.A.S.P.S.
Goal :

Role:

Audience :

Situation:

Product:

Standards:

Provide a statement of the Task and Establish
the goal, problem, challenge, or obstacle in the
task.
Define the role of the students in the task/
state the job of the students for the task.
Identify the target spectators within the
context of the scenario.
Set the context of the scenario by explaining
the situation.
Clarify what the students will create and why
they will create it?
Provide students with a clear picture of
success. Identify specific standards for
success.
Does the PT suit to any modality of a flexible class? If not, then what is its parallel PT in other
modalities?

13. Sample Performance Task for H.O.P.E. 1
Performance Task G.R.A.S.P.S
As the pandemic continuously affects all sectors
around the world, your school will be conducting an
event that will promote the importance of
maintaining fitness as a way to protect ourselves
from the virus. The Fitness Day Activity is entitled
“Inter-family Fitness Challenge”. As a fitness
instructor you are assigned to design a plan/program
and document the activity for about 3 to 5 minutes
that will develop the one’s health-related
components of physical fitness to be presented in
the class. The said plan/program must have a
variety of moderate to vigorous individualized
physical activities in a form of Zumba/Dance Aerobic
workout, game relays and a series of plyometric
circuit challenges. The output shall be assessed
based; Knowledge of Concept, Skills, Preparation
and Participation.


GOAL:

ROLE:

AUDIENCE:

SITUATION:

PRODUCT/PERFORMANCE/PURPOSE:

STANDARDS &CRITERIA FOR SUCCESS:

14. Sample Performance Task for H.O.P.E. 2
Performance Task G.R.A.S.P.S
The on going pandemic continuously affects the health
status of thousands of families and other sectors in the
community around the world. To respond to this issue,
your school will be conducting a virtual sporting event
entitled “Online Sports Action” to promote the
importance of maintaining fitness and encouraging
these communities to perform various sports-related
skills and physical activities. As program committee
members, student-athletes, and coaches, your tasks
are to 1. design a plan and organize/manage the
online sporting event, 2. Create content videos of a
variety of moderate to vigorous physical activities in
the form of sport training drills and, 3. make a body
conditioning workout plan, respectively. The outputs
shall be assessed based on the following
criteria/standards: Knowledge of Concepts, Skills,
Preparation and, Participation.


GOAL:

ROLE:

AUDIENCE:

SITUATION:

PRODUCT/PERFORMANCE/PURPOSE:

STANDARDS &CRITERIA FOR SUCCESS:

15. Sample Performance Task for H.O.P.E. 3
Performance Task G.R.A.S.P.S
The global health crises that lead to implementation of the
different community quarantine levels, caused drastic changes
that caught every family unprepared. This pressing situation bring
about emotional, mental, and physical stress. As a Dance Fitness
Instructor, you are task to organize a Family Dance-Based
Fitness Program that will develop the student’s proficiency and
confidence in performing dance through exercise routine. The
program encourages every family member to engage into various
dance genres such as Traditional, Festival, Ballroom, Cheer
Dance, Modern and Contemporary and Hip-hop/Street dancing
that promote in maintaining family’s’ fitness and at the same time
experience enjoyment in managing physical fitness considering
the minimum health safety protocol. This output will be presented
to the class. In order to check the rationale and effectiveness of
the plan, it should target the following components; Knowledge of
Concept, Skills, Preparation and Participation by submitting the
program proposal and Virtual or Pre-recorded Recital
Presentation.

GOAL:

ROLE:

AUDIENCE:

SITUATION:

PRODUCT/PERFORMANCE/PURPOSE:

STANDARDS &CRITERIA FOR SUCCESS:

16. Sample Performance Task for H.O.P.E. 4
Performance Task G.R.A.S.P.S
The global health crisis that leads to the implementation of
the different community quarantine levels caused drastic
changes. This pressing situation caught every family
unprepared which caused emotional, mental, and physical
stress. In order to address this health issues, you, as a
recreational leader, who is a responsible member of the
community, are tasked to create a “Family Recreational
Event (outdoor/indoor) Plan. The purpose of this plan is to
encourage every family member to engage in various
recreational activities that maintain and or promote the
family's fitness and wellness in this time of pandemic,
taking into consideration the health and safety protocols.
To check the rationale and effectiveness of the plan, it
should target the following components; Knowledge of
Concept, Skills, Preparation, and Participation.

GOAL:

ROLE:

AUDIENCE:

SITUATION:

PRODUCT/PERFORMANCE/PURPOSE:

STANDARDS &CRITERIA FOR SUCCESS:

17. Sample RUBRIC for H.O.P.E.s 1-4
CRITERIA EXCELLENT GOOD FAIR NEEDS IMPROVEMENT
Conceptual Knowledge
Demonstrate understanding on the appropriateness of the process in leading and organizing fitness activity
program:
A. Ability to state the rationale/goal of the proposed recreational event
B. Ability to Identify risk factors, create proactive interventions in case of emergency, and acquire
decision making for the safety of every participant.
C. Ability to distinguish the importance of various principles, training programs, and type of exercises
that is suited for the uniqueness of every individual.
D. Ability to make meaning from their learning experiences from the demonstrated activity.

Students demonstrate a deep understanding of the appropriateness of the process in
leading and organizing a fitness activity program.

All four sub-criterions were actualized.





Students demonstrate understanding on the appropriateness of the process in leading
and organizing a fitness activity program.

Actualized few incorrect connections in the sub-criterions.



Students demonstrate good understanding on the appropriateness of the process in
leading and organizing a fitness activity program.

Actualized many incorrect connections in the sub-criterions.


Students need improvement in demonstrating his/her understanding on the
appropriateness of the process in leading and organizing a fitness activity
program.

Shows no connection in any of the sub-criterions.



Skills
Shows proficiency (requisite skills) in creating and demonstrating the planned activity (organizing a fitness
activity program):.

A. Ability to organize and analyze information in order to make meaning and decide what to believe or
what actions to take.
B. Ability to show flexibility and perseverance when they encounter challenges.
C. Ability to select strategies, tools and approaches that are appropriate for planned fitness activity.
Students show excellent requisite skills in creating and demonstrating the organizing a
fitness activity program.

All three sub-criterions were actualized.






Students show very good requisite skills in creating and demonstrating the organizing a
fitness activity program.

Actualized connections between two sub-criterions.





Students show good requisite skills in creating and demonstrating the organizing a
fitness activity program.

Actualized many incorrect connections in the sub-criterions.


Students need improvement on requisite skills in creating and demonstrating
the organizing a fitness activity program.

Shows no connection in any of the sub-criterions.


Preparation

Targets the timeline of accomplishment with efficiency.


Always prepared in his/her required output/task/s and submits the output before the
deadline, work is complete, cohesive, and exceeds expectations.

(Complete class required output/task/s)

Almost prepared in his/her required output/task/s and submits the output on the
deadline, work is complete and cohesive.

(Unprepared for 1 required output/task/s)

Inconsistently prepared in his/her required output/task/s and submits the output after
the deadline, work is lacking and incomplete.

(Unprepared for 2 required output/task/s)

Seldom prepared in his/her required output/task/s and failed to complete
the output and was not able submit the output on the deadline.

(Unprepared for 3 or more required output/task/s)
Participation

A. Ability to work efficiently during the preparation of the output.
B. Ability to display clear effort to finish the task.
C. Ability to consistently show positive behavior in the planning of the task.
Give maximum effort, model a high level of participation, self-motivated, and
encourage others.
Consistent effort, good level of participation, and stays on task/s with minimal
supervision.
Displays limited effort contributes little to team play and needs to be reminded to stay
on task/s
Minimal/poor effort during the preparation of the activity