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Flexible Instruction Delivery Plan (FIDP) : What To Teach? Why Teach? How To Assess? How To Teach?

This document outlines a flexible instruction delivery plan for a 11th grade Java Programming course over one semester consisting of 160 hours. The course aims to teach students six basic competencies, two common competencies, and two core competencies related to Java programming to earn a National Certificate Level III. The plan details what content standards, learning competencies, and assessment strategies will be used to teach students to independently create marketable Java programming products and services.

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442 views

Flexible Instruction Delivery Plan (FIDP) : What To Teach? Why Teach? How To Assess? How To Teach?

This document outlines a flexible instruction delivery plan for a 11th grade Java Programming course over one semester consisting of 160 hours. The course aims to teach students six basic competencies, two common competencies, and two core competencies related to Java programming to earn a National Certificate Level III. The plan details what content standards, learning competencies, and assessment strategies will be used to teach students to independently create marketable Java programming products and services.

Uploaded by

E Z
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Flexible Instruction Delivery Plan (FIDP)

Grade: Grade 11 Semester: First Semester


Core Subject Title: Java Programming No. of Hours/Semester: 160 hours
Prerequisites (If needed): None
Core Subject Description: This is a specialization course that leads to a Programming (Java) National Certificate Level III (NC III). It discusses six (6) basic
competencies, two (2) common competencies, and two (2) core competencies that a Grade 11 Technical-Vocational Education (TVE) student ought to possess.
The basic competencies are for learners to: 1) lead workplace communication, 2) lead small teams, 3) develop and practice negotiation skills, 4) solve problems
related to work activities, 5) use mathematical concepts and techniques, and 6) use relevant technologies. The common competencies are for learners to: 1) apply quality
standards and 2) perform computer operations. The core competencies are for learners to: 1) perform object-oriented analysis and design in Java technology, and 2) create
and fine-tune Java technology applications using object-oriented programming concept.
Culminating Performance Standards: The learners shall be able to independently create/ provide quality and marketable product and/ or service in Programming
(Java), as prescribed by TESDA Training Regulations

What to Teach? Why Teach? How to Assess? How to Teach?


Content Most Performance Learning Competencies Higher Order Thinking Skill Highest Enabling Strategy to
Standard Essential Standard to Assess Use in Developing the
Content
Topics Highest Thinking Skills to
Assess
Complete KUD Most Essential KUD RBT Level Flexible Enabling Flexible
Classification Classification Assessment General Learning
Activities Strategy Strategies
(FAA) (FLS)
Performance
Check(s)
First Quarter
LESSON 1: The learners LO 1. The learners
LEAD demonstrate Communicate independently
WORKPLA information about
CE an understanding lead in the
COMMUNI of the workplace dissemination
CATION processes
(LWC) principles and and discussion of
concepts in ideas,

leading in the LO 2. Lead information, and


workplace
dissemination issues in
discussions
and discussion of the workplace
ideas, based on
LO 3. Identify and
information, and communicate TESDA Training
issues in issues
Regulations
the workplace arising in the
workplace

Performance Task:

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