Flexible Instruction Delivery Plan (FIDP)

Grade: ________12 SAPPHIRE_________________________________________________ Semester:

____________________FIRST____________________________
Core Subject Title: __________INTRODUCTION TO THE WORLD RELIGION_____________________________________ No. of Hours/Semester:
______________80 _______________________
Prerequisites (If Needed) ____________________________________
Core Subject Description: __ The course explores the main tenets and practices of major world religions: Judaism, Christianity, Islam, Hinduism, Theravada
Buddhism, Mahayana Buddhism, Confucianism, Taoism and Shintoism. It aims to help learners understand the historical contexts of nine religions, appreciate their
uniqueness and similarities and promote mutual understanding among believers of different faiths. They are expected to demonstrate understanding and appreciation
of one’s faith and that of others. _____________________________________________________________________________________________________________
Culminating Performance Standard: ______________________________________________________________________________________________________

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

Highest Enab
Strategy to U
Learning competencies Highest Thinking Skill to Assess
developing the H
Thinking Skill to
Content Most Essential Performanc KUD Flexible
Content
Standards Topics e Standards Classification Assessment F
Enabling
KUD Activities L
Complete Most Essential RBT Level General
Classification (FAA) St
Strategy
Performanc
e Checks
Quarter
2nd 6. Islam The learner The learner 6.1. Read the Knowing Doctrines: Five Knowing understanding Venn comparison qu
demonstrates conducts a opening lines of Pillars of Islam diagram and an
understanding panel Qur’an (Shahadah- contrasting an
of the discussion preferably from declaring there is
elements of on Muslim an English no other god but
Islam: a. beliefs and version 6.2. Allah and
Founder: practices Retell the life Muhammad is His
Prophet (when and times of messenger, Salat-
Muhammad possible Prophet ritual prayer five
(570-632 A.D.) inviting a Muhammad 6.3. times a day,
b. Sacred Muslim). Explain: The Sawm-fasting
texts: Qur’an, core teaching of during Ramadan,
Hadith c. Islam is there is Zakat-alms giving
Doctrines: Five only one God to the poor, and
Pillars of Islam and Muhammad Hajj pilgrimage to
(Shahadah- is His final and Mecca at least
declaring there greatest once in a lifetime)
 is no other god messenger. 6.4.
but Allah and Conduct a panel
Muhammad is discussion on
His messenger, Muslim beliefs
Salat-ritual and practices
prayer five (when possible
times a day, invite a Muslim)
Sawm-fasting
during
Ramadan,
Zakat-alms
giving to the
poor, and Hajj
pilgrimage to
Mecca at least
once in a
lifetime) d.
God: Allah e.
Practitioners:
Sunni, Shi’ite,
Sufi f. Issues:
Gender
Inequality,
Militant Islam,
Migration
7. The learner The learner 7.1. Identify the knowing 7.2. Provide Knowing understanding Venn Venn qu
Comparativ demonstrates conducts a uniqueness and evidence that diagram diagram an
e Analysis understanding group similarities of Judaism, and an
of the three research on Judaism, Christianity and comparison
religions in the the Christianity and Islam share and
aspects of doctrines of Islam 7.2. common roots contrasting
origin, each of the Provide from Patriarch
morality, three evidence that Abraham
purpose, religions Judaism,
destiny, and and Christianity and
views on compares Islam share
women. them in the common roots
aspects of from Patriarch
origin, Abraham 7.3.
morality, Justify that
purpose, Judaism,
destiny, Christianity and
 and views Islam, as
on women. monotheistic
religions, have
largely
influenced the
world today.
7.4. Conduct a
group research
on the doctrines
of each of the
three religions
and compare
them in the
aspects of
origin, morality,
purpose,
destiny, and
views on
women
8. Hinduism The learner The learner 8.1. Recite the knowing a. Founders: Knowing understanding Venn Venn qu
demonstrates simulates a creation story in Aryans (1500 diagram diagram an
understanding particular Rig Veda B.C.) b. Sacred and an
of the yoga and 8.2. Identify the texts: Vedas, comparison
elements of writes a names of the Upanishads and and
Hinduism: reflection major Hindu Bhagavad-Gita c. contrasting
paper on deities as well as Doctrines:
her insights their Dharma-duty,
on corresponding Kamapleasure,
Hinduism. functions or Artha-wealth,
powers 8.3. Mokshaliberation,
Explain: The Brahman, Atman,
core teaching of the Identification
Hinduism is the of Brahman and
attainment of Atman, the Four
liberation in the Yogas (Yoga of
identification of Knowledge, Yoga
Atman and of Work, Yoga of
Brahman Devotion or Love,
through the and Yoga of
Four Yogas. 8.4. Psychological
Simulate a Exercises) d.
particular yoga Gods: 33 million
 and write a gods and
reflection paper goddesses e.
on your insights Issues: Gender
on Hinduism Inequality, Caste
System, Poverty
9. The learner The learner 9.1. State the Knowing Explain: The core Knowing understanding Venn comparison qu
Theravada demonstrates evaluates Four Noble teaching of diagram and an
Buddhism understanding the Truths and the Theravada contrasting an
of the Eightfold Eight-fold path Buddhism is that
elements of Path in Give examples life is suffering;
Theravada terms of of situations suffering is due to
Buddhism: a. how it that craving; there is a
Founder: achieves demonstrate way to overcome
Siddhartha the Middle cravings which craving; and the
Gautama (563- Way. may lead to way to overcome
483 B.C.) b. suffering craving is the
Sacred texts: according to Eight-fold Path,
Tripitaka c. Theravada the Middle Way
Doctrines: Buddhism 9.3. (between
Four Noble Explain: The pleasure and
Truths, Eight- core teaching of mortification).
fold Path, Law Theravada
of Dependent Buddhism is that
Origination life is suffering;
and The suffering is due
Impermanence to craving; there
of Things d. is a way to
God: non- overcome
theistic e. craving; and the
Issue: Territory way to
conflict in overcome
Mainland craving is the
Southeast Asia Eight-fold Path,
the Middle Way
(between
pleasure and
mortification).
9.4. Evaluate the
Eight-fold Path
in terms of how
it achieves the
Middle Way
 10. The learner The learner 10.1. State the Knowing The learner Knowing
Mahayana demonstrates draws the three levels of demonstrates
Buddhism understanding insight perfection of understanding of
of the from the Mahayana the elements of
elements of acts of Buddhism Mahayana
Mahayana generosity (moral Buddhism:
Buddhism: of Tzu Chi discipline,
Foundation cultivation of
that reflect virtue, and
the core altruistic
teaching of conduct)
Mahayana

Quarter

Performance Task: ___________________________________________________________________________________________________________________________