G11 Career Guidance Manual For Teachers

Career Guidance Manual
Teachers
Career Guidance Manual, Grade 11
Teacher’s Guide
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work for
profit. Such agency or office may, among other things, impose as a condition the payment
of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in
seeking permission to use these materials from their respective copyright owners. . All
means have been exhausted in seeking permission to use these materials. The publisher
and authors do not represent nor claim ownership over them.
Only institutions and companies which have entered an agreement with FILCOLS
and only within the agreed framework may copy this Teacher’s Manual. Those who have
not entered in an agreement with FILCOLS must, if they wish to copy, contact the
publishers and authors directly.
Authors and publishers may email or contact FILCOLS at [email protected] or (02)

439-2204, respectively.
Published by the Department of Education

Secretary : Leonor M. Briones
Undersecretary : Alain Del B. Pascua
Development Team of the Manual
DEPE
Writers: Jennifer L. Soriano, Ana Lyn T. Soriano, Janeth M. Villegas, Jimmie C.
Eslabra, Maria Laarni Carla Paranis, Andrew Mar C. Salburo, Sheena Wella G.
Arguelles, Lolita Bucot, Marlon L. Lalaguna, Reggil A. Villasis, Brigette D. Lardizabal,
Francis Ray Subong, Nena F. Bardoquillo, Marcelina C. Juanico, Catherien P.
Garde, Dulce Ma. Rosario De Guzman, Melanie O. Mandin, Rebecca Postrano,
Helen E. Maasin, Rowena L. Salas
Content Reviewers/Consultants: Mark Anthony Bercando, RGC

Jona Valdez, RGC and Tina Amor Buhat, RCG
Language Editor/Reviewer : Jean Allado -Abad

Encoder/Layout Artist : Florian Cauntay
Eric de Guia
Project Coordinator : Glenda M. Granadozin
Project Assistants : Jennifer Anne J. Pascua, Warren Quisada
Management Team : Dr. Rizalino Jose T. Rosales
Dr. Ella Cecilia G.
Naliponguit Dr. Juan R.
Araojo, Jr.
i
Preface
The Career Guidance Manual has been developed to help teachers, guidance
counselors, and career advocates help senior high school students in preparing
them for a career they would want to pursue after senior high. The manual is
composed of eight modules all taken up together to form a handbook. The modules
build up one after the other such that at the initial module, students are presented
with different career choices, slowly developing and intensifying in the next
modules that tackle the different factors affecting the fulfillment of a dream/goal,
how to deal with these factors, the preparations for equipping oneself with the skills
required of a profession, including honing one’s personal attributes and
characteristics that are equally essential as the technical capabilities when applying
for work. As such, by the last module, the students would have been very confident
about the career he/she intends to undertake.
In order to sharpen these skills, various activities have been employed and
utilized that will inspire as well as motivate students to persevere in their life goals.
Students are likewise required to have a notebook where they will write their
reflections and assignments for the entire program. Students will also write their
thoughts and feelings after each module.
There are also activity sheets that students will accomplish individually or as a
group, and at times, with the participation of parents or guardians. At the end of
Module 8, all activity sheets shall be compiled in the students’ career portfolio for
compilation at the Guidance Office as part of the student’s Individual Inventory
Service.
It is hoped that this Manual will be useful and significant as senior high school
students tread the road to their future, a journey they will travel not on their own but
with significant others, including you as their teacher and facilitator of learning.
ii
Table of Contents
Preface......................................................................................................iii
Module 1 Road to the Right Choice.....................................................1
Module 2 Releasing the Power Within...............................................9
Module 3 Reaffirming the Chosen Track….......................................17
Module 4 Fit Me Right…....................................................................33
Module 5 Rising Toward the Reality of My Dreams.........................39
Module 6 Up, Up in the Ladder of My Career...................................52
Module 7 Beginning the Journey Where I Am..................................58
Module 8 I Plan to Succeed...............................................................70
Appendix...............................................................................................82
Reference..............................................................................................107
iii
1 Road to the Right Choice
Introduction
Module 1 of Grade 11 Career Guidance Manual entitled “Road to the
Right Choice” covers different professions and life choices for Grade 11
learners. It provides information on the different senior high school curriculum
exits and professions that will facilitate their career decision making as they
pursue college. This module also tackles the different factors affecting
learners’ life and career choices considering that deciding for career and life is
not an easy task for Grade 11 learners.
As facilitator of this module, you will help the learners identify these
factors and lead them to appreciate how these factors affect their choices of
profession.
Total Time Allotment: 90 minutes (1.5 hours)

Materials
 manila paper/old newspapers

 crayons
 colored pens
 pentel pen
 scissors
 construction papers/art papers/colored papers
 glue
 paste
 staplers
 scotch tapes
Note: Alternative or recycled materials may be used in case those mentioned

are not available.
I. Objectives
At the end of this module, the learners are expected to:
1. enumerate the different professions and life choices;

2. explain the different factors affecting the choices in life and profession;
and
3. appreciate the factors in choosing a profession.
Activities
1. Designing a Costume (Motivation)
2. “Sikreto sa Tagumpay ni Selina” (Main Activity)
Module 1 Page 1
3. Factors Affecting Career and Life Options (Lecturette)
4. Reasons behind My Choices (Application)
5. My Next Career Move (Reflection)
6. Knowing the Right Choice (Evaluation)
II. Motivation (15 minutes)
Directions
1. Ask the learners to pick a sheet of colored paper from the box.
2. Group the learners according to the color of paper they
picked. Red – Academic Track
Blue – Arts and Design Track
Green – Technical Vocational and Livelihood Track
Yellow – Sports Track
3. Give each group a set of materials listed on page one.
4. The group will design a simple costume representing the cluster of
profession/vocation assigned to their group. The group will choose
a representative who will wear the costume.
5. The group will then discuss about the track assigned to them
including other professions related to the track.
6. The representative will model the costume, introduce the track, and
cite other professions related to the track his/her group is
representing.
Guide Questions
1. What did your group do to come up with the costume? with the
introduction about the track?
2. How did you feel while doing the different stages of the activity?
3. Do you see yourself in any of the clusters in the near future? Why?
III. Main Activity (30 minutes)
Activity 1.1: Sikreto sa Tagumpay ni Selina

1. Distribute copies of Activity Sheet No. 1 to the learners (see
Appendix 1).
2. Tell the learners to read the story.
3. Allow them to reflect on the message of the story. Have them
accomplish the activity sheet afterwards.
4. Have the learners go back to their original groups and share their
reflections with the members.
5. After the sharing, ask a representative from each group to share to
the class the common reflections of the members of their group.
Guide Questions
1. What does the story tell about?
Module 1 Page 2
2. According to the story, what factors affected the career choices of
the character in the story?
3. How did these factors help the character in her choice of career?
4. As a student in senior high school, will you also consider these
factors?
5. Considering these factors, do you think you will make a good choice
of career? Why?
IV. Lecturette (20 minutes)
Factors Affecting Career and Life Options
“I am convinced that every effort must be made in childhood to

teach the young to use their own minds. For one thing is sure: If
they don't make up their minds, someone will do it for them.”
―Eleanor Roosevelt
(You Learn by Living: Eleven Keys for a More Fulfilling Life)
Ask students reflect on the quotation and answer the questions.
 What or who influenced your choice of senior high school track

and strand, was it your personal decision? your parent’s
decision? because of pressure from friends?
Life is a choice. Our choices are influenced by different

factors―personal, family, or social. These influences are unique in every
individual and dependent upon the situation the individual is in at that time
the choice was made.
Personal Factors
Skills and Abilities. Are you aware of your skills and abilities? Do you
know what you are capable of doing? When individuals are in jobs best
suited to their abilities, they perform best and their productivity is highest.
Parson's Trait and Factor Theory of Occupational Choice emphasized the
importance of analyzing one’s skills, values, interests, and personality and
then match these up to jobs which use these.
Interest and Personality Types. Do you know your interests and

personality type? Holland's Career Typology established a classification
system that matches personality characteristics and personal preferences
to job characteristics. According to John Holland's theory, most people are
one of six personality types: realistic, investigative, artistic, social,
enterprising, and conventional. Knowing your personality will help you
understand yourself. It matters that your personality fits your career
choice.
Module 1 Page 3
Career and Life Choices
PERSONAL
FAMILY SOCIAL
Skills and abilities
Interests and
Parental Influence of friends
personality types influence and peers
Life roles Beliefs and Influence of
Previous traditions media/technology
experiences Financial Industry demands
Childhood resources and expectations
fantasies
Life Roles. What do you think is your role in life―a leader? an organizer? a
mediator? a designer? According to Super's Lifespan Theory, how we think
about ourselves in these roles, their requirements of them, and the external
forces that affect them, may influence how we look at careers in general and
how we make choices for ourselves.
Previous Experiences. Did you think of pursuing a task which you have been
successful in the past? One aspect of the Social Cognitive Career Theory
addresses the fact that we are likely to consider continuing a particular task if
we have had a positive experience doing it. In this way, we focus on areas in
which we have had proven success and achieved positive self-esteem.
Childhood Fantasies. “What do you want to be when you grow up?” Perhaps
this frequently asked question during our childhood years may have helped
shape what we thought we would be then, as well as later in life.
Module 1 Page 4
Family Factors
“The matter of choosing a career in the Philippine setting is clearly a
family affair.” (Clemena, 2002)
Parental Influence. How many percent of your career decision is influenced
by your parents? Many children grow up idealizing the professions of their
parents. Parents may intentionally or unintentionally push their child towards a
particular career path, especially in the cases of family-owned businesses
where parents expect their children to take over the company. Still other
parents apply pressure on their offspring to strive for particular high-profile
careers, feeling they are encouraging their children to reach high.
If your parents were uneducated or were always struggling to get by
financially, you may decide not to be in the same position. This may prompt
you to pursue a totally different career path―to have a stable, high-earning
job. Likewise, if you have parents who are workaholics and were never
around when you were a child, you may decide to pursue a line of work with
flexibility that gives you more time with your children.
Financial Resources. In choosing a career or profession, there is a need to

consider the capability to support the course or career to be pursued. Social
Cognitive Career Theory and Social Learning Theory address this and
recognize that events that take place in our lives may affect the choices
available to us and even dictate our choices to a certain degree. When your
family has limited financial resources for instance, will you insist on pursuing
medicine? Or would you rather take up other related courses first and pursue
medicine when you are capable of shouldering the expenses yourself?
Family Beliefs and Traditions. Beliefs and traditions is another family factor
to consider when making a career choice. It is tradition for example that all
male siblings in the clan take up engineering courses. Being a family tradition,
this could somehow be relevant when making a career choice.
Social Factors
Influence of Media/Technology. The influence of social media may have
positive and negative effects. Nowadays, career information is available to
21st century learners. These information may be used or may influence you in
deciding for their career.
Influence of Friends and Peers. Peer pressure is common among learners.

There are learners who decide on the career to pursue based on the opinion
or choice of their friends. Who among you will choose the same course as
your friends? Why? There are many reasons for this―you want to be in,
would not want to make new friends and make new adjustments, or too much
attachment to old friends.
Module 1 Page 5
Industry Demands and Expectations. Our career choices take place within
the context of society and the economy. Graduates have been practical in
considering the demands and expectations of the industries before coming up
with their career decisions. These guide them in deciding what to do and
where to go. Changes in the economy and resulting job market may also
affect how their careers develop.
As senior high school learners, are you aware of the different choices of
professions and career? Do you know where to go after senior high school?
The Senior High School Program has four curriculum exits. You can
choose to be employed right after graduation or pursue the development of
your technical and vocational skills. You can also decide to be an
entrepreneur or pursue higher education. For a clearer understanding, the
following are the senior high school curriculum exits:
Senior High School Curriculum Exits
Employment
The Senior High School (SHS) program opens employment
opportunities for graduates. Graduates of the Technical–Vocational–
Livelihood (TVL) track may apply for TESDA Certificates of Competency
(COCs) and National Certificates (NCs). Partnerships with different
companies for technical and vocational courses expose students to the real
world of work. Students also gain work experience while studying, and
companies can even hire them after they graduate.
Entrepreneurship
With the inclusion of an entrepreneurship subject in the curriculum,
SHS graduates are better equipped for small-scale business activities, such
as running a family business or starting one’s own business.
Middle Level Skills Development

Middle level skills require learning and training higher than high school
education but lower than a four-year college course. These standard
requirements built into the TVL track ensure that graduates have good job
knowledge in their chosen specializations. In the same way that SHS
graduates are better prepared for college, they are also equipped for
developing more specialized skills in technical-vocational schools.
Module 1 Page 6
Higher Education
Some subjects in the College General Education curriculum have now
been integrated into the SHS curriculum, leaving only the subjects that are
more focused and relevant to your chosen course or major.
(Before presenting the list of regulated professions, let the students pick from
the wall the prepared strips of different professions and post these under the
right cluster on the board. After the activity, check whether the professions
were properly attached to the right cluster or not, then discuss.)
Regulated Professions per Cluster
Cluster of Regulated Professions

Professions
Medical and Health Nursing, Medicine, Medical Technology, Radiology
Technology, Nutrition, Pharmacy, Optometry,
Dentistry, Respiratory Therapy, Physical Therapy and
Occupational Therapy, Midwifery, Veterinary Medicine
Engineering Aeronautical, Agricultural, Chemical, Civil, Electrical,

Profession Cluster Electronics, Geodetic, Mechanical, Metallurgical,
Mining, Naval Architecture and Marine, Sanitary
Business, Accountancy, Criminology, Customs Broker,

Education and Guidance and Counseling, Librarians, Marine Deck
Social Work Officers, Marine Engine Officers, Professional
Professions Cluster Teachers, Psychology, Real Estate Service, Social
Workers
Technology Cluster Agriculture, Architecture, Chemistry, Environmental

Planning, Fisheries, Foresters, Geology, Interior
Design, Landscape Architecture, Master Plumbers
Source: Professional Regulation Commission
Guide Questions
1. Given the different career and life choices, what would help you to
decide where to go after senior high school?
2. Why is it helpful for you to know the different professions and other
life choices?
3. What is the importance of considering the different factors in
choosing your profession/vocation?
4. What is your insight about this statement from Confucius?
“Choose a job you love and you will never have to work a day in your
life.”
Module 1 Page 7
V. Application (10 minutes)
Activity 1.2: Reasons behind My Choices

1. Distribute Activity Sheet No. 2 to the learners (Appendix 2).
2. Allow the learners to reflect and accomplish the activity sheet.
3. Learners will go to their original groupings and share their reflections
with the group.
4. After the small group sharing, ask a representative from each group
to share what they have discussed during the small group sharing.
VI. Reflection (5 minutes)
Activity 1.3: My Next Career Move
Write your insights gained from the session. Complete the following
phrases.
1. I learned that
2. I felt
3. I would (action to be taken)
VII. Evaluation (10 minutes)

Activity 1.4: Knowing the Right Choice
Identify three professions/careers that you would possibly pursue.
Enumerate the factors affecting your choices, and write your insights
about the choices.
Profession/ Factors Insights/

Life Choices Affecting Lessons Learned
the
Choices
First
Choice
Second
Choice
Third
Choice
VIII. Assignment
 Bring a picture representing any of the professions for use during

the next session.
Module 1 Page 8
2 Releasing the Power Within
Introduction
Module 2 of Grade 11 Career Guidance Manual entitled “Releasing the Power

Within” is practically about unleashing the knowledge and skills of every learner.
They will focus on their innate talents, interests, skills, and abilities to help them
identify their potential through the different activities and opportunities of learning
capsulized in this module. They will be encouraged to explore possibilities of
knowing their skills and abilities and manifest these in related activities as applied in
the workplace and in given situations.
This module includes an animated video presentation about the different

professions that will help guide the learners in finding the career that fits their
knowledge and skills. As guidance counselor/teacher/career advocate, you will be
assigned to facilitate discussion about the video presentation.
It is recommended that as learners go through this module, the parents and

significant others give their support and words of encouragement so that the learners
will be able to realize their goal of becoming a career professional.
Total Time Allotment: (90 minutes)
Materials
 video clip
 laptop
 projector
 speaker
I. Objectives
1. identify the knowledge and skills needed in the different professions and life
choices;
2. assess the knowledge and skills needed in the preferred profession; and
3. value the importance of knowledge and skills required in the profession.
Activities
1. Discovering Careers (Motivation)
2. Exploring Possibilities (Main Activity)
3. Identifying What We Know and Do (Lecturette)
Module 2 Page 9
4. Maniquin Challenge (Application)
5. Essay writing: “Reach for a Star” (Reflection)
6. “Like Me, Not Like Me” (Evaluation)
Discovering Careers
Show a video presentation about the different professions/jobs. Remind

students that their knowledge about a certain profession is necessary to be
able to perform the job.
Guide Questions
1. What does the video clip tell about?
2. What professions/jobs were shown in the video?
3. What does it require for an individual to perform the tasks for each
profession or job? (Possible answers: interest, motivation, skill,
determination, hard work)
Alternative Activity (If ICT equipment is not available)

The teacher will ask a volunteer to show his/her talent or skill in front of the
class. Ask the learners to describe the profession and requirements of an
individual to perform the tasks required of the profession.
Exploring Possibilities
Directions
1. Form students into five groups.
2. Provide each group with a box or a basket containing paper strips of
different skills of a particular profession.
3. Each group will pick five strips from the box/basket and paste these under
the assigned profession posted on the board.
4. The first group to finish the activity in the shortest period of time will be
proclaimed the winner.
Module 2 Page 10
Note: The table below shows the list of suggested professions with their
corresponding skills.)
Swimming Singer Teacher Surgeon Welder

Coach http://takeless http://teachin http://www.ras http://weldingsc
http://woman. ons.com/blog g.org/resourc mussen.edu/de hools.com/reso
thenest.com/f /how-to- es/top-10- grees/health- urces/top-10-
i become- qualities-of- sciences/blog/ qualities-of-a-
ve-basic- a- singer a- great- 5 great-welder
skills- teacher -unique-
swimming surgical-
- tech- skills/
3049.html
Water Good ear Knowledge Nerves of steel Concentration
S Comfort of the subject
matter
K
Good Breath Strong breath Good Strong Detail
I Control support communicatio stomach Orientation
n with
L parents
Floating/ Relaxed body Passion for Attention to Good eyesight
L
Aquatic children detail
Coordination
S
Kicking Balanced Good Adaptability Manual
stance classroom dexterity
management
Strokes Singing voice Teaching Can deliver Knowledge of
skills bad news metallurgy
compassionat
e lyyet
honestly
Guide Questions
1. How did you find the activity?
2. What helped you identify the skills to a particular profession?
3. Is there any particular profession cited or not cited that interests you? What
is it?
4. What makes you interested in this profession?
5. Do you think you will pursue this after senior high?
Our knowledge about self and of our skills and ways of doing things are
important elements in choosing a career. When we know our interests and the
skills we possess, we are better able to identify the kind of profession we want
Module 2 Page 11
to pursue.
Module 2 Page 12
Personal skills are things we are good at―our strengths, abilities, and
attributes.
Knowledge refers to learning concepts, principles, and information

regarding a particular subject(s) by a person through books, media,
encyclopedias, academic institutions, and other sources (Boulet, 2011).
(http://www.differencebetween.net/language/difference-between-knowledge-
and-skill/).
Skill refers to the ability of using that information and applying it in a

context. In other words, knowledge refers to theory and skill refers to
successfully applying that theory in practice and getting expected results.
For instance, a salesperson armed with an MBA degree may have

learned all the principles of marketing and selling in his business school. Going
forward, in his work he would know more about his company in the arena of its
product line, target market, competitors, etc. All of the above is knowledge.
When the individual transfers this knowledge to create a successful sales
COP
strategy and pitch and work to achieve those sales targets, is the salesperson’s
skill.
Knowledge is the thing we know while skill is the ability to apply what we
know.
Y
Each of us possesses different skills. Each of us varies in the strengths
and weaknesses that we possess. These make us unique. Because we are
unique, we differ in the way we do things. Since no two individuals are the
same, we need to complement each other. In like manner, different professions
require different skill sets and abilities. Skills are divided according to the
DEPE
following categories (Santa Maria, 2006):
People Skills―Work with, help, entertain, service, or influence the actions or

thinking of people.
Data Skills―Handle details, facts, numbers, records or files in a quick and

accurate way.
Thing Skills―Operate, maintain, or build machinery or regulate or process

equipment; understand and work with physical, chemical, or biological functions
Idea Skills―Solve abstract problems and express thoughts or feelings in a

creative or ingenious way.
Module 2 Page 13
Skills can also be categorized as employability skills or skills you need for a
job. (http://www.skillsyouneed.com/general/employability-skills.html). These
are:
Interpersonal Skills―These are important when seeking employment and

may be the single most important factor for many recruiters.
Communication Skills―Employers look for people who communicate well

both verbally and in writing.
Critical Thinking Skills―The ability to solve problems and make decisions

can be a huge asset to your employer and these are therefore desirable skills
to develop.
Personal Development―This is all about having the right attitude towards

work and the organization you work for. Employers look for people who are
keen to develop and learn.
Presentation Skills―Presenting information clearly and effectively is a key

skill in the workplace and presentation skills are required in almost every
modern employment area.
Leadership Skills―Leadership is the ability to influence others toward the

achievement of a goal.
Numeracy or Number Skills―Numeracy involves an understanding of

numerical data, statistics, and graphs, and is also part of making decisions and
reasoning.
Information Technology Skills―Most people need some information

technology (IT) skills to find work today. Acquiring basic IT skills and being
familiar with using a computer may open up a wide range of employment
opportunities and increase your marketability in the workplace.

Maniquin Challenge
Directions
1. Form groups of five learners per group. Give each group a maniquin
challenge topic secretly. As the group presents, the other groups will
guess what the performing group is presenting. The group with the
highest correct answers wins. Below are suggested tableau topics to be
guessed.
Module 2 Page 14
A referee officiating a basketball
game A chef cooking
A policeman catching a thief
A lawyer defending his/her client in a
court An entrepreneur operating a
business
Guide Questions
1. Were you able to identify the profession portrayed at once? Why?
2. Did the groups effectively show the knowledge and skills of the
professionals they were portraying? Support your answer.
3. What challenge/s did you experience in demonstrating the character or
profession assigned to your group?

Activity 2.1 Reach for a Star
Directions: Have learners write an essay about their dream profession/career

with the title: “Reach for a Star.” Have them write this in their journal. Give the
questions below as their guide.
Guide Questions
1. What skills do I need to develop/hone in order to reach my star (dream
career)?
2. Do my skills propel my plan to become a successful professional in the
near future?
3. What steps should I make in order to achieve my goal?
Activity 2.2 Like Me, Not Like Me
Distribute Activity Sheet 2.1 (Appendix 5). Have learners rate themselves
honestly. Their ratings will give direction for their own improvement. Have them
check the column that they believe speaks about them.
Legend:
Like Me (1) ― means you have that particular skill
Not Like Me (2) ― means you do not have that particular skill
Remember: Every individual is unique. Do not compare yourself with your

classmates. You have your own strengths and weaknesses.
Module 2 Page 15
People Skills Like Me Not Like Me
1 2
Speaking
Leading
Selling
Helping
Negotiating
Data Skills Like Me Not Like Me

1 2
Computing
Checking
Analyzing
Researching
Tabulating
Thing Skills Like Me Not Like Me

1 2
Repairing
Operating
Inspecting
Assembling
Manipulating
Module 2 Page 16
Idea Skills Like Me Not Like Me
1 2
Expressing
Predicting
Implementing
Instructing
Organizing
A plan and a well-prepared assessment can bring out areas for self-growth.
Knowledge, skills, and a positive attitude are the driving forces for a holistic
development that would direct the realization of an individual’s career achievement.
Based on the activity above, consolidate your answers by listing down the skills in
each column.
Like Me (1) Not Like Me (2)
Guide Questions
1. What possible profession/career fit into your skills?
2. What other skills do you need to develop to succeed in your chosen
career?
3. What steps do you need to undertake to achieve your dreamed
profession?
VIII. Assignment (optional, 5 minutes)

Directions: Have the students go to their original groups and plan to interview
professionals in the community about their success stories. Ask
how they were able to develop the knowledge and skills needed in
their chosen profession. Have each group take a video during the
interview and upload it on Facebook with the hashtag
#shinelikeastar, with the permission of the persons interviewed.
Module 2 Page 17
3 Reaffirming the Chosen Track
Introduction
Information is essential in every decision making. Information is usually

gathered from various sources to give a better picture of what we want to know and
on what bases we are making such a decision. This module presents several
sources of information about career choices that could influence or modify the
decisions we make for our future.
Total Time Allotment: 90 minutes
Materials
 puzzle (9 pieces)  coloring materials
 paper doll (made of cardboard)  pens
 cardboard or hard paper  cartolina/manila paper
 dressing materials (cloth, art  projector
papers, or recyclable  laptop
materials)  speaker
 scissors
 paste/glue
 activity sheet
 crayons
I. Objectives
1. determine the different sources of information relevant to curriculum exits;

2. evaluate the different sources of information relevant to their preferred
curriculum exit
3. match the knowledge and skills to the job market demands and possible
curriculum exits; and
4. value the importance of the chosen track/strand.
Activities
1. “Finding a Job” (Motivation)

2. Completing a Puzzle; Career Linking (Main Activity)
3. Sources of Information (Lecturette)
4. Dressing Up Mini Me (Application)
5. Realizations about Curriculum Exit Plan (Reflection)
6. My Career Information Sheet (Evaluation)
Module 3 Page 18
Have the students watch a video presentation on “Finding a Job” (00:04:56)
Note: The video is available in DOLE offices. Visit your DOLE regional or
provincial field offices to avail of other Labor and Employment Education
Services (LEES) videos. If the video is not available, ask the students about any
experiences or stories of finding a job. Let them share and ask how they got
information about the job and why it is important to have a source of information
about any job.
Guide Questions
1. What does the video tell about?
2. What does it say about acquiring information before making a decision?
3. Do you think this is all-important? Why?
Activity 3.1: Completing a Puzzle (10 minutes)
Procedure
1. Have the class form five groups.
2. Distribute the nine-piece puzzle to each group.
3. Instruct the learners to complete the picture puzzle in two minutes.
4. Let them read the infographic.
Guide Questions
1. What can you say about the data on employment, underemployment, and
unemployment in the country?
2. What sector served as the biggest contributor in the employment rate as of
October 2016?
3. Is the infographic helpful to you? Why?
4. What do you think are the sources of information in the infographic?
Module 3 Page 19
COP
Y DEPED
Source: National Economic and Development Authority
Module 3 Page 19 Page 19

Activity 3.2 Career Linking (17 minutes)
Procedure
1. Tell students to remain in their respective groups.
2. Distribute envelopes containing the following logos or icons as sources of
information and let them identify each.
Icon/Logo Description
COUNSELO School Guidance Counselor
R
Department of Education
Department of Labor and

Employment
Project JobsFit of the Bureau of

Local Employment
Philjobnet of the Bureau of Local

Employment
Philippine Overseas Employment

Administration
Overseas Workers Welfare

Administration
Professional Regulation Commission
Technical Education and Skills

Development Authority
Module 3 Page 20
Civil Service Commission
Public Employment Service Office
Commission on Higher Education
Department of Trade and Industry
3. After identifying the logos/icons, have learners paste these on manila paper or
cartolina according to the relevance of the sources of information to the
curriculum exits. Follow the format below.
Work Business College/University
COUNSELO
R
4. Have them assign a rapporteur in their own group to report their output in
class.
5. Be sure to give an overview of each source of information relevant to the
curriculum exits.
Module 3 Page 21
In choosing a career, it is essential to first acquire substantial information

about the different courses in order to come up with a valid and well-thought of
decision. Laying down all possibilities and considering several prospects would
result in a more advantageous, attainable, and viable career path.
Sources of Information
Schools’ Guidance Office
A school’s guidance office is managed primarily by a Registered Guidance

Counselor (RGC) as mandated by RA 9258, who implements a Career Guidance
Program that provides career counseling to both individuals and groups;
administers and interprets career tests; and provides other services such as
referral, placement, research, information, and orientation.
In the absence of an RGC, a career guidance advocate may lead the

implementation of a career guidance advocacy program in the school. An
advocate facilitates the information dissemination of career related materials such
as Labor Market Information; coordinates with the local government units
whereas labor and work related offices such as the Department of Labor and
Employment (DOLE), Technical Education and Skills Development Authority
(TESDA), Public Employment Service Office (PESO), and other stakeholders;
serves as conduit in the implementation of the DepEd Career Guidance
Advocacy Program between the schools division offices and the schools; and
manages other related Career Guidance Advocacy activities.
The limitation to the conduct of the Career Guidance Program of career

guidance advocates to a legally valid term of Career Guidance Advocacy
Program is consistent with the provisions of RA 9258 otherwise known as the
Guidance and Counseling Act of 2004 and RA 10533 otherwise known as the
Enhanced Basic Education Act of 2013.
Career guidance advocates may only conduct certain career guidance-related

activities that are part of the Career Guidance Program which an RGC is explicitly
mandated to conduct as provided for in the above-mentioned laws.
Career Guidance information is generally available in the guidance offices.
Module 3 Page 22
Department of Education
The Department of Education (DepEd) is a government agency that
formulates, implements, and coordinates policies, plans, programs, and projects
in the areas of formal and nonformal basic education. It supervises all elementary
and secondary education institutions, including alternative learning systems, both
public and private; and provides for the establishment and maintenance of a
complete, adequate, and integrated system of basic education relevant to the
goals of national development.
The Department through its partnerships with industries and private entities
may provide the needed labor market information in coordination with DOLE.
DepEd can be reached through its website: www.deped.gov.ph/.
Department of Labor and Employment
The Department of Labor and Employment (DOLE) is a national government

agency that envisions that every Filipino worker attains full, decent, and
productive employment. It formulates policies and implements labor laws and
labor-related legislations in order to promote gainful employment opportunities,
develop human resources, protect workers and promote their welfare, and
maintain industrial peace.
DOLE has different bureaus addressing specific concerns on labor. They

include the Bureau of Local Employment, Labor Relations, Workers with Special
Concerns, Working Conditions, International Labor Affairs, regional offices, and
the Philippine Overseas Labor Offices.
Bureau of Local Employment

The Bureau of Local Employment (BLE) develops policies, researches, labor
market analysis, strategies, programs, projects, operating guidelines and
standards, and provides advisory relative to local employment promotion and
administration.
Programs/Projects of the Bureau
Project JobsFit—The DOLE 2020 Vision or Project JobsFit is the forerunner of

the Department of Labor and Employment’s priority deliverable projects for 2009.
This forward looking activity was based on researches, information gathering,
and networking with key stakeholders. It was carried out as part of DOLE’s firm
resolve to adopt coherent and innovative strategies to carry out its mandate in
providing efficient employment facilitation services and respond to the prevailing
skill and job mismatch underlying the unemployment and underemployment
problems in the country.
Module 3 Page 23
Labor Market Information―The Project JobsFit resulted in the formulation of
the Labor Market Information (LMI) which provides timely, relevant, and accurate
signals on the current labor market such as in demand jobs and skills shortages
by developing client-specific LMI education and communication materials.
The material is part of the commitment of DOLE to support the Career

Guidance Advocacy Program which seeks to promote career guidance as tool in
assisting jobseekers particularly students in making informed career choices.
In developing the LMI, DOLE engages its key stakeholders―industry,

academe, and labor employers’ groups―to gather labor market signals. Training
and educational institutions use them in reviewing their respective curricula,
policies, standards, and guidelines to keep them abreast with industry
requirements.
Example: Region 6
Example: Region 6
Module 3 Page 24
Philjobnet—Philjobnet is an automated job and applicant matching system which
aims to fast-track jobseekers search for jobs and employers search for human
resource. It can be accessed through www.phil-job.net.
The Bureau of Local Employment can be reached through its website:

www.ble.dole.gov.ph/.
Bureau of Labor Relations
The Bureau of Labor Relations (BLR) develops policies, programs, projects,

operating guidelines and standards, and provides advisory relative to the
administration and enforcement of laws pertaining to labor―management
relations including workers’ organization, registration, and development, and
resolving appealed intra- and inter-union disputes.
Bureau of Workers with Special Concerns
The Bureau of Workers with Special Concerns (BWSC) develops policies,

programs, projects, operating guidelines and standards, and provides
advisory/assistance relative to the development and protection of workers that
include own-account and self-employed workers; informal and rural workers
including sugar workers, women workers, young workers, working children,
differently-abled, the older and elderly workers, and workers in the personal
service of another.
Module 3 Page 25
Bureau of Working Conditions
The Bureau of Working Conditions (BWC) primarily performs policy and

program development and advisory functions in the administration and
enforcement of laws relating to labor standards.
International Labor Affairs Bureau
The International Labor Affairs Bureau (ILAB) develops policies,

plans/programs, projects, guidelines/procedures, and standards relative to
international labor and employment concerns; and monitors the country’s
observance and implementation of all obligations, courtesies, and facilities
required by international labor affairs/associations/institutions. It also provides
advisory service in the supervision, monitoring, and reporting of
operations/activities of the Philippine Overseas Labor Offices (POLO) in different
countries, and serves as the instrumentality for technical cooperation, programs,
and activities with other countries and international institutions.
Regional Offices
The regional offices and field offices are the operating arms for directly
implementing the plans and programs developed by the bureaus and
administering and enforcing labor standards and laws. Each regional office has a
Mediation Arbitration and Legal Service Unit, an Internal Management Services
Division, Technical Services and Support Division, and field offices.
Philippine Overseas Labor Offices
The Philippine Overseas Labor Offices (POLO) are the operating arms of
the DOLE in different parts of the world. They take charge of administering and
enforcing the duly adopted policies and programs of the Department about
international labor affairs. The DOLE has the following overseas offices: Middle
Eastern Affairs Division, American and European Affairs Division, Asian and
Pacific Affairs Division, and the International Relations and Cooperation Division.
To further implement its mandate effectively, DOLE has the following

attached and/or coordinating agencies:
Employees’ Compensation Commission
The Employees’ Compensation Commission (ECC) formulates policies,

programs, and guidelines on occupational safety and health in the areas of
prevention, compensation, and rehabilitation; undertakes continuing research and
studies; extends technical assistance and advice on hazard recognition, risk
assessment, and abatement and control of hazards; plans, develops, prescribes,
implements, and monitors training programs on occupational safety and health;
acts as clearinghouse of information on all matters pertaining to Occupational
Safety Hazards; and reviews and/or decides appealed cases from the GSIS and
SSS.
Module 3 Page 26
National Conciliation and Mediation Board
The National Conciliation and Mediation Board (NCMB) formulates,

develops, and implements policies, programs, projects, standards, procedures,
manuals of operations, and guidelines for the effective conciliation and mediation
of labor disputes, and promotes workplace relations enhancement schemes,
grievance handling, voluntary arbitration, and other voluntary modes of dispute
prevention and settlement.
Overseas Workers’ Welfare Administration
The Overseas Workers’ Welfare Administration (OWWA) formulates and

implements policies, programs, and projects in the administration of the welfare
fund for overseas workers to be used for social and welfare services including
insurance coverage, legal assistance, placement assistance, and remittance
services.
Philippine Overseas Employment Administration
The Philippine Overseas Employment Administration (POEA) promotes and

develops the overseas employment program, protects the rights of migrant
workers, and regulates private sector participation in recruitment and overseas
placement.
National Labor Relations Commission
The National Labor Relations Commission (NLRC) is a quasi-judicial body

tasked to promote and maintain industrial peace by resolving labor and
management disputes involving both local and overseas workers through
compulsory arbitration and alternative modes of dispute resolution.
National Wages and Productivity Commission
The National Wages and Productivity Commission (NWPC) acts as the

national consultative and advisory body on matters relating to wages, incomes,
and productivity; formulates policies, programs, guidelines, and standards on
wages, income, and productivity improvement programs; and reviews regional
wage levels set by the Regional Tripartite Wages and Productivity Boards
(RTWPBs).
Professional Regulation Commission
The Professional Regulation Commission (PRC) regulates and supervises

the practice of the professionals who constitute the highly skilled manpower of
the country. This government agency can be reached through its website:
www.prc.gov.ph/.
Module 3 Page 27
Technical Education and Skills Development Authority
The TESDA manages and supervises technical education and skills

development (TESD) in the country. It is the leading partner in the development
of the Filipino workforce with world-class competence and positive work values.
To provide equitable access and provision of TESD programs to the growing

technical and vocational education and training (TVET) clients, TESDA continues
to undertake direct training provisions. There are four training modalities―school-
based, center-based, enterprise-based, and community-based. These are being
done with TESDA’s infrastructure in place―57 TESDA administered schools, 60
training centers, enterprise-based training through DTS/apprenticeship, and
community-based training in convergence with local government units.
This government agency can be reach through its website:

www.tesda.gov.ph/.
Government Service
The Civil Service Commission is the Human Resource Department of the

government that promotes morale, efficiency, integrity, responsiveness,
progressiveness, and courtesy in the Civil Service. This government agency can
be reach through its website: www.csc.gov.ph/.
Local Government Unit Level
The Public Employment Service Office is a non-fee charging multi-

employment service facility or entity established or accredited pursuant to
Republic Act No. 8759 otherwise known as the PESO Act of 1999.
They carry out full employment and equality of employment opportunities for
all, and for this purpose, to strengthen and expand the existing employment
facilitation service machinery of the government particularly at the local levels,
there shall be established in all capital towns of provinces key cities, and other
strategic areas, a public employment service office.
It is community-based and maintained largely by local government units

(LGUs) and a number of nongovernment organizations (NGOs) or community-
based organizations (CBOs) and state universities and colleges (SUCs). The
PESOs shall be linked to the regional offices of DOLE for coordination and
technical supervision, and to the DOLE central office, to constitute the national
employment service network. For more information, visit your PESO located in
your municipalities, cities, or provinces.
Module 3 Page 28
Higher Education
The Commission on Higher Education (CHED) is the key leader of the

Philippine higher education system. It works effectively in partnership with other
major higher education stakeholders in building the country’s human capital and
innovation capacity toward the development of a Filipino nation as a responsible
member of the international community. This government agency can be reach
through its website: www.ched.gov.ph/.
Business and Enterprise

The Department of Trade and Industry (DTI) is tasked to foster a
competitive and innovative industry and services sector that contributes to job
generation and inclusive growth; and to advance the rights and responsibilities of
consumers. This government agency can be reach through its website:
www.dti.gov.ph/.
Note: Aside from the government sources of information, there are other local
and international websites, private organizations, companies, and the like that
may offer information on career matching and job placement. However, the
Department of Education does not endorse in any other way, form, nor connect
with these websites or companies. Examples of these websites are:
Edukasyon.ph, JobStreet, WorkAbroad.ph., Trabaho.com, Kalibrr, Monster
Philippines, Gigajob Philippines, JobsDB.
Guide Questions
1. Did the information help you in setting your curriculum exit? How?
2. What skills are needed to pursue your curriculum exit? Do you already have
these skills?
3. What do you intend to do with the skills you already possess for the goal you
will pursue?

Activity 3.3: Dressing Up Mini Me!
Procedure
1. Cut out the Mini Me.
2. Dress the doll based on your preferred curriculum exit (e.g.,
Kolehiyo―Teacher). Include tools of profession or curriculum exits.
3. Determine the symbolic parts of the dress/tools (e.g., book, uniform)
4. In the symbolic parts, write down the skills and/or knowledge (e.g.,
communication skills, interpersonal relations, logical reasoning ability, clerical-
mechanical skills) needed for the preferred curriculum exits.
5. In the symbolic tools, write down the possible job market demands (Public
School Teacher/SHS Teacher/Private School Teacher/Tutor/Trainer, etc.) and
possible curriculum exits.
Module 3 Page 29
Note: Let the learners keep their “Mini Me” because it will be used in a later
module or they may display it in their Homeroom Guidance Corner.
Mini Me! (Male)
COP
Y
Module 3 Page 30
Mini Me! (Female)
COP
Y DEPED
Module 3 Page 31
1. Do the information about your curriculum exit fit with your current abilities or
skills?
2. Do you think you already have enough information? Why do you say so?
3. How will you plan out your preferred curriculum exit?
4. What are your realizations about the activity? How will you apply these in
planning out your career?

Activity 3.4: My Career Information Sheet
Procedure
1. Distribute the career information sheets.
2. Instruct the learners to map out other preferred alternatives aside from their
preferred curriculum exit.
3. Let the learners answer the questions in the information sheet.
VIII. Assignment (3 minutes)
1. Instruct the learners to share their Career Information Sheet to their parents,
guardians, and significant others. Both student and parents/guardians will
affix their signatures in the activity sheets.
2. In your Journal, write the implications of what you have written in your
Career Information Sheet.
3. Let the learners take home the “Fit Me Right” activity sheet for their parents
to answer an and sign.
Module 3 Page 32
4 Fit Me Right
Introduction
Choosing a career is a very crucial aspect of a learner’s decision making

process. It could make or unmake his/her future. Deciding on what to pursue
therefore needs to be taken slowly and cautiously.
In this module, learners will be led to a process of making decisions on what

career to pursue, taking into consideration different intervening factors. Moreover,
learners will realize that most of the time, there be people around them who would
influence, control, or pressure them in their decisions. The role of parents and other
support system in the learners’ decision-making is also given emphasis in this
module.
Time Allotment (90 minutes)

Materials
 Activity Sheets 1- 4 found in the appendix section

 PowerPoint presentation for the lecturette
 Video clip presentation
 Comic strip as an alternative reading material
 Reflection notebook/paper
I. Objectives

1. discuss the role of parents, guardians, and significant others in pursuing a
profession or career;
2. evaluate the role of parents, guardians, and significant others in deciding
for a profession or vocation; and
3. express commitment to pursue the chosen track/strand.
Activities
1. A Walk to Remember (Motivation)
2. Fit Me Right (Main Activity)
3. Career Choice and Career Support Checklist (Lecturette)
4. Creative Presentation (Application)
5. Causes of disagreement between child and parents (Reflection)
6. Pledge of Commitment (Evaluation)
Module 4 Page 33
A Walk to Remember
Procedure
1. Set up two columns inside the classroom. Column 1 is Yes while column
2 is No.
2. Flash each of the 10 statements for the learners to read. For every
statement flashed, the students will line up to the column of their choice—
whether yes or no.
Note: In the absence of an LCD projector, read each statement aloud.
3. Statements:
a. Your parents/guardians spark your motivation in discovering your
passion.
b. Your parents/guardians provide direction and guidance in choosing a
career path.
c. Your parents/guardians worry about their expectations from you that
may end up as a failure.
d. Your parents/guardians influence you on your career outlook.
e. Your parents/guardians influenced you to follow their ideas and views
about choosing a career during their days.
f. Your parents/guardians are interested in your well-being and
success.
g. Your parents/guardians have the best knowledge about your interests
and abilities.
h. Your parents/guardians spend time with you in cultivating your career
interests and considerations.
i. Your parents/guardians say that they know best when it comes to the
right career you will pursue.
j. Your parents/guardians have less time or no time at all to answer
your queries about career choices.
Guide Questions
1. How did you feel about the activity?
2. How many of the statements tell about your choice for a career? How
many do not?
3. Did the statements prove beneficial to you now?
4. If you were given a chance to alter your choice of career, would you do
that? Why?
5. What are your realizations?
Note:
1. Remind students to reflect on their answers first before lining up in the
column. Tell them to refrain from following the decisions or responses of
their peers or groups.
Module 4 Page 34
2. Emphasize the value of cooperation and orderliness in the conduct of the
activity.
3. Be creative in facilitating the activity to the learners. Make it less formal so
students would feel comfortable in answering the questions.
Fit Me Right
Procedure
1. Students and parents will answer the questions in the feet graphic
organizer provided in Appendix 7 as Activity Sheet No. 4.1.
2. Students were given the activity sheet for their parents to answer during
the previous module. Return these activity sheets to students.
3. Ask students to compare their answers with those of their parents.
Questions
For the Parents/Guardians For the Students

1. Anong kurso/curriculum exit ang 1. Anong kurso/curriculum exit ang
nais mong kunin ng iyong anak? nais mong kunin?
2. Sino ang mga taong 2. Sino ang mga taong
nakaimpluwensiya sa iyong nakaimpluwensya sa iyo sa
anak sa pagpili ng pagpili ng kurso/curriculum exit?
kurso/curriculum exit? 3. Sapat ba ang abilidad at kakayahan
3. Sapat ba ang abilidad at mo upang makamtan ang kursong
kakayahan ng iyong anak upang nais mo?
makamit ang kursong ito? 4. Sa palagay mo, angkop ba sa iyo
4. Sa palagay mo, angkop kaya ang kursong ito?
ang kursong ito sa iyong
anak?
Guide Questions
1. Do you have the same answers with those of your parents?
2. How do you feel about it?
3. If your answers are different, how do you intend to resolve it?
IV. Lecturette
1. Show a short video about “Estudyante, nalilito sa pipiliing kurso sa
kolehiyo.” (https://www.youtube.com/watch?v=EPMGcpxQlIs)
2. A PowerPoint presentation accompanies this part. Use it for more
convenient discussion of the important concepts.
3. If a video player/projector is not available, use the dialog, “Ang Gusto ni
Francis” as an alternative or additional reading activity for the learners
(Appendix 8).
Module 4 Page 35
Guide Questions
a. What does the video presentation tell about?
b. Who among you can relate with the video presentation/comic strip?
c. What do you think about the roles of parents/guardians in the pursuit
of your career choice?
4. Discuss the role of parents in helping their children choose a career using
the statements under “Mga Gampanin ng Magulang sa Pagpili ng Anak ng
Kaniyang Karera.” (Appendix 9, Activity Sheet No. 4.2)
5. Distribute copies of the “Mga Gampanin ng Magulang sa Pagpili ng Anak
ng Kaniyang Karera” after the discussion.
6. Lecture Proper
Other than the roles of parents you have identified, experts say that there
are other roles that your parents can do in support of your career choice.
These are the following:
a. Mahalaga ang pagtitiwala ng mga magulang sa inyong kakayahan at
pangarap. Mahalaga rin na kayo ay kanilang ganyakin upang pag-
usapan ang mga katanungan na may kinalaman sa napiling karera.
b. Malaking tulong ang paglalaan ng panahon ng inyong magulang upang
pag-usapan ang mahahalagang bagay tungkol sa karera.
c. Mahalaga ring matulungan kayo ng inyong magulang sa pagtuklas ng
inyong kalakasan, interes, at kakayahan sa pagpili ng karera.
d. Hikayatin nila kayo na magsaliksik pa tungkol sa napiling karera sa
pamamagitan ng pakikipag-usap sa mga taong may kaparehong kurso
at trabaho, at sa pagbabasa ng mga impormasyon tungkol sa karera.
e. Dapat kilalanin ng inyong mga magulang ang inyong kalakasan,
kakayahan, at kahinaan at suportahan kayo sa inyong magiging
desisyon.
f. Mahalaga ring himukin nila kayo na tuklasin ang iba’t ibang karera na
maaaring pagpilian batay sa inyong kakayahan, kalakasan, at interes.
g. Magplano kayo kasama ng inyong mga magulang sa posibleng
hakbang na gagawin kung hindi kayang tustusan ang karerang napili.
h. Kailangang ipakita ng inyong mga magulang ang kanilang suporta sa
karerang inyong napili sa pamamagitan ng pagpapalakas ng inyong
loob na kakayanin ang ano mang hamong dumating.
7. Provide learners with a copy of Activity Sheet No. 4.3: “Career Choice
and Career Support Checklist” found in Appendix 10. Let them
accomplish the questionnaire.
8. Discuss the results of the activity by asking the following questions:

a. Do you think you were able to get 100% support of your parents
regarding your career choice and curriculum exit? How many
answers did you have under Strongly Agree and Agree? How many
did you answer Strongly Disagree and Disagree?
Module 4 Page 36
b. What does the result say about the support of your
parents/guardians? Do you think the list of roles of parents in your
career choice and curriculum exit are enough?
c. If not, can you point out other roles of parents in terms of career
choice and curriculum exit support?
d. What does the result say about your abilities and skills? Do you think
you are equipped with all the factors needed (your abilities and skills
and the support of your parents/guardians) to sustain your preferred
career? Why do you say so?
Directions: Prepare a creative presentation for the following situation. It could

be in the form of role play, poster, interpretative dance, or a song.
If you were a parent, what

would be your role in the
career path of your child?
1.
COP
Group the learners according to their interest or create a way to come up
with several groupings of learners depending on their interests and
Y
strengths.
2. Instruct each group to prepare for their number at the shortest possible
time. Tell them that this activity is bound by time. They should strive to
follow it strictly.
3. Encourage them to come up with varied types of presentation or you may
assign a particular group to perform a specific task.
4. Monitor each group as they prepare for their presentations.
5. Use rubrics to evaluate the group’s presentation (Appendix 11, 12, 13, 14).
1. What are the causes of disagreement between a child and the parents
when choosing a career path?
2. Is the support of your parents in choosing a career path important to you?
Why?
Note:
1. Remind students to consider the feelings and situation of their own family
and the output they presented.
2. Monitor the learners and make sure that each works on his/her own and
does not copy the entry of classmates.
3. As much as possible, collect the journals after the activity and give
feedback.
Module 4 Page 37
A. Most Significant Learning from the Module

1. What struck you most in this module?
2. Are the support of your parents and significant others in your life
necessary in setting direction for your career path?
B. Pledge of Commitment
1. Fill in the blanks in the pledge of commitment provided in Appendix
10, Activity Sheet No. 4.4.
2. Recite the pledge together as a class.
Note:
1. Encourage learners to reflect on the questions first before answering.

2. Discourage students from copying the work of their peers. Let them
reflect on their own learning.
3. Check the journal entry of the learners.

1. Secure a copy of “Mga Gampanin ng Magulang sa Pagpili ng ng Anak ng
Kaniyang Karera” (Appendix 9). Let your parents read this thoroughly.
After reading, let them affix their signature at the bottom of the paper.
Return the signed paper next meeting.
2. For the Pledge of Commitment, let your parents affix their signature in the
blank provided.
3. Interview professionals in your community whose career is similar to your

choice. Ask the following questions. (You may add more questions.)
a. Why did you choose this career?

b. Did your parents support you in deciding what career to pursue?
c. What are needed to qualify for this career?
Module 4 Page 38
5 Rising Toward the Reality
of My Dreams
Introduction
This module is about helping the learners identify the skills and abilities that will
help them determine the most realistic profession and career for them.
The learners’ knowledge of their skills and abilities will enable them to make
career decisions that match their potentials and expertise. Facilitating the learners’
skills assessment will aid them in making career choices that will empower them to
maximize the available local and foreign opportunities after they exit from the senior
high school curriculum.
Materials
 paper and pen  copies of Career Progression

 carton box/bowl Sheet
 scissors  copies of Self-Assessment Skills
 manila paper Inventory
 colored paper/construction paper
 copies of skills-based resume
Note: You may use alternative resources or other similar materials if those above
are not available.
I. Objectives

1. identify the qualifications, abilities, and skills necessary in the preferred
profession, and vocation;
2. make a decision about the preferred career; and
3. share insights and experiences on the process of choosing the preferred
profession or career.
Activities
1. Activity on identifying skills whether “hard” or “soft” (Motivation)
2. Completing a Career Progression Sheet (Main Activity)
3. Exploring Skills, Abilities, Interests, and Values (Lecturette)
4. Self-Assessment Skills Inventory/Writing a Resume (Application)
Module 5 Page 39
5. Reflective questions about written resume (Reflection)
6. Elevator Pitch (Evaluation)

Note: Check if learners were able to do their assignment of interviewing
professionals. Ask some volunteers to share information they gathered,
specifically on the qualifications required of the professions of the people they
interviewed.
Prior to the activity, prepare the following:

1. List of soft skills encoded or written on yellow colored paper or construction
paper.
2. Provide spaces in between the skills for cutting.
3. Do the same with the hard skills, on a blue colored paper or construction
paper.
Soft Skills
Teamwork Dependability
Listening Enjoying challenge
Honesty Calmness, Warmth
Flexibility Leadership Skills
Open mindedness Service-orientedness
Good decision making Encouraging
Interpersonal relations skills Resiliency
Hard Skills
DEPE
 Multi-tasking Carpentry
 Computer programming Hair dressing Interior Designing
 Artistic Machine work
 Plays different sports Driving Gardening/Agriculture
D
 Bartending Culinary Skills Assembling Computing
Repair
 Tabulating
Checking

Analyzing

Communication Skills


Module 5 Page 40
Directions
1. Assign one learner to act as the “It.”

2. Give the mechanics of the activity.
Mechanics
 All learners will form one big circle including the It. There should be no extra
seats aside from those occupied by the learners.
 The It will hold the box containing the list of skills. Then, he will ask a learner
from the circle to pick a paper from the box. The It will read the skill on the
paper and ask the learner if he/she possesses such skill.
Example: Multi-tasking…is this your skill?
If the answer is Yes, everybody will stand and move to the next seat on their
left.
If the answer is No, everybody, including the It will stand and find a seat
across the circle. The learner who cannot get a seat becomes the new It.
To add perk to the response, the learner who is called by the It is instructed
to say “Yes na Yes” if the answer is affirmative. If the answer is negative,
learner answers “Oh no, I don’t have it!”
 For every skill picked, ask learners: “In what profession is the skill useful?”
Gather responses.
 Do the next round using the same procedure.
Guide Questions
1. What did you feel while doing the activity?
2. How did this activity help you determine the skills that you need in the
workplace?
3. How will the identified skills prepare you in your preferred profession,
vocation, and future?
4. What other insights do you have from this activity?
Note: Tell students that those who got blue paper got the hard skills while those
who picked the yellow paper got the soft skills.
Module 5 Page 41
Procedure
1. Group together those with the same field/cluster preferences, based on
the choices they made as reflected in the previous modules. Have each
cluster sit in a circle.
2. Assure the learners that they are on the right track toward attaining their
dream careers but that they need to understand the skills and
qualifications required.
3. Provide each group a copy of the “Career Progression Sheet.”
Career Progression Sheet
INNOVE HIRING PROGRAM
COP
INNOVE, a new player in the energy industry, offers job openings to
senior high school graduates in your province. Its Human Resource
Department manager announced that there are 180 vacancies available
for application: 30 researchers, 50 junior clerks, 60 encoders, 30 graphic
designers, and 10 company physical fitness coaches.
The important qualifications to consider are the following:
a. Must be a Senior High School graduate
Y DEPED
b. Must possess the relevant qualifications, skills, and abilities called for
by the job
c. Willing to work under pressure
d. Must possess good communication skills and can work with less
supervision
e. Willing to be assigned in other provinces
Interested and qualified applicants must submit a resume addressed

to John T. Loewy, INNOVE President, thru the Human Resource
Manager Jeanie R. Nana.
Module 5 Page 42
Task
1. The leader of each cluster will read the content of the Career Progression
Sheet to their group members.
2. The leader will encourage each member of the group to tell the skills and
abilities they possess that coincide with their chosen career. Assign a
group secretary to note down the sharing of each member.
3. After the discussion, the secretary will read to the class the list of
strengths, skills, and abilities mentioned in the sharing.
Guide Questions
 Do the skills and abilities that you possess fit into the requirements stated
in the Career Progression Sheet?
 Based on the skills and abilities you believe you possess, what position
best fits you? Does this complement with the career you want to pursue?
 What are your insights or realizations about the activity?

Examining one’s life is an important prelude to success. Socrates once
said that an unexamined life is not worth living. Hence, in making a career
decision, a process of self-introspection is essential. It is all about exploring and
assessing one’s skills, interests, abilities, and values, and combining these to
result in a satisfying life and career in the future.
Such self-introspection is essential because the most important thing in

the field of human resource today is the inner totality of a person. Consider the
following scenarios.
Scenario 1
Andrew and Maynard work in the same company as senior computer
specialists. Andrew does his work efficiently and effectively. However, he
gets irritated when the manager asks him to revise a work or mentor a new
employee. Others try to avoid him because of this. Maynard, on the other
hand, is less than a year in the company but already has good rapport with
majority of the employees. When others or the manager comments on his
work, he humbly accepts and tries to adjust accordingly.
If you were the manager of the company, who would you prefer to be
promoted and why?
Module 5 Page 43
Scenario 2
Nicole was very happy because she was able to put up a small
restaurant in their community. Her customers grew in number and they kept
coming back because they like the service aside from the cheap but
delicious food. One customer suggested that Nicole market her business
through social media. She wondered how she would do that since she is
not familiar with social media applications.
The scenarios presented support the trend that employers prefer to hire
applicants primarily based on attitude rather than aptitude. Many industries,
employers, and human resource managers share the same perspective in hiring
new employees. It also shows that technical skills are essential in operating a
business.
The success of a company includes commitment, focus on the job, humility,

and industry of its employees. Studies regarding hiring methodologies
established facts that skilled and experienced employees with negative attitude
and perspective fail quickly while the lesser experienced ones with excellent
attitudes succeed better in the long run (Toren, 2015).
Wherever you go, you carry your attitude with you. So it is important to be
aware about the totality of your persons as future workers in different industries
and other workplaces, including the skills that you possess―those that need to
be developed and those that need to be improved. By doing so, you will be
tailored to become competent employees in today’s industry preferences, and
eventually become best managers in the future. One who plans to venture into
enterprising activity must also consider these skills as human resources will play
a critical part in the success of the business organization.
There are two major classifications of skills (Doyle, 2016)―hard skills and
soft skills.
Hard skills refer to the functional abilities and are generally taught and
learned in school, from experience, and from reading books and are evaluated
through levels of competencies. A concrete example of this is one’s speed in
producing work outputs. It also applies to the number or kind of machines a
person can operate. These skills are constant across work settings, situations,
and workers, which are acquired over time.
Module 5 Page 44
Examples of hard skills are the following:
1. encoding
2. machine operation
3. heavy equipment operation
4. carpentry
5. computer programming
6. analyzing
7. computing
Soft skills refer to the personal characteristics and traits of an individual

and which are not measurable. Over time and with a positive mindset, these can
be developed and enhanced through various opportunities such as values
formation and team building. However, the employee himself/herself should have
the “will” and the right attitude to make the necessary adjustment in order to build
on these values and traits.
Examples of soft skills are as the following:

1. teamwork
2. communication
3. flexibility
4. patience
5. persuasion
6. time management
7. perseverance
8. decision making
9. honesty
10. humility
Your career should be a platform for you to forward your best skills,
knowledge about self, and your abilities. Developing and improving your hard
skills and creating a balance of your soft skills will not only ensure a promising
career, but a healthy, meaningful, and happy life.
In as much as skills are important in the world of work and the business
industry, consider also the job qualifications relevant to your career preferences.
These are basic requirements entailed by a certain job that also include work
experience, personal qualities, lines of expertise, and educational credentials.
Sample qualifications for specific careers are included in Appendix 15 for

reference.
Module 5 Page 45
Note:
1. Provide students with a copy of the sample qualifications required for a job
(Appendix 15).
2. For additional resources on job qualifications, you may visit the following links:
http://work.chron.com/job-qualification-examples-12829.html,
http://info.dogpile.com, www.dole.gov.ph
Guide Questions
1. Are you aware about your hard skills? your soft skills?
2. Are these skills relevant to the career you want to pursue?
3. What do you intend to do with the skills that you do not possess or are not yet
prominent in you?
4. Do you think you are on the right track about your career goal? Why?
Task 1
1. Distribute copy of “Self-Assessment Skills Inventory” sheets to students
(Appendix 16).
2. Tell students to write the hard and soft skills that they possess, including
their interests and qualifications.
3. Collect the completed sheets for compilation in the students’ portfolio.
These will be available as ready reference by the Guidance
Counselor/Career Advocate for career counseling and for other related
purposes.
Self-Assessment Skills Inventory (SASI)
Name:
Chosen Profession/Career:
Skills Interests Qualifications

Hard Skills Soft Skills
Module 5 Page 46
Sample Self-Assessment Skills Inventory (SASI) Name: Kyle Velasco
Chosen Profession/Career: Electrical Engineer

Computing Skills Decision making Making designs Graduate of BS
Skills Electrical
Engineering
Course
Analytical Skills Flexible Reading Board Examination
science Passer
journals
Computer Honest With OJT
Programming experience in local
Skills engineering firm
COP
Composing
technical diagrams
Creating and
explaining
design ideas
Task 2
“I-Resume” – Individual Resume Writing
A resume is a powerful tool that markets an applicant’s skills, strengths, and

competencies to prospective employers. It provides brief, yet substantive
information about how the applicant can contribute to a company or organization.
In this activity, students will package themselves for employment purposes,

applying their significant learning in the activities of the previous session.
Procedure
1. Discuss briefly the importance and the parts of a skills-based resume. Give
them a sample copy of a resume as their guide.
2. Guide the learners in making their own skills-based resumes.
3. Let them recall what they wrote in SASI—their different skills, interests, and
qualifications—which they could use to construct their resume.
Module 5 Page 47
Read to the learners the importance of a resume as summed up the article
“How to Write a Resume.”
Think of your resume this way: It is a means to advertise yourself as to

what you can offer to an organizational setting. Remember that your goal is to
be qualified for interview for a prospective job. To do this, you must view your
resume as a marketing tool to move you closer to your dreams. Therefore, you
need to see it as your marketing tool. However, the resume alone, is not the sole
factor to land a job. The point is, it’s a first step that you need to master with
competencies.
Sample of a Skills-based Resume
Kyle Velasco
135 Sonny St. Brgy. Bitoon, Province of Bontoc
Cell # 09090403112
Education
COP
Senior High School Graduate – Science and Technology, Engineering and Mathematics
(STEM) strand. School: Stella Mariz College, Bontoc, School Year
Training and Leadership Skills

 Can perform various computer program functions, including Microsoft Word,
Microsoft Excel, Microsoft Publisher, Corel Draw
 Fluent in written and oral communication using the English language, Filipino, and
Sadanga, Ilocano
 Can work under pressure and task challenges
 Willing to work overtime when needed
Y DEPED
 Can work and formulate decisions with little supervision
 Receptive of others’ suggestions and opinions
 Able to work and adjust in working with others
Organizational Affiliation
 Math Club—as Public Information Officer, links with other clubs and organizations
and disseminates relevant information to club members
 Supreme Student Government—as member, actively supported all initiated in-
campus and off-campus programs and projects
Module 5 Page 48
The learners’ experience in writing their resume is one of the major trainings in
marketing themselves to potential industries. Allow them to share their major
learning from the activity by asking the following questions. Have them write
their answers in their journal.
1. What interest, skills, and qualification for your chosen career were you able
to identify as you were writing your resume?
2. What did you feel while preparing your resume?
3. How will this help you in your chosen career?
4. Do you think your resume will pass the requirements needed for your job?
Why?

Elevator Pitch
It is essential for 21st century learners to be aware and confident in knowing

and developing their skills, talents, and abilities as these shall be translated
into future jobs and opportunities. In today’s set up of job interviews, job fair
is common in the Philippines and it is vital that learners are equipped with
the knowledge and skills necessary for this endeavor. They should know
and be confident to present their best introduction as to who they are and
what they can do best in the shortest possible time.
Procedure
1. Introduce the elevator pitch interview, which has to be executed in 30
seconds. The learner will act as the resource manager and another, the
interviewee.
2. The interviewee will present his/her skills, abilities, and qualifications in an
oral form as brief as it can be to the human resource manager.
Guide questions in formulating the Elevator Pitch (Speech)

1. What do you do best? (Skills)
Learner should be able to identify and articulate for himself/herself and to
a potential interviewer what he/she can do best.
Example:
 I am articulate in written and oral communication.
 My expertise is in hairdressing.
 I am currently an active member of the Supreme Student Government.
Module 5 Page 49
2. What characteristics best describe you?
Example:
 I am a good listener and I value people.
 I learn fast and I can finish a task independently.
 I am a good team player and believe I am an asset to the company.
3. What do you enjoy doing?

Example:
 I am interested in manipulating computers. I like solving mathematical
problems.
 I like to study about nature.
4. What is your purpose for applying for work?

Example:
 This job is an opportunity for me to share and further enhance my skills
in designing.
 I am inspired by the assistance your company is offering to the less
fortunate yet deserving students.
Sample of Elevator Pitch (Speech): 30 seconds
Sir, good morning po!
Ako po si Elize Reyes, nagtapos ng Senior High School sa Elijah National

High School sa strand na HUMMS. Mahusay po ako sa pagsusulat ng mga
report at mga opisyal na pakikipagtalastasan sa Ingles, Filipino, at Cebuano.
May kasanayan din ako sa paggamit ng kompyuter.
DEPE
Ang pinakamalakas kong katangian ay ang aking kahusayan sa pakikitungo
sa tao. Naging daan ito sa aking pagbuo ng mga programa para sa mga
kabataan sa aming komunidad. May karanasan na ako sa pakikipag-ugnayan
sa iba’t ibang ahensiya na may kaugnayan sa paglilinang ng kaisipan at
kasanayan ng mga kabataan. Ilan sa mga ito ay ang camping at retreats. Sa
D
pamamagitan ng mga ito ay naibabahagi ko sa kanila ang aking mga naging
karanasan na gagabay sa kanilang paghahanda tungo sa mabungang
kinabukasan upang sila ay patuloy na maging responsableng mamamayan.
1. Call on volunteers to present his/her elevator pitch speech.

2. Tell the class, “Based on the presentation, let’s give him/her a two thumbs-up
and say Hired!” Teacher makes a pointing and thumbs-up gesture to the
presenter.
Module 5 Page 50
Note: Discuss the reality that some applicants may be denied but that they can
apply in other establishments or venture into other enterprising activities
depending on what suits their qualifications, skills, and abilities.
Guide Questions
1. How did you feel when you were asked to present yourself?
2. In what way did this activity help you to make plans and prepare for the
future?
3. With your skills and abilities, what can you contribute to your country five to
ten years from now?
Note: Play the song “Pinoy Ako” by Orange and Lemons. Let students form a big
circle and hold hands together while singing the song with appreciation to
Filipinos who bring pride to the country. Come up with alternative strategies
in the absence of electricity or player.
VIII. Assignment
Coordinate with the English teacher to provide assistance in the
enhancement, improvement, or rewriting of learners’ resumes.
Module 5 Page 51
6 Up in the Ladder of My Career
Introduction
There are many career options to choose from, so senior high schoolers must
learn to manage their choice of career and life goal. When they encounter
challenges that somehow affect them from reaching their goal, they should not give
up. Just as career options are numerous, so are the possible ways of addressing the
tests that come along with the preferred career. The same is true when they
encounter challenges that hinder them to reach their dreams. For each of the
challenges identified in the attainment of their career choice, let us identify possible
ways to address them.
This module will guide the learners in applying their abilities and maximizing their
resources in deciding for their career. It will also make them realize that there are
many factors that affect and in a way, strengthen one’s decision making for a career
choice.
Materials
 activity sheets
 paper
 pen
I. Objectives
1. name the pros and cons of the decision made for life and career; and
2. formulate ways of addressing the possible challenges and areas for
enrichment.
Activities
1. My Priorities (Motivation)
2. Factors to Consider in Choosing a Career (Main Activity)
3. Difference between goal, need, and value/Jumping the Hurdles Inside of Me
(Lecturette)
4. I Create My Own Ladder of Success (Application)
5. Writing insights and realizations (Reflection)
6. My Action Plan (Evaluation)
Module 6 Page 52
This activity will make learners become aware about factors that lead them
to the decision of choosing a particular career, including the barriers that they
have to deal with at present. This activity will also help learners create strategies
in order to deal with these barriers.
Note: Prepare your own answers to the checklist and give this as sample when
needed.
Activity Sheet No. 6.1: My Priorities
Directions: Choose three challenges or concerns from the list below that relate
to what you are presently experiencing in your chosen career. Rank them one to
three with 1 as the topmost challenge and 3 as the lowest.
Financial status
Health
Job opportunities
Parents influence
Influence from significant others
Distance between home and employment opportunity
College/university after high school
Capital for entrepreneurship
Opportunities to work abroad
Will to pursue college
Educational scholarship
Change of life style
Work ethics
Compensation
Hard skills
Personal choice (interest)
Source: Career Planning Model by the Department of Training and Workforce Development
Career Centre, accessed December 6, 2016
Guide Questions
1. Which challenges or concerns did you pick out?
2. Why did you consider these as your top three challenges/concerns?
3. Are you satisfied with your choice? Why?
4. What factors did you consider in planning a career?
5. What are your realizations/insights about the activity?
Module 6 Page 53
Procedure
Tell the learners to answer the activity sheet by writing in the column the
advantages or disadvantages of the factor on the left.
Activity Sheet No. 6.2: Factors to Consider in Choosing a Career
Which has the greater weight?

Factors
Advantages Disadvantages
1. Employment opportunity
Availability of job in the locality and/or nearby
areas
2. Financial capability of parents
Availability of financial resources to sustain the
needs to finish the preferred course
3. Global opportunity
High probability to work in other countries
4. Health
Enjoy good physical and mental health and
vitality; enjoy physical and mental well-being; be
free from disease or pain
5. High paying job/profession/income generating
career
Compensation is far above the regular received
salary of common workers.
6. Interest
Preference for certain kinds of activities
7. Mental capacity
Sufficient understanding and memory to
comprehend in a general way the situation in
which one finds oneself and the nature,
purpose, and consequence of any act or
transaction into which one proposes to enter
8. Personality
The characteristic patterns of behavior, thought,
and emotion that determine a person’s
adjustment to environment
9. Prestige
Become well-known; gain the respect of others;
be acknowledged by others as being better
10. Social responsibility
Social and humanitarian values
Source: International Journal of Academic Research in Psychology July 2014, Vol. 1, No. 2 ISSN
2312-1882 Career Related Profile of Freshman Students for Academic Year 2013–2014:
Basis for a Career Development Plan Sheena Wella G. Arguelles and Amelia B. Bay
Counseling and Testing Center, Lyceum of the Philippines University, Batangas.
Module 6 Page 54
Sample of a learner’s career choice: To become a chef in a cruise ship
Which has the greater weight?

Considering Factors in
choosing a Career Pros Cons
(Advantages) (Disadvantages)
1. Employment  There are a number
opportunity of restaurants and
Availability of job in the hotels in our province.
locality and/or nearby  I have a relative
areas who is a hotel
supervisor and my
cousin has a
catering business.
 We have a small
carinderia and my
older sister sell
baon
pack in the factories.
2. Financial capability of  My father’s income is
parents. seasonal (livestock).
Availability of financial  I am the second in a
resources to sustain brood of five and we
the needs to finish the are all in school.
preferred course.
Guide Questions
1. Are the factors to consider mentioned in the activity necessary in choosing a
career? Why do you say so?
2. Were you able to identify at once whether the factors are advantageous or
disadvantageous to your chosen career? Why?
3. Do your answers reflect the way you are planning to implement your career
path?

A goal is anything—an object or situation—that we think we need or want. It may
be something we want to do, what we want to be, or what we want to have.
A need is what we do not have or do not have enough of. The well-known social
psychologist Abraham H. Maslow classified human needs and arranged them in
hierarchical order from lower to higher needs. His theory of sequential
development of needs states that:
 Lower-level needs develop first in the life of a person.

 Once lower-level needs are satisfied or are on the way to satisfaction, they
assume less importance in motivation because the higher-level needs become
dominant in motivating behavior.
Module 6 Page 55
A value is something we have and which we prize or treasure. We make choices
to protect, defend, or enhance it. A value is shown in the choice we freely make.
We are happy with the choice. If we value working with others, we will always
choose situations at work in which we interact with others rather than working
alone.
Different kinds of values:

 personal values
 family values
 spiritual values
 work values
 career values
 social and humanitarian values
 cultural values
Source: Santamaria, Josefina O. 2006 Career Planning Workbook

4th Ed. Career Systems, Inc. Makati City, Philippines
Points to
Ponder
Jumping the Hurdles Inside of Me
COP
There will be many obstacles that the adolescent will face when choosing
and planning a career path. The bigger the problems adolescents think they have,
the stronger they will become after overcoming these problems. Jumping the
hurdles that are within will take time, but practicing the virtues will strengthen
Y
adolescents for the hurdles they will have to jump over. There are many different
external obstacles that adolescents will face in the path that they choose to take.
Many of these problems may seem like they are beyond the adolescents’ control.
It is important however, to remind them that in every situation that occurs, what
matters most is how they deal with it. To jump the hurdles from outside takes a lot
of strength in decision making.
DEPE
Source: Torralba, Antonio N. & Socorro L. Bautista, 2003 Career A Dream, A
Mission, A Vocation I am S.T.R.O.N.G for Career Copyright page 91, 92, 93
Procedure
Prepare Activity Sheet No. 6.3: I Create My Own Ladder of Success!
The learners will draw an illustration of a ladder with four steps showing their
journey in reaching their career and life goals through the career decision they
made.
First step : At present

Second step : After senior high school
graduation Third step : After five years from
now
Module 6 Page 56
Fourth step : After 10 years from now
Module 6 Page 57
Guide Question
From a rating of 1 to 10 with 10 as the highest, what is your present level of
determination to achieve your career/life goals?
1. In your journal, write your insights and realizations about the three activities.
2. Form groups with five members each. Share your insights and realizations
with the members in your group.

Provide students with Activity Sheet No. 6.4: My Action Plan. Have learners
prepare an Action Plan based on the disadvantages they have indicated in
activity sheet no. 6.2. Number 1 has been done as an example.
Disadvantages Plan of Action

1. Financial capacity  Graduate in Senior High School under the TVL
strand.
 Earn the NC2 at TESDA.
 Look for a parttime job in fastfood chains or
restaurants while pursuing college.
 Apply for possible scholarships or financial
assistance.
Enroll in a state university.
2.
The learners will show the activity sheets to their parents, discuss the results,
and ask them to affix their signature in each output.
Module 6 Page 58
8 I Plan to Succeed!
Introduction
Congratulations, your learners are now ready to develop plans for their chosen
career and put them to action!
In the previous session, the learners identified their strengths and weaknesses,
and analyzed the opportunities and threats that go with them. They also learned that
the SWOT framework is not only an effective tool for business but is also beneficial
for job seekers and students like them who aim to climb the career and success
ladder.
In this module, students will learn the step by step procedure in making their
own career plans and the ways to achieve them. They will set their goals with the
corresponding time frame to achieve them. Finally, this session will enable them to
focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
Total Time Allotment: 90 minutes
Materials
 Dexter’s Goal Animation

 My Career Development Plan sheets
 My Timeline sheets
 The Future Me Bio-Poem sheets
 Mini Me (from Module 3)
 LCD projector
 speakers
 crayons/colored pens
 white cartolina/manila paper
 marker
 pencil
I. Objectives
At the end of this module, the students are expected to:

1. determine the steps in achieving goals;
2. develop plans for the chosen profession or vocation;
3. implement strategies based on the plans; and
4. show commitment in achieving life goals.
Module 8 Page 70
Activities
1. Video presentation – Dexter’s Goal (Motivation)
2. Poster Making (Main Activity)
3. Achieving Life Goals – Career Planning (Lecturette)
4. My Career Development Plan (Application)
5. Making a Timeline (Reflection)
6. “The Future Me” bio-poem (Evaluation)

Greet your learners warmly and show the students an animation entitled
Dexter’s Goal. Remind the students to take notes as needed.
Note: If computers and projectors are not available, ask volunteers to practice the
role of Dexter and Daisy. Have them present this during the session.
Guide Questions
After the activity, ask the learners the following questions:
1. What is Dexter’s goal?
2. What should Dexter do to achieve his goal?
3. Do you believe that with a daily schedule Dexter will improve on his
performance and top his class? Why?
4. Do you agree with Benjamin Franklin’s statement, “If you fail to plan, you are
planning to fail”? Why?
5. How would you relate this activity with your life and career plans?
Procedure
Ask the learners to draw a poster of a community where people live comfortably.
Have them develop a plan for their community and see where their professions
could be utilized. Expect that learners may picture themselves based on what they
see in movies and television shows or what they read in magazines. This activity
will help them plan and set goals based on real-life career goals. They will also
understand the wide range of profession and vocation available that they may not
have considered before.
Sequence of the activity:
1. Divide the class into the five groups. Instruct them to pick a representative from
each group to present their output. Before the learners go to their respective
groups, make sure that the instructions have been clearly communicated and
all questions regarding the mechanics of the activity have been settled.
2. Remind the learners to maintain orderliness: avoid shouting and disturbing
other groups. Advise them that although they are having fun, respect should
always come first.
3. Instruct the class to gather their group mates and find a space to settle.
Module 8 Page 71
4. Tell them to begin working on their poster. Remind them to put their Mini Me
where their profession/vocation will be utilized in the community. Make sure to
go around the class to monitor progress of each group. Provide guidance
whenever necessary.
5. Ask the participants to post their outputs.
6. Have each representative present their output for one minute.
Guide Questions
After the activity, ask the learners the following questions:
1. How did you find the activity?
2. What professions and vocations were present in the communities? What were
missing?
3. What do you think will happen if the community lacks certain
professions/vocation?
4. How does planning or setting goals relate to the activity?
To deepen the discussion, give the following situations and ask learners to answer:
1. How would you feel if you were to take an exam but have not reviewed?
2. How do you think this will affect the results of your exam?
Achieving Life Goals
If you want to plan for your life and career, you have to consider your goals
and align them to activities that would lead to their realization. Setting your
goals is a major component of strategic planning for life and profession. Goals
can create positive pressure so that you can move forward. Furthermore, they
lead you to the right direction, and serve as measure if you are really
succeeding in life.
According to Ellis (2011), writing your goals exponentially increases your

chances of meeting them. Goals must be SMART, meaning specific,
measurable, achievable, relevant, and time-bound. The STAR method may
be used to complement your SMART goals. STAR stands for specific, time,
areas, and reflect. Let us use these acronyms to remember the following
steps in setting and achieving goals:
1. Write specific goals - Your goals must be observable and measurable.

Think of them as detailed results that you want to achieve. Compare the
following examples:
Dexter’s Goal Daisy’s Goal

I will get a good job. I will work as a professional secondary
teacher at a public school where I can
continue to learn and advance to higher
positions.
Module 8 Page 72
Dexter and Daisy have the same intention of getting a good job, but Daisy
stated her goal more specifically. Daisy came up with a clearer set of
actions and would most likely achieve the result.
2. Write goals in several time frames - It is important to have a

comprehensive vision of your future. You can do this by writing your goals
in the following time frames:
a. Long-term goals - These generally refer to something that you want to

accomplish in the future. These goals will usually need five to 20 years
to succeed. They include but are not limited to the different aspects of
life such as education, career, personal relationship, and financial
security.
b. Midterm goals - These can be achieved between the short-term and
long-term goals. These goals support your long-term goals. These
objectives can be accomplished between one to five years (example, I
will finish senior high school).
c. Short-term goals - These can be accomplished typically in less than a
year. These goals are more specific achievements. These require
immediate action or in the near future (example, I will get 95% or above
as my final grade in Earth Science).
3. Write goals in several areas of life - In life and career planning, it is

important to aim for a balanced life. Setting goals for the different aspects
of life should be considered - education, career, financial, social, spiritual,
and health.
4. Reflect on your goals - Take time to read and think about your goals and
perform the following spot checks:
a. Check your feelings - Do you have emotional connections with your

written goals?
b. Check for alignment - Are your short-term goals aligned with your
mid-term goals? Will your mid-term goals help you achieve your life
goals?
c. Check for obstacles - What are the constraints that you might
encounter while working on your goals? How will you deal with these
constraints? What are the possible workable solutions?
d. Check for immediate steps - What physical actions should you
undertake to achieve your goals? What small and achievable steps
should you do at once to accomplish one of your short-term goals?
Module 8 Page 73
Career Planning
Career planning is a continuous process of learning and developing in the
chosen field. It focuses on making informed choices in managing and
organizing your profession and vocation.
Career Planning Model

Source: Department of Training and Workforce Development Career Centre, WA
Career planning has four steps:

1. Knowing yourself
2. Finding out
3. Making decisions
4. Taking actions
Step 1: Knowing yourself―Self-awareness is a critical aspect of career

planning. You need to start from yourself. You should know where you are
now and where you want to be. This is the stage where you will identify
clearly your life and career goals.
Step 2: Finding out―You will explore the different job opportunities in the
market for career options. You can utilize the Labor Market Information and
other resources and tools previously discussed in Session 3 to look up for job
descriptions, wages, job requirements, and job market projection.
Module 8 Page 74
Step 3: Making decisions―After identifying your goals and exploring
possible career opportunities, you now make life and career decisions. This is
done by comparing the results of the self-awareness inventory composed of
interests, values, personal style, skills, and learning experiences with the
current career alternatives.
Step 4: Taking actions―This is where you will start working toward the
achievement of your life and career goals. You should consider creating
support systems (composed of champions who can help you achieve your
goals), possible roadblocks, and how to deal with them. You should also
consider the factors that are getting in your way and those that are leading
you toward your goals.
Guide Questions
After the lecture, ask the learners the following questions:
1. How do you set achievable goals?
2. Why do you need to use SMART and STAR in writing your life and career
goals?
3. What is career planning? How can it help you as a Grade 11 student?
4. How will you implement your life and career plan?
By this time, the learners have a thorough understanding of their own

knowledge and skills, personal attributes, and work values. They have also
explored available work opportunities and job requirements, and narrowed
down their career options into a clear career choice. For this activity, the
learners will start working on their Career Development Plan.
Give each learner a copy of the Career Development Plan worksheet.
MY CAREER DEVELOPMENT PLAN

Name:
Track and Strand:
CAREER MISSION STATEMENT
To become a/an ( future profession ) who is a specialist in ( field of
expertise ) and possesses skills in ( three skills
).
_
Module 8 Page 75
GOAL-SETTING
Long-term Goals ( 5 to 20 Years)
LT 1.
Goals 2.
3.
Choose one most important long-term goal in your life and career. Then, list
mid-term goals that will support the achievement of this long-term goal.
Analyze your list and choose the most important three that you want to
accomplish.
Midterm Goals ( 1 to 5 Years)

MT 1.
Goals 2.
3.
From your list of mid-term goals, choose one you consider the most important.
List short-term goals that will support the achievement of this mid-term goal.
Analyze your list and choose the most important three that you want to
accomplish.
Short-term Goals ( Less than a Year)

ST 1.
Goals 2.
3.
According to Antoine de Saint-Exupery, a goal without a plan is just a wish.

Now that you have your clear goals for life and career, it is important to break
down these goals into doable tasks, set the time frame and completion date,
and identify resources that will help in accomplishing these tasks.
Choose one short-term goal from your list that you consider as the most
important, then, break this goal into major tasks and write in the table below.
Task No. 1
Step Description Completion

Date
1
2
3
Module 8 Page 76
Module 8 Page 77
Task No. 2

Date
1
2
3
Task No. 3

Date
1
2
3
Example:
MY CAREER DEVELOPMENT PLAN

Name: MARK DANIEL G. SAGAL
Track and Strand: Academic – General Academic Strand
CAREER MISSION STATEMENT

To become a/an (registered professional teacher) who is a specialist in
(education) and possesses skills in (teaching, public speaking, and writing).
GOAL-SETTING
Long-Term Goals (5 to 20 Years)
1. Become a registered professional teacher in a junior high school, teaching
computer subjects
2. Finish a Master’s Degree in Educational Technology
3. To be promoted as an Education Program Supervisor in my division
Choose one most important long-term goal in your life and career. Then,
brainstorm to list possible mid-term goals to achieve it. Analyze your list and
choose the most important three that you want to accomplish.
Module 8 Page 78
For Long-term Goal No. 1: Become a professional teacher in a junior high
school, teaching computer subject
Midterm Goals (1 to 5 Years)
1. Graduate from Senior High School—General Academic Strand with honors
2. Finish a Bachelor’s Degree in Information Technology Education at
Philippine Normal University
3. Pass the Licensure Examination for Teachers with high ratings
From your list of midterm goals, choose the one you consider as the most
important and brainstorm to list possible short-term goals. Analyze your list
and choose the most important three that you want to accomplish.
For Midterm Goal No. 1: Graduate from Senior High School—General

Academic Strand with honors
Short-Term Goals (Less than a Year)
1. Organize my day through a daily planner.
2. Get a final grade of 90% or above in all subjects.
3. Improve communication skills by participating in different co-curricular
activities such as writing articles for the school paper and joining speech
club.
Choose one short-term goal from your list that you consider as the most
important, then, break this goal into major tasks and complete the table
below.
For Short-term Goal No. 2: Get a final grade of 90% or above in all subjects.
Task 1: Prepare for my speech in Oral Communication in Context on August 10.
Date
1 Research and write about my speech August 5
2 Memorize and practice my speech August 8
3 Do a final rehearsal for my speech August 9
Task 2: Submit Research Paper in Earth and Life Science subject on August 14.
Date
1 Research in the library August 8
2 Research online for journals and contemporary studies August 10
3 Write Chapter 1 August 11
4 Write Chapters 2 and 3 August 13
Module 8 Page 79
Task 3: Prepare for the First Semester Final Exams on August 18.
Date
1 Review the following subjects: August 16
 Earth and Life Science
 Oral Communications
 Komunikasyon at Pananaliksik sa Wika
 General Mathematics
2 Organize a study group with friends and meet every August 16
day for two hours
3 Construct a practice test for each subject August 17

Procedure
The learners will create their timeline by filling in the blanks using a pencil.
Instruct them to post it in a place where they will see it often. They will update
the timeline each year to reflect on what they have achieved and what they
want to accomplish within the year.
My Timeline
Today’s Date:
Date I will graduate
( ) years to work on how I want my life to be after graduation
Things I need to do this year:
DEPE
Exampl
My Timeline
D
e: Today’s Date: August 8, 2017
Date I will graduate: March 2019
Four years to work on how I want my life to be after graduation
Things I need to do this year:
Study hard to get good grades.
Apply for a scholarship program.
Earn a National Certificate from TESDA.
Module 8 Page 80
Procedure
The learners will create a bio-poem by answering the questions in each line of
The Future Me bio-poem while playing The Journey by Lea Salonga as
background instrumental music. The teacher will explain and discuss how to
create the bio-poem through an example. This activity will evaluate the
learners’ understanding of the interrelated factors that make up their future
career and life goals. The completed bio-poems will be displayed in the
Homeroom Guidance Corner.
The Future Me Bio-Poem
Line 1 : Write your first name.

Line 2 : Write your future profession/vocation.
Line 3 : Who appreciates ( Write an object, tool, etc. related to your chosen
profession/vocation.)
Line 3 : Who can (Write something important you will do in this
profession/vocation.)
Line 4 : Who serves (Write the customers/clients you will serve.)
Line 5 : Who knows ( Write the knowledge necessary to perform your
profession/vocation)
Line 6 : Who values (Write two work values related to the
profession/vocation)
Line 7 : I will pursue my goals of (Write one short-term and midterm goals
each.)
Line 8: Write your last name then, your future profession/vocation.
Example:
The Future Career Bio-Poem
Mark
Daniel A
Professor
Who appreciates books
Who can teach and
empower
Who serves learners
Who knows world history, biology, and algebra
Who values integrity, dedication, and hard
work
I will pursue my goals of finishing high school and studying
Module 8 Page 81
VIII. Agreement
Procedure
After completing the eight modules for this Career Guidance Program, ask the
learners to compile all the worksheets and journals they have accomplished
all throughout the program and put them in an envelope or folder. The
teacher-adviser should collect the portfolio for evaluation. Return the portfolios
to the learners for continuous updating, monitoring for progress, and
coaching.
Outputs in the Career Development Portfolio
Session 1
Activity Sheet 1.1: Sikreto sa Tagumpay ni Selina
Activity Sheet 1.2: Reasons Behind My Choices
Activity Sheet 1.3: My Next Moves in Career
Activity Sheet 1.4: Knowing the Right Choice
Session 2
Activity Sheet 2.1: Reach for a Star
Activity Sheet 2.2: Star Qualities
Session 3
Activity Sheet 3.1: Mini Me!
Activity Sheet 3.2: My Career Information Worksheet
Session 4
Activity Sheet 4.1: Feet Me Right
Activity Sheet 4.2: Mga Gampanin ng Magulang
Activity Sheet 4.3: Career Choice and Support Checklist
Activity Sheet 4.4: Pledge of Commitment
Session 5
Activity Sheet 5.1: Self-Assessment Skills Inventory (SASI)
Activity Sheet 5.2: I- Resume
Session 6
Activity Sheet 6.1: My Priorities
Activity Sheet 6.2: Factors in Choosing a Career
Activity Sheet 6.3: My Action Plans
Session 7
Activity Sheet 7.1: SWOT Analysis
Activity Sheet 7.2: My Ladder to Success
Activity Sheet 7.3: Evaluation Writing Prompts
Session 8
Activity Sheet 8.1: Dexter’s Goal
Activity Sheet 8.2: My Timeline
Activity Sheet 8.3: Career Development Plan
Activity Sheet 8.4: The Future Me Bio-Poem
Module 8 Page 82
7 Beginning the Journey Where I Am
Introduction
This module, “Beginning the Journey Where I Am” is about the process
toward strategic implementation leading to the realization of the learner’s chosen
profession or career goal. The activities included herein will help learners learn more
about their interests, values, and skills in relation to their current situation which is
vital to their profession in the future. This session will also guide learners in exploring
occupations that are applicable to them and in learning to decide on the best choice.
Time Allotment: (90 minutes)
Materials
 ballpen
 activity sheets (SWOT analysis, My Ladder to Success)
 music video: The Journey by Lea Salonga
I. Objectives
At the end of this session, the learners are expected to:
1. discuss their present situation in relation to their status in life and profession;
2. enumerate the different areas to consider in planning their life and profession;
and
3. evaluate the relevance of their current situation to their life and profession.
Activities
1. Profession Rap (Motivation)
2. SWOT Analysis (Main Activity)
3. Discussion of SWOT Framework (Lecturette)
4. Structuring Ladder of Success (Application)
5. “The Journey” song (Reflection)
6. Sentence completion (Evaluation)
Note: Compose a short rap introducing your own name and profession.
Stand and Name – Profession Rap
Directions
1. Following the teacher’s example, each learner will introduce his/her name
and future profession.
2. Those seated will affirm the profession stated, also through a rap.
Module 7 Page 58
Example:
Rico : I am Rico, I will be a surgeon! Yo! Yes, yes, yo!
Group : Rico is a surgeon! Yo! Yes, yes, yo!
Melody : I will be a civil engineer!

Group : Melody is a civil engineer!
Amore : I am Amore, I will be a chef!

Group : Amore is a chef!
Guide Questions
1. How did you feel while you were rapping your name and profession? Why?
2. What made you choose that profession?
Call three to five volunteers to answer the questions. Discuss their answers.
Say: Telling anyone what you want to be is both exciting and tedious because
wishing what you want to be is a personal choice but considering other factors
that affect this choice is another aspect to examine.
This main activity is based on the motivational activity and a revisit of

Session 6, activity 6.1 where the learners identified their current situation in
relation to their life and profession.
In this activity, the learner will be introduced to SWOT analysis. This will
help them discover and understand their strengths, weaknesses, opportunities,
and threats, and lead them to take action if necessary, about their future career.
The SWOT analysis will also help the learner and their parents narrow down or
change a chosen career with understanding and acceptance based on the
family’s socio-economic situation.
Procedure
1. Provide learners with the SWOT analysis activity sheet.
2. In the first column, have them indicate their present track, strand, and
specialization.
3. Based on Session 6, Activity 6.1, have learners list the areas that they believe
form part of their SWOT analysis.
4. Have learners list other challenges and concerns that they encounter as
specified in each column of strengths, weaknesses, opportunities, and
threats. (See SWOT Sample Worksheet 1 and 2.)
Module 7 Page 59
Sample Worksheet 1: Academic
Strengths Weaknesses Opportunities Threats
Track:
Academic
Strand: ABM Good Poor English  Scholarshi  Financial
Specialization: mathematic communication p in college issues
al skills skills  Job  Distance
opportunitie from
s in the residence to
locality college or
university
Sample Worksheet 2: TVL

Track: TVL
Strand: Home  artistic  easily  local employment  local small
Economics  practical discourage  internationa business
Specialization:  analytica d l competitors
Food and l thinker  less information employmen  upgrading of
Beverages  patien of the latest t skills in food
Production t food and  entrepreneurship and
 hones beverages beverages
t production production
 people issues  stagnation of
perso  communication business
n skills (verbal
and
written)
Worksheet 7.1 SWOT Analysis

Name:
Track:
Strand:
Specialization:
Note: After learners have filled out the worksheet, group them together by playing
“The boat is sinking.”
Mechanics
1. Students will group themselves according to the number you will say.
Example, say, “The boat is sinking, group yourselves into nine,” the
participants should group themselves into nine members per group.
2. Repeat the process at least three times with different number of groups until
they will group into fives. This makes five members in each group.
3. Each member of the group will answer and discuss the guide questions.
Module 7 Page 60
4. Have each group choose a rapporteur to present to the class their common
answers to the guide questions.
Guide Questions
1. How do you feel about your strengths? your weaknesses?
2. Are your weaknesses manageable in terms of pursuing your career
goal? How will you manage these?
3. How will you cope with the threats that arise in pursuing your career goal?
4. Based on the areas that you considered in your career plan, which do you
prioritize in order to attain your goal?
Synthesis
“The true purpose of the strong is to promote greater strength in the weak,
and not to keep the weak in that state where they are at the mercy of the
strong.”
- Chistian D. Larson
Patience and perseverance are burning desires that need to be fueled constantly
in the process of reaching one’s goal. The quest for the realization of your dreams is
like waging a momentous battle during which you might encounter severe setbacks.
But success comes to those who turn adversities into opportunities, overcome their
limitations, and bounce back with renewed vigor.
Career Development is a lifelong process that includes physical, cognitive,

and emotional development (Seligman, 1980). There are many factors that
influence lifelong career development process. These are generally classified as
psychological and social factors that are developed by affecting each other
mutually. The most important feature that affects vocational development are the
skills that an individual has. However, development of these skills can only be
possible with environment support. If one were permitted only a single variable
to predict an individual’s occupational status, it surely would be the socio-
economic status of that individual’s family of orientation. (revisit Module 1.1) As a
measurement construct, socioeconomic status usually incorporates one or more
of the following: parents’ educational attainment and occupational status, and
family income (discussed in Module 2 lecturrette). All of these factors, as well as
such corresponding variables as values, opportunities, and parental
encouragement, serve to enhance or limit an individual’s potential occupational
status. (Schoenberg et al. 1984)
Each person has different difficulties and boundaries that may hinder
him/her from pursuing a career goal. The Strengths, Weaknesses, Opportunities,
and Threats (SWOT) activity enables the learners to realize and prioritize their
own interests that they owe to value in planning for life because this will lead
them to whatever career goal they want to achieve.
Module 7 Page 61
The SWOT framework is credited to Albert Humphrey, who tested the
approach in the 1960s and 1970s at the Stanford Research Institute (SRI).
SWOT analysis is a process that identifies the strengths, weaknesses,
opportunities, and threats of the students’ chosen career field. As its name
states, a SWOT analysis examines four elements:
1. Strengths—Internal attributes and resources that support successful

outcome of the chosen track and strand.
2. Weaknesses—Internal attributes and resources that work against a
successful outcome of the chosen track and strand.
3. Opportunities—External factors of the career goal that can be capitalized
on or used to its advantage.
4. Threats—External factors that could jeopardize the career goal.
SWOT is usually used in the industrial/business industry. It is said to be an

effective tool in business analysis that would eventually lead to business
success. In this case, SWOT is used to analyze career development pathing to
help the learner lead their one’s career goal/journey. Having career goals helps
provide direction and focuses the learner’s attention on attainable outcomes of
the educational process.
Knowing where you are going with your academic program in terms of clear
goals helps stimulate and maintain motivation. Motivation has been shown to be
a critical component of academic success. Therefore, clarifying your career
goals can result in immediate as well as long-term gain (Groccia, 1992).
Individuals vary in their progress in terms of clarifying goals because of

many reasons. Some advance rapidly through each phase, while others
progress more slowly. Individuals may repeat all or parts of the career
development process at various points throughout their lives as values, interests,
abilities, and life circumstances change.
The concept of self-efficacy is the focal point of Albert Bandura’s social

cognitive theory (1997). By means of the self-system, individuals exercise control
over their thoughts, feelings, and actions. Among the beliefs with which an
individual evaluates the control over his/her actions and environment, self-
efficacy beliefs are the most influential predictor of human behavior as this
relates to the career exposure where the individual is influenced.
According to Bandura (1997), the level and strength of self-efficacy will
determine whether coping behavior will be initiated, how much effort will result,
and how long the effort will be sustained in the face of obstacles.
Self-efficacy means the belief in one’s capabilities to organize and execute

the courses of action required to produce given attainments. This is constructed
on the basis of the following:
 Personal Performance—Accomplishments, previous successes or failures

(most influential)
 Vicarious Experience—Watching others, modeling, mentoring
Module 7 Page 62
 Verbal Persuasion—Verbal encouragement or discouragement
 Physiological and Emotional Factors—Perceptions of stress reactions in the
body
It is important to understand the distinction between self-esteem and self-

efficacy in career planning. According to Bandura (1992):
 Self-esteem relates to a person’s sense of self worth.

 Self-efficacy relates to a person’s perception of his/her ability to reach a goal.
Self-Efficacy Affects Human Function in Relation

to Career Planning
Choices regarding Behavior
The individuals will be more inclined to take on a task if they believe they can
succeed. They generally avoid tasks where their self-efficacy is low, but engage
when it is high. Self-efficacy that is significantly higher than ability can lead to
psychological damage. Significantly low self-efficacy leads to an inability to grow and
expand skills. Optimum levels of self-efficacy are a little above ability, which
encourages people to tackle challenging tasks and gain valuable experience.
Motivation
The individual with higher self-efficacy in a task are likely to expend more effort and
persist longer than one with low efficacy. On the other hand, low self-efficacy may
provide an incentive to learn more and prepare better than a person with higher self-
efficacy.
Thought Patterns and Responses

Low self-efficacy can lead the individual to believe tasks are harder than they
actually are. This leads to poor planning and stress. A person with higher self-
efficacy will attribute a failure to external factors, whereas a person with lower self-
efficacy will attribute it to low ability. (Example: Math Test)
The Destiny Idea

Bandura successfully showed that individuals with differing self-efficacy perceive
the world in fundamentally different ways. Persons with high self-efficacy are
generally of the opinion that they are in control of their own lives: that their own
actions and decisions shape their lives. On the other hand, persons with low
self-efficacy may see their lives as somewhat out of their hands and is
dependent on fate.
Module 7 Page 63
Guide Questions
(This will be answered by at least three learners.)
1. What are your insights about the strand/track you are enrolled in?
2. What are your realizations?
3. Do you think these will help you as you progress in your career journey?
In what way?
Synthesis
As we journey towards our career, we see the road is long and rough. There are
times when we do not find enough strength to sustain us. But through it all we
strive to get up and move on. We rediscover over strengths and build on our
weaknesses to become stronger in pursuit of reaching our goal.
This activity is a revisit of Session 6, activity 6.2. In this activity, the learner will
structure “Ladder of Success” in relation to their Senior High School career
choice.
Module 7 Page 64
Sample worksheet for Academic—STEM
My Ladder to Success!
A year after:
After four (4 to 5) I am a full fledged

years: CIVIL ENGINEER
I will be a degree (Name the profession)
(Grade 12)
holder in CIVIL
ENGINEERING I will be employed at
( ) My goal is to
At present (Pursued College) MEGA World
earn
(Grade 11) NC II in the field of
School Year 2023-24 Value:
Need: – Employability skills

I am in Academic – To take the board
Track – Time management
Need: exam for – Working with others
STEM Strand Engineering
Specialization – Family
– Financial support – Financial opportunity
– Family support
Value:
Skills I Learned Value: I own a business
– Work opportunity
– Family
() – Health
– Logarithmic Entrepreneurship/
skills Negosyo I am employed as
– Calculus skills
– Self-confidence Need:
– Study habits Need:
– Time Value:
Need:
Skills I still need to
learn: I own a business
Value:
– Interpersonal Value:
skills Need:
– Communication
skills
(/) Pursue College
Value: State other options:
Course in
Engineering
Need: Financial and State other options:

family support
Value: Further
education
and health
Module 7 Page 65
Sample worksheet for TVL
A year after:
After four (4) years: I am a full fledged
I will be a degree
holder in (Name the
(Grade 12) profession)
( / ) My goal is to (Pursued College) I am employed as
earn School Year Senior Waiter in a
At present (Grade 11) NC II in the field Need: CRUISE SHIP in
of Food and Australia
I am in TVL Track Beverages
Home Economics Value:
Servicing Need:
Strand
Promotion and
Need: I am employed as
Specialization compensation
- Immersion to a Senior Waiter in a
Food and Beverages hotel or cruise ship
Servicing CRUISE SHIP in Value:
- Financial support Australia Work and
- Family support
Skills I Learned opportunity to tour
Need: Australia
Value: - Savings for my
- Work performance family
- Sanitation - Financial support
- Quality time at I own a business
- Sensitivity to other for my parents
work and family
people - and siblings
- Good service to
- time mangement
customers
Value:
Skills I still need to - Work ethics
( ) Entrepreneurship/ Need:
learn: - Patience
Negosyo
- Good - Time management
communication Need: - Service to others
skills
- Self-confidence I own a business
- Being patient and Value: Value:
understanding
Need:
( ) Pursue College
Course Value:
State other options:
Need: State other options:
Value:
Module 7 Page 66
Worksheet 7.2
Directions: Fill out the worksheet.
A year after:
After four (4) years: I am a full fledged

(Grade 12)
I will be a degree
holder in (Name the
( ) My goal is to earn
NC II in the field of profession)
At present (Grade 11) I am employed as

(Pursued College)
I am in Track School Year
Strand Need:
Specialization
Need:
Need:
Value:
Skills I Learned Value:

Value:
( ) Entrepreneurship/
Negosyo
I am employed as I own a business

Need:
Need:
Value: Need:
Skills I still need to

Value: Value:
learn: ( ) Pursue College
Course
Need: I own a business

State other options:
Value: Need:
“It’s not what you achieve, it’s what you overcome. That’s what defines your career.”
– Carlton Fisk
Module 7 Page 67
Note: The lyrics of the song “The Journey” will be used as alternative to the
video if this is not available or in the absence of an Internet connection.
Half the world is sleeping

Half the world’s awake
Half can hear their heart beat
Half just hear them break
I am but a traveler
Been most everywhere
Ask me what you want to know.
[Chorus]
What a journey it has been And the end is not in sight But the stars are out tonight
And they're bound to guide my way When they're shining on my life
I can see a better day
I won't let the darkness in What a journey it has been.
I have been to sorrow I have been to bliss Where I'll be tomorrow I can only guess
Through the darkest desert Through the deepest snow Forward, always forward I go. Forward,
COP
Catching every drop of hope In my empty cup.
Y
DEPE
Discuss the lyrics of the song. Give emphasis to the following:
 The song is about the crossroads that the traveler (learner) encounters in life as
he/she journeys into his/her career.
 The song puts importance on the values of patience, courage, perseverance,
and safeguarding principles.
 It highlights one’s awareness about the realities of life and profession and the
continuous struggle to survive whatever career path the traveler (learner) may
take.
Life is what we make it. We can make it beautiful and meaningful depending on
the virtues we practice.
Module 7 Page 68
There are big and small tasks that we perform in our everyday lives. There are
times when we are up, and times that we are down. But we come to realize that our
failures become our learning, and as we get up, we turn up stronger, more
responsible, and more accepting of the consequences of the decisions we make.
Deciding on a career is a lifetime choice. We do not need to do this alone. We

need each other to help us become who we want to be and to live the life we plan it
to be.

Writing Prompts
Directions: Complete the following phrases. Recall the previous activities you
did to answer.
1. I want to become .
2. I need to learn my skills in .
3. I want to work in .
4. I have the qualities for .
5. I am
(State your characteristics or attitude)
6. I value at work, because .
(State your ideals)
7. I like working in .
8. I like working with people who are .
9. I do not like to work at because
.
10. I do not like to work with people who .
As a concluding statement, read this to student.
“Believe in yourself and all that you are. Know that there is something
inside you that is greater than any obstacle.”
— Christian D. Larson
Note: All worksheets will be submitted to the Guidance Counselor/Teacher Career

Guidance Advocate for profiling and further career counseling.
VIII. Assignment
Every group shall bring the following:

 white cartolina or manila paper
 marker
 pencil
 crayons
Module 7 Page 69
Appendix
Module 1 Appendix 1
Activity Sheet No. 1.1

Sikreto sa Tagumpay ni Selina
ni Jenifer L. Soriano
“Selina, maghanda ka na. Mahuhuli ka na sa klase,” pangungulit ni Aling

Sonya sa labintatlong gulang na panganay na anak.
“Opo, Inay. Tatapusin ko lang po itong tinatali ko para makadagdag sa ibebenta
ninyo,” sagot nito habang nagmamadaling ibinubungkos ang mga talbos ng kamote,
sitaw, at saluyot na ipagbibili ng ina sa palengke.
Sa ganitong eksena nagsisimula ang araw ni Selina. Kailangan niya itong
gawin upang makatulong sa kita at gastusin ng kanilang pamilya. Sa kabila ng
kahirapan ay patuloy na nagsusumikap ang pamilya Tolentino upang mabuhay.
Sa mga araw na walang pasok, katulong si Selina ng kaniyang ina. Suson-
suson ang basket at bilao, iniikot ni Selina ang kanilang baryo upang ilako ang mga
gulay. Maraming papangutya at panghuhusga na ang kaniyang pinagdaanan. Sa
tingin ng iba, hindi siya makatatapos ng pag-aaral at sa halip ay maaga itong mag-
aasawa upang makawala sa hirap ng buhay.
Gayunpaman, ipinagpatuloy ni Selina ang kursong nais ng magulang. Ito sana
ang kursong nais ng ina subalit hindi siya nabigyan ng pagkakataon kaya’t sa anak
na lamang ipapasa.
“Selina Soliman Tolentino, Cum laude,” pahayag ng gurong tagapagdaloy sa
palatuntunan ng pagtatapos sa isang sikat na kolehiyo sa kanilang lalawigan na
malapit sa kanilang tirahan.
May pagmamalaking tumindig si Selina at saglit na nagbalik-tanaw sa kaniyang
pagsagupa sa mapanghamong mundo ng buhay. Sa wakas, aakyat na siya sa
entablado upang tanggapin ang pinangarap at pinagsumikapang medalya.
Tuwang di maikubli naman sa mukha ng ina ang bumakas sa patuloy na pag-
agos at pagpunas ng mga sariwang butil ng perlas sa mga mata nito. Kampante na
si Aling Sonya at nalalaman niyang may makatutulong na siya upang maipagpatuloy
pa ng anim na anak ang pag-aaral.
Alam at nasaksihan ni Aling Sonya ang laki ng sakripisyo ng anak para lamang
makatapos ng pag-aaral bilang isang guro. Kasama si Selina sa pagpapayaman sa
maliit na bakuran upang matustusan ang pangangailangan sa kaniyang pag-aaral.
Dahil din sa angking kakayahan sa pagguhit at pagsusulat, madalas hingan ng
tulong si Selina ng iba pang estudyanteng tulad niya sa paggawa ng kanilang mga
proyekto, ulat, pamanahong-papel, at iba pang gawain. Kapalit nito, siya ay naililibre
ng pagkain at naaabutan ng kaunting halaga. Mula sa kaunting halagang ito ay
nakaiipon siya at nakapag-aabot ng baon sa mga kapatid.
Sa kaniyang mga taon sa hayskul ay nakitaan siya ng potensiyal sa
pagsasayaw at pag-awit. Nanguna siya sa mga patimpalak na ito kaya’t habang nag-
aaral sa kolehiyo ay naisisingit niya ang pagtuturo ng sayaw at kanta sa mga mag-
Appendix Page 82
aaral sa pinagtapusan niyang paaralang pader lamang ang pagitan mula sa kanilang
tahanan. Ito ay ayon na rin sa hiling ng dati niyang mga gurong humahanga at
naniniwala sa kaniyang kakayahan.
Sa gayon ay nakawilihan na niya ang makihalubilo sa mga bata at higit na
nahasa ang kaniyang kakayahang makipag-ugnayan na siya namang kailangan sa
pinag-aralang propesyon. Unti-unti ay nakikita niya ang kaniyang sariling minamahal
ang pagiging isang ganap na guro.
Handa na si Selina sa bagong hamon. Hangad niya ang tagumpay para sa
kaniyang sarili, sa kaniyang pamilya, at higit sa lahat, sa mga mag-aaral na magiging
kliyente at ituturing niyang mga anak sa kaniyang propesyon.
Nais pa ni Selina na mapalawak ang kaniyang karunungan at makuha ang
kursong abogasiya, tagapagtanggol ng mga naaapi, tulad ng kaniyang pamilyang
inagawan ng lupa, na humantong sa pagkalubog sa utang para lamang ipaglaban
ang karapatan sa batas ng pag-angkin sa mga ari-arian.
Taglay ni Selina ang kakayahang mangarap at tuparin ang mga pangarap na
ito. Pinahahalagahan rin niya ang madalas na payo sa kaniya ng magulang, na ang
tunay na “sikreto sa tagumpay” ay sikap, sipag at tiyaga. Tunay nga na ang
kahirapan ay hindi hadlang sa pagtatamo ng mga pangarap.
Mga Gabay na Tanong:

1. Sino ang pangunahing tauhan sa kuwento? Ilarawan siya.
2. Paano hinarap ng pangunahing tauhan ang mga pagsubok sa kaniyang buhay?
3. Naging matagumpay ba ang takbo ng kaniyang buhay? Bakit?
4. Kung ikaw ang nasa kalagayan ni Selina, gagawin mo rin ba ang ginawa niya?
Bakit?
5. Alin sa mga katangian ni Selina ang taglay mo na? Paano mo pagyayamanin

ang mga katangiang ito upang maging daan din ng katuparan ng iyong mga
mithiin sa buhay?
Appendix Page 83
Module 1 Appendix 2

Reasons behind My Choices
Name:
Grade and Section:
Directions: Draw shapes inside the big circle to represent the factors that influenced
you in choosing your profession/vocation. The size of each shape may
vary according to the degree of its influence in your career decision-
making.
(For a colourful output, color the shapes: heart –red; triangle – green; and square –
blue)
– Family Factor – Personal Factor – Social Factor
Appendix Page 84
Module 1 Appendix 3
My Next Career Move
Name:
Grade and Section:
Write your insights about the session. Complete the hanging statements inside the
balloons.
I learned
I felt
I would (action to be taken)
Appendix Page 85
Module 1 Appendix 4
Activity Sheet 1.4

Knowing the Right Choices
Enumerate three professions/life choices (according to the degree of your choice)
and identify the factors affecting your choices.
Profession/Life Factors Affecting Insights/Lessons

Choices the Choices Learned
First Choice
Second
Choice
Third Choice
Career and Life Choices
PERSONAL
FAMILY SOCIAL
Skills and abilities
Interests and Parental influence Influence of friends
personality types Beliefs and and peers
Life roles traditions Influence of
Previous Financial media/technology
experiences resources Industry demands
Childhood and expectations
Fantasies
Appendix Page 86
Module 2 Appendix 5

Like Me, Not Like Me
People Skills Like Me Not Like Me

1 2
Speaking
Leading
Selling
Helping
Negotiating
Data Skills Like Me Not Like Me

1 2
Computing
Checking
Analyzing
Researching
Tabulating
Thing Skills Like Me Not Like Me

1 2
Repairing
Operating
Inspecting
Assembling
Manipulating
Idea Skills Like Me Not Like Me

1 2
Expressing
Predicting
Implementing
Instructing
Organizing
Appendix Page 87
Module 3 Appendix 6a
My Career Information Worksheet (College/University)
Is the LMI
What is my What What are What skills are projection favorable What are the
What
preferred information do I the sources needed for to my preferred sources of
specialization?
course/profession? need for the of the job? curriculum exit? information?
school/work? information? (Y/N)
Secondary Communication
Teacher School Offering School website Yes DOLE, PESO
Teacher Skills
Learner’s signature over printed name Parent’s signature over printed name Date
Appendix Page 88
Module 3 Appendix 6b
My Career Information Worksheet (Work)
Is the LMI
What Are skills
What is my Do I intend projection
information What are What skills trainings What are the
preferred What to favorable to
do I need the sources are needed available in sources of
work/ specialization? enhance my
for the of for the my information?
profession? my skills? preferred
work/ information? job? locality?
(Y/N) curriculum
profession? (Y/N)
exit? (Y/N)
Technical
Job PESO,
Mechanic Diesel Engine /Mechanical Yes Yes Yes PESO
Opportunity Philjob.net
Skills
Learner’s Signature over printed name Parent’s Signature over printed name Date
Appendix
Page 89
Module 3 Appendix 6c
My Career Information Worksheet (Business)
Is the
Economic
What Is the LMI
What (Business)
informa- What are Are skills Do I projection What are What
What is my product What skills Information
tion do I the sources trainings intend to favorable the sources business
preferred s or are projection
need for of available in enhance to my of require-
course/ services needed favorable
the informatio my my skills? preferred informatio ments are
profession? will I for the to my
enterprise n locality? (Y/N) curriculum n needed?
offer? job? preferred
/ work? ? (Y/N) exit? (Y/N) ?
curriculum
exit? (Y/N)
Entrepre- Business Data Food Sanitary
Eatery No Yes Yes DTI, PESO Yes
neur Plan Gathered Handling Permit
Learner’s signature over printed name Parent’s signature over printed name Date
Appendix Page 90
Module 4 Appendix 7

Fit Me Right
Instructions to Students: Give the first page of this Activity Sheet to your
parents. Let them answer the questions in each box. Their answers must be
placed inside the box corresponding to the questions. The second page is for
you to fill out. Wait for the instruction of your Class Adviser when it will be
done.
Mga Katanungan para sa mga Magulang

Panuto: Basahin ang mga tanong. Isulat ang inyong sagot sa ibaba ng
tanong.
Sino ang mga taong nakaimpluwensiya sa iyong
anak sa pagpili ng kurso/curriculum exit? (Isulat
ang sagot sa mga daliri ng paa.)
COP
Anong kurso o curriculum exit ang nais mong kunin ng iyong anak?
Sa palagay mo, angkop ba ang

kursong ito sa iyong anak? Bakit?
Y DEPED
Sapat ba ang abilidad at kakayahan ng iyong anak upang mapagtagumpaya n niya ang ku
Appendix Page 91
Mga Katanungan para sa Mag-aaral
Panuto: Basahin ang mga tanong. Isulat ang sagot sa ilalim ng bawat tanong.
Sino ang mga taong nakaimpluwensiya

sa iyo sa pagpili ng kurso/curriculum
exit? (Isulat ang sagot sa mga daliri ng
paa.)
Anong kurso o curriculum exi
Sa palagay mo, angkop ba

ang kursong ito sa iyo?
Sapat ba ang abilidad at kakayahan mo upang mapagtagumpayan ang kursong nais mo?
Appendix Page 92
Module 4 Appendix 8
Diyalogo
Ang Gusto ni Francis
Kinakausap ni Francis ang kaniyang mga magulang tungkol sa kursong
nais niyang kunin sa kolehiyo.
Francis : Ma, Pa, ilang buwan na lang po ay papasok na ako sa kolehiyo.
Gusto ko po sanang mag-enrol ng
nursing. Tatay : Nursing? Nagbibiro ka ba? Bakit
nursing?
Nanay : Francis anak, bakit iyon ang gusto mo? Ayaw mo bang maging
abogado tulad ng papa mo? O di kaya’y maging isang accountant
gaya ko?
Tatay : Tama ang Mama mo. Wala kang mapapala sa pagna-nursing.
Francis : Pero iyon po ang gusto ko. Ano po ba ng masama sa pagiging
isang nurse?
Tatay : Basta hindi ka mag-eenrol sa nursing. Kung ipipilit mo iyang gusto
mo, mas mabuti pang huminto ka na sa pag-aaral.
Francis : Pero po…..
Nanay : Huwag sanang matigas ang ulo mo anak. Sumunod ka na lang sa
amin. Nanlulumong pumasok si Francis sa kaniyang kwarto.
Francis : (Pabulong) Puro naman kagustuhan ninyo ang masusunod. Paano
naman ang nais ko?
Kinakausap ni Francis ang kaniyang mga magulang tungkol sa kursong

gusto niyang kunin sa kolehiyo.
Francis : Ma, Pa, ilang buwan na lang po ay papasok nap o ako sa kolehiyo.
Gusto ko po sanang mag-enrol sa nursing.
Tatay : Nursing? Sigurado ka ba diyan anak? Hindi ba pambabae ang
kursong iyan?
Francis : Hindi naman po Pa. Marami na rin po ng lalaki ang kumukuha ng
kursong ito.
Tatay : Pero sigurado ka na ba diyan anak?
Nanay : Siyanga naman anak, iyan na ba talaga ang gusto mo?
Francis : Opo Ma, Pa sigurado na po ako na ito ang gusto ko.
Nanay : Kung iyan talaga ang gusto mo, kami ng Papa mo ay
nakasuporta lang sa iyo.
Tatay : O, may nakita ka na bang paaralan na papasukan mo, anak?
Francis : Opo, may mga kasama na rin po akong kaibigan na mag-
eenrol.
Appendix Page 93
Niyakap ni Francis ang kaniyang mga magulang.
Appendix Page 94
Module 4 Appendix 9

Mga Gampanin ng Magulang sa Pagpili
ng Anak ng Kaniyang Karera
Para kay G/Gng ,
Basahing mabuti ang mga nakasulat sa ibaba. Pagkatapos mabasa at
lagdaan, ibigay sa inyong anak upang maipasa sa klase. Maraming salamat
po!
Mga Gampanin ng Magulang sa Pagpili ng Anak ng Kaniyang Karera

1. Kukunin ko/namin ang tiwala ng aking/aming anak at gaganyakin
ko/namin siya upang pag-usapan ang kaniyang mga katanungan
tungkol sa karera.
2. Maglalaan ako/kami ng panahon upang pag-usapan ang mahahalagang
bagay tungkol sa karera ng aking/aming anak.
3. Tutulungan ko/namin ang aking/aming anak na matuklasan ang
kaniyang kalakasan, interes, at kakayahan upang mapili ang angkop na
karera para sa kaniya.
4. Hihikayatin ko/namin ang aking/aming anak na magsaliksik tungkol sa
napiling karera sa pamamagitan ng pakikipag-usap sa mga taong may
kaparehong kurso at trabaho at sa pagbabasa ng mga impormasyon
tungkol sa karera.
5. Kikilalanin ko/namin ang kalakasan, kakayahan, at kahinaan ng
aking/aming anak at susuportahan ko/namin siya sa kaniyang magiging
desisyon.
6. Hihimukin ko/namin ang aking/aming anak na tuklasin ang iba’t ibang
karera na maaaring pagpilian batay sa kaniyang kakayahan, kalakasan,
at interes.
7. Magpaplano ako/kami kasama ang aming anak sa posibleng mga
hakbang na gagawin kung hindi kayang tustusan ang karerang napili.
8. Susuportahan ko/namin ang aking/aming anak sa karerang napili sa
pamamagitan ng pagpapalakas ng kaniyang loob na kakayanin niya ang
ano mang hamong dumating.
Nauunawaan ko/namin ang aking/aming mga gampani bilang

magulang/guardian ni at
sumusuporta ako/kami sa paglinang ng kaniyang karera.
Pangalan at Lagda ng Magulang/mga Magulang/Guardians
Pangalan at Lagda ng Mag-aaral
Appendix Page 95
Module 4 Appendix 10

Career Choice and Support Checklist
Instructions: Read each statement carefully. Check the box in the column that
represents your answer: SD for Strongly Disagree, D for Disagree,
A for Agree and SA for Strongly Agree
STATEMENTS S D A S
D A
1. I have enough information about my career choice.
1.1. I read about the career I want through the internet and
other reading materials.
1.2. I ask the opinion of my friends and other people who
are in the same career path.
1.3. I ask the opinion/advice of my parents about my career
choice.
1.4. I ask the opinion/advice of my teachers about my
career choice.
1.5. I ask the opinion/advice of our guidance counselor
about my career choice.
1.6. I answer questionnaires pertaining to my career choice
to find out if I fit into this career path.
2. My ability is suited to my career choice.
2.1. I am already aware of the skills requirements of my
would-be career.
2.2. I believe I possess the skills needed in this career;I just
have to enhance these when I pursue higher studies.
3. My interest is in line with my career choice.
3.1. I show interest in school activities related to my career
choice.
3.2. I am very enthusiastic in performing activities at school
that are related to my career choice.
4. I am confident about achieving my career choice.
4.1. I always look forward to becoming what I want to be.
4.2. I am determined to achieve what I wanted to become
even if there are hindrances/problems that I will
encounter.
5. I am decided about what I want to pursue as my career in
life.
Appendix Page 96
STATEMENTS S D A S
D A
5.1. I do not consider other courses or career paths other
than what I wanted to become.
5.2. I let everybody know about my career path and tell
them that I can achieve this someday.
5.3. I exert lots of effort in my studies because I want to
pursue my career choice.
6. My parents are supportive of my career choice.
6.1. My parents are aware of my passion with regard to my
career choice.
6.2. I talk to my parents and explain to them why I wanted
to pursue the career.
6.3. My parents keep motivating me to study well so that I
can achieve what I wanted to pursue.
6.4. My parents help me find an ideal school where I can
study to pursue my career.
7. My parents can afford to support my career choice.
7.1. My parents cannot afford to support my career choice
but presented an alternative to still pursue it.
7.2. My parents prepare and save for my future studies.
7.3. My parents acquired college plans/insurance for me.
7.4. My parents look for possible benefactors and
scholarship grants to support my career plans.
8. My parents monitor my studies regularly.
8.1. My parents regularly attend school conferences to
monitor my studies.
8.2. If my parents have work they see to it that they
regularly communicate with my teachers to monitor
how I am doing in school.
8.3. My parents regularly browse my notes to check
whether I am doing my assignments and other school-
related projects.
Appendix Page 97

Pledge of Commitment
I, , do hereby solemnly
pledge and commit myself to sustain my abilities and interests in the
career of my choice.
I promise to engage my energy, resources, and strength

in pursuing my own success.
I promise to pursue high academic standards and

will always strive to get good grades.
When I encounter obstacles that affect my career choice, I promise to talk to

my parents/guardians and teachers. I will never give up.
I promise to (express your commitment to pursue your chosen track/strand)
I impose upon myself this commitment without mental reservation or purpose of

evasion.
So help me God.
Name and Signature of Student
Name and Signature of Parents
Appendix Page 98
Teacher Rubric for Role Play Task
Success Criteria Indicators of Student Performance
High Medium Low
Capacity to Puts himself Puts himself Puts himslef
argue a wholly relevant partly relevant to irrelevant to the
convincing to the role that is the role that is role that is being
point of view being played. being played. played.
relevant to a
specified role
Provides several Provides some Provides few or
convincing supportive no supportive
arguments or arguments or arguments or
evidence, both in evidence both in evidence either in
answer to the answer to the answer to the
interviewer’s interviewer’s interviewer’s
questions and in questions and in questions or in
the personal the personal the personal
statement. statement. statement.
Demonstrates Demonstrates Makes little or no
active listening active listening reference to
by effective and by reference to opposing points
relevant opposing points of view.
reference to of view.
opposing points
of view.
Use of Uses several Uses some Uses few or no
persuasive appropriate and appropriate and strategies to
language and effective effective persuade
strategies strategies to strategies to audience to
appropriate to persuade persuade his/her point of
audience and audience to audience to view
context his/her point of his/her point of OR
view. view. Uses strategies
that are
inappropriate to
the audience
and/or context.
Uses assertive Attempts to use Rarely uses
communication assertive assertive
strategies with communication communication
ease on a few strategies. strategies.
occasions.
Appendix Page 98
Success Criteria Indicators of Student Performance
High Medium Low
Control of both Speaks clearly, Generally speaks Occasionally or
verbal and non- accurately and in clearly and rarely speaks
verbal language role. accurately. clearly or
accurately.
Uses body Uses some Uses little or no
language (eye aspects of body body language to
contact, posture, language to enhance and
gestures) enhance and support speech.
appropriately and support speech.
effectively to
enhance and
support speech.
Employs a Employs some Employs few or
variety of techniques to limited
techniques to enhance the oral techniques to
enhance the oral presentation, enhance the oral
presentation, e.g., pauses, presentation,
e.g., pauses, tone, volume, e.g., pauses,
tone, volume, rate. tone, volume,
rate. rate.
Comments:
http://www.assessmentforlearning.edu.au/verve/_resources/roleplay_teachrubric.doc
January 5, 2017
12:07 PM
Appendix Page 99
Rubric for Poster

5 4 3 2 1
Content is Content is Content is Content is Content is
accurate and accurate but accurate but questionable. inaccurate.
all required some some required Information is Information
information is required information is not presented is not
presented in information is missing and/or in a logical presented in
a logical missing not presented order, making a logical
Conte
order. and/or not in a logical it difficult to order,

nt
presented in order, making follow. making it

a logical it difficult to difficult to
order, but is follow. follow.
still generally
easy to
follow.
Presentation Presentation Presentation Presentation is Presentation
flows well and flows well. flows well. unorganized. has no flow.
logically. Tools are Some tools Tools are not Insufficient
Presentation used are used to used in a information
reflects correctly. show relevant and lacks
Presentation
extensive use Each acceptable manner. Lacks information

of tools in a member’s understanding. information about some
creative way. information is Each about some members.
Each represented member’s and/or
member’s and identified information is information is
information is with their represented not identified.
represented name. and identified
and identified Overall with their
with their presentation name.
name. is interesting.
Images are Images are Most images Images are No images
appropriate. appropriate. are inappropriate
Picture
s, Clip
Layout is Layout is appropriate. or layout is

Art
pleasing to cluttered. messy.

the eye.
No spelling Few spelling Some spelling Some spelling Many
Mechanics
errors. No errors. Few errors. Some errors. Some spelling and

grammar grammar grammar grammar or grammar
errors. Text is errors. Text is errors. errors. Most of errors. Text
in authors’ in authors’ Text is in text is in is copied.
own words. own words. authors’ own authors’ own
words. words.
https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjr1L-
Ak6rRAhVIpI8KHSGQD7YQFggYMAA&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttp%2Fwww.uen.org%2FLessonplan%2FdownloadFile.cgi%3Ffile%3D12365
-2-18725-
Making_A_Poster_Rubric_1_.doc%26filename%3DMaking_A_Poster_Rubric_1_.doc&usg=AFQjCNErNM4KVuxuylNCSbCCdJH3O
m3euQ&bvm=bv.142059868,d.dGo
Appendix Page 100

Rubric for Song
Criteria Excellent Good Fair Poor Missing

Factual More than Five Five facts Fewer than No facts are
information five separate are five facts included in
separate facts are included in are the song.
facts are included in the song. included in The content
included the song. the song. is primarily
in opinion.
the song.
Accuracy All facts are Facts are Facts are The song The song
accurate. accurate accurate contains at contains
with no with no least one more than
more than more than major error two major
one minor two minor or three errors or
error. errors. minor more than
errors. three minor
errors.
Organization All Information Information Information Information
information is well is well is poorly is
is well organized organized organized disorganize
organized with no with no with more d and
in a logical more than more than than three difficult for
order. one minor two errors. errors. the
error. audience to
Message The The The The No
message to message message message is message is
the viewers to the to the unclear or given to the
is clear and viewer is viewer is impossible listener.
strong. It clear. The clear. Most for the
would have listeners listeners listeners to
been easy would would follow.
for the have have
listener to understood understoo
understand. the d the
message. message.
Appendix Page 101

Presentation The The The The The speaker
musician musician musician musician did did not
presented presented presented not communicat
the song in the song in the song communicat e clearly.
a clear a clear with a e clearly. Eye contact
voice. voice. clear Little eye was not
He/She Some eye voice. contact made with
made contact Little eye was made the
consistent was made contact with the audience.
eye contact with the was made audience.
with the audience. with the
audience. audience.
Appendix Page 102

Comments:
Grade earned
http://www.tpsnva.org/teach/lq/011/rusong.doc
January 5, 2017
12:26 PM
Appendix Page 102

Module 4 Appendix
14
Interpretive Dance Rubric
Superior Skillful Competent Ineffective Unacceptable

The The The The The
Body Alignment/Skill
locomotor locomotor locomotor locomotor locomotor

and non- and non- and non- and non- and non-
locomotor locomotor locomotor locomotor locomotor
movements movements movements movements movements
are are most are are rarely are not
memorized often somewhat memorized memorized
and memorized memorized and and
performed and and performed performed
with control performed performed with only without
and skill. with some with little occasional control and
control and control and control and skill.
skill. skill. skill.
The The The The The
Creativity and
Interpretation
interpretation interpretation interpretation/ interpretation/ interpretation/

/ creativity / creativity creativity creativity creativity
clearly mostly partially rarely reflects does not
reflects the reflects the reflects the the role in an reflects the
role in an role in an role in an original way. role in an
original way. original way. original way. original way.
The The The The The
Performance
performance performance performance performance performance

shows shows much shows shows shows
evidence of evidence of evidence of a evidence of evidence of
extensive practice. good amount very little little to no
practice. of practice. practice. practice.
http://irishlaw.edublogs.org/files/2012/07/Interpretive-Dance-Rubric-n0crwk.doc
January 5, 2017
12:33 PM
Appendix Page 103

Job Qualifications
Heavy Equipment Mechanic
Basic Educational Requirement
A high school diploma and completion of a formal training in a heavy equipment

mechanic training program is a prerequisite to qualify for the job. This is to be
supplemented with on-the-job training for certain periods of time.
Tasks
 Diagnoses, services, and repairs various systems that are found on pieces of
heavy equipment such as mechanical and electronic controls, air brake systems,
transmissions, high voltage generators, and pneumatic systems;
 Troubleshoots and repairs malfunctions in the equipment;
 Fabricates, modifies, and installs special equipment or replacement parts;
 Performs routine maintenance checks and adjustments on fluid levels, hoses,
belts, brakes, tires and clutches;
 Changes filters and oil, and lubricate vehicles and motor-driven equipment;
 Diagnoses problems, disassembles units, repairs or replaces parts, and
reassembles units;
 Overhauls engines, replaces engines, and rebuilds components;
 Tunes gas and diesel engines; services valves; fuels filters and turbo chargers;
and pressure checks fuel filters; and
 Prepares work orders and cost material estimates.
Skills and Competencies
 Mechanical aptitude;
 Knowledgeable about the fundamentals of diesel engines, transmission,
electrical systems, computers, and hydraulics;
 Care and use of hand and power tools employed in all phases of heavy
equipment mechanical maintenance and repair work;
 Ability to make skillful, controlled manipulations of small objects to repair
equipments; and
 Ability to read, understand, and carry out oral and written instructions.
Physical Attributes and Characteristics
 Flexible and has the capacity to learn new skills quickly; and
 Physically fit (i.e., can move heavy objects; bend or stoop repeatedly over time;
lift arms above shoulder level).
Appendix Page 104

Chemical Engineer
Basic Educational Requirement
The basic educational requirement is a bachelor’s degree in Chemical Engineering.

Practice of profession requires passing the board exam for chemical engineers given
by the Professional Regulation Commission (PRC).
Tasks
 Apply the principles of chemistry to solve problems involving the production or

use of chemicals and biochemicals;
 Design equipment and processes for large-scale chemical manufacturing, plan
and test methods of manufacturing products and treating by products; and
 Assist in other engineering departments with catalyst management, process
design, maintenance planning, capital project development, turnaround
execution, and equipment inspection.
Skills and Competencies
 Able to understand and describe molecular transformations and integrated

phenomena that span a wide range of length scales from molecular to
macroscopic; and
 Can quantitatively describe and predict complex phenomena.
Physical Attributes and Characteristics
 Should be creative and inquisitive;

 Should be analytical and detail oriented; and
 A team player.
Source: www.dole.gov.ph
Appendix Page 105

Self-Assessment Skills Inventory (SASI)

Name:
Chosen Profession/Career:

Appendix Page 106

References
Module 1
Bergen, Rebecca June-Schpeler, “Family Influences on Young Adult Career
Development and Aspirations”, Accessed December 8, 2016,
http://digital.library.unt.edu/ark:/67531/metadc5480/m2/1/high_res_d/dissertation.
pdf
Clemena, Rose Marie Salazar, “Family Ties and Peso Signs: Challenges for Career
Counseling in the Philippines,” Career Development Quarterly (March 2002)
“Holland’s Six Personality Types”, accessed December 8, 2016,

https://www.careerkey.org/choose-a-career/holland-personality-types.html
McQuerrey , Liza, “Family Factors Influencing Career Choices, Accessed December

7, 2016, http://work.chron.com/family-factors-influencing-career-choices-
11176.html
Parsons, F, “Choosing a Vocation” accessed December 8, 2016,

(www.leonardoevangelista.it)
“What Influences Your Career Choice?”, Accessed December 7, 2016,

http://www.onlinecollege.org/2011/05/17/what-influences-your-career-
choice/)May 17th, 2011 written by Staff Writers
Module 2
Folkstead, Sven Mattis. “Career Paths”.www.youtube.com.January 16, 2009.January

6, 2017. https://www.youtube.com/watch?v=-VasGrFLqW8
the nest. January 7, 2017. http://woman.thenest.com/five-basic-skills-swimming-

3049.html
takelessons. January 7,2017. http://takelessons.com/blog/how-to-become-a-singer
teaching.org January 7, 2017 http://teaching.org/resources/top-10-qualities-of-a-

great-teacher
Rasmussen College. January http://www.rasmussen.edu/degrees/health-

sciences/blog/5-unique-surgical-tech-skills/
Welding Schools. January 7, 2017 http://weldingschools.com/resources/top-10-

qualities-of-a-great-welder
Ruskin, John. “John Ruskin Quotes.”2001-2016. Accessed December 9, 2016.P
Reference Page 107

https://www.brainyquote.com/quotes/keywords/skill.html
http://www.skillsyouneed.com/general/employability-skills.html 2011
Santa Maria, Josefina O. Career Planning Workbook Fourth Edition. Makati City:
Career Systems, Inc., 2006.
Module 3
“Vibrant Labor Market Accompanies GDP Growth,” National Economic Development

Authority, accessed December 8, 2016,
http://www.neda.gov.ph/2016/09/09/vibrant-labor-market-accompanies-gdp-
growth/
“Mandate,” Department of Education, accessed December 8, 2016,

http://www.deped.gov.ph/mandate
Department of Labor and Employment, accessed December 8, 2016,

http://www.dole.gov.ph/fndr/bong/files/dolecc(1).pdf
“Employee Guidebook,” Department of Labor and Employment, accessed December

6, 2016,
http://www.dole.gov.ph/files/Employee%20Guidebook%20as%20of%202013-10-
07.pdf
“2015 DOLE Programs and Projects,” accessed December 7, 2016,

http://www.dole.gov.ph/files/2015%20DOLE%20Program%20and%20Projects.pd
f
“Summary of Findings and Recommendations: Projects JobsFit DOLE 2020 Vision,”

Bureau of Local Employment, Department of Labor and Employment, accessed
December 6, 2016, http://www.ble.dole.gov.ph/pjf/finalreport.pdf
“Philippine Labor Market Information,” Bureau of Local Employment, accessed

December 7, 2016, http://ble.dole.gov.ph/philmi.asp
“Public Employment and Services Office,” Bureau of Local Employment, accessed

December 7, 2016, http://ble.dole.gov.ph/peso.asp
“PHIL-Jobnet,” Bureau of Local Employment, accessed December 7, 2016,

http://ble.dole.gov.ph/philjobnet.asp
“Mandate,” Civil Service Commission, accessed December 7, 2016,

http://www.csc.gov.ph/2014-02-20-02-22-48/2014-02-20-02-29-25
“Vision and Mandate,” Commission on Higher Education, accessed December 7,

2016, http://www.ched.gov.ph/central/page/vision-and-mandate
Reference Page 108

“Department of Trade and Industry,” GOVPH, accessed December 7, 2016,
http://www.gov.ph/section/briefing-room/department-of-trade-and-industry/
“TVET Programs,” TESDA, accessed January 6, 2016,

http://www.tesda.gov.ph/About/TESDA/24
“Web Image,” accessed December 6, 2016,

http://cliparts.co/cliparts/rTL/ndg/rTLndgLxc.jpg
“Female Body Outline Web Image,” accessed December 8, 2016,

http://tse3.mm.bing.net/th?id=OIP.M06cd8d416a2620a6b526e3104dc9a05aH0
Module 4
Ada L. Sinacore, et al., “Parent Connection: Enlisting Parents in Career
Counselling,” Canadian Journal of Counselling v33 (1999): p317-35, accessed
December 6, 2016, id=EJ603027.
Ameen E. Mudassar, “Parents’ Guide to Career Building,” Daily News and Analysis ,
June 4, 2012, accessed December 6, 2016,
COP
http://www.dnaindia.com/academy/report-parents-guide-to-career-building-
1697999
Ameen E. Mudassar, “Role of Parents on Career Guidance,” Islamic Voice , July

2007, accessed December 6, 2016,
, July 29, 2016, Y

Julius Bizimungu, “Career choice: What is the role of parents, teachers?,” the New
Time accessed December
http://www.newtimes.co.rw/section/article/2016-06-29/201237/
6, 2016,
Parent Guide for Career Planning: Career & Employment Services Danville Area
DEPE
Community College,
https://www.dacc.edu/assets/pdfs/career/ParentGuideforCareerPlanning.pdf
Websites for pictures and graphics:
D
http://docxmd.com/making-a-pledge-a-cruz-in-mixing-apples-and-oranges/
https://thecliparts.com/the-best-free-clipart-14718/
Module 5
A. Books
Santa Maria, Josefina O. Career Guidance Workbook, 4th Edition. Makati City,
Philippines: Career Systems Inc., 2006.
Reference Page 109

B. Web Sources
16 Personalities, “The Introspective Personality”, April 2016,

https://www.16personalities.com/articles/the-introspective-personality.
Adam Toren, “Hiring for Attitude Over Experience: What the Numbers Show.”
Posted December 2, 2015, http://www.business.com/recruiting/hiring-for-
attitude-over-experience-what-the-numbers-show.html.
Alison Doyle, “Hard vs. Soft Skills” Last updated May 30, 2016,
https://www.thebalance.com/hard-skills-vs-soft-skills.html.
Amy Michalenko. “Is a Skills-Based Resume Right For You?” Accessed January
6, 2017, https://www.themuse.com/advice/is-a-skillsbased-resume-right-for-
you.
Mark Slack, “How to Write a Resume” Accessed January 5, 2017,

https://resumegenius.com/how-to-write-a-resume-v2.html.
Mike Simpson, “How to Make A Resume 101(Examples Included), Accessed

January 5, 2017, http://theinterviewguys.com/how-to-make-a-resume-101
Mind Tools Editorial Team, “Crafting an Elevator Pitch” , Accessed January 7,

2017, https://www.mindtools.com/pages/article/elevator-pitch.html
Richard Kraut. “Socrates Greek Philosopher” Last updated January 29, 2016,
https://www.britannica.com/biography/Socrates
TauKaboutit, “Not all Managers are Leaders, Not all Leaders are Managers, 2016,
https://www.reddit.com/r/Showerthoughts/comments/3p8zjd/not_all_managers_
are_leaders_not_all_leaders_are/
Module 6
Atkinson, R.L., Atkinson, R.C., Smith, E.E., & Bem, D.J. (1997). Introduction to
Psychology, 11th edition. Florida: Harcourt Brace Jovanovich.
Torralba, Antonio N. & Socorro L. Bautista, 2003 Career A Dream, A Mission, A

Vocation I am S.T.R.O.N.G for Career Copyright page 91, 92, 93
Career Planning Model by Department of Training and Workforce Development,

Career Centre, accessed December 6, 2016,
http://www.careercentre.dtwd.wa.gov.au/CareerPlanning/Pages/CareerPlanning-
4StepPlanningProcess.aspx
International Journal of Academic Research in Psychology July 2014, Vol. 1, No. 2

ISSN 2312-1882 Career Related Profile of Freshman Students for Academic Year
Reference Page 110

2013 – 2014: Basis for a Career Development Plan Sheena Wella G. Arguelles
and Amelia B. Bay Counseling and Testing Center, Lyceum of the Philippines
University, Batangas.
Santamaria, Josefina O. 2006 Career Planning Workbook 4th Ed. Career Systems,
Inc. Makati City, Philippines
Merriam Webster
Module 7
Dave Ellis, From Master Student to Master Employee (Wadsworth, Cengage

Learning, 2011), 94-96. Career Development Manitoba, A Guide to Planning
Your Career (Manitoba, 2016), accessed December 5, 2016,
http://www.manitobacareerdevelopment.ca/cdi/docs/plan_your_career.pdf

Albert Humphrey, 1960s and 1970s at the Stanford Research Institute (SRI),
accessed December 6, 2016 , http://articles.bplans.com/how-to-perform-swot-
analysis/
Norman Amundson & Gray Poehnell, 2011 Hope-Filled Engagement, Accessed

December 6, 2016, http://cannexus.ca/wp-
content/uploads/2014/04/BookPreview_Amundson.pdf
Schulenberg, J.E., Vondracek, F.,W. & Crouter, A.C. (1984), The influence of Family
on Vocational Development, Journal of Marriage and Family, Vol. 46, No.1, 129-
143, accessed January 4, 2017, http://gesj.internet-academic.org.ge
Seligman, L. (1980). Assessment in Developmental Career Counseling. Cranston:

The Carroll Pres., accessed January 4, 2017, http://gesj.internet-
academic.org.ge
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
http://www.instructionaldesign.org/theories/social-learning.html
Carlton Fisk, http://brainyquote.com/quotes/cartonfis2657.html
Christian Larson, http://www.azquotes.com/18906-Christian_D_Larson
The Journey of Lea Salonga, https://www.youtube.com/watch?v=zqVwhrWBzEM
Music, http://www.heather animations.com/music5.html
Music, http://www.google.com.ph/g-giftmotion-g.
Reference Page 111

Module 8
Career Development Manitoba, A Guide to Planning Your Career (Manitoba, 2016),

accessed December 5, 2016,
http://www.manitobacareerdevelopment.ca/cdi/docs/plan_your_career.pdf

Condon Ellen et. Al., From Planning for Your Transition from High School Life to
Adult Life (The Rural Institute), 7, accessed December 6, 2016
http://ruralinstitute.umt.edu/transition/articles/planningworkbook.pdf
Dave Ellis, From Master Student to Master Employee (Wadsworth, Cengage

Learning, 2011), 94-96
Reference Page 112

G11 Career Guidance Manual For Teachers

Uploaded by

Copyright:

Available Formats

G11 Career Guidance Manual For Teachers

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

G11 Career Guidance Manual For Teachers

Uploaded by

Copyright:

Available Formats

Career Guidance Manual

Authors and publishers may email or contact FILCOLS at [email protected] or (02)

Published by the Department of Education

Development Team of the Manual

Content Reviewers/Consultants: Mark Anthony Bercando, RGC

Language Editor/Reviewer : Jean Allado -Abad

Module 1 Road to the Right Choice.....................................................1

Module 2 Releasing the Power Within...............................................9

Module 3 Reaffirming the Chosen Track….......................................17

Module 4 Fit Me Right…....................................................................33

Module 5 Rising Toward the Reality of My Dreams.........................39

Module 6 Up, Up in the Ladder of My Career...................................52

Module 7 Beginning the Journey Where I Am..................................58

Module 8 I Plan to Succeed...............................................................70

Total Time Allotment: 90 minutes (1.5 hours)

 manila paper/old newspapers

Note: Alternative or recycled materials may be used in case those mentioned

At the end of this module, the learners are expected to:

1. enumerate the different professions and life choices;

II. Motivation (15 minutes)

III. Main Activity (30 minutes)

Activity 1.1: Sikreto sa Tagumpay ni Selina

IV. Lecturette (20 minutes)

Factors Affecting Career and Life Options

“I am convinced that every effort must be made in childhood to

Ask students reflect on the quotation and answer the questions.

 What or who influenced your choice of senior high school track

Life is a choice. Our choices are influenced by different

Interest and Personality Types. Do you know your interests and

Financial Resources. In choosing a career or profession, there is a need to

Influence of Friends and Peers. Peer pressure is common among learners.

Senior High School Curriculum Exits

Middle Level Skills Development

Regulated Professions per Cluster

Cluster of Regulated Professions

Engineering Aeronautical, Agricultural, Chemical, Civil, Electrical,

Business, Accountancy, Criminology, Customs Broker,

Technology Cluster Agriculture, Architecture, Chemistry, Environmental

Activity 1.2: Reasons behind My Choices

VI. Reflection (5 minutes)

Activity 1.3: My Next Career Move

3. I would (action to be taken)

VII. Evaluation (10 minutes)

Profession/ Factors Insights/

 Bring a picture representing any of the professions for use during

Module 2 of Grade 11 Career Guidance Manual entitled “Releasing the Power

This module includes an animated video presentation about the different

It is recommended that as learners go through this module, the parents and

Total Time Allotment: (90 minutes)

II. Motivation (15 minutes)

Show a video presentation about the different professions/jobs. Remind

Alternative Activity (If ICT equipment is not available)

III. Main Activity (25 minutes)

Swimming Singer Teacher Surgeon Welder

IV. Lecturette (15 minutes)

Knowledge refers to learning concepts, principles, and information

Skill refers to the ability of using that information and applying it in a

For instance, a salesperson armed with an MBA degree may have

People Skills―Work with, help, entertain, service, or influence the actions or