Republic of the Philippines Department of Education 48 OCT 2017 DepEd MEMORANDUM No. 465 -s-2017 IMPLEMENTATION OF GRADE 11 CAREER GUIDANCE PROGRAM FOR SCHOOL YEAR 2017-2018 To: Undersecretaries Assistant Secretaries Bureau and Service Directors Regional Directors Schools Division Superintendents Public and Private Elementary and $ All Others Concerned econdary Schools Heads 1. The Department of Education issues the enclosed career guidance modules on the Implementation of Grade 11 Career Guidance Program (CGP) for School Year 2017-2018, 2. The Program aims to: a. apply decision-making skills to career planning cours and career transitions; and b. realize that the changing workplace requires lifelong learning and acquiring new skills. selection 3. The modules were rolled-out nationwide during the National Training of Trainers and Mass Training of Teachers and Career Advocates per DepEd Memorandum No. 8, s. 2017. This shall be delivered by the class adviser during the weekly Homeroom Guidance between August, 2017 to March, 2018. The school heads/principals in close coordination with the school guidance counselors / coordinators /advocates shall ensure and supervise the implementation of the Career Guidance Modules. 4. The schools are encouraged to deliver four modules each semester. These are Modules 1 to 4 for the first semester and Modules 5 to 8, for second semester. However, the adviser has the leeway on the schedule of the conduct of the modules. Close coordination between Grade 11 advisers shall be done, should there be different advisers for the first and second semesters. The school guidance counselors or designated guidance coordinators shall assist the advisers and make the necessary arrangements on the conduct of the modules. ‘The Career Guidance Modules contain the following eight titles Road to the Right Choice; Releasing the Power Within; Reaffirming the Chosen Track; Fit Me Right; Rising Toward the Reality of My Dreams; Up, Up in the Ladder of My Career; Beginning the Journey Where | Am; and I Plan to Succeed. pRoepoge @ Depa Compe, Mero Ave, Pasig cy 1600 5937008 /63-7028/6321361 #2 66876/637-6209 wu open6. The school guidance counselors or designated guidance coordinators/ advocates shall accomplish the Monitoring Report Form provided in Enclosure No, 1 per semester. The report shall be submitted to the Division Youth Formation Coordinators (YFC) for consolidation. The designated Division YFC of Schools Governance Operations Division (SGOD) shall submit the division consolidated report to the regions. ‘The designated Regional YFC from the Education Support Services Division (ESSD) shall submit the regional consolidated report to the Youth Formation Division-Bureau of Learner Support Services. Soft copies shall be submitted to blss.yfd@deped.gov.ph in November 2017 for the first semester and on the second week of April 2018 for the second semester 6. The modules can also be accessed through the DepEd Learning Resource Management and Development System (LRMDS). 7. Expenses related to the conduct of the career guidance program shall be charged to local funds or school Maintenance and Other Operating Expenses (MOOE) subject to the usual accounting and auditing rules and regulations. 8. Immediate dissemination of this Memorandum is desired. SALA Scones Secretary Enels. As stated Reference: DepEd Memorandum (No. 8, s. 2017) To be indicated in the Perpetual Index under the following subjects: MANUAL. POLICY PROGRAMS REPORTS SCHOOLS TEACHERS R-MCR/SMMA DM-Implementation of Grade 11 Career Guidance Program (0722/August 9, 2017Department of Education Name (optional) Region Division ‘School ‘Module No. Date Conducted Instructio: Indicate your rating for the following items below by putting a check (v) in the box corresponding to your answer. SDA stands for Strongly Disagree, DA stands for Disagree, N for Neutral, A for Agree, and SA for Strongly Agree. I, Learning Objectives nL. Items, ‘SDA NA T The objectives of the modules were clearly understood . The objectives of the modules were specific, achievable and relevant 3 The expected results of the module were well- described, The objectives of the modules delivered were all achieved at the end of the ses Learning Content Ttems SDA SA NA ~The learning content of the module is aligned with the objectives. The learning content of the module is suited to the needs of the learners. ‘The learning content of the module is suited to the level of understanding of the learners. The assignment given is useful and complement the objectives of the module. The activities accommodate individual differences. Career Guidance Program for Grade 11 Page 1Department of Education IIL. Organization Ttems SDA | D ‘SA NA T. The module is well- organized in terms of content and flow 2. The activities in the module are sequenced in a logical manner, 3. The time given in conducting the module is _appropriate. IV. Learning Experience Items SDA_|_D NA T. The activities match the level of appreciation of the learners. 2. The activities are challenging yet stimulating for the learners. 3. The activities are completely aligned to the objectives. 4. The activities are essential to the needs of the learners as they choose their tracks in Senior High School 5. The activities are easy to conduct but very meaningful. 6. The Learning Materials needed in the module are easy to provide Career Guidance Program for Grade 11Department of Education Comments /Suggestions/Recommendations Instructions: In 3-5 sentences, answer the given questions below. Write your answers on the blank provided. 1. What were the best features of the content of the module? Why? 2. What were the features of the content of the module which need further improvement? How could we improve them? 3. Other comments and suggestions — Career Guidance Program for Grade 11 Page 3Coole Career Guidance Manual jor Teachers Den ait Rgnbuicon papal ‘DEPARTMENT: OF EDUCATION: Eee ace amses sues ayes Pian moun Ut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 filcols@gmail.com 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 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 —_: Aurea Jean Allado-Abad Encoder/Layout Artist Florian Cauntay Eric de Guia Project Coordinator : Glenda M. Granadozin Management Team Dr. Rizalino Jose T. Rosales Dr. Ella Cecilia G. Naliponguit Dr. Juan R. Aragjo, Jr.CAREER DOMAIN . Nauunawaan ang kahalagahan ng kaalaman, kasanayan at positibong pag-uugali na makatutulong sa pang-araw-araw na pamumuhay at kaugnayan nito sa buhay at propesyon. , Nasusuri ang kaugnayan ng sariling kakayahan at karanasan sa pagpili ng propesyon, bokasyon at kinabukasan . Naisasagawa ang kakayahang makapamili ng larangan batay sa iba't ibang salik tungo sa pagtamo ng mithiin sa buhay Naisasagawa ang mga hakbang tungo sa katuparan ng napiling propesyon 0 bokasyon ayon sa pandaigdigang pamantayanModule 1 Module 2 Nawunawaan ang Natutukoy ang mga kahalagahan ng kaalaman,| na may kaugnayan sa Kasanayan at positibong pag-uugali na makatutulong sa pang- araw-araw na buhay at propesyon, 2. Naipaliliwanag ang kahalagahan ng mga pamumuhay at kaugnayan| kaalaman at kasanayan na kailangan sa buhay at propesyon. nito sa buhay at propesyon. Module 3 Module 4 [2 Nasusuriang - kaugnayan ng _ sarilingekayahan asanayan at gampanin ng mg bokasyon at “kinabukasan pe dean te, i eo magulang, tagapangalaga at mahalagang| ooModule 5 Module 6 3, Naisasagawa ang kakayahang makapamili ng larangan batay sa 7, Nailalarawan ang napiling larangan, 2. Nakapagpapasya para sa buhay at propesyon. iba't ibang salik tungo|3. Nakapagninilay sa ginawang sa pagtamo ng mithiin sa buhay Pagpapasya para sa buhay at bokasyon Module 7 Module 8 4 Naisasagawa ang mga hakbang tungo sa katuparan ng napiling propesyon o bokasyon ayon sa pandaigdigang pamantayan Natutukoy ang mga aspetong dapat bigyan ng halaga sa pagpaplanong buhay at propesyon, Nailalahad ang mga hakbangin. upang maisakatuparan ang mithiin. sa buhay. Nakapagbabalangkas ng plano para sa napiling propesyon, bokasyon at kinabukasan. }. Naipakikita ang pagtupad ng mga hakbang batay sa nabalangkas na plan‘Nanaan ang kahalashan ng taslaman, Kasanayan at postion ag ual ns maktuulog sa pong ar saw ba pamuuhay at augeyan to Se hay at propesyon, ‘dently the knowledge and sal ‘eeded nthe diferent professions tnd ie cholces Identity the knowledge and sais ‘eededin the preferred profession: and Sale the importance of owiedge and shall requlred in he protest "Nasusrlang kaugnayan ng sariling Kakayahan at karanasan sa pagpiling propesyon, bokasyon at kinabukasan ‘okasyon Nakapapishast gm impormasyon tol sa Buhay at propesyen 2. Nowunsisan ang Ktalagatan paubay gma magulang.tgspangalaga st | rmahalagang ta ppl propesyor at oe ee See ‘L aitermine the dierensourees of Information relevant te crcl ate ‘pols he ferent sources of Information relevant te prefered ure et natch the haoedge si hl tthe ob mart demands and posable curelum ets and Value he importance ofthe choses tae/sraad Fite Right cuss the ola parents, uarins ‘nd sigicant others in pursuing learner preferred profession or ‘alt the abies, sll, role of vents gundians a sige ters in decding fre profession and veeation aed ‘press commitment to pareve the hose cataats aga ang aayating makapamlnglarangae bays bs hang slik ng pagan ng mila se thay 1. Mallon ang naling, | 1 Menthe quaifestons, is ed tals necemry 2. Nskapeepsonys para Shep pein a 2m 3 decison abou the Drfered career: and 3 are sighs and experiences ‘the process of choosing the reer professonyearer 3 Nakoragnntay sa ginamang agpapsnya pars bubay a bekaspon 7 pare the prosand cons ofthe Gets made frie ad 2 emulate ways ofaddressng the poe challenger snd reas forenihient Up. Up nthe Laer ofy career Natacagaoa ang mga bang tango sa katuparan nf apingpropesjon o bolasyon aon sa pandagligang pamanayan 7 Beginning the Journey Where |1. Natale ag ie atpetng 2 apatbajannahalags aspaplane ng buhay a propesjan. Nilathadangmas hakbangin [3 elute the relerance oftheir curent jargtalelauapran ara ‘station in planing rife and hn a aay = Nalapaptalalas ng plano paras napting prope. baryon shite Napa ang paged ng mea akbang bay sa alas ma plano. etarmine the tps in achieving goals, 2. develop pans or the chase poston srston ad itr; 3. Implement sates based onthe plans | 4 Show commismentin achieving he goat | Bee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 fulfilment 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Preface Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Module 7 Module 8 Appendix Reference ... Table of Contents Road to the Right Choice ... Releasing the Power Within... Reaffirming the Chosen Track... Fit Me Right... Rising Toward the Reality of My Dreams... Up, Up in the Ladder of My Career... 2652 Beginning the Journey Where | Am. | Plan to Succeed... iiiU 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 leamers 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. |. 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Factors Affecting Career and Life Options (Lecturette) Reasons behind My Choices (Application) My Next Career Move (Reflection) Knowing the Right Choice (Evaluation) ease i. 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 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? Ill Main Activity (30 minutes) Activity 1.1: Sikreto sa Tagumpay ni Selina 1. Distribute copies of Activity Sheet No. 1 to the leamers (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? How did these factors help the character in her choice of career? 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? Bo Iv. Lecturette (20 minutes) Factors Affecting Career and Life Options “| 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 Leam by Living: Eleven Keys for a More Fulfiling 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 capabie 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 Parental Influence of friends Interests and influence and peers. Personality types Beliefs and Influence of Life roles 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 extemal 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 le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 Leaming 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 leamers. These information may be used or may influence you in deciding for their career. Influence of Friends and Peers. Peer pressure is common among leamers. 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 S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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.”Vi. vil. Application (10 minutes) Activity 1.2: Reasons behind My Choices 1. Distribute Activity Sheet No. 2 to the learners (Appendix 2) 2. Allow the leamers 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 Reflection (5 minutes) Activity 1.3: My Next Career Move Write your insights gained from the session. Complete the following phrases. 1. (learned that 2. (felt 3. | would (action to be taken) 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 the | Lessons Learned | Choices First { Choice Second Choice Third Choice Vill. Assignment * Bring a picture representing any of the professions for use during the next session Page 8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 |. Objectives At the end of this module, the learners are expected to: 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) Il. Motivation (15 minutes) 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 Ill, Main Activity (25 minutes) 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.) 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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? IV. Lecturette (15 minutes) 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 to pursue Module 2 Page 11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 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. 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 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 12Skills can also be categorized as employability skills or skills you need for a job. — (http:/www_skilisyouneed.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. V. Application (15 minutes) 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 13,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? VI. Reflection (10 minutes) 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 | 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 | make in order to achieve my goal? VIL. Evaluation (10 minutes) Activity 2.2 Like Me, Not Like Me Distribute Activity Sheet 2.1 (Appendix 5). Have leamers 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 14Module 2 People Skills T Like Me 1 Not Like Me 2 Speaking Leading Selling Helping Negotiating Data Skills Like Me Not Like Me 2 Computing Checking Analyzing Researching Tabulating Thing Skills Likeme | 1 | Not Like Me 2 Repairing Operating Inspecting Assembling Manipulating Page 15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? Vill. 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 16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 materials) * laptop * scissors © speaker + paste/glue activity sheet © crayons I. Objectives At the end of this module, the leamers are expected to’ 1. determine the different sources of information relevant to curriculum exits; 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 17Il. Motivation (12 minutes) 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 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? Ill. Main Activity (27 minutes) 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? Is the infographic helpful to you? Why? What do you think are the sources of information in the infographic? ae ‘Module 3 i Page 18\— Sn an ——- } THRIVING ECON py CONTINUESTO B: LABOR MARKET O. | ‘The Philippine labor markey boomed to a new high as the rate of erhployment increased in October 2016. L ND EMPLOYMENT INDICA}ORS« EMPLOYMENT UNEMPLOVIAENT. | EMPLOYMENT RATE BY MAJOR'SECTORS vee Nee ouiit \ _——— Cae ree es Source: National Economic d 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 School Guidance Counselor Department of Education Department of Labor and Employment A. ~ pa Project JobsFit of the Bureau of Local Employment Philjobnet of the Bureau of Local Employment Philippine Overseas Employment Administration het Overseas Workers Welfare Administration Professional Regulation Commission Technical Education and Skills Development Authority anaenet ‘Ona SSION Civil Service Commission Module 3 Page 20} | | 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 dti 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IV. Lecturette (20 minutes) 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 KEY EMPLOYMENT GENERATORS (2013-2020) Breve aa eR eS INDUSTRIES REGIONS, Agribusiness CAR LILI V. VLVIL DCX XL XL Construction NCR CAR L ML 1 V.VL VIL VIL X30 TT-BPM (Cyberservices/BPO) NCR CAR IIL V,VLVILX Health, Wellness and Tourism — NCR CARI. V, VI. VIL VIlL X. Xt Hotels and Restaurants NCR LCAR. IL 1 V, VL VIL Vill, XXL xt. Wholesale & Retail Trade NCR LY. VILX 32 Bankingand Finance Lx Mining CARI, VILX XI ‘Transport and Logistics ‘Aviation NCR I VOL * Xt Maritime vu Land Lx Manufacturing (CARL VI, VIL XX Real Estate VLVILX. Power Lym Education LILVILX, Example: Region 6 Module 3 Page 24aici Pty cag VV Be ayy nex YU Paha, ops Poutry & Livesoet) [opiate sewed Gs Bn aes Proceed Fond ater Bextra) i (Sugerese Peapte, Hamam, Bamboo Rubber & Fishing) ack services (Fatrood tasey) eka pin aes et Pande tom poeta yond RAT 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. phi. 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 Concems (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. —_ ————_— ce —_ 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.preo.gov. phi. —. Module 3 Page 27