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Module 1 Edited PDF
Module 1 Edited PDF
Introduction
This module is designed for use by teachers. It is intended to help users facilitate the career
decision-making of Grade 12 learners especially in choosing curriculum exit before they graduate
from senior high school. The title of Module 1 “Entering the Exits” means entering a curriculum
exit after Grade 12. The learners will have to choose whether he or she will proceed to college,
do business, will look for a job, or will develop the middle-level skills.
The module will help learners identify their interests and personality traits through NCAE
that will help them choose the curriculum exit suited for them. Through this module, Grade 12
learners can determine his/her life and career based on chosen curriculum exit. Lastly, it is
expected that at the end of the module, Grade 12 learners will appreciate chosen life, career and
curriculum exit based on one’s interests and personality type.
I. Objectives
Materials
manila paper/recycled materials
cartolina
crayons/colored pens/any coloring materials
pentel pen
scissors
Scotch tape
copy of NCAE results
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II. Motivation (15 minutes)
Procedure
1. Arrange the chairs on the sides so that space will be maximized for the activities.
2. Tell the learners to dance as the music plays. (If there is no music to be played, ask the
learners to sing any song that everybody can relate.)
3. Tell the learners that as the music stops they will have to find a partner on the dance
floor. Emphasize that it will provide them a chance to share their interests and
experiences in senior high school with others in the group.
4. Stop the music and ask the learners to share with their partner what is asked in the first
sharing. The music will continue after the first sharing and the learners will find another
partner for the second up to the fourth sharing.
a. First sharing: What are your goals after Senior High School?
b. Second sharing: What are your interests that served as your basis in choosing your
current SHS track?
c. Third sharing: What are your memorable experiences in SHS?
d. Fourth sharing: What curriculum exit do you plan to go after senior high school?
Processing Questions:
Note to the Teacher: Before the activity, prepare the “Golden Doors” (made up of art or
recycled materials) and Gallery of Careers (showing the results of NCAE). See Appendices 2
and 3 for the materials to use in the activity.
Procedure
1. Set up four doors (which will be called GOLDEN DOORS) in the four corners of the room
to represent the four curriculum exits of Senior High School namely: Employment,
Entrepreneurship, Higher Education, Middle-Level Skills Development. Note: You can
use manila paper or any recycled materials.
2. Set up GALLERY OF CAREERS (showing the areas of occupational interests).
Note: You may print the materials indicated in appendix 3.1 as reference for learners while
appendix 3.2 will be posted on the walls of the room so the learners can have visuals on
the different careers or professions per occupational interest.
3. Ask the learners to bring out the results of their NCAE.
4. Distribute Activity Sheet No. 1―My Occupational Interests.
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5. Ask the learners to accomplish the first column based on the results of their NCAE.
6. Allow the learners to walk around the GALLERY OF CAREERS and check the different
careers or professions in the areas of occupational interests based on what is written in
the first column of the activity sheet.
7. Allow the learners to reflect on their current occupational interests based on their self-
assessment and plan after senior high school and ask them to write their answers in the
second column.
Note: In case there are learners who do not have or do not remember their NCAE results,
allow them to accomplish only the second column of the activity sheet.
8. Ask the learners to choose which door (representing the curriculum exits) to exit.
9. Behind the Golden Doors, they will find different worksheets (which symbolizes
opportunities they can grab as they enter any curriculum exit). They will have to
accomplish what the got behind the Golden Doors.
10. Ask the learners to do small group sharing with other learners who chose the same door
they have chosen.
11. Ask some volunteers for the large group sharing.
Processing Questions:
1. Did you experience mismatch of occupational interests based on your NCAE results and
based on your self-assessment and plan after senior high school?
2. What occupational interest will you consider in choosing a curriculum exit?
3. After doing the activity, what realizations or insights did you have as a senior high school
learner who is about to exit after few months?
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Helping people make career decisions have been fundamental to counseling
psychology since its emergence as a profession, and it continues to be central to its identity
today (Gelso & Fretz, 2001, as cited in Journal of Counseling Psychology, 2010).
After acquiring all the knowledge, skills, and attitude and being aware of their
interests and personality types, Grade 12 learners will now choose the curriculum exit they
will pursue after senior high school. Grade 12 learners may choose to work immediately
since they are of legal age and have the competencies to perform a specific job, or to pursue
a business they can start to earn money. They may also proceed to higher education and
pursue a degree course or take up any Technical Education and Skills Development
Authority (TESDA) courses for middle-level skills development.
Employment. Any senior high school graduate who plans to work after senior high school
can check with the Public Employment Service Office (PESO) in their locality for possible
job vacancies, or they can browse in the Department of Labor and Employment website,
www.ble.dole.gov.ph for possible local employment.
Higher Education. Senior High School graduates who would want to pursue a degree
course in higher education may directly inquire at any colleges and universities in their
area. They may also inquire at www.ched.gov.ph, the official website of the Commission
on Higher Education (CHED) for the recognized programs of schools per region.
Middle-Level Skills Development. Senior high school learners who may want to pursue
middle-level skills development after finishing a specific track and strand in senior high
school may inquire at their local TESDA offices for the courses offered in their locality.
Those who went to Technical Vocational Livelihood Track and earned a National
Certification Level II may apply for a higher level of national certification if they opt to.
Senior high school graduates may go to any curriculum exit regardless of the SHS
track they took. If a learner took up a TVL Track, he/she can still enroll in college to pursue
higher education. Moreover, after entering a specific exit, any SHS graduate may proceed
to another exit. For example, a graduate who chooses to pursue higher education and gets
employed after graduation may enter into a business or pursue middle-level skills
development while employed.
Nonetheless, whatever curriculum exit senior high school graduates pursue is their
own decision. They only have to maximize their talents and resources in order to be
successful. As what author and speaker Mack R. Douglas said, “You are responsible for
everything you do.”
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V. Application (15 minutes)
Procedures:
Processing Questions
1. Why did you choose that symbol?
2. How does it relate to your choice of curriculum exit after Senior High School?
Journal Reflection 1
Ask the learners to write in their Career Guidance Journal their reflection about “My
Meaningful Exit from Senior High School.”
Instructions: Write your occupational interest based on your preference and plan after
senior high school.
1. In the fourth column (Employment), write your preferred kind/nature of work if
you plan to proceed to this exit and indicate when.
2. In the fifth column (Entrepreneurship), write the specific business industry you
want to pursue if you plan to proceed to this exit and indicate when.
3. In the sixth column (Higher Education), write the specific course if you plan to
proceed to this exit and indicate when.
4. In the seventh column (Middle-Level Skills Development), put the specific skilled
courses if you plan to proceed to this exit and indicate when.
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Note: This activity emphasizes that senior high school graduates can go to any curriculum exit
regardless of the SHS track they took. Moreover, after entering a specific exit, the SHS graduates
may pursue another exit.
Occupational Specific
Preferred Curriculum Exit
Interests based Career or
on preferred Profession Middle-Level
occupational based on Employment Entre- Higher Skills
interests Occupational preneurship Education Development
Interests
Rank Profes- Teacher Secondary Cakes and Bachelor of Bread and
1 sional School Pastries Secondary Pastry
Services Teacher (2026) Education Production
(2022–2052) (2018– (2025)
2022)
Rank (Write your (Write the (Write the (Put the
2 preferred specific specific specific
kind/nature business course if skilled
of work if industry you you plan to courses if you
you plan to want to proceed to plan to
proceed to pursue if this exit proceed to
this exit and you plan to and this exit and
indicate proceed to indicate indicate
when) this exit and when) when)
indicate
when)
Rank (Write your (Write the (Write the (Put the
3 preferred specific specific specific
kind/nature business course if skilled
of work if industry you you plan to courses if you
you plan to want to proceed to plan to
proceed to pursue if this exit proceed to
this exit and you plan to and this exit and
indicate proceed to indicate indicate
when) this exit and when) when)
indicate
when)
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Appendix 1
Activity Sheet No. 1
My Occupational Interests
Instructions: In the first column, write your occupational interests based on the results of your
NCAE. In the second column, reflect on your current occupational interests and
plan after senior high school.
Rank 1
Rank 2
Rank 3
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Appendix 2
Materials for GOLDEN DOORS
2.1 Bio-Data
Bio-Data
Bio-Data
Bio-Data
Bio-Data
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Appendix 2
Materials for GOLDEN DOORS
2.2 Business Permit
BUSINESS PERMIT
BUSINESS PERMIT
BUSINESS PERMIT
BUSINESS PERMIT
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Appendix 2
Materials for GOLDEN DOORS
2.3 College Application Form
(You may use other materials if reproduction of this appendix is not possible.)
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Appendix 2
Materials for GOLDEN DOORS
2.4 TESDA National Certification
(You may use other materials if reproduction of this appendix is not possible.)
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Appendix 3
Handout: Areas of Occupational Interests
Allied Medicine
A8 Speech Pathologist/Physical
Therapist/Occupational Therapist
Hospital Administration
A14 Hospital Manager
A15 Medical Supervisor
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A24 Hospital Utility Worker
A25 Gym Instructor
A26 Spa Aide
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Support Staff School Administration
E14 On-line Sales Agent F11 School Head
E15 Call Center Agent F12 Registrar
E16 Sales Clerk
E17 Sales Representative Guidance and Counseling
E18 Store Keeper F13 Guidance Counselor
E19 Cashier
Support Staff
E20 Sales Record Officer
F14 Librarian
E21 Office Clerk
F15 Teacher Aide/ School Aide
E22 Sales Promoter/Promo
F16 Technical-Vocational Aide
Merchandiser
F17 School Clerk
E23 Small Scale Store Owner
F18 School Janitor
E24 Security Guard
F19 School Canteen Helper
F20 School Security Officer
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Hotel Support Staff
G16 Front Desk Clerk/Reservation
Clerk/Billing Clerk
G17 Chef/Pastry/Bread Maker
G18 Barista
G19 Hotel Attendant
G20 Elevator Attendant
G21 Chambermaid
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K8 Pipe Welder L7 Costume Designer
K9 Painter
K10 Wood Carver Other Artistic Areas: Painting, Music
and Literary Works
K11 Iron Grill Welder
L8 Musical Composer or Arranger
K12 Pottery Maker L9 Book Author
L10 Water Color Painter
K13 Building Aide
K14 Landscaper
K15 Carpenter
M. Fashion N. Military and Law Enforcement
Garments/Hairstyle/Cosmetics Parlor
Services/Jewelry and Accessories Military Services
N1 Military Officer
Garments, Linens and Textile Industry N2 Air Force Officer
M1 Fashion Designer N3 Military Training Ofificer
M2 Master Cutter N4 Camp Strategist
M3 T-shirt Designer
Law Enforcement
M4 Silk Screen Maker
N5 Police Officer
M5 Textile Technician
N6 Prison Warden
M6 Fabric Wholesaler
N7 Police Desk Officer
M7 Curtains/Bedding Sewer
N8 Investigator
Hairstyle, Cosmetics and N9 Police Aide
Other Parlor Services N10 Traffic Enforcer
M8 Make-up Artist N11 Criminologist
M9 Hair Stylist N12 Fingerprint Analyst
M10 Hair Cutter
M11 Hair Spa Aide
M12 Manicurist
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Appendix 4
List of Business Ideas in the Philippines
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Appendix 5
Activity Sheet No. 2
My Entry Point in the Exit
Directions: Draw a symbol to represent the life and career you imagine to have after entering
your chosen curriculum exit. Briefly explain why you have chosen the symbol.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Appendix 6
Journal Reflection No. 1
My Meaningful Exit from Senior High School
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Appendix 7
Activity Sheet No. 3
My Plan to Exit
Instructions: Please write your occupational interest based on your preference and plan after
senior high school.
1. In the fourth column (Employment), write your preferred kind/nature of work if you
plan to proceed to this exit and indicate when.
2. In the fifth column (Entrepreneurship), write the specific business industry you want
to pursue if you plan to proceed to this exit and indicate when.
3. In the sixth column (Higher Education), write the specific course if you plan to proceed
to this exit and indicate when.
4. In the seventh column (Middle Level Skills Development), put the specific skilled
courses if you plan to proceed to this exit and indicate when.
Rank
2
Rank
3
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