Lesson 1 Entering the Exits

I. Introduction

This lesson is intended to help you facilitate the career decision-making as a Grade 12 learners especially
in choosing curriculum exit before you graduate from senior high school. “Entering the Exits” means
entering a curriculum exit after Grade 12. You will have to choose whether you will proceed to college,
do business, will look for a job, or will develop the middle-level skills.

The module will help you identify your interests and personality traits through NCAE that will help you
choose the curriculum exit suited for you. Grade 12 learners like you can determine the life and career
based on chosen curriculum exit.

II. Objectives

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

1. Connect and relate the results of the National Career Assessment Examination (NCAE) in choosing a
curriculum exit;

2. determine preferred life and career based on chosen curriculum exit; and

3. appreciate the chosen life, career, and curriculum exit based on one’s interests and personality type.

III. Lecturette (15 minutes)

In order to guide the conduct of career guidance at the school level and to ensure the development of
skills and competencies required in the world of work, the Department of Education has been
conducting career assessment to Grade 9 students through the National Career Assessment Examination
(NCAE). The NCAE aims to provide guidance to individual learners for their future educational and career
choices. It also provides the basis for profiling learners’ aptitude in the four Senior High School tracks.
There are three domains measured in the NCAE. These are the General Scholastic Aptitude (GSA),
Occupational Interest Inventory (OII), and Aptitude for Senior High School Tracks. The GSA measures the
learner’s reading comprehension and scientific, verbal, mathematical, and logical reasoning ability. The
OII is a checklist of occupational interests that provides an assessment of inclinations or preferences for
comprehensive career guidance. The Aptitude for SHS Tracks determines the learner’s inherent capacity
to succeed in the SHS tracks. A profile chart of the students’ occupational inclinations and preferences
through the identified cluster occupations is provided in the results of the NCAE. The test is being
administered to all Grade 9 learners who are currently enrolled in public and private schools with
government permit or recognition. Moreover, learners with special needs may also be assessed
provided that test accommodations are met. (as per DepEd Order No. 55, s. 2016 Sec. 9) 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. Entrepreneurship.
Senior high school graduates who plan to pursue the entrepreneurship exit will have to consider many
things. They have to be cautious lest they end up losing money invested in the business. The Philippine
Business Industry (as cited in http://www.biznewsph.com/p/business-ideas-in-philippines.html, 2012)
has come up with a list of ideas where prospective entrepreneurs can start and grow their own business
in the Philippines. (See Appendix 3: List of Business Ideas in the Philippines.)

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.”

IV. Application (15 minutes)

Activity:

My Entry Point in the Exit Procedures:

1. Inform each learner to provide paper and coloring materials.

2. Ask them to draw a symbol to represent the life and career they imagined after entering a specific
curriculum exit.

3. Instruct them to briefly explain why they have chosen the symbol and share their appreciation to their
imagined life, career, and curriculum exit in the future.

Processing Questions

1. Why did you choose that symbol?

2. How does it relate to your choice of curriculum exit after Senior High School?

V. Reflection (10 minutes)

Journal Reflection

Ask the learners to write in their Career Guidance Journal their reflection about “My Meaningful Exit
from Senior High School".

Criteria Advanced Proficient Functional Developing

(20pts) (10pts) (5pts) (2pts.)

Work Successfully Successfully Sucessfully Cannot completes

Independence completes the completes the completes the tasks and standard
procedures procedures with procedures with procedures.
independently minimal moderately
supervision supervision.

Workmanship Shows excellent Shows good Show minimal Shows no

understanding of understanding of understanding of understanding of
the activity given the activity given the activity given activity
and the lesson and the lesson and the lesson procedures and
taught taught. taught. lesson taught.

Content Rich in content Substantial Competent Rudimentary or

and ideas with content superficial remarks
substance.
Thought, insight No analysis or
Full of thought, and analysis has Lacking in insight is given
insight and taken place. substance
analysis.
Creativity Produce high Produce quality Produce Very poor quality
quality, creative artwork acceptable work of artwork
artwork