CATHOLIC SCHOOLS IN IFUGAO

WORK IMMERSION/CAREER ADVOCACY/RESEARCH/CULMINATING ACTIVITY

FINALS AY 2020-2021

TOPIC 1 CAREER ADVOCACY

https://www.teacherph.com/senior-high-school-career-guidance-program-modules/
A. THE FOUR CURRICULUM EXITS OF SENIOR HIGH SCHOOL
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.
1. 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.
2. 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.
3. 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.
4. 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.”

B. 8 JOB SKILLS TO SUCCEED IN A POST-CORONAVIRUS WORLD (www.forbes.com/sites/bernardmarr/2020/17)

1. Adaptability and Flexibility- ability to adapt to ever-evolving workplaces and the ability to continuously update
and refresh one’s skills.
2. Tech Savviness- technology skills. There is fast-tracking digital transformations in companies as they are trying to
become more resilient to future outbreaks and disruptions. Technologies such as artificial intelligence, big data,
the internet of things, virtual and augmented reality, and robotics will make business more resilient to future
pandemics, and anyone that can help companies exploit these technologies will be in a great position.
3. Creativity and Innovation- In a post-coronavirus world, we will need human ingenuity to invent, dream up new
products and ways of working. Human creativity is going to be essential.
4. Data Literacy- ability to understand data and make better decisions because of it. Professionals with data
literacy will be even more appealing to prospective employers.
5. Critical Thinking- ability to objectively evaluate information from diverse sources to determine what is credible.
Organizations will need to rely on critical thinking to understand what information should inform decision-
making.
6. Digital and coding Skills- possessing digital skills, including coding, web development, and digital marketing
7. Leadership- People will be working in more fluent teams where people are taking the lead at different times.
Professionals with strong skills in leadership, including how to bring out the best and inspire teams as well as
encourage collaboration, will be in demand.
8. Emotional Intelligence or Emotional Quotient (EQ)- the ability to be aware of, express, and control our
emotions. At times when people might feel uncertain about their job and the future of their business, it is key to
WORK IMMERSION/CAREER ADVOCACY/RESEARCH/CULMINATING ACTIVITY 1
 connect with people on an emotional level. Individuals with strong EQ will be coveted by organizations of all
sizes and in all industries.
Commit to a Lifetime of Learning
According to the world Economic Forum, in just five years, 35 percent of the skills deemed essential today will change.
There’s only one way to remain relevant in a post-coronavirus reality: commit to a lifetime of learning. Professionals
with advanced and expert job skills will still be in demand and will likely struggle less to find employment.

ACTIVITY 1: From SENIOR HIGH SCHOOL to a POST-CORONAVIRUS WORLD

Write a one paragraph narrative on your personal reflections/insights/realizations based on the topics “Four
Curriculum Exits of Senior High School” and “JOB SKILLS TO SUCCEED IN A POST-CORONAVIRUS WORLD”.
Rubric: depth of reflection-8 + relevance to the topic-8 + grammar-4 = 20points

TOPIC 2 (ACTIVITY 2) WORK INFORMATIONAL INTERVIEW (in place of Work Immersion)

What is an informational interview? Is there really a need to do it? What benefits can you get
from it? Read the following information.
An Informational Interview is an activity where you will make an appointment with a person who has similar
career or business that you desire when you finish Senior High School. You will get information about the job or business
including the company where that person belongs. This is to have a better understanding about the job or business you
are interested to pursue. In the interview, you will be given the opportunity to seek information from the person
about the beliefs, attitude and skills needed related to his job or business. It aims to make you become more informed
about your career choice. You will need the information you will get to compare and match it with your own interests,
knowledge, and skills. In this way, you can evaluate whether the job or business affirms to your career choice.
To better understand the job or business, you will also include in the interview the mission statement and core
values of the company or business of the person you interviewed. In addition, this interview will also help you develop
your communication skills and confidence as well.

Preliminaries before conducting the informational interview:

1. Interview someone who has a similar job or business with your career choice. To help you identify the person or
business owner to interview, ask assistance from your friends, neighbors, family, teachers, alumni, or your
barangay officials. List at least three persons as possible interviewees. The first one to be available will be your
final interviewee.
2. Contact your potential interviewee by letter, email, or phone. State your name and that you are a Grade 12
learner. Tell him/her about your intention―why you are contacting him/her and from whom you received
his/her name. Specify that you will just be asking for the opportunity to conduct an interview about his/her job
or business as a means of exploring on your dream job or business.
3. If he/she consents to be interviewed, ask for his/her most convenient time. (Important Note: Due to the COVID
19 pandemic, the manner of interview must be via phone for someone who is outside of your home and face-to-
face for someone who is in your own home). Request for 15-20 minutes for a phone interview, or 20-30 minutes
for a face-to-face interview. If possible, request for a face-to-face interview. If both online and face-to-face
interview are not possible, you may print the questionnaire and ask your interviewee to answer.
4. Respect the interviewee’s time by staying within the time frame agreed upon.
5. Assure the interviewee that the information you have gathered from him/her will not
1. be used in other purposes, except for the assignment given. Express your words of gratitude after the interview.

Interview Guide: INFORMATIONAL INTERVIEW

INTERVIEWEE’S PERSONAL PROFILE:
Name: (optional) _____________________________________________________________
Occupation/Business: _________________________________________________________
Highest Educational Attainment: ________________________________________________
Name of Company (if employed): _______________________________________________
No. of Years in the Job: _______________________________________________________
Type of Business (if there is any): _______________________________________________
No. of Years in Business: ______________________________________________________
QUESTIONS
PART I. Nature of the Job or Business
1. What are your typical job or business duties and responsibilities? [Ano-ano po ang inyong mga tipikal na
tungkulin at responsibilidad sa trabaho o negosyong inyong pinapasukan?]

WORK IMMERSION/CAREER ADVOCACY/RESEARCH/CULMINATING ACTIVITY 2

 2. What are the necessary skills for this type of job or business? [Ano-ano ang mga kasanayan o skills na
kinakailangan sa trabaho o negosyo ninyo?]
3. What is the most satisfying aspect of your job or business? [Ano po ang nagbibigay-kasiyahan sa inyo sa trabaho
o negosyong inyong pinapasukan?]
4. What is the most challenging aspect of your job or business? [Ano naman po ang mga hamon o balakid na
nakikita ninyo sa inyong trabaho o negosyo?]
5. What are the personal characteristics, values, and attitude that are needed in your job or business?
[Ano-ano po ang mga katangian, kahalagahan, at saloobin na kinakailangan sa trabaho o negosyo ninyo?]
PART II. Mission Statement, Guiding Principles, and Core Values
1. What are your guiding principles or beliefs that you are holding on to stay in your job or business? [Ano-ano
pong mga prinsipyo at paniniwala ang inyong pinanghahawakan kung bakit nananatili kayo sa inyong trabaho o
negosyo?]
1. Does the company/office or business where you belong have a mission statement and core values? If yes, what
is the mission statement of your company? What are its core values? [Ang kompanya o negosyong inyong
pinapasukan ay may sinusunod bang pahayag na misyon (mission statement) at mahahalagang pag-uugali (core
values)? Kung oo, ano ang pahayag na misyon ng inyong kumpanya o negosyo? Ano-ano naman ang
mahahalagang pag-uugali nito?
PART III. Advice and Suggestions
2. What is your advice for me as a Grade 12 learner who likes to enter in this same field of work or business that
you have or you are in? [Anong payo po ang maibibigay ninyo sa isang mag-aaral sa Grade 12 na katulad ko na
nagbabalak ding pasukin sa hinaharap ang trabaho o negosyong katulad ng sa inyo?]

Informational Interview Report Template (To be submitted in printed form or soft copy, paper size 8.5’x11”)
INFORMATIONAL INTERVIEW REPORT
INTRODUCTION (what, why, who, where, when and how of the interview)
INTERVIEWEE’S PERSONAL PROFILE:
PART I Nature of the Job/Business
PART II Mission Statement, Guiding Principles, and Core Values
PART III. Advice and Suggestions
PART IV. Reflections/Insights (To be accomplished by student: From the topics Four
Rubric for Informational Interview Report: 50 points
1. Analysis of Interview (Report is thorough and includes a description of the report, the respondent’s background, goals
for the interview, and a detailed narrative of the interview.) 40pts.
2. Grammar (No spelling and/or grammar mistakes.) 10pts.

TOPIC 3 (ACTIVITY 3) MY SENIOR HIGH SCHOOL JOURNEY

(The Padayon Series, HUMSS Fusion Work- Immersion.Research.Career Advocacy.Culminating Activity by Neil
Oliver T. Penullar, et.al., Phoenix Publishing House, 2016)
Performance Standard: You are expected to develop a HUMSS individual portfolio that combine the elements of the
showcase portfolio and the standards-based portfolio.
MY HUMSS/ABM/STEM PORTFOLIO
A portfolio is a “flat case for carrying papers and drawings (Merriam-Webster Dictionary, 2015).” Indeed,
portfolios are used by painters, architects, and other artists to showcase samples of their best work. Portfolios in
education, on the other hand, contain samples or evidences of what students have learned in a particular subject area at
a given time.
“A portfolio is a purposeful, integrated collection of student work showing effort, progress, or achievement in
one or more areas (Belgrad, Burke, and Fogarty, 2008, p.2). It is also a “record of learning that focuses on students’ work
and their reflections on the work (Benson and Barnett, 1999, p. 14).” Indeed, it is another way of assessing student
learning without the use of standardized tests and evaluation.

4 Types of Portfolios used in Education (Johnson-Cox, and Doyle-Nichols, 2010, p. 38)

a. Showcase Portfolio- a collection of a student’s best work in a given discipline or subject area. The student is
the one who selects which work he/she considers best and why.
b. Growth Portfolio- demonstrates how a student developed a particular skill or knowledge over time. It
provides evidence of a student’s progress in a learning area.
c. Project Portfolio- emphasizes how a student discipline-based procedures or processes. The projects
documented usually present tasks or skills that professionals in the field usually do in real life.

WORK IMMERSION/CAREER ADVOCACY/RESEARCH/CULMINATING ACTIVITY 3

d. Academic Portfolio or Standards-Based Portfolio- a collection of student work that represents achievement of the
content and performance standards for a given course.
For the Individual Learning Portfolio, we shall be combining the elements of the showcase portfolio and the
standards-based portfolio. This means that your portfolio must contain a summarized description of each of your
specialized subjects and your best work or most significant experience in each of the subjects you have taken under your
track- HUMSS/ABM/STEM.

Rubric: Comprehensiveness- 25pts, Appropriateness of Artifacts/Outputs-25pts, Credibility of Artifacts/Outputs-20pts,

Depth of Reflection-20pts, Visual Appeal-5pts, Grammar and Spelling-5pts. Total: 100pts.

GUIDELINES IN MAKING “MY HUMSS/ABM/STEM PORTFOLIO”

You may use any printed format (8.5”x11”) or soft copy for this portfolio as long as it contains the required
components. It must also comply with the criteria as reflected in the rubric provided.
Purpose of the Portfolio
To showcase the student’s best work (within or outside class) that reflects achievement of learning goals in each
of the specialized subjects under your SHS Strand.

Parts of the Portfolio (Hopkinton High School, 1999, p. 194)

1. Cover Page- You may creatively design the cover, containing name of student, grade level, section, school year, name
of school, and name of teacher.
2. Table of Contents
3. Preface- A narrative that provides a brief background of yourself and why you are making the portfolio. It must
also describe the reasons and processes you used in selecting the artifacts or works (outputs such as essays, quizzes,
activities, posters, etc.) you have included in your portfolio. Finally, it should include your overall reflection and learning.
4. Presentation of Selected Work
Format
a. Subject- identify and describe the subject where the artifact/output belongs.
HUMSS ABM STEM
1. Introduction to World Religions and Belief Systems 1. Applied Economics 1. Pre-Calculus
2. Disciplines and Ideas in the Applied Social Sciences 2. Business ethics and Social 2. Basic Calculus
3. Creative Writing Responsibility 3. General Biology 1
4. Creative Nonfiction 3. Fundamentals of Accountancy 1 4. General Biology 2
5. Disciplines and Ideas in the Social Sciences 4. Fundamentals of Accountancy 2 5. General Physics 1
6. Philippine Politics and Governance 5. Business Math 6. General Physics 2
7. Trends, Networks and Critical Thinking in the 21st 6. Business Finance 7. General Chemistry 1
Century Culture 7. Organization and Management 8. General Chemistry 2
8. Community Engagement, Solidarity, and Citizenship 8. Principles of Marketing

b. Artifacts- The student’s best work may include actual student output within or outside class: reflection
paper; awards, commendations, quizzes, essays, drawings or posters, etc. (Ask your teachers in the specialized subjects
to give back your submitted outputs. During this pandemic, no performance work is expected to be included unless you
had specialized subjects in Grade 11.)
c. Description of the Artifact- Short narrative or paragraph describing the what, when, where, how, and why of
the chosen artifact.
d. Learning Goals Reflected- Content or performance standard related to the artifact. (What topic in the
subject is related to that specific output? Use your handouts in the different specialized subjects to be able to
answer this.)
e. Reflection on the Artifact/Output- This may include your most significant learning or realization about
yourself or the subject.
6. Personal Vision and Goals for the Future- Narrative that describes your dreams, goals, and aspirations for yourself
for the next 10 years. Some questions you may use as guide are the following:
 Who would you be ten years from now? What would you be doing (career/profession/work)?
 What have you achieved personally and professionally?
 What would you do to make these dreams and aspirations happen?
-End of Handout-
“Let your light shine before others, that they may see your good deeds and glorify your Father in heaven.” Mt.
5:16
“May he give you the desire of your heart and make all your plans succeed.” Ps. 20:4

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