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Embarking on a Journey Of Self-Awareness Module 1 CAREER GUIDANCE PROGRAM Teacher’s Manual (As of August 2015) TABLE OF CONTENTS Introduction I. II. III. IV. ii Learning Objectives ii Activities ii Time Allotment iii Session Sequence iii-iv Materials iv Preparations 1 Session Proper 4 Introduction to the Session 5 Delivery of Main Activity 5 Peer Sharing 7 8 Conclusion Processing 8 Synthesis 8-9 Closing 10 Appendix A 13 ii This module is NOT for sale INTRODUCTION Module 1 of the Grade 10 Career Guidance Manual is entitled “Embarking on a Journey of Self-Awareness”. It is all about the learners’ discovery of who they are in terms of their likes, values, skills, and interests. Knowing oneself is important as it plays an integral role in strengthening decision-making skills and shaping people’s decision-making processes. Fostering the learners' discovery of themselves will encourage them to choose a career that matches their interests and abilities which is advantageous not only to the learners but to the entire country as it will surely address the pressing concern on job and skill mismatch. LEARNING OBJECTIVES At the end of Module 1, the learners are expected to: • acknowledge their talents, skills, interests, and personality through the different activities; and • understand oneself by exploring who they are and what they are capable of. ACTIVITIES Module 1 has three output-based activities namely: 1. Self-Portrait Bags - found in the Main Activity section 2. Dream Collage - found in the Closing section 3. Journal Entry #1 - found in the Closing section TIME ALLOTMENT iii Produced for the use of Career Advocates and Guidance Counselors only Introduction to the Session 5 min Delivery of Main Activity 25 min Peer Sharing 10 min Processing 15 min Synthesis 5 min Closing 10 min Total 60 min SESSION SEQUENCE 1st Introduction of the Session 2nd Group the class into small groups 3rd Sharing of Pre-made Self-Portrait Bag 4th Learners construct their own Self-portrait Bags 5th Learners share their bags with fellow learners 6th Processing of the Session 7th Synthesis of the Session 8th Handing out of assignments to the learners MATERIALS Listed below are the materials needed for this session. There will be a separate list for the materials needed for the assignment. If a more convenient or cheaper alternative is available, feel free to adjust the list of items below to suit the learners’ needs. 1. Self Portrait Bag Materials • brown paper bag (other materials such as plastic bag, bayong or smallsized carton box can be used as an alternative as long as the learners can insert or place things inside) • scissors (or any cutting tool) iv This module is NOT for sale • paste or glue • used magazines or newspaper • watercolor, crayons, or colored pencils • paint brush, pencils, ballpoint pens, or markers • art paper, colored paper, or cartolina paper 2. Learner’s Journal Notebook The learner’s Journal Notebook can be a separate notebook. However, Class Advisers are highly encouraged to instruct the students to REUSE a notebook that may have enough pages (at least 20-25 pages) left for the entire module. NUMBER OF SESSIONS Module 1 has one (1) session that spans one (1) homeroom session only. v Produced for the use of Career Advocates and Guidance Counselors only I PREPARATIONS Listed are the pointers that may help the Class Advisers prepare for the session. Preparation prior to the session may significantly improve the Class Adviser's delivery of the Module. Effective delivery of the Module, in turn, may impact the learners’ ability to absorb the lessons and insights the Module aims to impart. The Class Advisers may adjust or modify the content and delivery of the given pointers as long as the changes cater to the learners’ needs. It is highly encouraged for the Class Advisers to use what they know about their region, division, district, school, or learners to further ground the contents of the pointers. Pointers for the Main Activity Pre-made Self-portrait Bags& Dream Collage • In order for the learners to better understand the activity, the teacher is encouraged to also make his or her own Self-Portrait Bag and Dream Collage prior to the conduct of the activity. • Having a pre-made Self-portrait bag and Dream Collage may: a) prevent the teachers from spending too much time in instructing the learners, which, instead, can be used to further deepen the activity’s conclusion; b) accompany the teacher’s oral instruction of the activity by performing how a self-portrait bag and dream collage are constructed; 1 Produced for the use of Career Advocates and Guidance Counselors only c) demonstrate the teacher’s commitment in joining his or her learners’ journey in knowing more about themselves; d) assist the learner’s understanding of the significance of the activity, in the form of the teacher’s own self-portrait bag and dream collage. Delivery • It is also highly encouraged for the teachers to be creative, resourceful, and sincere when constructing their self-portrait bags and dream collages. In doing so, the learners may be encouraged to construct a self-portrait bag and dream collage that are attractive while showcasing who they are. • The Class Advisers shall only assume a facilitator’s role throughout the learners’ construction and peer-sharing of their self-portrait bags. This means that the teacher will make the task of constructing a self-portrait bag easier for the learners through hands-on guidance and enthusiastic motivation. • Strictly prescribing how the activity should be done is HIGHLY DISCOURAGED. For example, no one (even a fellow learner) should tell a learner that his or her self-portrait bag should look this way, should be colored this way, or appear this way. This may discourage the learner in actively participating in the activity. Reminders for Learners • A week before the activity, instruct the learners to bring the materials listed in page iv. • Remind the learners that using RECYCLED MATERIALS isHIGHLY ENCOURAGED. TheyDO NOT NEED TO BUY new materials. • In addition, encourage the learners to bring extra materials for sharing with their classmates, if available. Write the stated materials on the 2 This module is NOT for sale black board and instruct the learners using the sample script below as a guide: Sample Script: “Good morning, everyone! Next week, we are going to have an exciting activity in our Homeroom Class. With that, please be reminded to bring the following materials:” 1. brown paper bag (other materials such as plastic bag, bayong or small-sized carton box can be used as an alternative as long as the learners can insert/place things inside) 2. scissors (or any cutting tool) 3. paste/glue 4. used magazines/newspaper 5. watercolor, crayons, or colored pencils 6. paint brush, pencils, ballpoint pens, or markers 7. art paper, colored paper, or cartolina paper 3 Produced for the use of Career Advocates and Guidance Counselors only II SESSION PROPER This section details what will happen during the session. Class Advisers may adjust the section’s contents, sample scripts, and delivery for better understanding of the learners. Session Activity: Self-portrait Bags Learning Objectives of the Activity: At the end of the activity, the learners are expected to: a) acknowledge their likes, dislikes, personality, disposition, values, and skills through the content and appearance of their self-portrait bags; b) feel that their self-portrait bags are more than enough to symbolize himself or herself; and c) share with their classmates further on the meaning or story behind their self-portrait bags. 2.1 Introduction to the Session i. Warmly greet your learners and introduce the activity with the sample script below as a guide: Sample script: “Good morning, everyone! For our activity today, we will be exploring our likes or dislikes, values, interests, and skills that make up our personality or who we 4 This module is NOT for sale are. Our personality or who we are shapes our everyday lives.For example, who you are gives you an idea of what food to eat when you are hungry. I, for one, like chicken.Because I like chicken, it will most likely be the food I will choose to eat. Another example is why I chose to teach. I am teaching because I value learning and sharing what I learn. In other words, everything that you do is linked to who you are.That includes what you will do in the future, especially what Senior High School track you will choose to enroll in and, eventually, what career or job you will choose to pursue.” 2.2 Instructions for the Activity i. Transition from the introduction of the activity using the sample script as a guide: Sample Script: “In order for us to know more about ourselves, we are going to create a selfportrait bag that will showcase ‘who we are’. By creating a self-portrait bag, we will have a better view of ourselves. This activity will be similar to your English classes where you attempt to analyze a character’s motives, behavior, and personality through a reader’s point of view, or a third person point of view. But this time, it will be more exciting! You will be trying to understand yourself.” ii. Next, divide the class into small groups using the sample script as a guide. Make sure that each group has members not more than five (5) to attain a more valued sharing. Sample Script: 5 Produced for the use of Career Advocates and Guidance Counselors only “Before we start the activity, let us group ourselves. Each group must have a maximum of five members. As you go to your respective groups, make sure that you have your materials with you.” (The teacher can ask the students to do counting for the groupings.) iii. Then, show your self-portrait bag to the learners using the sample script as a guide: Sample Script: “At the end of the activity, you should have constructed something like this (show your pre-made self-portrait bag). To assist you in making your self-portrait bags, let me show you mine first. First, I decorated the outside part of the bag and made it appear like a teacher. But, of course, how I decorated the outside part of the bag is just a small part of ‘who I am’. I then put objects inside that I feel embody and capture certain pieces of ‘who I am’ (display the objects on your table facing the learners). This chalk, for example, represents my fondness for writing and sharing what I write with other people. And this green ballpoint pen is the pen I like to use when I write positive feedback on your papers. When I look at my self-portrait bag, I am constantly reminded of ‘who I am’ – the things I like, my values, and what I can do. Even if I have already chosen my vocation or my career, this bag will continue to motivate me to be better at what I am doing.” iv. Finally, begin the activity using the sample scripts as a guide: Sample Script: “I hope I have shown you everything you need to make your bag. So let us start (write the following underlined abbreviated instructions on the black board): 1. Decorate your paper bag - Get your paper bag and decorate its exterior to 6 This module is NOT for sale resemble ‘who you are’. You may color it, cut out a dress for it, or even punch holes into it. Show how your output reflects who you are! 2. Find objects - After decorating the face of your bag, find objects around you that can symbolize and/or capture pieces of ‘who you are’ just like how my chalk and ballpoint pen showed you bits of who I am. If you cannot find any object that captures who you are, you may draw an object or write on a piece of paper and drop it inside your bag. 3. Peer Sharing - The last step of constructing your self-portrait bag is sharing it with others. Make time to share your self-portrait bags with your group mates just like how I shared my bag with you earlier. To guide you in your sharing, here are the important points I followed when I showed you my bag (write the following points on the board): • How does the outside part of my bag show who I am? • How do the objects I put inside my bag show who I am? • How does my finished Self-Portrait bag show who I am? v. Guidelines for Peer Sharing • Remind the learners of the following before the sharing activity: • This sharing is not a place for discussion or debate, for speeches, for convincing others to believe in our point of view, to impose our favorite ideas upon others, to solve others’ problems, or to rescue her/him from them. • Always remember the values of courtesy and respect. • Confidentiality is important. No one should share with other groups what their group mates shared within their group. • One sharer/speaker at a time. Listen attentively to the sharers/speakers. 7 Produced for the use of Career Advocates and Guidance Counselors only III CONCLUSION This section details how the session can be processed and synthesized. The Class Advisers may adjust the section’s contents, sample scripts, and delivery for the better understanding of the learners. Processing The processing will mainly comprise of the teacher encouraging his or her learners to express themselves. While the learners express themselves, the Class Adviser shall listen and take mental notes (or write these notes on the blackboard) of his or her learners’ experiences regarding the activity. Processing Guide Questions Encourage the learners to express themselves by asking: 1. “How were you after the activity?” 2. “What did you think and/or feel before, during, and/or after the activity?” 3. “What insights about who you are did your self-portrait bag show you?” 4. “How did you feel when your classmates shared their self-portrait bags with you?” 5. “How did you feel when you were sharing your self-portrait bag with your classmates?” Synthesis After allotting time for the learners to speak, process their experiences 8 This module is NOT for sale by associating the construction of the self-portrait bag with the meaningful process of knowing oneself using the sample script below as a guide. What matters most in conducting the session’s synthesis is making it clear for the learners that their self-portrait bags serve to remind them of what they want. This is important because, as they slowly enter an ever-changing world - whether of work, or, in general, of life, what remains the same is who they are. The learners may always tap into this so that they are always guided in the face of doubt or uncertainty. Sample Script: “Hopefully, after we have constructed and shared our self-portrait bags, we have a clearer image of ourselves or who we are. Finding ‘who you are’ is important because you will be encountering a lot of choices in the near future. And making sound decisions would be easier if you know yourself, your capacities, and your abilities.” 9 Produced for the use of Career Advocates and Guidance Counselors only IV CLOSING This section details how the session can be closed. Class Advisers may adjust the section’s contents, sample scripts, and delivery for the better understanding of the learners. Close the session using the sample script below as a guide. What is important in closing the session is showing how one’s self-awareness can be translated into action by “dreaming” or setting life-goals. Being self-aware without having any goals is meaningless or pointless. On the contrary, selfawareness that is continually used to guide oneself in life is productive and beneficial for the individual. Sample Script: “Every journey has a destination. So far, we have discovered “who you are” by exploring what we like, what our values are, what our skills are, and things that interest us through our self-portrait bags. After knowing more of ourselves, we will conclude the activity by creating a “Dream Collage” at home. Let me show you my dream collage (show your pre-made Dream Collage). Most of the time, it is not enough to know ‘who I am’. A person also has to dream or set life goals. Setting life goals guides you in picking the choices that adhere to ‘‘who you are’’. From my experience, when I began to wish to become a teacher someday, everything followed, especially the course I chose for college. Choosing BS Education felt so natural for me that I did not have any second thoughts or 10 This module is NOT for sale apprehensions. It was what I wanted. It was the choice I know will show ‘who I am’, and help me to become a better person. So I highly encourage you to create your dream collage on a used sheet of paper. Fill it with everything that you hope and dream for yourself. In doing so, you are getting closer and closer to making your dreams come true. But always remember, build your dreams according to what you like, what you value, things that you are interested in, and your skills.” Assignment Instruct the learners that their Dream Collage and its accompanying journal are due two school days before the next Homeroom: 1. Dream Collage • Remind the learners that they are not restricted from using other materials such as crayons, watercolor, colored pencils or write, used newspaper and magazine. • Encourage them to dream big and paste as many aspirations as they can. They may use several sheets of paper if one sheet is not enough. It is important that the learners are not restrained when they do this activity. • To accompany the learners in creating their dream collage, encourage them to listen to Apl.De.Ap’s song “We Can Be Anything” that advocates children to dream big dreams and strive to make their dreams come true. - The song can be played as an introductory activity for the next Homeroom class. The lyrics of the song are found below (Appendix A) - YouTube link for Apl.De.Ap’s song: www.youtube.com/watch?v=8LEmCbHpv8Q 2. Journal Entry #1 11 Produced for the use of Career Advocates and Guidance Counselors only • Instruct them about their journal using the sample script below: Sample Script: “Please prepare a small notebook for our Career Guidance modules. This notebook will serve as your diary for our activities and assignments. Like any ordinary diary, you will be writing or drawing your thoughts and feelings for today’s activity. If you did not like even just a part of today’s activity, write it on your diary. I will appreciate your honesty! After all, knowing if our activities help you is our top concern.” • To guide you on what to write or draw on your diary, here are several guide questions: a) What were the traits and characteristics of yourself that you have discovered after constructing the dream collage? b) After creating your dream collage, tell us more about the things you put in it. c) What can you do now to make your dreams come true? 12 This module is NOT for sale Appendix A We Can Be Anything by Apl.De.Ap You can be a DOCTOR You can be a GOVERNOR You can be a PROFESSOR You can be a LEADER All you gotta do is dream You can be anything Get your education Change your situation 'Coz if I can do it Then you can do it And together we can push it up the mountain (DO IT!) If I can get it, Then you can get it And together we can live it 'Coz there is no limit! (yeah!) You can be a HERO Don't be a ZERO You can live the big things You can do the big things Get your GRADUATION Earn your OCCUPATION 'Coz if I can do it, Then you can do it And together we can push it up the mountain (DO IT!) If I can get it, Then you can get it And together we can live it 'Coz there is no limit! (yeah! ) *Mgakababayankomagsamahantayo (2x) RAP: I know I can I know you can Let's get together and make a plan You'll get better like cannon head Help each other out, understand All of us together inside this land Working together that's the master plan If you believe say, YES I CAN! (2x) You can be a HERO You can be a LEADER You can be a HERO You can be a LEADER 'Coz if I can do it Then you can do it And together we can push it up the mountain (DO IT!) If I can get it, Then you can get it And together we can live it 'Coz there is no limit! (yeah!) "We Can Be Anything Lyrics." Lyricsfreak. 2012. Web. 1 Aug. 2015. <http://www.lyricsfreak.com/b/blackeyed peas/we can be anything_20995092.html>. 13 Produced for the use of Career Advocates and Guidance Counselors only Examining The Destinations Module 2 CAREER GUIDANCE PROGRAM Teacher’s Manual (As of August 2015) MODULE 2 TABLE OF CONTENTS Introduction ii Learning Objectives ii Number of Sessions ii SESSION 1 I. 1 Preparations 3 Session Proper 6 III. Conclusion 9 IV. Closing 11 Appendix A 13 Appendix B 14 II. SESSION 2 I. 15 Preparations 18 Session Proper 20 III. Conclusion 24 IV. Closing 26 Appendix A 27 Appendix B 28 Appendix C 29 II. i This module is NOT for sale INTRODUCTION Module 2 of the Grade 10 Career Guidance Manual is entitled “Examining the Destinations”. It informs the learners of the possible resources they may use in realizing their dreams through the Senior High School (SHS) tracks. It also enlightens the learners on the significant role of self-awareness in the process of choosing an SHS track. Furthermore, this module introduces the learners to the benefits of Senior High School and how it will equip them with skills needed for whichever path they may choose after SHS, be it higher education, employment, or entrepreneurship. This module also encourages the teachers to communicate with their Schools Division Superintendent regarding the availability of the SHS tracks in their division as this is a big factor to consider by the learners in deciding which track they will pursue. Module 2 is divided into two sessions: Session 1 will tackle important information on Senior High School and brief lectures on Academic Track and Technical-Vocational-Livelihood Track; Session 2 will tackle brief lectures on Arts and Design Track and Sports Track. LEARNING OBJECTIVES At the end of Module 2, the learners are expected to: • understand the curricular characteristics of the four Senior High School tracks’ specific strands and their respective possible career paths; and • identify possible tracks and strands he or she will want to pursue through emphasis on their self-awareness. NUMBER OF SESSIONS Unlike Module 1 and Module 3, Module 2 has two (2) sessions that spans two (2) separate homeroom sessions. This is to accommodate the large scope of Module 2’s content. ii Produced for the use of Career Advocates and Guidance Counselors only SESSION 1 Module 2 iii This module is NOT for sale ACTIVITIES FOR SESSION 1 Session 1 has three activities namely: Opening Activity: “Mystery Box” 1. - found in the Session Proper section Main Activity 1: “Introduction on Senior High School” 2. - found in the Session Proper section Main Activity 2: “Academic and TVL Track Lecture” 3. - found in the Session Proper section TIME ALLOTMENT Introduction to the Session 5 min Main Activity 1 15 min Main Activity 2 30 min Processing &Synthesis 5 min Closing 5 min Total 60 min SESSION 1SEQUENCE 1st Introduction of the Session 2nd Opening Activity: Mystery Box 3rd Main Activity 1: Introduction on Senior High School 4th Main Activity 2: Academic and TVL Track Lecture 5th Processing and Synthesis 6th Handing out of assignments to the learners (Color Your Interests Activity) MATERIALS Listed below are the materials needed for this session. There will be a separate list for the materials needed for the assignment. If a more convenient or cheaper alternative is available, feel free to adjust the list of items below to 2 Produced for the use of Career Advocates and Guidance Counselors only suit the learners’ needs. 1. Mystery Box Materials • a box or any container that may hold an object the learners will identify using only their sense of touch • an object to be put inside the box - it is advisable that the object is difficult to guess with only a few tries - bring five or more objects just in case the learners would easily guess them or would want more chances 2. Main Activity Materials • Microsoft PowerPoint slides are provided to aid the teacher in conducting Main Activity 1 (Introduction to SHS) and 2 (Academic Track and TVL Lectures) • The PowerPoint slides can be downloaded in this link: (http://tinyurl.com/depedcgp) • If there are no means to project the presentation, the Class Advisers may create her own simplified version written on manila paper (or any large-sized paper) 3 This module is NOT for sale I PREPARATIONS Listed are the pointers that may help the Class Advisers prepare for the session. Preparation prior to the session may significantly improve the Class Advisers’ delivery of the Module. Effective delivery of the Module may impact the learners’ ability to absorb the lessons and insights the Module aims to impart. The Class Advisers may adjust or modify the content and delivery of the given pointers as long as the changes cater to the learners’ needs. It is highly encouraged for the Class Advisers to use what they know about their region, division, district, school, or learners to further ground the contents of the pointers. Pointers for the Opening Activity Mystery Box Activity Prepare five or more objects to be identified by the learners, just in case learners would ask for more chances to guess. However, take note that the motivational activity must not exceed the allotted time. Pointers for the Main Activity Introduction to Senior High School • Senior High School is new both to teachers and learners. Reading the presentation on Module 2 prior to the conduct of the session will help the teacher in answering questions the learners might ask. • It is expected that at the end of module 2, the learners will have a clearer understanding of what Senior High School is, the benefits it will 4 Produced for the use of Career Advocates and Guidance Counselors only give, and important information regarding the tracks offered. • With this, it is important to address all their questions regarding SHS and its tracks. Just in case the learner has further questions, which the teacher cannot answer at the moment, take note of the question and consult your SHS Coordinator, Principal, or SDS then get back to the learner promptly. • This will greatly aid the learner as he or she chooses his or her track in the upcoming Early Registration. Academic Track and Technical Vocational Livelihood Track Lecture • For a clearer discussion of the first two tracks, read the Power Point Presentation beforehand. For further questions regarding the tracks, contact your SHS Coordinator, Principal, SDS or Regional Director. General Reminders • Remind the learners that no track is superior or inferior over the other. • Although we highly encourage the learners to choose a track that suits their interests and abilities, availability of the tracks in their division is a big consideration. - To further help them in choosing their tracks while taking into account this concern, get complete information from your SHS Coordinators, Principal or SDS regarding the tracks your school and other nearby schools will offer and inform your learners. • Also, information on the jobs available now and in the next years in your region, province, or city might likewise help your learners as they choose their track. - With this, consult and ask for pertinent Labor Market data and local development plans of your region/province/city from your Schools Division Superintendent and inform your learners about it. You may post the data on your bulletin board so that it is accessible to the 5 This module is NOT for sale learners. General Pointers a) It is highly recommended for the teacher to be sincere, energetic, and enthusiastic while he or she conducts the activity along with the provided sample scripts. b) Be patient with the learners especially when they ask questions regarding the tracks. For questions which the teacher does not have a precise answer for at the moment, he or she may opt not to answer such questions immediately. However, the teacher must make sure to get back to his or her learners after consulting the corresponding sources of information. The use of Mother Tongue in delivering the module is highly c) encouraged. d) Should a learner be confused as to what to do during the activity, the teacher should assist the learner with words or gestures of affirmation and encouragement • for example: “We’re in this together”, “You can do it”, “Your friends are here with you.” 6 Produced for the use of Career Advocates and Guidance Counselors only II SESSION PROPER This section details what will happen during the session. Class Advisers may adjust the section’s contents, sample scripts, and delivery for the better understanding of the learners. Session Main Activity: • Introduction to Senior High School Learning Objectives of the Activity: At the end of the activity, the learners are expected to: • know important information regarding Senior High School; • clearly understand the benefits of Senior High School; and • know the first two tracks to be offered in Senior High School and the career paths they may lead to. 2.1 Introduction to the Session Opening Activity i. Greet your learners warmly and start the class by asking three to five volunteers to do the Mystery Box Activity. In the said activity, the volunteers will be asked to guess what is inside the box (within ten seconds) by using only their sense of touch. ii. After the activity, ask the learners the following questions: 1. How did you find the activity? 2. Was it easy for you to guess what is inside the box? Why or 7 This module is NOT for sale why not? 3. How do you view uncertainty? iii. To deepen the discussion, give the learners the following situations: 1. How would you feel if your teacher would give you a quiz on a lesson, which has not been discussed yet? 2. Would you be confident that you would be able to answer all the questions correctly? Sample script: “Good morning, everyone! Today, we are going to have an activity and it will be called the Mystery Box Activity. I have here with me a mystery box with a mystery object inside it. The mechanics of the activity is very simple. We will be having volunteers and they are going to guess what is inside the box in ten seconds using only their sense of touch.“ 2.2 Instructions for the Session Main Activity 1: Introduction on Senior High School i. Conduct the activity using the sample script below as a guide Sample Script: “Today, we are going to discuss basic and important information regarding Senior High School. But before we proceed to our discussion, what do you think is the relevance of the activity we had earlier? To connect our previous activity with our lesson today, it is very important to be completely informed regarding the significant details on Senior High School. This is especially true now because in less than a month, you will choose a track you will be enrolling in. For some, choosing the track you would want to enroll in will be quite a 8 Produced for the use of Career Advocates and Guidance Counselors only struggle, especially if you do not know what each track entails. However, do not be too worried because as we go through Module 2, we are expected to have a clearer vision and understanding of Senior High School and more importantly, the tracks.” ii. To complement and deliver a more effective discussion, the teacher is advised to use the Microsoft PowerPoint Presentation prepared regarding Senior High School. iii. After the discussion on the Introduction to Senior High School, proceed to the Main Activity 2 or the second part of the session by using the script as a guide: Sample Script: “Now, since we already have a clearer understanding of what awaits us in our journey in Senior High School, let us be more informed by proceeding to our next discussion about the four different tracks. Let us start with the Academic Track and Technical-Vocational-Livelihood Track. Next session, we will end Module 2 by discussing two more tracks which are the Arts and Design Track and Sports Track.” 9 This module is NOT for sale III CONCLUSION This section details how the session could be processed and synthesized. The Class Advisers may adjust the section’s contents, sample scripts, and delivery for the better understanding of the learners. Processing and Synthesis 4 Processing and synthesizing the session emphasizes the importance of knowing significant information on the different tracks. An informed decision is achieved by being knowledgeable on the factors to consider as you make your choices. As shown by the Mystery Box Activity, there is discomfort in uncertainty and in what we do not know. As our learners choose a track, giving them relevant pieces of information will provide guidance and clearer directions. To start the processing and synthesis, the Class Advisers must do the following: 1st Recall what were the dominant feelings of the learners regarding the Mystery Box activity; 2nd Recall the lesson taught by the activity and relate the lesson to what they might experience as they choose their tracks if they are well-informed and if they are not; 3rd Emphasize the importance of knowing what Senior High School is, its benefits and the tracks it offers, and how these might affect them as they choose their track; 10 Produced for the use of Career Advocates and Guidance Counselors only 4th Share with them that there are two more SHS Tracks that will be discussed next week; 5th Finally, stress on the importance that decision-making skills are useful not only in choosing an SHS track but also in the decisions they make everyday. 11 This module is NOT for sale IV CLOSING This section details how the session could be closed. Class Advisers may adjust the section’s contents, sample scripts, and delivery for the better understanding of the learners. Assignment There are two (2) assignments for this session. One is the worksheet entitled, “Color Your Interests!” and the other one is the Journal Entry #2. Instruct the learners that the assignments are due next Homeroom session. 1. Color Your Interests! i. In this assignment, print the worksheet and distribute it to the learners before the session ends. Encourage them to answer the worksheet honestly. This worksheet may guide and affirm the learners in the track that they wish to pursue as each color corresponds to a specific track. The dominant color may mean that the learner is more inclined to the track it represents. ii. Appendix A is the worksheet to reproduce for the learners. iii. Appendix B is the accomplished worksheet which the teacher could use as guide. 2. Journal Entry #2 i. Provide the following Guide Questions for Journal Entry #2: • How did you find the activity? • Have you ever been uncertain in your life? How did you cope with it? 12 Produced for the use of Career Advocates and Guidance Counselors only • Did you find the session helpful in deciding for an SHS track? • How did you find the information you have learned on Senior High School? • How did you find the two tracks? Did they catch your interests? 13 This module is NOT for sale Appendix A Color Your Interest! Directions: Below are items which would further help you acknowledge your interests, preferences, and inclinations. Color the box containing a statement that matches your interests, preferences, and inclination. You can color as many as you want. However, please be reminded of the DESIGNATED COLOR for each box placed beside the statement. 1. I love reading fiction books. 2. I cannot go on a day without listening to my favorite songs. 3. I love solving mathematical problems. 4. I enjoy learning new words. 5. I am inclined to sports. 6. I enjoy cooking food. 7. I consider myself artistic and creative. 8. I love watching theatrical plays and the likes. 9. I dream of being a National Athlete someday. 10. I love playing musical instruments. 11. I am inclined in making handicrafts. 12. Math has always been one of my favorite subjects. 13. I could easily draw or paint my ideas. 14. I enjoy caring for our plants at home. 15. I like being outdoors and enjoy physical activities. 16. I enjoy reading and writing poetry. 17. I love reading science stuff. 18. I dream of having a physically fit body. 19. I love baking. 20. I am inclined in doing business. 21. I love reading sports magazines. 22. I love painting my nails. BLUE RED BLUE BLUE GREEN YELLOW RED RED GREEN RED YELLOW BLUE RED YELLOW GREEN BLUE BLUE GREEN YELLOW BLUE GREEN YELLOW 23. I like composing songs. 24. I enjoy touring people in different places. 25. I appreciate paintings and sculptures. 26. I enjoy styling my hair. 27. I am familiar with the different parts of a computer’s hardware. 28. I am a Student Leader. 29. I enjoy carpentry. 30. I enjoy exploring Adobe Photoshop. 31. I enjoy discussions regarding politics. 32. I could fix minor problems in my phone, computer, or any gadget. 33. I enjoy watching the news and keep myself updated to it. 34. I enjoy coaching my classmates in team sports activities. 35. My ability to sing is well recognized by other people. 36. I want to be a computer animator someday. 37. I love performing onstage, may it be singing, playing musical instruments, dancing, or acting. 38. I dream of representing the country someday in any sports competition. 39. I enjoy writing literary pieces such as poems and short stories. 40. I love expressing myself through singing, playing musical instruments, dancing, or acting. RED YELLOW RED YELLOW YELLOW BLUE YELLOW YELLOW BLUE YELLOW BLUE GREEN RED YELLOW RED GREEN BLUE BLUE 14 Produced for the use of Career Advocates and Guidance Counselors only Appendix B Color Your Interest! (for Class Adviser) Directions: Below are items which would further help you acknowledge your interests, preferences, and inclinations. Color the box containing a statement that matches your interests, preferences, and inclination. You can color as many as you want. However, please be reminded of the DESIGNATED COLOR for each box placed beside the statement. Blue Yellow Red Green Academic Track TVL Arts and Design Sports Track 1. I love reading fiction books. 2. I cannot go on a day without listening to my favorite songs. 3. I love solving mathematical problems. 4. I enjoy learning new words. 5. I am inclined to sports. 6. I enjoy cooking food. 7. I consider myself artistic and creative. 8. I love watching theatrical plays and alikes. 9. I dream of being a National Athlete someday. 10. I love playing musical instruments. 11. I am inclined in making handicrafts. 12. Math has always been one of my favorite subjects. 13. I could easily draw or paint my ideas. 14. I enjoy caring for our plants at home. 15. I like being outdoors and enjoy physical activities. 16. I enjoy reading and writing poetry. 17. I love reading science stuff. 18. I dream of having a physically fit body. 19. I love baking. 20. I am inclined in doing business. 21. I love reading sports magazines. 22. I love painting my nails. 23. I like composing songs. 24. I enjoy touring people in different places. 25. I appreciate paintings and sculptures. 26. I enjoy styling my hair. 27. I am familiar with the different parts of a computer’s hardware. 28. I am a Student Leader. 29. I enjoy carpentry. 30. I enjoy exploring Adobe Photoshop. 31. I enjoy discussions regarding politics. 32. I could fix minor problems in my phone, computer, or any gadget. 33. I enjoy watching the news and keep myself updated to it. 34. I enjoy coaching my classmates in team sports activities. 35. My ability to sing is well recognized by other people. 36. I want to be a computer animator someday. 37. I love performing onstage, may it be singing, playing musical instruments, dancing, or acting. 38. I dream of representing the country someday in any sports competition. 39. I enjoy writing literary pieces such as poems and short stories. 40. I love expressing myself through singing, playing musical instruments, dancing, or acting. 15 This module is NOT for sale SESSION 2 Module 2 16 Produced for the use of Career Advocates and Guidance Counselors only ACTIVITIES FOR SESSION 2 Session 2 of Module 2 has activities namely: Opening Activity: “K to 12 ready ka na ba?” 1. - found in the Session Proper section Main Activity: “Arts and Design Track and Sports Track Lectures” 2. - found in the Session Proper section Concluding Activity: “Group Charades!” 3. - found in the Conclusion section TIME ALLOTMENT Introduction to the Session 5 min Opening Activity 10 min Main Activity 30 min Concluding Activity 10 min Closing 5 min Total 60 min SESSION 2 SEQUENCE 1st Introduction of the Session 2nd Opening Activity: “K to 12 Ready ka na ba?” 3rd Main Activity 1: Arts and Design Track and Sports Track Lectures 4th Main Activity 2: Group Charades! 5th Processing and Synthesis 6th Handing out of assignments to the learners (My First Resume) MATERIALS Listed below are the materials needed for this session. There will be a separate list of the materials needed for the assignment. If a more convenient or cheaper alternative is available, feel free to adjust the list of items below to 17 This module is NOT for sale suit the learners’ needs. 1. K to 12 ready ka na ba? • Sets of questions and answers provided (see Appendix A of session 2) • Power Point Presentation containing the sets of questions - This is optional. The teacher may use this in case he or she would want to use the material to make the activity more interactive and enjoyable. 2. Arts and Design Track and Sports Track Lectures • Power Point slides are provided to aid the teacher in conducting Main Activity 1 (Arts and Design Track and Sports Track Lectures). If there are no means to project the Power Point presentation, the Class Advisers may create their own simplified version by writing on a manila paper (or any large-sized paper). 3. Group Charades - Strips of paper containing the word to be guessed (see Appendix B of session 2) 18 Produced for the use of Career Advocates and Guidance Counselors only I PREPARATIONS Listed are the pointers that may help the Class Advisers prepare for the session. Preparation prior to the session may significantly improve the Class Adviser's delivery of the Module. Effective delivery of the Module may impact the learners’ ability to absorb the lessons and insights the Module aims to impart. The Class Advisers may adjust or modify the content and delivery of the given pointers as long as the changes cater to the learners’ needs. It is highly encouraged for the Class Advisers to use what they know about their region, district, school, or learners to further ground the contents of the pointers. Pointers for the Opening Activity K to 12 Ready ka na ba?  Read the set of questions provided in Appendix A of session 2 before the conduct of session 2. However, take note that the motivational activity must not exceed the allotted time. Arts and Design Track and Sports Track Lecture  For a clearer discussion of the last two tracks, read the Power Point Presentation beforehand. For further questions regarding the tracks, contact your SHS Coordinator, Principal, SDS, or Regional Director. General Reminders  As the learners do the different activities in Module 2, it will be helpful if they will be reminded that no track is superior or inferior 19 This module is NOT for sale over the other. They should choose the track that best fits their interests and abilities.  Although we highly encourage the learners to choose the track that suits their interests and abilities, availability of the tracks in their division is a big consideration. To further help them in choosing their tracks while taking into account this concern, consult your SHS Coordinators, Principal, or SDS regarding the tracks your school and the nearby schools will offer.  Also, information on the Labor Market of your region might contribute in the track your learners will choose. With this, ask for data from your SDS and inform your learners about it. You may post the data on your bulletin board so that it is accessible to the learners. General Pointers a) It is highly recommended for the teacher to be sincere, energetic, and enthusiastic while he or she conducts the activity along with its sample scripts; b) Also, we are reminding the teachers to be patient with the learners especially if they will be asking several questions regarding the tracks. Again, questions may not be answered immediately especially if the teacher does not have a precise answer yet but, teachers should make sure to get back to their learners. The use of Mother Tongue in delivering the module is highly c) encouraged. d) Should a learner be confused as to what to do during the activity, the teacher should assist the learner with words or gestures of affirmation and encouragement. • for example: “We’re in this together!” 20 Produced for the use of Career Advocates and Guidance Counselors only II SESSION PROPER This section details what will happen during the session itself. Class Adviser may adjust the section’s contents, sample scripts, and delivery as long as the changes are for the better understanding of the learners. Session Main Activity: Arts and Design Track and Sports Track Lecture Learning Objectives of the Activity: At the end of the activity, the learners are expected to: • know and understand the other two tracks which will be offered in Senior High School and the career paths they may lead to. 2.1 Introduction to the Session Opening Activity i. Introduce the activity using the sample script below as a guide: Sample Script: “Good morning, class! Last session, we talked about two important things. First, we talked about what we need to know about Senior High School. Second, we discussed two out of the four SHS tracks—the Academic Track and TechnicalVocational and Livelihood Track. To help you recall, we will be playing a game called ‘K to 12 Ready Ka Na Ba?’ which you will answer with ‘K to 12 ready na!’ So class, K to 12 ready ka na ba? (allow the learners to answer)” ii. Start the activity using the sample script below as a guide: 21 This module is NOT for sale Sample Script: “I will be needing two volunteers to come here in front and face the class while I stand behind them and act as the game show host. I will ask both of them a question regarding our discussions last session. The first volunteer to answer correctly will be the winner for the round. However, this game is not that simple. Before you are allowed to say your answer, you have to do three jumping jacks. The first person to complete this action will be the one to answer my question first. He or she is given only five (5) seconds to say his or her answer. When he or she has said his or her answer, I will ask the class ‘K to 12 ready na ba siya?’ If I give the ‘thumbs up’ gesture, it means his or her answer is correct; the class will say ‘K to 12 ready na siya!’ But if I give the ‘thumbs down’ gesture, it means that his or her answer is incorrect; the class will slowly shake their heads left and right. If the first answer given is incorrect, the other volunteer will be given a chance to steal for five (5) seconds. When his or her answer is correct, the class will say ‘K to 12 ready na siya!’ But when his or her answer is wrong, the class will shake their heads left and right. There will be ten (10) rounds with only one (1) question each. Every round will have a different pair of volunteers. The class will be the judge of who finishes the action first and whose answer is correct. When both volunteers’ answers are wrong, it is up to the class to provide the correct answer. But before you tell me your answer, I will ask you ‘K to 12 ready na ba kayo?’ Respond by telling me your answer. If you are correct, I will say ‘K to 12 ready na kayo!’” iii. Conduct the activity • The sequence of the game is listed below to guide the Class Adviser in conducting the activity. • The sets of questions and answers are found in Appendix A Sequence of the Game • Round 1 22 Produced for the use of Career Advocates and Guidance Counselors only 1. Ask for two (2) volunteers from the class. 2. Have both volunteers come in front and face the class (and stand behind them). 3. Ask the questions assigned to this round loudly and clearly. 4. With the help of the class, identify who finished the actions first. 5. Give the volunteer, who finished the actions first, five (5) seconds to answer the question. 6. Determine if his or her answer is correct by asking “K to 12 ready na ba siya?” 7. If his or her answer is correct, give the “thumbs up” gesture to the class to signal them to say “K to 12 ready na siya!” 8. If his or her answer is wrong, give the “thumbs down” gesture to the class to signal them to shake their heads left and right. 9. Give the other volunteer five (5) seconds to answer the question. 10. If the other volunteer’s answer is correct, give a “thumbs up” gesture to the class to signal them to say “K to 12 ready na siya!” 11. If the other volunteer’s answer is wrong, give the “thumbs down” gesture to the class to signal them to shake their heads left and right. 12. If both volunteers are wrong, give the class a chance to answer the question by asking “Class, K to 12 ready na ba kayo?” 13. If the class’ answer is correct, say “K to 12 ready na kayo!” 14. Finally, ask the two volunteers to go back to their seats in preparation for Round 2. • Round 2 1. Ask for two (2) volunteers from the class who have not played 23 This module is NOT for sale yet 2. Repeat steps 2-14 from Round 1 • Round 3-10 1. Repeat step 1 of Round 2 2. Then repeat steps 2-14 from Round 1 2.2 Instructions for the Session Main Activity 1: Arts and Design Track and Sports Track Lectures i. Describe and conduct the activity using the sample script below as a guide: Sample Script: “Today, we are going to discuss the last two tracks in our Senior High School Program. These are the Arts and Design Track and Sports Track. The flow of our discussion will be the same with how we discussed the previous tracks. It will be better if you will take note of important details and write them in your notebook. ii. To complement and deliver a more effective discussion, the teacher is advised to use the Power Point Presentation prepared regarding Senior High School. iii. The PowerPoint Presentation can be downloaded in this link: (http://tinyurl.com/depedcgp) 24 Produced for the use of Career Advocates and Guidance Counselors only III CONCLUSION This section details how the session could be closed. Class Advisers may adjust the section’s contents, sample scripts, and delivery for the better understanding of the learners. Closing Activity To close module 2, an activity will be conducted. The activity is entitled Group Charades! In this activity, the knowledge of the learners regarding the topics discussed in this module will be tested. Introduce the activity by following the sample script below: Sample Script: “Before we end our Module 2, let us test how familiar we are with the different tracks. The activity is entitled, ‘Group Charades!’ The mechanics of the game are very simple. The class will be divided into four (4) groups. Each group will receive four (4) strips of paper containing different activities related to a specific track. One member from the group will have to act out the activities one by one and the rest will guess what activity is being acted out and to which track it is under. Each group is given one minute to prepare and two minutes to act out all the activities indicated on the strips of paper. The group with the most number of guessed items will be the winner for the activity. 25 This module is NOT for sale Conduct the activity The sequence of the game is listed below to guide the Class Adviser in conducting the activity: Sequence of the Game 1. Divide the class into four (4) groups. Before the learners go to their respective groups, make sure that the instructions have clearly been communicated and all questions regarding the mechanics of the activity have been settled. 2. Remind the learners to maintain proper decorum: avoid shouting, coaching, and disturbing other groups. Remind them that although they are having fun, always remember the values of sportsmanship and respect. 3. Instruct the class to gather with their group mates and find a space for their group to settle. 4. Give the groups their respective list of items. 5. Tell them that they only have one (1) minute to prepare. 6. Then, randomly select a group to perform. 7. The performing group only has two minutes to act out all the items written on their given list. 8. Once the two minute mark lapses, have the performing group return to their seats and call in the next group. 9. Repeat steps 6-10 until all the four (4) groups have acted out their list of items. 10. Once all the groups are finished, identify the group with the most guessed items by checking the pieces of paper from step 9. 11. Declare the winning group to the class. 26 Produced for the use of Career Advocates and Guidance Counselors only IV CLOSING This section details how the session could be closed. Class Advisers may adjust the section’s contents, sample scripts, and delivery for the better understanding of the learners. Assignment There are two (2) assignments for this session. One is the worksheet entitled, “My First Resume” and the other one is the Journal Entry #3. Instruct the learners that the assignments are due next Homeroom session. 1. My First Resume i. In this assignment, provide the learners with the format of the resume. The worksheet found in Appendix D can be reproduced (or printed) for the learners to fill up. ii. The resume could be handwritten, typewritten, or encoded. iii. Also, prepare a sample resume following the guide found in Appendix C to aid you in instructing the learners of what to do for their assignment. 2. Journal Entry #3 iv. Provide the following Guide Questions for Journal Entry #3: • How do you find the activities we had today? • What part of the session did you enjoy the most? • Do you find the session helpful in deciding for an SHS track? • How do you find the last two tracks? Did they catch your interest? • Do you already have an idea of which track you will pursue? 27 This module is NOT for sale Appendix A Questions and Answers “K to 12 Ready Ka Na Ba” Activity 1. How many years are added to High School because of the Senior High School Program? • Answer: two years 2. What are you called when you finished Grade 10 but does not want to enroll in SHS? • Answer: Grade 10 completer 3. There are four exits after finishing SHS. Name two. • Answer: Employment, Entrepreneurship, Higher Education, Middle Skills Development 4. How much does it cost to enroll in SHS in public schools? • Answer: none because it’s free 5. Who automatically gets a Voucher for enrolling in a private or nonDepEd Senior High School? • Answer: all Grade 10 completers from public schools and all Grade 10 completers in private high schools who are Education Service Contracting (ESC) grantees 6. There are four SHS tracks you can choose from. Name two using their complete name. • Answer: Academic Track, Technical-Vocational and Livelihood Track, Sports Track, Arts and Design Track 7. There are four strands under the Academic Track. Name two using their complete name. • Answer: Accountancy, Business and Management strand; Humanities and Social Sciences strand; Science, Technology, Engineering, and Mathematics strand; and General Academic strand 8. There are four strands under the TVL Track. Name two using their complete name. • Answer: Agri-Fishery Arts strand; Home Economics strand; Industrial Arts strand; and Information and Communications Technology strand 9. Why is SHS mandatory for all Filipino learners? • Answer: it is a law that has been signed by the President of the Philippines 10. What is TESDA’s role in the TVL Track? • Answer: TVL courses offered may or may not have a National Certificate (NC) equivalent from the Technical Education and Skills Development Authority (TESDA). 28 Produced for the use of Career Advocates and Guidance Counselors only Appendix B Group Charades! Slips 1. 2. 3. 4. Group A baking cakes- TechVoc writing poems- Academic Track singing on stage-Arts and Design playing badminton- Sports Track cut here Group B 1. 2. 3. 4. welding - TechVoc dancing - Arts and Design solving math problems - Academic Track swimming - Sports Track cut here 1. 2. 3. 4. Group C hair dressing - TechVoc painting- Arts and Design teaching- Academic Track playing basketball - Sports Track cut here Group D 1. carpentry - TechVoc 2. sculpting - Arts and Design 3. balancing chemical equations - Academic Track 4. coaching team sports - Sports Track 29 This module is NOT for sale Appendix C My First Resume SAMPLE WORKSHEET Name: Address: Phone Number: 1. My dream job is teaching _ because… I know how fulfilling it feels when I teach. My younger brother always asked me to help him in his Math homework. Every time he answered a math problem correctly, I also felt his joy. It was like I was the one who answered the math problem. But what struck me the most was how my brother smiled at me. I thought if I can help my brother, I can help other children as well. This is why I want to teach. 2. I feel proud of myself when I… see my learners perform well in their academics because that means I am a good teacher. I felt more proud when an alumni, who was my learner, visited me. He shared with me that he is also teaching! 3. If I were to win an award for a special talent or quality, it would be: I feel I will win an award for “Best Speaker” because I know I am good at speaking, especially in front of a lot of people. I was actually awarded “Best Speaker” when I joined a debate competition last 2014! 4. At school, I have done best in these subjects or activities: • I have done exceptionally at English. • I have done exceptionally at Math. • I was captain of our school’s debate team • The team I was in won a gold medal at a national quiz bee. • I won a silver medal at our running intrams. 5. At home, I can be counted to do a good job at: • keeping track of the expenses of my mother’s sari-sari store. • help my brother with his homework • clean and organize the house • buy food at our local palengke 6. Teachers, family members, friends, or others have praised me when I… shared with them that I want to be a teacher. They said that teaching will be hard, but I told them that I’m willing to take that risk. What matters to more is that I will be able to help a lot of people when I teach. 30 Produced for the use of Career Advocates and Guidance Counselors only Appendix D My First Resume LEARNERWORKSHEET Name: Address: Phone Number: 1. My dream job is ______________ because… I know how fulfilling it feels when I teach. My younger brother always asked me to help him in his Math homework. Every time he answered a math problem correctly, I also felt his joy. It was like I was the one who answered the math problem. But what struck me the most was how my brother smiled at me. I thought if I can help my brother, I can help other children as well. This is why I want to teach. 2. I feel proud of myself when I… see my learners perform well in their academics because that means I am a good teacher. I felt more proud when an alumni, who was my learner, visited me. He shared with me that he is also teaching! 3. If I were to win an award for a special talent or quality, it would be: I feel I will win an award for “Best Speaker” because I know I am good at speaking, especially in front of a lot of people. I was actually awarded “Best Speaker” when I joined a debate competition last 2014! 4. At school, I have done best in these subjects or activities: • I have done exceptionally at English. • I have done exceptionally at Math. • I was captain of our school’s debate team • The team I was in won a gold medal at a national quiz bee. • I won a silver medal at our running intrams. 5. At home, I can be counted to do a good job at: • keeping track of the expenses of my mother’s sari-sari store. • help my brother with his homework • clean and organize the house • buy food at our local palengke 6. Teachers, family members, friends, or others have praised me when I… shared with them that I want to be a teacher. They said that teaching will be hard, but I told them that I’m willing to take that risk. What matters to more is that I will be able to help a lot of people when I teach. 31 This module is NOT for sale Module 2: Examining Destinations 1 What is Senior High School? • Senior High School (SHS) refers to the last two years of the K to 12 Program, and includes Grades 11 and 12. • In SHS, students will go through a core curriculum and subjects under a track of their choice. DEPARTMENT OF EDUCATION 2 Will SHS mean two more years of High School? Yes. These two additional years will equip learners with skills that will better prepare them for the future, whether it be: • Employment • Entrepreneurship • Skills Development (Further Tech-Voc training) • Higher Education (College) DEPARTMENT OF EDUCATION 3 Is SHS really neccessary? • YES, because the law now prescribes that SHS is a part of compulsory basic education. • Once SHS is fully implemented in SY 2016-17, you will need to go through it in order to graduate High School. DEPARTMENT OF EDUCATION 4 What if I do not want to go to SHS? • Technically, it’s your choice. But you won’t get a High School diploma. • You will be called a Grade 10 completer, but you will miss out on the benefits of a full High School graduate. DEPARTMENT OF EDUCATION 5 What are the benefits of SHS? SHS has been developed to lead you to one of four career pathways or exits – almost like doors for which SHS is the key: 1. Employment 2. Entrepreneurship 3. Higher Education 4. Middle Skills Development DEPARTMENT OF EDUCATION 6 Employment Learners are more prepared for work • For technical and vocational careers, you will already be able to apply for TESDA Certificates. • For most choices, private company partners are ready to take you on for immersion (work and gain experience while studying), training and hiring. DEPARTMENT OF EDUCATION 7 Entrepreneurship You will be equipped with the skills to either start your own business, or continue running your family business. DEPARTMENT OF EDUCATION 8 Higher Education Some College and University core subjects have now been integrated into SHS, which means less repetition. If you do go to college, the subjects you take on will be more focused and more relevant to your chosen course. DEPARTMENT OF EDUCATION 9 Middle Skills Development • This benefit applies to Technical and Vocational careers. While at SHS, you will already learn specialized skills. • Continuing education at other Tech-Voc institutions means being able to get to more advanced subjects faster. DEPARTMENT OF EDUCATION 10 Will the additional two years of High School mean additional expenses? • NOT NECESSARILY. SHS “completes” basic education by making sure that the high school graduate is equipped for work, entrepreneurship, or higher education. • This is a step up from the 10-year cycle where high school graduates still need further education (and expenses) to be ready for the world. DEPARTMENT OF EDUCATION 11 Additional expenses? • SHS will be offered free in public schools and there will be a voucher program in place for public junior high school completers as well as ESC beneficiaries of private high schools should they choose to take SHS in private institutions. • This means that the burden of expenses for the additional two years need not be completely shouldered by parents. DEPARTMENT OF EDUCATION 12 What is Voucher Program? • It provides subsidies to students who wish to enroll in a private or non-DepEd Senior High School. • All Grade 10 completers from public schools and all Grade 10 completers in private high schools who are Education Service Contracting (ESC) grantees automatically get one. • Private high school Grade 10 completers who are not ESC grantees can apply for one as well. DEPARTMENT OF EDUCATION 13 Will I need a Voucher if I enroll in a public SHS? NO, you will not need a voucher subsidy because public high schools do not have tuition fees. DEPARTMENT OF EDUCATION 14 How much will my Voucher be worth? • It varies depending on what type of high school student you are and where the SHS you plan to enroll at is located. • Public Grade 10 Students get 100% of the voucher value. o Private Grade 10 Students who are ESC grantees get 80% of the Voucher value. DEPARTMENT OF EDUCATION 15 My Voucher’s worth? • Regardless if you’re a Grade 10 completer from a public or private Junior High School, if you enroll in a local or state college or university, you get 50% of the voucher value. • Your teacher or Guidance Counselor can help you compute your exact voucher value. The table on the next page may also guide you. DEPARTMENT OF EDUCATION 16 Type of Student National Capital Highly Region (NCR) Urbanized Cities outside NCR* Other Cities and Municipalities Php 22,500 Public Grade 10 Php 22,500 completer (100% of Voucher value) Php 20,000 Php 17,500 Private Grade 10 Php 18,000 completer (80% of Voucher value) Php 16,000 Php 14,000 Php 11,250 Php 10,000 Php 8,750 SHS enrollee in a local or state college or university (50% of Voucher value) DEPARTMENT OF EDUCATION 17 What are the four tracks? DEPARTMENT OF EDUCATION 18 Academic Track The Academic Track is divided into four (4) strands: 1. Accountancy, Business and Management (ABM) Strand It is for those who plan to take up business-related courses in higher education or engage in business, entrepreneurship, and other businessrelated careers. 2. Science, Technology, Engineering and Mathematics (STEM) Strand For students who are inclined towards or have the aptitude for Math or Science or Engineering studies. DEPARTMENT OF EDUCATION 19 Academic Track The Academic Track is divided into four (4) strands: 3. Humanities and Social Sciences (HUMSS) Strand For students who intend to pursue these fields of study at the university level. 4. General Academic (GA) Strand This strand is ideal for SHS students who have not yet decided on a particular specialization. It will offer subjects selected from the different academic strands. DEPARTMENT OF EDUCATION 20 Technical Vocational Livelihood The TechVoc Track is divided into four (4) strands: 1) Agri-Fishery Arts 2) Home Economics (HE) 3) Information and Communications Technology (ICT) 4) Industrial Arts. DEPARTMENT OF EDUCATION 21 Technical Vocational Livelihood • These are aligned with the Technology and Livelihood Education (TLE) Learning Area in Grades 7 to 10. • Each TVL strand offers various specializations that may or may not have a National Certificate (NC) equivalent from the Technical Education and Skills Development Authority (TESDA). DEPARTMENT OF EDUCATION 22 Technical Vocational Livelihood • The time allocation per TVL specialization is aligned with the TESDA Training RegulationsBased Courses and is in multiples of 80 hours following the conventions for SHS subjects. • Therefore, each TVL specialization is designed to fit into the 80-hour blocks of time. • TLE and TVL specializations may be taken between Grades 9 to 12. Schools may offer specializations from the four strands as long as the prescribed number of hours for each specialization is met. • Curriculum Maps may then be modified according to specializations offered by a school. DEPARTMENT OF EDUCATION 23 Arts and Designs Track The Arts and Design Track covers a wide range of art forms: • Theater • Music • Dance • Creative Writing • Visual Arts • Media Arts This Track is for students who have an aptitude for the arts and its forms. DEPARTMENT OF EDUCATION 24 Sports Track The Sports Track is for students who are interested in sports-related careers like: • athlete development • fitness training • coaching • officiating DEPARTMENT OF EDUCATION 25 Charting Your Own Course Module 3 CAREER GUIDANCE PROGRAM Teacher’s Manual (As of August 2015) TABLE OF CONTENTS Introduction I. II. III. IV. ii Learning Objectives ii Activities ii-iii Time Allotment iii Session Sequence iii Materials iii-iv Preparations 1 Session Proper 5 Opening Activity 5 Main Activity 1 6 11 Conclusion Processing 11 Main Activity 2 12 Synthesis 13 Closing 14 Appendix A 18 Appendix B 19 Appendix C 20 i This module is NOT for sale INTRODUCTION Module 3 of the Grade 10 Career Guidance Manual entitled “Charting Your Own Course” focuses on improving the decision-making skills of the learners, especially in the context of the upcoming Early Registration for Senior High School (SHS) this October. Module 3 integrates the learners’ self-awareness in choosing what SHS track will suit them based on what they have learned from Modules 1 and 2. This is complemented with an activity that channels the learners’ selfawareness, from simple everyday decisions to critical life-changing choices. It is important for the learners to choose the SHS track that will suit them because the skills and knowledge they will acquire from their chosen track will significantly shape their career. LEARNING OBJECTIVES At the end of Module 3, the learners are expected to:  develop their decision-making skills, from simple choices to critical and life-changing decisions;  realize the value of self-awareness in the process of choosing a Senior High School track through the activities that put emphasis in the individual's personality; and  determine a Senior High School track that he or she will pursue. ACTIVITIES Module 3 has three activities: 1. Opening Activity: “We Can Be Anything” - 2. Main Activity 1: “Plan A Vacation” - 3. found in the Session Proper section found in the Session Proper section Main Activity 2: “Plan A Vocation” ii Produced for the use of Career Advocates and Guidance Counselors only - found in the Closing section TIME ALLOTMENT Introduction to the Session 10 min Main Activity 1 15 min Processing (Main Activity 2) 15 min Synthesis 5 min Closing 5 min Total 60 min SESSION SEQUENCE 1st Introduction of the Session 2nd Learners make their Vacation Plan 3rd Learners share their plan with the class 4th Processing of the Main Activity 5th Learners make their Vocation Plan 6th Learners share their plan with the class 7th Synthesis of all three Modules 8th Handing out of assignments to the learners MATERIALS The materials needed for the session are listed below. The materials for the assignment will be included in a separate list. If a more convenient (i.e. cheaper) alternative is available, feel free to adjust the list of items below to suit the learners’ needs. 1. We Can Be Anything materials  a copy of the song whether on CD, flash drive, video format, or tape iii This module is NOT for sale - details about how to acquire a copy of the songs is described in the Preparation Section  2. lyrics of the song to guide the learners as they sing along Plan A Vacation/Vocation materials Class Advisers will bring:  manila paper (for the Class Advisers’ sample output) Learners will bring:  blank sheets of paper large enough for the learners to make a table such as a Size 1 stationary  the LEARNERS’ NATIONAL CAREER ASSESSMENT EXAMINATION (NCAE) RESULTS from last year’s (2014) NCAE 3. Learner’s CGAP Journal Notebook  the learners’ CGAP Journal Notebook can be a separate notebook. However, we highly encourage the Class Advisers to instruct the learners to REUSE a notebook that may have enough pages left for the entire CGAP Program.  around fifteen (15) to twenty-five (25) pages are needed for Modules 1, 2, and 3 iv Produced for the use of Career Advocates and Guidance Counselors only I PREPARATIONS Listed below are pointers that may help the Class Advisers prepare for the session. Preparation prior to the session may significantly improve the Class Advisers’ delivery of the Module. Effective delivery of the Module may impact the learners’ ability to absorb the lessons and insights that the Module aims to impart. Class Advisers may adjust the content and delivery of the given pointers as long as the changes cater to the learners’ needs. It is highly encouraged for the Class Advisers to use what they know about their region, district, school, or learners to further ground the contents of the pointers. Pointers for the Opening Activity Singing “We Can Be Anything” with the class  In order to lead the learners in singing the song, it is advisable for the Class Advisers to familiarize themselves with the song’s lyrics prior to this module. - Class Advisers can acquire a copy of the song online on YouTube using the following link: www.youtube.com/watch?v=8LEmCbHpv8Q - Alternatively, Class Advisers can also access the song via the DepEd website at www.deped.gov.ph  It will be an advantage if the Class Adviser will be able to provide a means to play the song inside the classroom so that the learners will have a minus 1 to sing along with. 1 This module is NOT for sale  The song’s lyrics (found in Module 1) may further help the learners if the lyrics will be written on a manila paper which the Class Adviser may present to the class. Pointers for the Main Activity Preparing for “Plan A Vacation”  Having a sample vacation plan written on a manila paper (or on the black board) may help the learners understand what exactly are needed from them when they participate in the activity.  A sample vacation plan is provided (see Appendix A). The format of the table may change as long as the three main headers remain (i.e., “What I want”, “What I have”, and “What to do”). Preparing for “Plan A Vocation”  At the back of the sample vacation plan (see Appendix A), create another table. This table will be called the “Vocation-Career Plan”. The table (see Appendix B) will be used for processing the activity.  The Class Adviser will only assume a facilitator’s role throughout the learners’ creation of their vacation-vocation plans. This means that the Class Adviser will make the task of planning a vacation easier for the learners through hands-on guidance and enthusiastic motivation.  STRICTLY PRESCRIBING HOW THE ACTIVITY SHOULD BE DONE IS HIGHLY DISCOURAGED. For example, no one (even a fellow learner) should tell a learner that his or her career vacationvocation plan should look a certain manner. This may limit the learners’ creativity while participating in the activity, or worse, discourage their participation in the activity. Preparing for Assignment  It is HIGHLY recommended for the Class Adviser to acquire the 2 Produced for the use of Career Advocates and Guidance Counselors only following information to help the learners in completing the worksheet (see Appendix C): - details of the schools in the REGION (i.e., address, contact number, public or private, tuition fee, etc.) - the list of tracks and strands these schools offer - the number of slots available for each track and strands offered  Aside from helping the learners finish their assignment, they may also use this information to create a more concrete and reliable plan for Senior High School  Complement this information with Labor Market Information (LMI), which details the available jobs around the country. However, it will be more appropriate to provide the learners with LMI that details the jobs offered within the REGION - this may save the learners from looking for job opportunities far from their homes - furthermore, learners are encouraged to give back to their communities if they realize that there are job opportunities being offered within their regions General Reminders  Some learners will find the concept of “planning a vacation” too extravagant. To answer this, the Class Adviser may adjust the title of the activity to a level where the learners will be able to relate themselves better. - For example, instead of “Plan A Vacation”, the Class Adviser may introduce the activity as “Planning for Peñafrancia” to a group of learners who resides in Bicol; - or, “Planning for My Exams” especially when Quarterly Exams are approaching  In other words, it is important that the learners plan for something 3 This module is NOT for sale within their reach for a more realistic outcome. Reminders for Learners  A week before the activity, instruct the learners to bring the following materials: a) blank sheets of paper large enough for the learners to make a table such as a Size 1 stationary or a short bond paper sized 8x11 inches b) the learners’ NATIONAL CAREER ASSESSMENT EXAMINATION (NCAE) RESULTS from last year’s (2014) NCAE  c) ballpoint pen or pencil d) coloring materials (e.g., crayons) Remind the learners that bringing and using RECYCLED MATERIALS are highly encouraged. THEY DO NOT NEED TO BUY NEW MATERIALS.  In addition, encourage the learners to bring extra materials to share with their classmates. Write the stated materials on the black board. General Pointers a) It is highly recommended for the Class Adviser to be sincere, energetic, and enthusiastic while he or she conducts the activity along with the sample scripts. b) The use of Mother Tongue in delivering the module is HIGHLY encouraged. c) Should a learner be confused as to what to do during the activity, the Class Adviser should assist the learner with words or gestures of affirmation and encouragement • for example: “We’re in this together”, “You can do it”, “Your friends are here with you.” 4 Produced for the use of Career Advocates and Guidance Counselors only II SESSION PROPER This section details what will happen during the session. Class Advisers may adjust the section’s contents, sample scripts, and delivery for the better understanding of the learners. Session Main Activity: Plan A Vacation/Vocation Learning Objectives of the Activity: At the end of the activity, the learners are expected to: a) organize their decision-making processes by following a prescribed decision-making format; and b) communicate their career plan effectively to others and more importantly, to themselves, through peer-sharing and plan organization. 2.1 Introduction to the Session Opening Activity i. Greet your learners warmly and start the class by singing Apl.De.Ap’s “We Can Be Anything” • Encourage the learners to sing along. If they are not familiar with the song’s lyrics yet, you may print copies of the lyrics (from Module 1) or write the lyrics on the board or on a manila paper. 5 This module is NOT for sale ii. The song can be played in class to refresh the learners with the important lessons from the previous session. Do this with the sample script below as a guide Sample script: “Apl.De.Ap’s song tells us that we can be anything as long as we dream. And to dream, we need to understand ‘who we are’ - our likes, values, interests, and skills. Thankfully, we have our self-portrait bags and dream collages to remind us of ‘who we are’ and how big we can dream. In addition, we have our SHS tracks to equip us with the things we need in order to realize our dreams. For today’s session, we are going to integrate what we have learned in the past modules. Dreaming or setting life-goals will remain a dream or a thought unless we act upon it. When we do something to achieve our dreams, we are doing a big thing for ourselves. However, in achieving our dreams, we might encounter struggles and difficulties especially if we are not prepared. With that, we are going to have an activity where we will learn the things needed for effective planning. 2.2 Instructions of the Session Main Activity 1: Plan A Vacation i. Describe and conduct the activity using the sample script below as a guide Sample Script: “The activity is called ‘Plan A Vacation’. In this activity, you will plan how you will be spending your break this coming Christmas. Whether it is a simple dinner outside or as grand as going to Palawan, anything goes. Say for example you will be given one thousand pesos (P1000) to spend for your vacation. However, the money given to you is the only amount you can use. In other words, you cannot use money from your pockets, savings, or parents. However, you may use other resources to 6 Produced for the use of Career Advocates and Guidance Counselors only compliment your P1000 such as using your bike instead of spending money to ride a jeep. Before we start, I will show you my vacation plan so that everything is clear. For my Christmas vacation, I simply want to spend time with my family (what I want). Given that I teach full-time, I barely see them anymore. Because of this, I value every holiday or break that I can use to go home and see how they are doing. And since it is Christmas, it will be nice if I will give them a present. Since I have limited money, I am going to shop in Divisoria so that I can maximize my P1000 peso budget (what I have). To show you how I will spend my vacation, I made a table (present your pre-made vacation plan). I encourage everybody to format your vacation plan this way. Organizing it in this manner will help you communicate your vacation plan to others and, most importantly, to yourself.” ii. To complement your verbal instructions, you may write on the black board the following abbreviated instructions: 1. How do you want to spend your Christmas break? 2. What will you do to make your vacation possible? 3. You only have one thousand pesos (P1000) to plan and actualize your vacation. 4. Write down your plan on the piece of paper/s I asked you to bring. Sharing with the class i. Ask two (2) to three (3) learners to share their vacation plan with the class. Assist the learners’ presentation by recalling how the sample vacation plan was described. To clarify, it is advisable for the learners to present their vacation plan in this order: what I want, what I have, and, finally, what to do. ii. Once a learner has shared his or her vacation plan, focus on improving his or her What I Have and What to Do. 7 This module is NOT for sale a) Improving on the learners’ What I have • It is important for the learners to imagine and consider the possible and present resources available that will aid them in acting on their dreams. • Available resources pertain to: individual skills (e.g. writing, speaking, etc.), material resources (e.g. money and property), social capital (e.g. friends, family, and relationships), and natural resources (e.g. environment, nature, etc.) • When the Class Adviser feels that a learner missed a resource he or she has and/or may invest on, the Class Adviser is highly encouraged to add to the learner’s vacation plan. In doing so, other learners will have a better understanding of the resources they need to be mindful of in order to effectively act on their vacation plan. b) Improve on the learners’ What To Do • It is important for the learners to be SMART (specific, measurable, attainable, realistic, and time-bound) when writing or describing what they will do to make their vacation happen. • When the Class Adviser feels that a learner’s what to do is not SMART, the Class Adviser is highly encouraged to give inputs on how to create SMART objectives. In doing so, the learners will be able to craft a clear pathway to his or her desired goal. • The Class Adviser may use the what to do section of the sample vacation plan to demonstrate to the learners 8 Produced for the use of Career Advocates and Guidance Counselors only how it is to be SMART using the sample script below as a guide. First, ask the learners if the what to do of the sample vacation plan is SMART. Once the learners point out that it is not SMART, ask them how they can improve. Sample Script: “Simply listing P300 for groceries is not clear. What will you buy in the grocery? How much is each item? How many people will eat? By asking and answering these kinds of questions, you will be able to plan ahead and be more efficient in fulfilling your desire to prepare a feast for your family.” v. Guidelines for Sharing (Learners) • Remind the learners of the following before the sharing activity: • This sharing is not a place for discussion, debate, or for convincing others to believe in our point of view. It is not a place to impose our favorite ideas upon others, to solve their problems or to rescue them. • Always remember the values of courtesy and respect. • Confidentiality is important. No one should share with other groups what their group mates shared within their group. vi. Guidelines for Sharing (Class Advisers) • Strictly follow a facilitator’s role for this activity (see Preparations Section). • Be careful with the use of words, especially in giving feedback to the students’ outputs. • The use of strong modal verbs such as “should” and “must” is highly discouraged. 9 This module is NOT for sale For example: - Instead of: “Brian, I think you should walk instead of taking a tricycle going to the palengke to save money.” - It is advisable that the input is facilitated from the learner through asking relevant questions such as, “Brian, since you want to save more money, what other modes of transportation are cheaper than taking a tricycle?” • An alternative way of facilitating input from the learners is asking input from the class. - Using the sample example above, after Brian has presented his vacation plan, the Class Adviser may direct the questions to the class. - Doing this, along with asking Brian, the rest of the class can also participate. - For example: “Class, how can Brian save more money when going to the palengke?” 10 Produced for the use of Career Advocates and Guidance Counselors only III CONCLUSION This section details the session’s Processing and Synthesis. Class Advisers may adjust the section’s contents, sample scripts, and delivery for the better understanding of the learners. Processing The processing will mainly be an avenue for the Class Adviser to translate the “Plan A Vacation” activity into a vocation and/or career decision-making process that focuses on the SHS tracks as the learners’ means (or what I have) to achieve their dreams. It asks the important question: what SHS track will help you get closer to what you desire for yourself in the future? At the end of the processing, the learners must have a tentative or even a firm decision on what SHS track to take. i. Begin the processing by flipping your sample vacation plan to the vocation-career plan table (see Appendix B) ii. Show the learners how planning their vacation is almost the same as planning a vocation or a career using the sample script below as a guide: Sample Script “So how does planning a vacation help us in ‘acting on our dreams’? Simple! Let us transform our vacation plan into a vocational-career plan. When you take a look at my vocation-career plan, the three main headers from our vacation plan are still there. This is because when planning your desired vocation or career, one must: 11 This module is NOT for sale first, know what he or she really wants; second, consider what resources he or she has; and, third, know what exactly what to do in order to fulfill what he or she wants. Why am I calling it a vocational-career plan? A vocation is simply a strong liking towards a particular profession or career. On the other hand, you can call a career a lifelong vocation. For example, my vocation is, I have a strong liking for teaching children. Since I love seeing children grow and learn, I cannot help but imagine my whole life revolving around them. So, I chose a career in teaching. In summary, developing a clear and firm vocation may help you plan your desired career, which is why this is called a vocation-career plan.” Main Activity 2: Plan A Vocation Activity iii. After showing the similarities of the two plans, instruct the learners to plan their vocation or career the same way they planned their vacation (refer back to Session Proper section). iv. The learners’ own NCAE RESULTS at this part of the activity may greatly contribute to their what I have, especially in pointing out what subject areas they excel in. Instead of guessing, their NCAE results may aid them in planning their vocation-career. Sharing with the class v. After they have completed their vocation-career plan, you may conduct a sharing session involving around two (2) to three (3) learners (not the same learners who have already shared) that focuses on improving their what I have and what to do. When the Class Adviser believes that his or her learner may fit another vocation/career aside from what the learner has presented, feel free to suggest politely. vi. Since there is a second sharing session, it is encouraged for the Class Adviser to maintain the role of a facilitator. Reminders on effective facilitating is detailed on the Session Proper section (p. 15-16; Guide for Sharing) 12 Produced for the use of Career Advocates and Guidance Counselors only Synthesis Tie the three modules together in terms of how each module complement each other to assist the learners in choosing the SHS track they will take. Pointers are listed below to guide the Class Adviser in their synthesis. 1) Start by highlighting the role of self-awareness and dreaming in decision-making (this is represented by their self-portrait bags and dream collages). 2) Then, ground their self-awareness and life-goal setting on the upcoming early enrollment for Senior High School (use the SHS tracks). 3) Finally, for the learners to react appropriately towards the upcoming early enrollment, they were imparted with a decisionmaking process that utilizes their self-awareness (and knowledge of the SHS tracks) in order to make an informed vocational/career decision. This decision-making process is the Plan A Vacation/Vocation activity. 13 This module is NOT for sale IV CLOSING This section details the assignment for the session. Class Advisers may adjust the section’s contents, sample scripts, and delivery for the better understanding of the learners. Close the session using the sample script below as a guide. What is important is that the learners are reminded that the three modules have provided them with outputs that they can always look back to. Their dream collages and self-portrait bags represent what they want and what will make them happy (self-awareness). Their vacation-vocation plan, on the other hand, situates their self-awareness in the context of choosing which SHS track they will want to enroll in. Sample Script: “Looking back, Module 1 placed emphasis on knowing ‘who we are’. It is through knowing ‘who we are’ that we make decisions that allow us to grow and enhance ourselves. Meanwhile, Module 2 concerned us with the early enrollment for SHS where we are given four specialized tracks to choose from. In response to the early enrollment, Module 3 showed us an effective way to decide what SHS track we will choose that is grounded on ‘who we are’. The vocation-career plan is one of many ways to help you make a decision. What is important is that when you choose, you always consider who you are – your likes, interests, skills, and values, especially when you are about to pick a SHS track that will be closely tied to your life-long career. Considering who you are guarantees 14 Produced for the use of Career Advocates and Guidance Counselors only that the choices you will make are the choices you feel you will fit in and grow.” Assignment Instruct the learners that their final journal entries are due next Homeroom: 1. Journal Entry #3 i. On their Journal notebooks, ask the learners to answer the following questions: • Did the activity help you decide on what SHS track you will choose come enrollment for SHS? Yes or no? How? • Did the previous modules play a role in your decision on what SHS track you will choose? Yes or no? Why? • What were your thoughts and feelings during the activity? ii. Ask the learners to write their final thoughts/feelings about the whole CGAP: • After going through three modules of CGAP, how do you feel? • Are you more confident in choosing an SHS track? Yes or no? Why? • Do you already have an SHS track in mind? If yes, what is it? Share how you were able to choose this track. • Do you already have a career in mind? If yes, what is it? Share how you were able to choose this career. iii. Inform the learners that they will pass their vacation/vocation plan along with their journals next Homeroom class. The Class Adviser may suggest that the learners copy their vacation and vocation plan on another separate sheet of paper so that they will have a copy of their own plans. 2. SHS Early Registration Worksheet 15 This module is NOT for sale Aside from the final journal entry, the learners will be filling up a worksheet (see Appendix C) that loosely resembles the form, whether pen-and-paper or online, that they will be answering on the day of their SHS Early Registration. However, unlike the previous assignments, the learners will have to collaborate with their parents in completing the worksheet. This stems from the reality that family matters when Filipinos choose their career. i. The learners will pass their signed Mock SHS Early Registration Sheets with their Journal Entry #3. 1st The learners will complete the worksheet by themselves first 2nd Then, the learners will show their completed worksheet to their parents 3rd The learners will have to settle on the details of their worksheet with their parents, 4th Once the learners have completed the worksheet with the help of their parents, both will write their printed name and signature on the space provided on the worksheet 5th Lastly, the learner will pass their worksheet to the Class Adviser with their and their parents name and signature ii. Explain the worksheet using the following pointers as a guide: • Our family makes up most of who we are - recalling insights from Module 1 may help the Class Advisers explain further this pointer • The learners’ family deserves to know what their son or daughter desires for a vocation or career - recalling the Mystery Box from Module 2 may help the 16 Produced for the use of Career Advocates and Guidance Counselors only Class Advisers convince the learners to collaborate with their family with regards to their career decisionmaking - without the learners’ families knowing what they desire, the feeling of discomfort (that is simulated from the Mystery box activity) may grow between the two - furthermore, the learners’ family may give valuable input about their strengths and skills that may greatly impact their ability to choose an SHS Track • Family adds context to the learners’ career decision-making - a learner’s ability to choose a SHS Track will heavily depend on their family’s resources, both financially and emotionally - a learner’s family may have immediate needs that may influence their son’s or daughter’s choice • In summary, it is crucial that the learners communicate their desired SHS Track and/or career with their family iii. Present the learners with the list detailing the schools within the region and or divisions that offers Senior High School along with the tracks (and strands) these schools are offering o It is highly encouraged for the Class Adviser to also present the LMI of their region or division to the learners 17 This module is NOT for sale Appendix A Sample Plan A Vacation Table (for the Class Adviser) What I want  To spend time with family on Christmas and buy them gifts  Take some time off from work What I have  P1000 only  Bargain skills  Commuting skills  Cooking skills What to do On Dec. 23:  Grocery for salu-salo (P300)  Buy gifts for mom, dad, sisters, and younger relatives (P600)  ‘Commute and eat lunch (P100) 18 Produced for the use of Career Advocates and Guidance Counselors only Appendix B Sample Plan A Vocation Table (for the Class Adviser) What career I want  To teach What I have  Academic track in SHS or;  Any SHS track that I may teach after high school  Skill in mathematics and science  Skill in tutoring my peers  My education What to do On September:  Choose the STEM (Science, technology, engineering, and mathematics) strand in the Academic track  Do better in my Math and Science subjects  Pursue a Bachelor of Arts in Education  Pass the Licensure Examination for Teachers (LET) 19 This module is NOT for sale Appendix C Mock SHS Early Registration Worksheet Name (last name, first name, & middle initial): School (do not abbreviate): Address (city, town, province, or region): Instructions: Answer the following questions below. Write your answers in the box provided. What school in our region is your first choice for Senior High What school in our region is your second choice for Senior High School? School? Name your top 2 choices among the tracks. If that track has strands, please include the strand in your answer. Write your answers in the box provided. 1. Name your top 2 choices among the tracks. If that track has strands, please include the strand in your answer. Write your answers in the box provided. 1. 2. 2. Signature over Printed Name of Student Signature over Printed Name of Parent 20 Produced for the use of Career Advocates and Guidance Counselors only Annex 2 Department of Education Senior High School Preference Slip SY ___________ TO THE STUDENT AND PARENT/GUARDIAN: Print legibly all information required. Place X marks in appropriate boxes. 2. LEARNER'S REFERENCE NUMBER (LRN) 1. NAME OF STUDENT: Print your full name in the following sequence: LAST, FIRST, MIDDLE. Place one letter in each box. Leave one box blank between names. LAST FIRST MIDDLE 3. SENIOR HIGH SCHOOL (SHS) APPLIED FOR: Choose from the list of schools offering SHS (up to two choices allowed). Do not indicate the same SHS twice. Make sure that track (Academics, TVL, Sports, Arts and Design), strand, and specialization choices are offered in the SHS indicated. Write NONE on the blank if you do not have other choices of SHS/track/strand/specialization. Name of First Choice SHS (Do not abbreviate) Address (City/Town or Province) First Choice Track: Strand: Second Choice Track: Specializations: 1. Specializations: 1. 2. 2. 3. 3. 4. 4. Strand: Name of Second Choice SHS (Do not abbreviate) Address (City/Town or Province) First Choice Track: Strand: Second Choice Track: Specializations: 1. Specializations: 1. 2. 2. 3. 3. 4. 4. Strand: I affirm that: (1) I have read the information contained in DepEd Order No. ___, s. 2015 and understood all the instructions in connection with my registration; (2) I have been made aware of the SHS tracks and the importance of choosing the right career path through the Career Guidance Program; (3) The preferences supplied in this slip are a result of a well-informed decision making as discussed with my parent(s)/guardian; and (4) I will abide by the DepEd rules and policies in relation to the SHS program. Furthermore, I understand that all information I provide in this form may be used by the Department of Education and I consent to such with the assurance that my personal details will be kept confidential. Signature over Printed Name of the Student __________________ Date Signature over Printed Name of the Parent/Guardian __________________ Date THIS PREFERENCE SLIP IS NOT FOR SALE AND MAY BE REPRODUCED. Annex 3 Department of Education Senior High School Registration Form SY ___________ TO THE STUDENT AND PARENT/GUARDIAN: Print legibly all information required. Place X marks in appropriate boxes. 2. SEX 1. NAME OF STUDENT: Print or type your full name in the following sequence: LAST, FIRST, MIDDLE. Place one letter in each box. Leave one box blank between names. Female Male 3. DATE OF BIRTH (Month, Day, Year) LAST FIRST - - MIDDLE 5. NATIONALITY 4. PLACE OF BIRTH (City/Town or Province) 6. ELEMENTARY SCHOOL (where you completed Elementary Level education / Grade 6) Elementary School Name (Do not abbreviate) Month/Year of Completion Address (City/Town or Province) Region Month/Year of Completion Are you a passer of Philippine Educational Placement Test (PEPT) for Elementary Level? No Yes Are you a passer of Accreditation and Equivalency (A&E) Test for Elementary Level? No Yes Name of Community Learning Center (Do not abbreviate) Address (City/Town or Province) Month/Year of Completion 7. JUNIOR HIGH SCHOOL (JHS) (where you completed/are completing JHS / Grade 10) JHS Name (Do not abbreviate) Month/Year of Completion Address (City/Town or Province) Region Month/Year of Completion Are you a passer of Philippine Educational Placement Test (PEPT) for JHS Level? No Yes Are you a passer of Accreditation and Equivalency (A&E) Test for JHS Level? No Yes Name of Community Learning Center (Do not abbreviate) Address (City/Town or Province) Month/Year of Completion 8. SENIOR HIGH SCHOOL (SHS) APPLIED FOR: Choose from the list of schools offering SHS (up to two choices allowed). Do not indicate the same SHS twice. Make sure that track (Academics, TVL, Sports, Arts and Design), strand, and specialization choices are offered in the SHS indicated. Write NONE on the blank if you do not have other choices of SHS/track/strand/specialization. Name of First Choice SHS (Do not abbreviate) Address (City/Town or Province) First Choice Track: Strand: Second Choice Track: Specializations: 1. Specializations: 1. 2. 2. 3. 3. 4. 4. THIS REGISTRATION FORM IS NOT FOR SALE AND MAY BE REPRODUCED. Strand: Page 1/2 Name of Second Choice SHS (Do not abbreviate) Address (City/Town or Province) First Choice Track: Strand: Second Choice Track: Specializations: 1. Specializations: 1. 2. 2. 3. 3. 4. 4. Strand: 9. PERMANENT HOME ADDRESS House Number and Street Subdivision/Barangay Town/City Province Postal/Zip Code 10. CONTACT INFORMATION Telephone Number Cellphone Number E-mail Address I affirm that: (1) I have read the information contained in DepEd Order No. ___, s. 2015 and understood all the instructions in connection with my registration; (2) I have been made aware of the SHS tracks and the importance of choosing the right career path through the Career Guidance Program; (3) The preferences supplied in this slip are a result of a well-informed decision making as discussed with my parent(s)/guardian; and (4) I will abide by the DepEd rules and policies in relation to the SHS program. Furthermore, I understand that all information I provide in this form may be used by the Department of Education and I consent to such with the assurance that my personal details will be kept confidential. Signature over Printed Name of the Student __________________ Date Signature over Printed Name of the Parent/Guardian __________________ Date REMINDERS: THIS REGISTRATION FORM IS NOT FOR SALE AND MAY BE REPRODUCED. Page 2/2 Annex 4 SENIOR HIGH SCHOOL EARLY REGISTRATION Registry of Students (only for SHS registrants not covered by LIS) Name of School: ________________________________________________________ School ID: ______________________ NAME OF STUDENT First Choice School Name of SHS School ID Track Strand First Choice Track Specialization 1 Specialization 2 Specialization 3 Specialization 4 Track Strand Second Choice Track Specialization 1 Specialization 2 Specialization 3 Specialization 4 Annex 4 SENIOR HIGH SCHOOL EARLY REGISTRATION Registry of Students (only for SHS registrants not covered by LIS) Name of School: ________________________________________________________ School ID: ______________________ NAME OF STUDENT Second Choice School Name of SHS School ID Track Strand First Choice Track Specialization 1 Specialization 2 Specialization 3 Specialization 4 Track Strand Second Choice Track Specialization 1 Specialization 2 Specialization 3 Specialization 4