Learner’s Packet Career Guidance Grade 11 Second Semester, Quarter 3

Republic of the Philippines

Department of Education
REGION IV-A
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
DAANG AMAYA II, TANZA, CAVITE

Grade 11
Career Guidance

Module 3
Reaffirming the Chosen Track
Second Semester; Quarter 3
SY 2020-2021

TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL

Address: Daang Amaya II, Tanza, Cavite 4108
Telephone No.: (046) 450-0253 / (046) 454-5532 (Senior High School)
E-mail: [email protected] / [email protected]

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 Learner’s Packet Career Guidance Grade 11 Second Semester, Quarter 3

Note to the Learners

This modified learner’s packet is designed as a supplementary for the official
Career Guidance module released by DepEd. The writing and reproduction of this
LP are entirely on my own accord as your teacher, as a way for me to add more
meaningful learning opportunities and experiences for guided and independent
learning at your own pace and time. You will be enabled to process the contents
of the learning resource while being an active learner. Used together with our
video-recorded lessons, then this will serve as a great resource to go back to the
topics that we have discussed:

Introduction In this part, the new lesson will be introduced to you in

various ways such as a story, a song, a poem, a
problem opener, an activity, or a situation.

Development This section provides a brief discussion of the lesson.

This aims to help you discover and understand new
concepts and skills.

Engagement This comprises activities for independent practice to

solidify your understanding and skills of the topic.

Assimilation This section provides an activity that will help you

transfer your new knowledge or skill into real life
situations or concerns.

Assessment This is a task that aims to evaluate your level of mastery in

achieving the learning competency.
The following are some reminders in using this learning packet:

1. Use the learning packet with care. Do not put unnecessary mark/s on any part of the learning
packet. Use a separate sheet of short bond paper in answering the exercises, activities
including the application and assessment.
2. Do not forget to answer each part before moving on to the other activities included in the
learning packet.
3. Read the instructions carefully before doing each task.
4. Finish the task at hand before proceeding to the next
5. Observe honesty and integrity in doing the tasks and checking your answers.
6. Use the answer keys provided at the back of the learning packet in checking your activities and
exercises.
7. Return the answer sheet of exercises, activities, application, and assessment on the
submission date.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your subject teacher or adviser. Always bear in mind that you are not alone. We hope that through
this material, you will experience meaningful learning and gain a deep understanding of the
relevant competencies. You can do it!

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 Learner’s Packet Career Guidance Grade 11 Second Semester, Quarter 3

Q3 Module 3: Reaffirming the Chosen Track

Here are the following learning competencies expected to be covered at the end of
this lesson:

The learner analyzes the relationship of one’s skills and

experiences in choosing a profession, vocation and future
Standard
plans.

Competencies The learners will:

1. Gather information about life, profession, and
vocation.
2. Understand the importance of guidance from parents
or guardians and significant adults in choosing a
profession, vocation and future plans.
3. Relate the choice of profession, vocation and future
plans to one’s skills, competencies, and the roles of
parents/ guardians and significant adults.

Specific Learning At the end of this lesson learners are expected to:
Outcomes 1. Determine the different sources of information
relevant to curriculum exits.
2. Evaluate the different sources of information relevant
to their preferred curriculum exit.
3. Match the knowledge and skills to the job market
demands and possible curriculum exits.

Skills and Processes to  Decision-Making

Master  Critical Thinking
 Planning and Organizing
 Understanding and learning the different agencies which
may help for gathering information in choosing a
profession, vocation, and future plans.

Learner’s Materials
Pages
Textbook Pages Grade 11 Career Guidance Manual for Teachers. Youth
Formation Division, Bureau of Learner Support Services,
Department of Education (2017), pages 17-32

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 Learner’s Packet Career Guidance Grade 11 Second Semester, Quarter 3

INTRODUCTION
Information is essential in every decision making. Information is usually gathered from
various sources to give a better picture of what we want to know and on what bases we are
making such a decision. This module presents several sources of information about career
choices that could influence or modify the decisions we make for our future.

It is recommended that as you go through this module, try to ask for the support of your
parents, and the genuine concern of your significant others so that you will be able to realize your
goal and purpose of becoming a career professional.

DEVELOPMENT

In choosing a career, it is essential to first acquire substantial information about

the different courses in order to come up with a valid and well-thought of decision. Laying
down all possibilities and considering several prospects would result in a more
advantageous, attainable, and viable career path.

Sources of Information

School’s Guidance Office

A school’s guidance office is managed primarily by a Registered Guidance Counselor
(RGC) as mandated by RA 9258, who implements a Career Guidance Program that provides
career counseling to both individuals and groups; administers and interprets career tests; and
provides other services such as referral, placement, research, information, and orientation.
In the absence of an RGC, a career guidance advocate may lead the implementation of a
career guidance advocacy program in the school. An advocate facilitates the information
dissemination of career related materials such as Labor Market Information; coordinates with the
local government units whereas labor and work related offices such as the Department of Labor
and Employment (DOLE), Technical Education and Skills Development Authority (TESDA),
Public Employment Service Office (PESO), and other stakeholders; serves as conduit in the
implementation of the DepEd Career Guidance Advocacy Program between the schools division
offices and the schools; and manages other related Career Guidance Advocacy activities.
The limitation to the conduct of the Career Guidance Program of career guidance
advocates to a legally valid term of Career Guidance Advocacy Program is consistent with the
provisions of RA 9258 otherwise known as the Guidance and Counseling Act of 2004 and RA
10533 otherwise known as the Enhanced Basic Education Act of 2013.
Career guidance advocates may only conduct certain career guidance-related activities
that are part of the Career Guidance Program which an RGC is explicitly mandated to conduct as
provided for in the above-mentioned laws. Career Guidance information is generally available in
the guidance offices.

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 Learner’s Packet Career Guidance Grade 11 Second Semester, Quarter 3

Department of Education (DepEd)

The Department of Education (DepEd) is a government agency that formulates,
implements, and coordinates policies, plans, programs, and projects in the areas of formal and
nonformal basic education. It supervises all elementary and secondary education institutions,
including alternative learning systems, both public and private; and provides for the establishment
and maintenance of a complete, adequate, and integrated system of basic education relevant to
the goals of national development.
The Department through its partnerships with industries and private entities may provide
the needed labor market information in coordination with DOLE. DepEd can be reached through
its website: www.deped.gov.ph.

Department of Labor and Employment (DOLE)

The Department of Labor and Employment (DOLE) is a national government agency that
envisions that every Filipino worker attains full, decent, and productive employment. It formulates
policies and implements labor laws and labor-related legislations in order to promote gainful
employment opportunities, develop human resources, protect workers and promote their welfare,
and maintain industrial peace.
DOLE has different bureaus addressing specific concerns on labor. They include the
Bureau of Local Employment, Labor Relations, Workers with Special Concerns, Working
Conditions, International Labor Affairs, regional offices, and the Philippine Overseas Labor
Offices. The table below describes the various functions of these bureaus.

Bureau of Local Employment International Labor Affairs Bureau

Develops policies, research, labor market Develops policies, plans/programs, projects,
analysis, strategies, programs, projects, operating guidelines/procedures, and standards relative to
guidelines and standards, and provides advisory international labor and employment concerns.
relative to local employment promotion and
administration. Some of the programs under the
bureau include Project JobsFit, Labor Market
Information, and PhilJobNet.
Bureau of Labor Relations DOLE Regional Offices
Develops policies, programs, projects, operating The operating arms for directly implementing the
guidelines and standards, and provides advisory plans and programs developed by the bureaus
relative to the administration and enforcement of and administering and enforcing labor standards
laws pertaining to labor―management relations and laws. Each regional office has a Mediation
including workers’ organization, registration, and Arbitration and Legal Service Unit, an Internal
development, and resolving appealed intra- and Management Services Division, Technical Services
inter-union disputes. and Support Division, and field offices.
Bureau of Workers with Special Concerns Philippine Overseas Labor Offices
Develops policies, programs, projects, operating Also known as POLO, this is the operating arm of
guidelines and standards, and provides the DOLE in different parts of the world. They
advisory/assistance relative to the development take charge of administering and enforcing the
and protection of workers that are considered duly adopted policies and programs of the
self-employed, informal. and rural workers. Department about international labor affairs.

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 Learner’s Packet Career Guidance Grade 11 Second Semester, Quarter 3

Bureau of Working Conditions

Primarily performs policy and program
development and advisory functions in the
administration and enforcement of laws relating
to labor standards.
DOLE also has the following attached or coordinating agencies:
 Employees Compensation Commission (ECC)
 National Conciliation and Mediation Board (NCMB)
 Overseas Workers’ Welfare Administration (OWWA)
 Phil. Overseas Employment Administration (POEA)
 National Labor Relations Commission (NLRC)
 National Wages and Productivity Commission (NWPC)
 Professional Regulation Commission (PRC)
 Technical Education and Skills Development Authority (TESDA)

Civil Service Commission (CSC)

The Civil Service Commission is the Human Resource Department of the
government that promotes morale, efficiency, integrity, responsiveness, progressiveness,
and courtesy in the Civil Service. This government agency can be reach through its
website: www.csc.gov.ph/.

Public Employment Service Office (PESO)

This is a non-fee charging multi-employment service facility or entity established
or accredited pursuant to Republic Act No. 8759 otherwise known as the PESO Act of
1999. It is community-based and maintained largely by local government units (LGUs)
and a number of nongovernment organizations (NGOs) or community-based
organizations (CBOs) and state universities and colleges (SUCs).

Commission on Higher Education (CHED)

CHED is the key leader of the Philippine higher education system. It works
effectively in partnership with other major higher education stakeholders in building the
country’s human capital and innovation capacity toward the development of a Filipino
nation as a responsible member of the international community.

Department of Trade and Industry (DTI)

(DTI) is tasked to foster a competitive and innovative industry and services sector
that contributes to job generation and inclusive growth; and to advance the rights and
responsibilities of consumers.
Aside from the government sources of information, there are other local and
international websites, private organizations, companies, and the like that may offer
information on career matching and job placement. However, the Department of
Education does not endorse in any other way, form, nor connect with these websites or
companies. Examples of these websites are: Edukasyon.ph, JobStreet, WorkAbroad.ph.,
Trabaho.com, Kalibrr, Monster Philippines, Gigajob Philippines, JobsDB.

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 Learner’s Packet Career Guidance Grade 11 Second Semester, Quarter 3

ENGAGEMENT

Activity 3.1: Infographic Analysis.

Instructions: Take a closer look at the following infographic and then answer the
questions that follow. You may use the space provided after each question.

Guide Questions:
1. What can you say about the data on employment, underemployment, and
unemployment in the country?
Answer:

2. What sector served as the biggest contributor in the employment rate as of October
2016?
Answer:

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 Learner’s Packet Career Guidance Grade 11 Second Semester, Quarter 3

3. Is the infographic helpful to you? Why?

Answer:

4. What do you think are the sources of information in the infographic? Enumerate all
that you can find.
Answer:

Activity 3.2: Reflection and Further Processing

Instructions: After reading and understanding the different sources of information related to your
chosen track, answer the following processing questions on the space provided.

1. Did the information regarding the different sources of information help you in setting your
curriculum exit? How?
Answer:

2. What skills are needed to pursue your curriculum exit? Do you already have these skills?
Answer:

3. What do you intend to do with the skills you already possess for the goal you will pursue?
Answer:

ASSESSMENT

Activity 3.3: Dressing Up Mini Me

Instructions: Follow these procedures in doing this activity: 1) Using the following silhouettes (page 9 for
male students, page 10 for female students), draw and color your “mini-me” based on your preferred
curriculum exit (College-Teacher). Include the tools of that profession or curriculum exit. 2) Determine the
symbolic parts of the dress/tools (e.g. book, uniform) 3) In the symbolic parts, write down the skills and/or
knowledge (e.g. communication skills, interpersonal relations, logical reasoning ability, clerical/
mechanical skills) needed for your preferred curriculum exit. 4) In the symbolic tools, write down the
possible job market demands (Public School Teacher/SHS Teacher/Private School Teacher/ Tutor/
Trainer, etc.) and possible curriculum exits.

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