HRGP12-CGP 1

Homeroom Guidance 12
Quarter 2 – LAS 3
Career Guidance Manual
Entering the Exits
DepEd Learning Activity Sheets (LAS)
Name of Learner : ___________________________________________________

Grade Level : ___________________________________________________
Section / Strand : ___________________________________________________
Date : ___________________________________________________
Homeroom Guidance 12
Learning Area
Career Guidance Manual – Entering the Exits
Topic
Most Essential Learning Competencies (MELC) with code:

• Identify factors related to life and profession
• Explain the significance of knowledge and skills needed in life and profession
Objectives:
At the end of this module, the learners are expected to:
1. determine preferred life and career based on chosen curriculum exit; and
2. appreciate the chosen life, career, and curriculum exit based on one’s interests
and personality type.
Background Information for the Learners
In order to guide the conduct of career guidance at the school level and to
ensure the development of skills and competencies required in the world of work, the
Department of Education conducts career assessment to Grade 9 students through
the National Career Assessment Examination (NCAE). The NCAE aims to provide
guidance to individual learners for their future educational and career choices. It
also provides the basis for profiling learners’ aptitude in the four Senior High School
tracks.
There are three domains measured in the NCAE. These are the General
Scholastic Aptitude (GSA), Occupational Interest Inventory (OII), and Aptitude for
Senior High School Tracks. The GSA measures the learner’s reading comprehension
and scientific, verbal, mathematical, and logical reasoning ability. The OII is a
checklist of occupational interests that provides an assessment of inclinations or
preferences for comprehensive career guidance. The Aptitude for SHS Tracks
determines the learner’s inherent capacity to succeed in the SHS tracks.
A profile chart of the students’ occupational inclinations and preferences

through the identified cluster occupations is provided in the results of the NCAE.
The test is being administered to all Grade 9 learners who are currently enrolled in
public and private schools with government permit or recognition.
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Moreover, learners with special needs may also be assessed provided that test
accommodations are met (per DepEd Order No. 55, s. 2016 Sec. 9).
Helping people make career decisions has been fundamental to counseling

psychology since its emergence as a profession, and it continues to be central to its
identity today (Gelso & Fretz, 2001, as cited in Journal of Counseling Psychology,
2010).
After acquiring all the knowledge, skills, and attitude and being aware of their
interests and possible career path, Grade 12 learners will now choose the curriculum
exit they will pursue after senior high school. Grade 12 learners may choose to work
immediately since they are of legal age and have the competencies to perform a
specific job, or to pursue a business they can start to earn money. They may also
proceed to higher education and pursue a degree course or take up any Technical
Education and Skills Development Authority (TESDA) courses for middle-level skills
development.
Employment. Any senior high school graduate who plans to work after
senior high school can check with the Public Employment Service Office
(PESO) in their locality for possible job vacancies, or they can browse in the
Department of Labor and Employment website, www.ble.dole.gov.ph for
possible local employment.
Entrepreneurship. Senior high school graduates who plan to pursue the

entrepreneurship exit will have to consider many things. They have to be
cautious lest they end up losing money invested in the business. The
Philippine Business Industry (as cited in
http://www.biznewsph.com/p/business-ideas-inphilippines.html , 2012)
has come up with a list of ideas where prospective entrepreneurs can start
and grow their own business in the Philippines.
Higher Education. Senior High School graduates who would want to pursue
a degree course in higher education may directly inquire at any colleges and
universities in their area. They may also inquire at www.ched.gov.ph , the
official website of the Commission on Higher Education (CHED) for the
recognized programs of schools per region.
Middle-Level Skills Development. Senior high school learners who may

want to pursue middle-level skills development after finishing a specific track
and strand in senior high school may inquire at their local TESDA offices for
the courses offered in their locality. Those who went to Technical Vocational
Livelihood Track and earned a National Certification Level II may apply for a
higher level of national certification if they opt to do so.
Senior high school graduates may go to any curriculum exit regardless of the
SHS track they took. If a learner took up a TVL Track, he/she can still enroll in
college to pursue higher education. Moreover, after entering a specific exit, any SHS
graduate may proceed to another exit. For example, a graduate who chooses to
3
pursue higher education and gets employed after graduation may enter into a
business or pursue middle-level skills development while employed.
Nonetheless, whatever curriculum exit senior high school graduates pursue

is their own decision. They only have to maximize their talents and resources in order
to be successful. As what author and speaker Mack R. Douglas said, “You are
responsible for everything you do.”
Exercises / Activities with Guide Questions:
Activity 1: My Plan to Exit
Instructions: Write your occupational interest based on your preference and plan
after senior high school.
1. In the fourth column (Employment), write your preferred kind/nature of
work if you plan to proceed to this exit and indicate when.
2. In the fifth column (Entrepreneurship), write the specific business
industry you want to pursue if you plan to proceed to this exit and indicate
when.
3. In the sixth column (Higher Education), write the specific course if you
plan to proceed to this exit and indicate when.
4. In the seventh column (Middle-Level Skills Development), put the
specific skilled courses if you plan to proceed to this exit and indicate when.
Note: This activity emphasizes that senior high school graduates can go to any
curriculum exit regardless of the SHS track they took. Moreover, after entering a
specific exit, the SHS graduates may pursue another exit.
4
Activity 2: My Meaningful Exit from Senior High School
Reflection Paper
My Meaningful Exit from Senior High School
5
Activity 3: My Entry Point in the Exit
Directions: Draw a symbol to represent the life and career you imagine to have after
entering your chosen curriculum exit. Briefly explain why you have chosen the
symbol.
Answer Key
All answers may vary.
6
Rubrics for Scoring
4 The learner acquired the target competency and showed

commendable application in real life situation
3 The learner acquired the target competency
2 The learner acquired some of the target competency
1 The learner has not acquired the target competencies
Reflection
Concepts Learned:
I learned that
__________________________________________________________________________________
Concepts Unlearned:
I need to know more about
__________________________________________________________________________________
References
Department of Education. Career Guidance Manual for Teachers Grade 12 Module

1: Entering the Exits. Manila: Department of Education Central Office, 2021
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Homeroom Guidance 12

Name of Learner : ___________________________________________________

Most Essential Learning Competencies (MELC) with code:

Background Information for the Learners

A profile chart of the students’ occupational inclinations and preferences

Helping people make career decisions has been fundamental to counseling

Entrepreneurship. Senior high school graduates who plan to pursue the

Middle-Level Skills Development. Senior high school learners who may

Nonetheless, whatever curriculum exit senior high school graduates pursue

Exercises / Activities with Guide Questions:

Activity 1: My Plan to Exit

All answers may vary.

4 The learner acquired the target competency and showed

3 The learner acquired the target competency

2 The learner acquired some of the target competency

1 The learner has not acquired the target competencies

Department of Education. Career Guidance Manual for Teachers Grade 12 Module

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