Republic of the Philippines
Department of Education
Region III
Schools Division Office of Bulacan
SAN RAFAEL NATIONAL TRADE SCHOOL
Caingin, San Rafael, Bulacan
GRADE 12 CAREER GUIDANCE
ACTIVITY SHEET
1
Entering the Exits
Introduction
The module will help learners identify their interests and personality traits through NCAE that
will help them choose the curriculum exit suited for them. Through this module, Grade 12 learners can
determine his/her life and career based on chosen curriculum exit. Lastly, it is expected that at the
end of the module, Grade 12 learners will appreciate chosen life, career and curriculum exit based on
one’s interests and personality type.
Total Time Allotment: 120 minutes (2 hours)
I. Objectives
At the end of this module, the learners are expected to:
1. relate the results of the National Career Assessment Examination (NCAE) in choosing a
curriculum exit;
2. determine preferred life and career based on chosen curriculum exit; and
3. appreciate the chosen life, career, and curriculum exit based on one’s interests and personality
type.
II. Motivation (15 minutes)
The Senior High Career Party
III. Main Activity (50 minutes)
Processing Questions:
1. Did you experience mismatch of occupational interests based on your NCAE results and based
on your self-assessment and plan after senior high school?
2. What occupational interest will you consider in choosing a curriculum exit?
3. After doing the activity, what realizations or insights did you have as a senior high school
learner who is about to exit after few months?
IV. Lecturette (15 minutes)
In order to guide the conduct of career guidance at the school level and to ensure the
development of skills and competencies required in the world of work, the Department of
Education has been conducting career assessment to Grade 9 students through the National
Career Assessment Examination (NCAE). The NCAE aims to provide guidance to individual
learners for their future educational and career choices. It also provides the basis for profiling
learners’ aptitude in the four Senior High School tracks.
There are three domains measured in the NCAE. These are the General Scholastic Aptitude
(GSA), Occupational Interest Inventory (OII), and Aptitude for Senior High School Tracks. The
GSA measures the learner’s reading comprehension and scientific, verbal, mathematical, and
logical reasoning ability. The OII is a checklist of occupational interests that provides an
assessment of inclinations or preferences for comprehensive career guidance. The Aptitude for
SHS Tracks determines the learner’s inherent capacity to succeed in the SHS tracks.
A profile chart of the students’ occupational inclinations and preferences through the
identified cluster occupations is provided in the results of the NCAE. The test is being administered
to all Grade 9 learners who are currently enrolled in public and private schools with government
permit or recognition. Moreover, learners with special needs may also be assessed provided that
test accommodations are met. (as per DepEd Order No. 55, s. 2016 Sec. 9)
Helping people make career decisions have 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 personality types, Grade 12 learners will now choose the curriculum exit they will pursue after
senior high school. Grade 12 learners may choose to work immediately since they are of legal age
and have the competencies to perform a specific job, or to pursue a business they can start to
earn money. They may also proceed to higher education and pursue a degree course or take up
any Technical Education and Skills Development Authority (TESDA) courses for middle-level skills
development.
Employment. Any senior high school graduate who plans to work after senior high school can
check with the Public Employment Service Office (PESO) in their locality for possible job
vacancies, or they can browse in the Department of Labor and Employment website,
www.ble.dole.gov.ph for possible local employment.
Entrepreneurship. Senior high school graduates who plan to pursue the entrepreneurship exit
will have to consider many things. They have to be cautious lest they end up losing money
invested in the business. The Philippine Business Industry (as cited in
http://www.biznewsph.com/p/business-ideas-in-philippines.html, 2012) has come up with a list of
ideas where prospective entrepreneurs can start and grow their own business in the Philippines.
(See Appendix 3: List of Business Ideas in the Philippines.)
Higher Education. Senior High School graduates who would want to pursue a degree course
in higher education may directly inquire at any colleges and universities in their area. They may
also inquire at www.ched.gov.ph, the official website of the Commission on Higher Education
(CHED) for the recognized programs of schools per region.
Middle-Level Skills Development. Senior high school learners who may want to pursue
middle-level skills development after finishing a specific track and strand in senior high school
may inquire at their local TESDA offices for the courses offered in their locality. Those who went
to Technical Vocational Livelihood Track and earned a National
Certification Level II may apply for a higher level of national certification if they opt to.
Senior high school graduates may go to any curriculum exit regardless of the SHS track
they took. If a learner took up a TVL Track, he/she can still enroll in college to pursue higher
education. Moreover, after entering a specific exit, any SHS graduate may proceed to another
exit. For example, a graduate who chooses to pursue higher education and gets employed after
graduation may enter into a business or pursue middle-level skills development while employed.
Nonetheless, whatever curriculum exit senior high school graduates pursue is their own
decision. They only have to maximize their talents and resources in order to be successful. As what
author and speaker Mack R. Douglas said, “You are responsible for everything you do.”
V. Application (15 minutes)
Activity Sheet No. 2: My Entry Point in the Exit
Procedures:
1. Draw a symbol to represent the life and career they imagined after entering a specific
curriculum exit.
2. Briefly explain why you have chosen the symbol.
3. How does it relate to your choice of curriculum exit after Senior High School?
VI. Reflection (10 minutes)
Reflection 1
Write a reflection about “My Meaningful Exit from Senior High School.”
Activity Sheet No. 1
My Occupational Interests
Instructions: In the first column, write your occupational interests based on the results of your NCAE.
In the second column, reflect on your current occupational interests and plan after senior high
school.
Occupational Interests (based on
Occupational Interests
preference and plan after senior high
(based on NCAE Results)
school)
Rank 1
Rank 2
Rank 3
Bio-Data
Name: __________________________ Position Applied for: _______________________
Age: ____________ Sex: ________________ Contact No.: _________________________
Address: _________________________________________________________________
Educational Background:
Elementary: ______________________________________ Year Graduated: __________
Secondary:
Junior High School: __________________________ Year Completed: __________
Senior High School: __________________________ Year Graduated: __________
BUSINESS PERMIT
Name of Business: __________________________________________________________
Name of Owner: ___________________________________________________________
Location of Business: ________________________________________________________
Nature of business: __________________________________________________________
Permit number: ____________________________________________________________
COLLEGE APPLICATION FORM
Name: __________________________ Course Applied for: _______________________
Age: ____________ Sex: ________________ Contact No.: _________________________
Address: _________________________________________________________________
Secondary School Graduated:_________________________________________________
Awards Received: ________________________________________________
COMPETENCY ASSESSMENT RESULTS
Name of Candidate: _____________________________________________________
Title of Qualification/Cluster of Units of Competency: _________________________
Name of Assessment Center: _______________________________________
Assessment Results: ____ Competent ____ Not Yet Competent
Recommendation: ___ For issuance of NC/COC ___ For submission of additional documents
Assessed by: ___________________________ Attested by: ___________________________
Date: ____________________ Date: _________________________
Appendix 2 Journal Reflection No. 1
My Meaningful Exit from Senior High School
(Use your journal notebook for Career Guidance.)
Appendix 3
Activity Sheet No. 3 My Plan to Exit
Instructions: Please write your occupational interest based on your preference and plan after
senior high school.
In the fourth column (Employment), write your preferred kind/nature of work if you plan to
proceed to this exit and indicate when.
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.
In the sixth column (Higher Education), write the specific course if you plan to proceed to this exit
and indicate when.
In the seventh column (Middle Level Skills Development), put the specific skilled courses if you plan
to proceed to this exit and indicate when.
Occupational Specific Preferred Curriculum Exit
Interests Career or
based on Profession
Middle-Level
your based on
Employment Entrepreneurship Higher Skills
preference Occupational
Education Development
and plan Interest
after
Senior High
School
Rank
1
Rank
2
Rank
3
