Career guidance is the guidance given to individuals to help them acquire the knowledge, information, skills, and experience necessary to identify career options, and narrow them down to make one career decision. This career decision then results in their social, financial and emotional well-being throughout.

1. What I Need to Know
Module 1 of Grade 11 Career Guidance Manual entitled “Road
to the Right Choice” covers different professions and life
choices for Grade 11 learners. It provides information on the
different senior high school curriculum exits and professions
that will facilitate their career decision making as they pursue
college. This module also tackles the different factors
affecting learners’ life and career choices considering that
deciding for career and life is not an easy task for Grade 11
learners. As facilitator of this module, you will help the
learners identify these factors and lead them to appreciate
how these factors affect their choices of profession.

3. What I Need to Know
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.

4. What I Need to Know
The Senior High
Career Party

5. THE SENIOR HIGH PARTY
Procedure
1. Arrange the chairs on the sides so that space will be maximized
for the activities.
2. Tell the learners to dance as the music plays. (If there is no music
to be played, ask the learners to sing any song that everybody can
relate.)
3. Tell the learners that as the music stops they will have to find a
partner on the dance floor. Emphasize that it will provide them a
chance to share their interests and
experiences in senior high school with others in the group.
4. Stop the music and ask the learners to share with their partner
what is asked in the first sharing. The music will continue after the
first sharing and the learners will find another partner for the
second up to the fourth sharing.

6. SHARING
a. First sharing: What are your goals after
Senior High School?
b. Second sharing: What are your interests
that served as your basis in choosing your
current SHS track?
c. Third sharing: What are your memorable
experiences in SHS?
d. Fourth sharing: What curriculum exit do
you plan to go after senior high school?

7. Guide Questions
1. How did you find the “Senior High
Career Party”?
2. What did you feel while sharing
your goals, interests, experiences, and
chosen
curriculum exit in SHS?

8. Activity: Golden Doors
Procedure
1. Set up four doors (which will be called GOLDEN DOORS) in the four corners of the room
to represent the four curriculum exits of Senior High School namely: Employment,
Entrepreneurship, Higher Education, Middle-Level Skills Development.
2. Set up GALLERY OF CAREERS (showing the areas of occupational interests).
3. Ask the learners to bring out the results of their NCAE.
4. Distribute Activity Sheet No. 1―My Occupational Interests.
5. Ask the learners to accomplish the first column based on the results of their NCAE.
6. Allow the learners to walk around the GALLERY OF CAREERS and check the different
careers or professions in the areas of occupational interests based on what is written in
the first column of the activity sheet.
7. Allow the learners to reflect on their current occupational interests based on their self-
assessment and plan after senior high school and ask them to write their answers in the
second column.
8. Ask the learners to choose which door (representing the curriculum exits) to exit.
9. Behind the Golden Doors, they will find different worksheets (which symbolizes
opportunities they can grab as they enter anY curriculum exit). They will have to
accomplish what the got behind the Golden Doors.
10. Ask the learners to do small group sharing with other learners who chose the same door
they have chosen.

9. What’s In
Guide Questions
1. Did you experience mismatch of occupational interests
based on your NCAE results and
2. based on your self-assessment and plan after senior high
school?
3. 2. What occupational interest will you consider in choosing
a curriculum exit?
4. 3. After doing the activity, what realizations or insights did
you have as a senior high school
5. learner who is about to exit after few months?

10. 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.

11. 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)

12. 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.

13. 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.

14. ENTERPRENEURSHIP
 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.)

15. 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.

16. 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.

17. Senior High School
Curriculum Exits
Entrepreneurship
With the inclusion of an entrepreneurship
subject in the curriculum, SHS graduates are
better equipped for small-scale business
activities, such as running a family business or
starting one’s own business.

18. Senior High School
Curriculum Exits
Middle Level Skills Development
Middle level skills require learning and training
higher than high school education but lower than a four-
year college course. These standard requirements built
into the TVL track ensure that graduates have good job
knowledge in their chosen specializations. In the same
way that SHS graduates are better prepared for college,
they are also equipped for developing more specialized
skills in technical-vocational schools.

19. Senior High School
Curriculum Exits
Higher Education
Some subjects in the College General Education
curriculum have now been integrated into the SHS curriculum,
leaving only the subjects that are more focused and relevant to
your chosen course or major. (Before presenting the list of
regulated professions, let the students pick from the wall the
prepared strips of different professions and post these under the
right cluster on the board. After the activity, check whether the
professions were properly attached to the right cluster or not,
then discuss.)

21. Activity Sheet No. 2: My Entry Point
in the Exit
Procedures:
1. Provide each learner with paper and coloring
materials.
2. Ask them to draw a symbol to represent the life
and career they imagined after entering
a specific curriculum exit.
3. Instruct them to briefly explain why they have
chosen the symbol and share their
appreciation to their imagined life, career, and
curriculum exit in the future.
4. Ask some volunteers to share their output.

22. Guide Questions
1. Why did you choose that symbol?
2. How does it relate to your choice of
curriculum exit after Senior High
School?

23. Journal Reflection 1
Ask the learners to write in their Career
Guidance Journal their reflection about
“My
Meaningful Exit from Senior High
School.”

24. Activity Sheet No. 3: 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.

25. THANK YOU AND
GOD BLESS