Discovering Introduction

the Cs 2

Your learners are now another step closer to

achieving life and career success!

From the previous module, they were able to

identify their curriculum exit. Understanding where to
start their career whether from employment,
entrepreneurship, middle-level skills, and higher
education upon graduation will give them better
chances of success.

In this module, they will learn the relationship of

academic achievement to life and career success. This
will encourage the learners to strive harder under their
respective strands and tracks consequently, improving
their academic standing. The module is also designed
for learners to utilize the Labor Market Information
(LMI) for various job opportunities. Finally, they will be
able to identify the seven C’s of Lifelong Skills that will
prepare them to meet both the occupational changes
and changing individual needs associated with life and
career.

So, let us now open the door and explore the C’s of
life and career!

Total Time Allotment: 120 minutes

Materials Needed

∙ Module 2 slide decks

∙ LCD projector
∙ speakers
∙ background music
∙ Guess Who? (slide decks)
∙ My Hierarchy of C’s sheets
∙ Labor Market Carousel sheets
 ∙ Let’s Make It Work sheets
∙ Shaping Up Slip sheets

Module 2 Page 21
I. Objectives

At the end of this module, the learners are expected

to:
a. identify the different lifelong skills that
respond to the changing nature of work; b.
relate academic achievement to life and
career success;
c. express appreciation on the relationship of
academic achievement to life and career
success; and
d. utilize the data on Labor Market Information
(LMI) to better understand life and career.

II. Motivation (15 minutes)

Guess Who?

A strong relationship between academic

achievement and life and career success has been
identified in the lives of some of the most
reputable personalities in the country. In this
activity, the learners will be asked to identify the
famous faces of successful people who are
academic achievers. These people who are highly
regarded in the different fields of work will be
shown to allow the learners to identify themselves
to their future life and career. This activity does not
intend to only provide a possible model for their
career but also, encourage them in improving their
academic standing.

Note: In case computers and projectors are not

available, pictures of the famous faces should be
printed beforehand. Read the descriptions as clues.
You may also localize by including prominent
community personalities. However, it is
 recommended that you refrain from using
politicians as examples.

Sequence of the activity:

1. Show the slide deck of the game, Guess Who?
2. Divide the class into the four groups. Before the
learners go to their respective groups, make
sure that the instructions have been
communicated clearly and all questions
regarding the mechanics of the activity have
been settled. Remind the learners to maintain
proper decorum: avoid shouting and disturbing
other groups. Tell them that although they are
having fun, respect should always come first.
3. Ask the class to gather their groupmates and
find a space to settle. The first group to raise a
hand will be given the chance to answer.
4. Play Music 2 to commence the activity.
5. Flash the clues. The name together with face of
the person will be revealed after exhausting all
the clues.
6. The group with the highest points will be
declared the winner.

Module 2 Page 22
Processing Questions:

After the activity, ask the learners the following

questions:
1. How did you feel about the activity?
2. From what industry or profession do the famous
people come from?
3. What do they have in common?
4. What is the relevance of good
academic standing to career and life
success? 5. How does this activity help
you in your chosen career?

III. Main Activity (25 minutes)

Labor Market Carousel

Learners need to make informed decisions as

they prepare for career and vocation. With so
many industries and jobs available, it is easy to be
overwhelmed and to wonder where to start. In this
activity, they will be given a chance to look into the
industries and jobs available in their community
juxtaposed the needed skills to succeed in those
fields. This activity will help them plan and set
goals based on the wide range of profession and
vocation available in their community.

Preparation of the Labor Market Carousel:

1. Print or photocopy the Labor Market Carousel
sheets from the appendices. Sheets of the same
codes will go together. Paste the sheets on manila
papers or cartolinas. 2. Using the four corners of
the room, set up four stations each containing the
manila papers or cartolinas with LMI sheets. See
the appendices for the sample layout. 3. Post the
manila papers or cartolinas. It is recommended to
set up the carousel creatively using various
materials available at hand.
4. Ready the speakers and carnival carousel
background music.

Sequence of the activity:

1. The previous groupings will be used for this
activity. Remind the learners to maintain
proper decorum: avoid shouting and disturbing
other groups. Remind them that although
they are having fun, respect should always
come first. Make sure that the instructions
have been clearly been communicated and all
questions regarding the mechanics of the
activity have been settled.
2. Play the carnival carousel background music.
3. Ask the class to gather their groupmates and go
to their first station. Every three minutes, the
groups will move to the next station until every
station has been visited. Have the learners
note some information especially those
concerning their chosen profession from each
station. Make sure to go around the class to
monitor progress of each group. Provide
guidance whenever necessary.

Module 2 Page 23
Processing Questions:
 After the activity, ask the learners the following
questions:
1. How did you find the activity?
2. What information were present in the Labor
Market Carousel?
3. How will you use the information you have
acquired from the activity in preparing for
your chosen career?
4. In relation to your chosen career, what are
some of the skills needed for you to succeed
in that particular sector/industry?

IV. Lecturette (35 minutes)

The Changing Nature of Work

With the rapid pace of technological

advances in the global labor market, various
occupations are continually being created.
These demands open doors to numerous job
opportunities today and in the future.
In an article from the Society of Human
Resource Management (2013), five global
trends affect the future of the global labor
workforce:

Technology. In a highly digitized and connected

world mainly driven by smart devices, work is no
longer limited to reporting to the office. On-line
jobs can be done at home.

Outsourcing. Today more than ever, companies

try to cut on cost and save resources. One
practice by which they are able to do these is by
outsourcing. Outsourcing is getting portions of
work done through outside suppliers rather
than completing it internally. The call center
industry is an example of an outsourcing
practice that continues to expand in the
country.

Changing workers’ attitude and values.

Different generations exhibit different
qualities, attitudes, and values. Recent years
have focused on striking a balance between
work and life. Workers need to love their work
but should have other interests outside the
office, too.
Demographics and diversity. With better
medical care, people are living longer and life
expectancy increases. In the next 10 years, five
generations―traditionalists, Boomers, Gen X,
Gen Y, and Gen Z―will be working together.
Different generations must be able to capitalize
on their tools while working harmoniously with
one another.

Globalization. Companies are extending their

businesses on an international scale. Some
companies are on a 24-hour operation scheme
to meet the demands of their clients and the
global market. The dispersion of work
geographically makes it possible to get work
done.

Module 2 Page 24

Lifelong Learning

Lifelong learning is defined as “the ability

to be responsive to change, to be inquiring and
reflective in practice, through information
literacy and autonomous, self managed
learning” (Southern Cross University, 2017). This
may seem complex but in reality, it is a process
that everyone needs to undertake to grow as an
individual may it be in life or career.
For the Grade 12 Career Guidance
Program, we shall be defining lifelong learning
as the voluntary and self-motivated pursuit of
personal and career development . This pursuit
can be applied on any of the different exits. For
example, if you choose to work after
graduating, it would mean an ongoing
professional development; for entrepreneurs, it
would mean continuously exploring and
expanding business interests; for middle level
skills, it would mean enhancing and upgrading
your skills; and for higher education, it would
mean enrolling and exploring the opportunities
in college. This will continue throughout your
life. You must be able to exhibit openness and
curiosity, and the willingness to investigate and
consider knowledge and ways of thinking. If you
appreciate new ideas and seek new ways of
learning or understanding the world, you are
ready for lifelong learning.

Module 2 Page 25
st
Seven C’s―21 Century Lifelong Skills

You are now ready to learn the lifelong

skills that will propel you to succeeding in both
life and career. These skills will guide you in
adapting the ever-changing demands of life and
work. Let us take a look at each one of them:

Critical Thinking and Doing. This skill requires

you to look at a problem with “discerning eyes.”
You should be able to see the flaws and errors
and decide on a solution. In a myriad of
information, you have to develop this skill of
discriminating what is important and relevant.
This entails research, analysis, and decision-
making. Application completes the steps. You
need to follow calculated steps and manage the
implementation of your decision.

Creativity. Successfully turning new and

imaginative ideas into reality is needed to
create and design best fit solutions. This
includes innovation that generates unique
products and services or even, new ways of
doing things.
Collaboration. No one lives and survives alone.
You need to engage and work with others to
survive. Empathy which is putting yourself in
other people’s shoes is needed for
understanding. Compromising and community-
building can only be achieved by looking at
someone else’s perspective and situation as
well.

Cross-Cultural Understanding. Every day,

millions of people around the globe travel for
education, leisure, business, and profession.
Keeping yourself levelheaded and respectful of
the many differences among cultures will enable
you to live peacefully with the peoples of the
world.

Communication. You are not only

communicating to be understood but also, in
order not to be misunderstood. Therefore,
another skill that must be developed is your
ability to craft ideas and messages and deliver
them in a manner that is clear and purposeful.

Computing/ICT Literacy. Effective use of digital

devices will enable you to communicate,
collaborate, and advocate. You must keep
yourself abreast with the many advances in the
technology to keep yourself relevant.

Career and Learning Self-Reliance.

Throughout your life you must be able to grow,
redefine, and reinvent yourself. This means
being able to develop yourself by managing
change and adapting to it. Just like what
Heraclitus said, “the only thing that is constant
is change.”

Module 2 Page 26
 Processing Questions:

After the lecture, ask the learners the following

questions:
1. What are the five global trends that affect
the global workforce? How can knowing
them help you as a Grade 12 student?
2. How will lifelong learning help you succeed in
life and career?
3. Do you agree with Heraclitus when he said,
“the only thing that is constant is change”?
Explain.
4. How will you implement the seven C’s of

lifelong skills in your life and career? V.

Application (20 minutes)

Let’s Make It Work

At this time, the learners should already know

how to utilize the Labor Market Information.
Give each learner a copy of the Let’s Make It
Work sheet. Based on the LMI, ask the learners
to fill out the table. At the bottom, learners will
have to complete the sentences which would
examine the prospects of their chosen career.
 Module 2 Page 27
VI. Reflection (10 minutes)

Hierarchy of C’s

Procedure:

The learners will create their Hierarchy of C’s by

filling in the spaces of the pyramid with the
appropriate lifelong skills. An assessment of
one’s self will enable them to reflect on the
levels of their lifelong skills so that they may
highlight their advanced skill while working on
the ones that need development. At the
bottom, learners will have to complete the
sentences which would signify their
commitment in maintaining, enhancing and
improving their skills.

VII. Evaluation (10 minutes)

Shaping Up Slip

Procedure:

Give each learner a copy of the Shaping Up Slip.

The learners will be asked to fill in the shapes
with the appropriate responses by group. The
heart must be filled with the learnings they
“loved and enjoyed;” circle with the learning
they found “essential to know”; and rectangle
with the learning they found “interesting to
know”. This activity will help the learners track
their own learning and the teachers, collect data
to improve teaching or strategies.

VIII. Assignment (5 minutes)

Ask the learners to bring their Mini Me, Career

Information Worksheet, LMI List of KEGs (from
Module 2 Grade 11 CGP), and list of Hard and
Soft Skills (from Module 5 Grade 11 CGP). If the
learner does not have the materials, a session
on Grade 11 Career Guidance Program: Module
3 may be conducted. Finally, instruct the
learners to prepare their Grade 11 general
 weighted average (GWA) to be used for the next
module.

Module 2 Page 28
References:

5 Trends Changing the Nature of Work (Wright,

2013) accessed August 8, 2017,
https://www.shrm.org/hr-today/news/hr-
news/pages/5-trends-changing-the-nature-of
work.aspx

Lifelong Learning accessed August 8, 2017,

http://policies.scu.edu.au/view.current.php?
id=00091#maj5

http://mschoolsapp.blogspot.com/2014/05/

lifelong-learning-skills.html Outsourcing accessed

August 8, 2017,

http://www.investopedia.com/terms/o/outsourcing.

asp
Module 2 Page 29