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HG G9 Module 7 Edited Version

This document provides guidance for students to consider factors in choosing their senior high school track and strand. It outlines a process for students to analyze traits, potentials, interests and environmental factors. Students are guided to explore how these relate to the academic, technical-vocational, arts and design, or sports tracks. They also consider parental and financial support as well as available school options. The goal is for students to thoughtfully choose a track and strand that aligns with their strengths and preferences to set them up for future success.

Uploaded by

Eduardo Quidta
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
1K views

HG G9 Module 7 Edited Version

This document provides guidance for students to consider factors in choosing their senior high school track and strand. It outlines a process for students to analyze traits, potentials, interests and environmental factors. Students are guided to explore how these relate to the academic, technical-vocational, arts and design, or sports tracks. They also consider parental and financial support as well as available school options. The goal is for students to thoughtfully choose a track and strand that aligns with their strengths and preferences to set them up for future success.

Uploaded by

Eduardo Quidta
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Homeroom Guidance
Quarter 1 – Module 7:
A Closer Look at My Considerations
for Senior High School
MODULE A CLOSER LOOK AT MY

7
CONSIDERATIONS FOR SENIOR
HIGH SCHOOL

Learning Objective

At the end of this module, you are expected to:


1. analyze the factors to be considered in planning for SHS track and strand;
2. relate potentials and traits helpful in the preferred track and strand; and
3. appreciate the importance of your relationship with your environment and
significant others in choosing your track and strand.

Period: Week 7 of 1st Quarter


Suggested Total Time Allotment: 60 Minutes

Materials Needed:
Sheet of paper, short bond papers, pen/pencil,

Introduction
Through self-assessment and help from others, you will identify factors which
will play essential role in your Senior High School track and strand decision.
It is necessary to learn various factors that can affect your decision on what to
pursue as soon as you finish Junior High School. Significant people and events can
help you understand the process of finding what career fits your skills and preferences.
Through this module, you will be assisted in exploring possible career choices
and you will be able to understand the paths leading to the different tracks and strands
in Senior High School.

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1
Let’s Review

In Module 6, you have been shown the importance of fulfilling your roles and
responsibilities in the family and you were also able to engage in meaningful home-
based activities.

Let’s Try This


Suggested Time Allotment: 10 minutes
On a sheet of paper, draw a circle and write “My considerations in choosing my SHS
track & strand” like the one below. Around the circle, write your considerations in
choosing your SHS track and strand. Write as many as you can. A sample is
provided as your guide. Answer the processing questions after.

My
considerations in
choosing my
SHS track &
strand

Processing Questions:

1. Among your answers, what are the top most and the least considerations?
Why?
2. How do you want to act on these considerations?

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2
Let’s Explore This
Suggested Time Allotment: 15 minutes
Copy the table below on a sheet of paper. In the first column, enumerate
traits and potentials that you think you have. Check what track it would be most
relevant and related. It can happen that a certain trait or potential is relevant to all
tracks but choose only the closest track for that. Examples have been provided as
your guide.
My Traits & Academic Sports Track Arts & Design Tech-Voc
Potentials Track Track Track
I’m good at √
singing.
I do good in √
solving Math
problems.

Processing Questions:

1. What do you notice with your answers?


2. What track does have the most number of checks? the least number of checks?
3. Is the result reflective of your preference or desired track? Why or why not?

Keep in Mind
Suggested Time Allotment: 15 Minutes
Career Planning helps you understand the knowledge, competencies and skills in
preparing for your future path.

The following are self-help activities for career pathing. Come up with a well planned
career by taking a closer look at these actions.

• Developing self-awareness leads you to realize the career path that is


appropriate and relevant to you

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• Exploring your environment and the opportunities around helps factor
in the relevant skills, personal potentials and traits that you may want to
consider
• Managing transitions and major changes in life teaches us track our
appropriate career paths through the actions in dealing with such
changes and transitions

There are several factors that are considered important in choosing your SHS
Track and Strand. Some of these are the following:

• Belief in your abilities


• Interest
• Skills
• Abilities
• Financial Assistance
• Parents’ Support
• List of Schools offering each track and strand
• Environmental and other similar factors

Your awareness of your own traits and potentials plays an important role in
understanding the best career path for your own future. Your interests can be an
avenue for you to demonstrate the skills and competence needed in your planned
career.

Potentials and traits are helpful in choosing what SHS track and strand is
relevant and appropriate for you to take after Junior High School. There are four SHS
tracks to choose from:

• Academic,
• Technical-Vocational Livelihood,
• Arts and Design and
• Sports.

Under the Academic Track are:


• Science,Technology, Engineering and Mathematics (STEM)
• Accountancy,Business and Management (ABM)
• Humanities and Social Sciences (HUMMS)
• General Academic Strand (GAS)

Under the Technical-Vocational Livelihood Track are:


• Home Economics
• Information and Communications Technology
• Agri-Fishery Arts
• Industry Arts

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Under the Arts and Design Track are:
• Music
• Theater
• Visual Arts
• Media Arts
• Dance

Sports Track

Learners like you tend to become interested in an activity if you see yourself
competent in performing it and if you see the positive outcome. Interests are unlikely
to develop in activities in which you see yourself as not performing well and you most
likely expect negative outcomes. Interest may also flourish if you already possess the
talent and you have an enabling environment that can support to achieve positive
outcomes. This may not also develop if you are deprived of the chances to nurture
your efficiency and positive beliefs about yourself.

You Can Do It!


Suggested Time Allotment: 5 minutes
On a clean sheet of paper, list down three possible concerns/problems that you may
encounter in deciding for the track and strand that you are planning to take in SHS.
Then, below each concern or problem, write down the possible solution and the people
who can help with such.

What I Have Learned

Suggested Time Allotment: 10 minutes


Copy the table on a short bond paper. Write your answer in each column. An
example has been provided to guide you.
This is the track that This is where my This is what my These are the
I want traits and potentials parents/guardians tracks available in
lean to want for me my environment
Ex. Sports Academic Tech-Voc Academic
Sports

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Share Your Thoughts and Feelings
Suggested Time Allotment: 5 minutes
On a sheet of paper, write your answers to the following questions.

1. Are there any differences among your answers in “What I Have Learned”?
2. If none, does it help you in planning for your track and strand? Why?

If yes, how do you want to act on the issue? Explain your answer.

====================

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex


Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

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