Mapping of Required Skills to develop Among SHS Graduates

Expected Skills of SHS Graduates Expected Preparatory Skills of SHS Graduates who Exits to :

Higher Middle Level

In Context with the VUCA World Based on the SHS Program Learning Outcomes Entrep. Employment
Education Skill Dev’t.
Communication skills needed to get on and Communication (Communication) Produce all forms of texts based
& interpersonal work with other people, and and Technology on:
particularly to transfer and a. solid grounding on Philippine
receive messages either in experience and culture;
writing or verbally. b. An understanding of the self,
community and nation;
c. Application of critical and
creative thinking and doing
processes;
d. Competency in formulating
ideas/arguments logically,
scientifically, and creatively; and
/ / / /
e. Clear appreciation of one’s
responsibility as a citizen of a
multicultural Philippines and a
diverse world.
(Technology) Work comfortably with relevant
technologies and develop adaptations and
innovations for significant use in local and global
communities
(Communication & Technology) Communicate
with local and global communities with
proficiency orally, in writing, and through new
technologies of communication

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 Expected Skills of SHS Graduates Expected Preparatory Skills of SHS Graduates who Exits to :

Higher Middle Level

In Context with the VUCA World Based on the SHS Program Learning Outcomes Entrep. Employment
Education Skill Dev’t.
Decision-making skills required to understand Problem Solving Interact meaningfully in a social setting and
contribute to the fulfillment of individual and Problem-solvi
and problems, find solutions to Planning,
shared goals, respecting the fundamental ng &
problem-solving them, alone or with others, / Organizing, /
humanity of all persons and the diversity of Self-managem
and then take action to Initiative
groups and communities ent
address them.
Creative thinking the ability to think in different Thinking Systematically apply knowledge, understanding,
and critical and unusual ways about theory, and skills for the development of the self,
thinking problems, and find new local, and global communities using prior learning,
inquiry, and experimentation Creative
solutions, or generate new / / Creative thinking
Thinking
ideas, coupled with the ability
to assess information carefully
and understand its relevance.
Self-awareness Being key parts of emotional    
and empathy intelligence, describe
understanding yourself and Risk Taking
Research Teamwork Technical
being able to feel for other Leadership
people as if their experiences
were happening to you.
Assertiveness skills needed to stand up for    
and equanimity yourself and other people, and Risk-taking Problem-solving
Research Teamwork
(or self-control) remain calm even in the face leadership Technical
of considerable provocation.
Resilience and the ability to recover from     Problem-solvi
Problem-solvi Problem-solvi
ability to cope setbacks, and treat them as ng Problem-solving
ng ng
with problems opportunities to learn, or Self-managem Technical
Research Leadership
simply experiences. ent

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Template for Workshop 1 (Experiencing the Process of Determining and Addressing Students’ Learning Loss)

Most Essential Topics of What What questions Organize these

PERSONAL content-knowledge best assess the questions as the
Key Areas of Life Skills (WHO, 1999)
DEVELOPMENT must have been MET’s prerequisite subject’s
mastered by content-knowledge diagnostic test.
Communication Decision- Creative Self-aware Assertiveness Resilience students before to gauge the
& Interpersonal making & & ness & & Equanimity & Coping engaging into the readiness of a Provide answer
Relationship Problem- Critical Empathy with MET? student in key and score
solving Thinking Problems developing the life guide.
skill(s) aimed in
teaching the MET?
1. Knowing Oneself Defining the self Multiple Choice
Question
4 items

2. Developing the Knowing oneself Multiple Choice

Whole Person Question
3 items

3. Coping with Understanding Multiple Choice

Stress (Mental self-development Question
Health) 3 items

4. Powers of the Managing stress Identification.

Mind 3 items

5. Personal and Exploring the Identification.

Social structure and 3 items
Relationships purpose of the
brain

6. Family Building personal Identification.

Structures and and social 4 items
Legacies relationship skills
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 7. Persons and Establishing family Essay.
Careers values and beliefs 5 items

Template for Workshop 2 (Designing an Intradisciplinal Performance Task (that is reflective of the four exits of the K to 12 program in a VUCA world context to ensure
SHS students’ analytical capabilities and capacities in addressing problems of the future)

Expected Output:
INTRAdisicplinary Performance Task

SYMPOSIUM

Goal – The primary goal is to empower attendees with the knowledge and inspire them, about their chosen career paths to cultivate personal growth.
Role - The students will conduct a symposium in regard with the four exits. In this activity they will invite selected alumni as guest speakers in different careers.
Audience - In organizing this activity, the participation of SHS students specifically grade 12 students, teachers and administrators are needed, in collaboration with the guidance
office.
Situation – It was found out that the most of the students are still undecided or uncertain about their career path they will pursue after graduation. Most of them are lacking in
knowledge on the different field of career that match their skills and interests.
Product – Symposium about career pathways or career guidance for senior high school students.
Standard – The students will be assessed based on the following criteria: organization & time management, delivery & elocution, preparedness & filed questioning as well as
collaboration and originality.

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 3 2
Organization & Students present information in logicalinteresting sequence which audience can Students present information in mostly logical
Time  follow; students maintain the allotted time. students nearly maintain the allotted time.
Management

Delivery & Students appropriately  maintain eye contact with  audience, seldom returning to notes;  Students maintain eye contact with audience m

Elocution students are natural,  relaxed, yet well-prepared  and professional; students to notes; student is somewhat natural in using
use a clear voice and  correct precise  pronunciation of terms so  that all audience  pronunciation.
members can hear  presentation.

Preparedness All aspects of the presentation are well prepared. Students were able to field questions with ex Most aspects of the presentation were well pr

&  Fielding planations and elaboration regarding the topic (within the scope of their research.  Students were able to field some questions we
Questions
Collaboration Students engage the audience in the subject with originality, creativity, Students mostly engage the audience in the su
and  and intuition; students appear in synch with the panel, well‐prepared, and balanced in a and intuition; students appear mostly in
Originality collaborative effort. synch with the panel, prepared and balanced i

Transfer Goal Students can gain valuable insights and learning in personal development that What skills to champion in List of Skills to
What in the long run can positively impact their lives and career paths, most especially in the VUCA teaching the subject are champion in teaching
after SHS can students World. We have important transfer goals in order to emphasize the learning of measured (?)… the subject
do on their own with the students after senior high school. Students will have a deeper 1. Communication & 1. Communication &
what they learned?” understanding of themselves, their interests, values, strengths, and weaknesses. Interpersonal Interpersonal
They will explore various career options and reflected on which paths align best Relationship Relationship
with their unique qualities and aspirations; express their social skills, they can 2. Decision-making & 2. Decision-making
also show their anticipation through self-reflection. Most importantly, the Problem-solving &
students can set their clear and well-defined career goals. In one essence, they Problem-solving
3. Self-awareness &
will have a clearer vision of the paths they want to reach their goals. Learning Empathy 3. Self-awareness &
from the success stories and experiences of professionals in different careers Empathy
4. Assertiveness &
can be highly motivating. Equanimity

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 4. Assertiveness &
Equanimity
Performance Scenario A certain private Senior High School in Batangas City conducted a survey on career … when a student after List of Preparatory
among their Grade 11 and 12 students to identify and assess their needs in relation to graduating in the SHS: Skills of the 4Exits of
What real life situation career. Based on the result, it was found out that most students are still undecided or
the K to 12 Program
can students put unsure of the career path they will pursue after graduation. Most of them lack the
themselves in where knowledge on the different field of career that match their skills and interests. To ⮚ proceeds to college?
they can perform the address the uncertainty and add purpose to the students’ experience and career
transfer goal?” exploration, a career symposium will be conducted.
The career symposium will highlight and showcase different fields of career and the Communication,
world of work. The purpose of conducting this symposium is to provide the students - Students can Thinking,
with information, tools and support they need to make informed decisions about their choose Problem-solving,
future career and prepare for the job market. This will also help them explore various appropriate Research,
career, educational, and training options available for them. course that suit Decision-making
their
personalities.

⮚ puts up own
business? Communication,
Creative Thinking
- Students can be Problem-solving,
inspired to take Risk-taking Leadership,
risk and put up Research
their own
business

⮚ is employed in any Communication

institution? Planning, Organizing,
and Initiative
- Students can Problem-solving &
have the Self-mgt., Learning,
first-hand Teamwork

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 information
about the world
of work

⮚ proceeds to Communication,
Creative Thinking,
technical-vocational
Problem-solving,
programs?
Technical, Risk-taking
- Students may
opt to take
vocational
program to show
their technical
and vocational
skills

Commonalities of “Champion Skills” of SHS Core Subjects

SKILLS from the 6 KEY AREAS OF LIFE SKILLS (WHO, 1999)that are to CHAMPION in Teaching the SHS Core Subject
(the teaching of ALL METs aims to develop the skills among SHS Learners)
Core Subject Communication &
Decision-making & Creative & Critical Self-awareness & Assertiveness & Resilience & Coping
Interpersonal
Problem-solving Thinking Empathy Equanimity with Problems
Relationship

Earth Science / / /

Life Science / / /

English (Reading & Writing) / / / / /

English (Oral Com) / / /

Filipino (Pagbasa at Pagsusuri ng Iba’t

/ /
ibang Teksto tungo sa Pananaliksik)

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 Filipino (Komunikasyon at Pananaliksik
/ / / /
sa Wika at Kulturang Pilipino)

General Mathematics / / /

Media Information Literacy / /

Personal Development / / / /

Philosophy / / /

Physical Science / / /

P.E. /

Statistics & Probability / / /

21st Century Literature / / /

UCSP / / / /

Templates for Workshop 3 (Translating an Intradisciplinal Performance Task into Multi- and Inter- disciplinal Performance Tasks

MULTIdisciplinal Performance Task

SYMPOSIUM

Goal - The primary goal of the symposium on different careers, concerning personal development, is to empower attendees with the knowledge, skills, and inspiration
they need to make informed decisions about their career paths and cultivate personal growth.
Role – The SHS students plan to conduct a Symposium in regard with the four exits. This activity invites selected alumni as guest speakers in different careers.
Audience – In organizing this activity, you need the participation of SHS students, teachers and administrators, in collaboration with the Guidance Office.
Situation – by thinking a concrete plan, the activity implementing with a various career pathways, experiences, stories and realization about their chosen career.
Product – with the realm of the VUCA world, the activity provides a decision making and critical thinking to choose certain careers which align to their field, interest and
expertise.
Standard – This activity must meet the following standard for the success.
Rubrics
ORAL Com (delivery, clarity of speaking) 40%
PE (Talents, Choreography, Creativity) 30%
Reading and Writing (Clear content, concise, Journalistic writing) 30%

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 Students can gain valuable insights and learning in personal development that can positively impact their lives
and career paths, most especially in the VUCA World. We have important transfer goals in order to emphasize
the learning of the students after senior high school. Students will have a deeper understanding of
themselves, their interests, values, strengths, and weaknesses. They will explore various career options and
Transfer Goal is the same with that of reflected on which paths align best with their unique qualities and aspirations; express their social skills, they
the INTRAdisciplinal Performance Task can also show their anticipation through self-reflection. Most importantly, the students can set their clear and
well-defined career goals. In one essence, they will have a clearer vision of the paths they want to reach their
goals. Learning from the success stories and experiences of professionals in different careers can be highly
motivating.

In the realm of VUCA World where the SHS Students is faced with the challenges and crisis of growing into the
adulthood and finding their own place. The SHS students is expected to demonstrate those champion skills
such as communication and interpersonal relationship; decision making and problem solving; self-awareness
and empathy; and assertiveness and equanimity.
As we dwell into the Multi-disciplinal Performance Task, we have 3 disciplines to integrate in Personal
development: Oral Communication, Reading and Writing, and Physical Education. This activity illustrates and
portrays communication skills to effectively engage to the audience, facilitate discussion, and ensure the
Performance scenario maintains the
smooth flow of the activity, confidence and effective hosting. In the part of intermission dance number, this
inclusion of the 4 exits of the K to12
provides also the choreography, expression and emotion, versatility, stage presence, and creativity. And lastly,
Program but MUST be analyzed and
for publication journalism, after the symposium, selected students will assigned to do a write up and cover the
solved in 3 or more lenses (i.e., using the
activity, the skills demonstrated are the journalistic writing, editing and proof reading, clarity in the content of
theories, concepts, and methods of each
the writing, and do a research.
discipline)
Oral Communication
Reading and Writing
Physical Education

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INTERdisciplinal Performance Task
SYMPOSIUM

Goal - The primary goal of the Symposium on Different Careers, concerning personal development, is to empower attendees with the knowledge, skills, and inspiration
they need to make informed decisions about their career paths and cultivate personal growth.
Role – The SHS students plan to conduct a Symposium in regard with the four exits. This activity invites selected alumni as guest speakers in different careers.
Audience – In organizing this activity, you need the participation of SHS students, teachers and administrators, in collaboration with the Guidance Office.
Situation – by thinking a concrete plan, the activity implementing with a various career pathways, experiences, stories and realization about their chosen career.
Product – with the realm of the VUCA world, the activity provides champion skills to choose certain careers which align to their field, interest and expertise.
Standard – This activity must meet the following standard for the success.

Rubrics
Self-Awareness
Communication
Critical Thinking
Problem Solving
Skills Creativity
Innovative Skills
Life Skills

Students can gain valuable insights and learning in personal development that can positively impact their lives
Transfer Goal is the same with that of
and career paths, most especially in the VUCA World. We have important transfer goals in order to emphasize
the INTRAdisciplinal Performance Task
the learning of the students after senior high school. Students will have a deeper understanding of themselves,
their interests, values, strengths, and weaknesses. They will explore various career options and reflected on
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 which paths align best with their unique qualities and aspirations; express their social skills, they can also show
their anticipation through self-reflection. Most importantly, the students can set their clear and well-defined
career goals. In one essence, they will have a clearer vision of the paths they want to reach their goals. Learning
from the success stories and experiences of professionals in different careers can be highly motivating.

In the realm of VUCA World where the SHS Students is faced with the challenges and crisis of growing into the
adulthood and finding their own place. The SHS students is expected to demonstrate these champion skills such
as communication and interpersonal relationship; decision making and problem solving; self-awareness and
empathy; and assertiveness and equanimity.

As we delve into the process/application of the Multidisciplinal Performance Task, we have 3 disciplines to
integrate in Personal development: Oral Communication, Reading and Writing, and Physical Education. This
activity illustrates and portrays communication skills to effectively engage to the audience, facilitate discussion,
and ensure the smooth flow of the activity, confidence and effective hosting. Before the activity, the assigned
SHS students prepares for the hosting and facilitating the Symposium. The oral communication teacher
practices the assigned SHS students to correct and improve executing the role or public hosting. Then a day
Performance scenario maintains the before the activity, the program committee have their dry run practice.
inclusion of the 4 exits of the K to12
Program but MUST be analyzed and In the part of intermission dance number, this provides also the choreography, expression and emotion,
solved in 3 or more lenses (i.e., using versatility, stage presence, and creativity.
the theories, concepts, and methods of
each discipline) And lastly, for publication journalism, after the symposium, selected students will assigned to do a write up and
cover the activity, the skills demonstrated are the journalistic writing, editing and proof reading, clarity in the
content of the writing, and do a research.

As we conclude and emphasize the process and application of the activity, concerning personal development,
this provides empowers attendees with the knowledge, skills, and inspiration they need to make informed
decisions about their career paths and cultivate personal growth. This highlights and reflective to the one of the
four exits, Employment. As part of the stakeholders of the institution and academe, selected alumni as guest
speakers in different careers are the resource speakers to share their various career pathways, experiences,
stories and realization about their chosen career. With this, the activity provides champion skills to choose
certain careers which align to their field, interest and expertise.

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Template for the Cross-core subjects Workshop

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MULTI-INTERdisciplinal Performance Task

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Transfer Goal is the same with that of the

INTRAdisciplinal Performance Task

Performance scenario maintains the

inclusion of the 4 exits of the K to12
Program but MUST be analyzed and solved
in 3 or more lenses (i.e., using the theories,
concepts, and methods of each discipline)
and by utilizing the methods of different
disciplines

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