Facilitator’s Guide
Landas Toolkit This toolkit intends to provide accessible and equitable career guidance for learners in grades 9 to 12, including those in Special Needs Education (SNED), Alternative Learning System (ALS), MADRASAH Education, and Indigenous Peoples Education (IPEd). The Department of Education (DepEd), in partnership with the Filipinas Copyright Licensing Society, Inc. (FILCOLS), ensures compliance with Republic Act No. 8047 by developing and licensing learning materials for public schools. FILCOLS, as the government-accredited collective management organization for the text and image sector, administers, licenses, and enforces reproduction rights on behalf of authors, publishers, and other right holders. Under a non-exclusive license agreement, FILCOLS secures permissions for DepEd to reuse copyrighted works in the creation of educational resources, subject to a token fee. This collaboration is particularly vital when textbooks are damaged or destroyed due to calamities, ensuring that learners continue to have access to necessary learning materials. Only institutions and entities with agreements with FILCOLS are authorized to reproduce these materials. Unauthorized parties must obtain direct permission from the respective copyright holders. For more information, visit www.filcols.org or email filcols@gmail.com. No part of this material, including its original and borrowed contents, may be reproduced in any form without written permission from the Department of Education. Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or send an email to blr.od@deped.gov.ph. Published by the Department of Education Secretary: Sonny M. Angara Undersecretary: Carmela C. Oracion Department of Education – Bureau of Learning Resources (DepEd- BLR) Office Address: Ground Floor, Bonifacio Building, DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (02) 8634-1054; 8634-1072; 8631-4985 Email Address: blr.lrqad@deped.gov.ph; blr.lrpd@deped.gov.ph
Facilitator’s GuideRepublic of the Philippines DEPARTMENT OF EDUCATION
Acknowledgements The success of the LANDAS Toolkit development and all related activities would not have been possible without the invaluable support, commitment, and collaboration of our dedicated partners and team members. Steering Committee We extend our heartfelt gratitude to the LANDAS Toolkit Steering Committee, headed by the Office of the Secretary (OSEC), Governance and Operations Strand, Learning Systems (LS) Strand, and the Strategic and Management (StratMa), for their unwavering guidance, leadership, and strategic direction throughout the entire process. The collective expertise and commitment of all the people of these offices have been instrumental in ensuring that the initiative remains aligned with its vision of empowering learners and educators alike.Georgina H. YangAssistant Secretary for OperationsOASOPSDr. Miguel Angelo S. MantaringDirector IVBLSSVernice D. QuintanaDirector IIIPEODr. Gina Lopez CruzSenior Education Program Specialist, OIC - ChiefBLSS - YFDJemalyn Beatriz V. AcevedaProject Development Officer Il, OIC - Assistant ChiefBLSS - YFDClarence S. CantonGuidance Service Specialist IlBLSS - YFDClare Michelle I. PaclibarProject Development Officer IlBLSS - YFDMaria Miyuki AcostaTechnical Assistant IIBLSS - YFDRhonabelle DizonTechnical Assistant IIBLSS - YFDDivina D. DavidProject Development Officer IIIPEORudy T. Clariño Jr.Executive Assistant IIOASOPSJohn Riz SevllaTechnical Assistant IOASOPSChrisha Kate D. DimapilisTechnical Assistant IIIOSECKevin Karl P. SantosDirector IVBEACarina AquinoEducation Program Specialist IIBEAAngel LacernaEducation Program Specialist IIBEAOffice of the Secretary (OSEC)Governance and Operations StrandLearning Systems (LS) StrandStrategic Management StrandCarmela C. OracionAssistant Secretary, (OIC) OULSOULSGerson Marvin M. AbesamisDirector IVBLDDr. Marilette R. AlmaydaDirector IVBAEAtty. Suzette T. Gannaban-Medina(OIC)-Director IVBLRMa. Guia M. Del Valle- RamosoDirector IIIBCDIsabel A. VictorinoChief Education Program SpecialistBCDRosalie E. BongonChief Education Program SpecialistBLD-SIDJona Kristen M. ValdezSupervising Education Program SpecialistBCDVenus Dis-AguenSenior Education Program SpecialistBCDRodolfo C. BruanSenior Education Program SpecialistBCDKelvin L. TolentinoSenior Education Program SpecialistBLRMichelle C. BautistaSenior Education Program SpecialistBAECarmencita AguasSenior Education Program SpecialistBLD - TLDBravanti FranciaSenior Education Program SpecialistBLD - SIDErlinda LevaSupervising Education Program SpecialistBLD - SIDNicole ReyesTechnical Assistant IllBLD - IUCamille De LunaTechnical Assistant IlBLD - IUVina Marie AurellanoTechnical Assistant IBAEDexter A. GalbanAssistant Secretary for Strategic ManagementOASMMaria Queenie Caspe-EFO
Development Team Our deepest appreciation also goes to the Development Team, special mention to the technical working group of BLSS-Youth Formation Division, Bureau of Curriculum Development (BCD), Bureau of Learning Resources (BLR), Bureau of Learning Delivery (BLD) and OSEC, whose hard work, creativity, and technical expertise brought the toolkit to life. Your dedication to producing quality, learner-centered materials is truly commendable. Resource Persons We likewise acknowledge the contributions of our Resource Persons, namely, Dr. Marie Grace A. Gomez, Ph.D., LPT, RGC, Mr. Kevin De Guia, and Jeanrick D. Nunez, who generously shared their knowledge and insights that enriched the content and design of the toolkit. Your valuable inputs have ensured that the materials are both practical and responsive to the needs of our learners and teachers. The Co-Designers We extend our heartfelt thanks to the entire Region 3 team, led by Regional Director Ronnie S. Mallari, Ph.D., CESO V; Dr. Ghinno Jhep A. Pacquing, Regional Youth Formation Coordinator; Ma. Joseph Patrick Enriquez, RGC, Regional Senior Education Program Specialist; the co- designers and writers; the select schools involved in Prototype Testing 1 and 2; school heads, teachers, learners; and all stakeholders. Your active participation, thoughtful feedback, and collaborative spirit throughout the co-development design (1 and 2), validation, and finalization phases have been instrumental. The diverse perspectives and insights you brought from the field have significantly shaped a toolkit that is inclusive, relevant, and firmly rooted in authentic learning experiences. Together, your collective efforts made the LANDAS Toolkit initiative a meaningful and impactful endeavor.
Table of Contents Introduction to Landas What is Landas? 1 What are the skills in Landas? 1 What are the tools inside Landas? 2 What is the role of the facilitator? 3 When, where, and how should Landas be used? 4 How to facilitate a session? 5 Suggested Accommodations and Modifications for Diverse Learners 7 Landas Stakeholders 9 Session Guides Tanaw: Imagining Multiple Futures 10 Sulyap: Exploring Opportunities and Trends 14 Taya: Making Decisions in Uncertainty 18 Plano: Planning with Purpose and Intention 26 Yakap: Embracing Change 32 Annexes Annex A: STEP-UP 38 Annex B: Life Scenarios 39 References 40
What is Landas?What are the skills in Landas?Tanaw: Imagining Multiple Futures Learners can imagine and analyze different possible futures instead of a single fixed path.Sulyap: Exploring Opportunities and Trends Learners can stay curious, recognize trends, discover technologies, explore emerging opportunities, and take proactive steps towards their futures.Taya: Making Decisions in Uncertainty Learners demonstrate how to assess options and make informed decisions without knowing all the answers.Plano: Planning with Purpose and Intention Learners align their future plans with their personal values and goals by integrating prior lessons into a flexible and actionable roadmap for their future.Yakap: Embracing Change Learners develop a mindset of learning from setbacks and adjusting to change.Landas (Filipino for "pathway") is a career guidance toolkit designed to help Grade 9-12 learners make informed career decisions. As an additional resource for career guidance, Landas is centered around helping learners explore career options, educational tracks, and future opportunities through the 5 futures thinking skills.1
Tanaw: Imagining Multiple Futures1.Tanaw Zine (Learner’s Worksheet) 2.Tanaw Conversation CardsSulyap: Exploring Opportunities and Trends1.Sulyap Zine (Learner’s Worksheet) 2.Sulyap Conversation CardsTaya: Making Decisions in Uncertainty1.Taya Zine (Learner’s Worksheet) 2.Taya Conversation Cards 3.Taya’s Ito ang Mahalaga sa Akin! 4.Taya’s Choices CardsPlano: Planning with Purpose and Intention1.Plano Zine (Learner’s Worksheet) 2.Plano Conversation Cards 3.Plano Card Worksheet 4.Employed/Entrep Worksheet 5.Strengthened Senior HIgh School (SHS) Course CatalogYakap: Adapting with Change1.Yakap Zine (Learner’s Worksheet) 2.Yakap Conversation Cards 3.Yakap CubeWhat are the tools inside Landas?Whether used in facilitated sessions or independently, all Landas tools are designed to work on their own or together, supporting meaningful reflection and discovery in any setting.For independent use, refer to the User Guide per tool. This helps learners explore the toolkit at their own pace—even without a session.2
FacilitatorFor whom is this Guide? This facilitator’s guide is designed for those who facilitate career guidance activities using the Landas Toolkit — School Counselors, School Counselor Associates, Career Advocates, Homeroom Guidance Teachers, and Classroom Advisers. What is the role of the facilitator? A facilitator creates safe and respectful spaces where learners can share their dreams, ideas, and challenges with trust and openness. Facilitators are encouraged to challenge gently. The goal is to spark curiosity and reflection without causing discomfort or discouragement. Active listening is central to the role. The facilitator focuses on the learner’s voice while holding them accountable for their thoughts and actions. Support involves not only empathy but also discernment—at times requiring correction, clarification, or reflective questioning to deepen understanding. The facilitator’s role is to guide, not to decide for learners. Finally, facilitators serve as connectors to further support. While they may not always have all the answers, they should be prepared to refer learners to reliable sources of information and assistance that can guide them in their next steps.3
When should Landas be used?While the Landas Toolkit can be used from Grades 9–12, it is best introduced in Grade 9 to support the ongoing process of career reflection and self-discovery. It may be used throughout the school year, with learners’ responses evolving as they grow and refine their futures thinking skills.Whole-Class Sessions – introduce futures thinking skills and conduct shared reflections Small-Group Sessions – peer discussions and collaborative exploration One-on-One Sessions – personalized guidance or follow-up counselingSession formats for the facilitators:Facilitators have the flexibility to use Landas in various contexts and formats, depending on the setup, time, and learners’ needs.Facilitators may use any tool on any sequence that fits the learners’ needs. Learners are likewise encouraged to explore the toolkit independently.NoteContexts where the toolkit can be used: Homeroom periods – led by the Homeroom Guidance Teacher or Adviser Career guidance sessions – led by the School Counselor, School Counselor Associate, Career Advocate or designated focal person Peer organization activities – through learner government or clubs Independent Use – for learners’ personal useWhere and How to use Landas?4
III. Session Proper This is the main part of the session, which includes: 1.Warm-Up – This activity sets the mood and connects learners to the theme. 2.Activity: Learner’s Worksheet (Zine) – The core activity of each session. The facilitator will guide learners through the sections of the Zine, panel by panel, then unfold it to reveal one full page for their worksheet/activity 3.Processing Questions – Questions that help learners make sense of their insights and connect to their goals/choices. 4.Closing Activity – An activity that reinforces key takeaways and encourages learners to carry insights beyond the session. IV. Homework / Conversation Cards Some sessions end with a homework task, which may involve finishing the Zine or answering a Conversation Card. (See the User Guide for details on using these cards.) The Facilitation Guide for each skill in the Landas Toolkit are designed to help facilitators lead meaningful, reflective, and engaging career guidance sessions. I. Session Objectives This section outlines the session's objectives and the key skills that learners will develop. II. Materials Needed Lists all the materials needed—such as the learner’s worksheet (Zine), cards, and other resources. Sessions may be completed in one sitting or spread out over multiple meetings. Please refer to the suggested time allotment. Note How to facilitate a session? V. Other Resources This section includes additional tools or materials that can support or enrich the session.5
Session Proper Suggested Time AllotmentImplementation Tips1.Establish Safe Spaces Set clear ground rules (e.g., respect, no judgment, confidentiality) Let learners share only what they are comfortable with Intervene gently if discussions become harmful or disrespectful Remind learners that Landas is a supportive space, not a test2. Establish an Inclusive Environment Use simple, neutral, and respectful language Offer different ways to participate (writing, speaking, or drawing) Respect diverse cultures, families, and aspiration Ensure all activities are accessible to every learnerThe facilitator may go less or beyond the suggested time allotment.TanawSulyapTayaPlanoYakapWarm-Up15 mins15 mins20 mins15 mins20 minsActivity: Learner’s Worksheet (Zine)30 mins30 mins50 mins50 mins50 minsProcessing Questions20 mins20 mins20 mins20 mins20 minsClosing Activity10 mins10 mins10 mins10 mins10 minsTotal Time1 hr and 15 mins1 hr and 15 mins1 hr and 40 mins1 hr and 35 mins1 hr and 40 mins6
Suggested Accommodations and Modifications for Diverse Learners Accommodations and modifications are inclusive learning strategies that ensure that all learners, regardless of ability, disabilities, background, or learning context, can access, participate, and succeed in educational activities by adjusting how learning is delivered (accommodations) or what learners are expected to do (modifications).Accommodations: Use visual aids, audio narration, or role-playing for students who have cognitive or sensory difficulties and disabilities. Provide translated zines and simplified worksheets for SNED, IP and MADRASAH students. Allow verbal responses or drawings instead of writing for students who struggle with motor or literacy skills. Tanaw: Imagining Multiple FuturesModifications: Reduce the amount of career options available to learners with processing difficulties. Use community-based careers (such as farmer, craftsman, and healer) for IP students. Integrate religious-based jobs (e.g., imam, halal food entrepreneur) for MADRASAH students. Sulyap: Exploring Opportunities and TrendsAccommodations: Use interactive games with visual cues and movement to engage kinesthetic learners. Provide audio versions of trends and translated materials. Use peer support for students who are having difficulty managing individual activities.Modifications: Focus on local trends and community needs for ALS and IP students. Highlight faith-compatible careers and community service opportunities for MADRASAH students.7
Accommodations: Use structured decision maps with visual prompts. Allow oral sharing gestures or symbol-based workbooks for students who have communication difficulties to ensure meaningful participation. Allow extra time and guided contemplation for students with developmental delays. Taya: Making Decisions in Uncertainty Modifications: Use real-life scenarios from learners' experiences (for example, deciding between farming and relocation). Provide fewer options with clearer advantages and disadvantages for learners with cognitive difficulties. Integrate value-based decision- making for MADRASAH and IP students. Plano: Planning with Purpose and IntentionAccommodations: Utilize color-coded career maps, audio instructions, and assistive technology devices. Offer translated planning tools and low-tech worksheets. Allow for flexible formats (e.g., drawing, storytelling) for conveying plans.Modifications: For ALS students who have had their education discontinued, set short-term goals. Use community mentors or family-based planning for IP students. Integrate faith and service aims for MADRASAH students. Yakap: Adapting with ChangeAccommodations: Use Dice games, story telling, and visual prompts to explore change. Provide safe spaces for expressing feelings and private reflection. Use conversation cards in simplified or translated versions.Modifications: Focus on personal and community-level reforms for IP and ALS students. Use faith-based coping strategies with MADRASAH students. For learners who have emotional or cognitive issues, limit the number of scenarios and focus on one change at a time.8
Parents/Other Significant Adults offer encouragement, guidance, and real-life insights that help learners connect their home and community experiences with their aspirations. They support by engaging in open, meaningful conversations.Landas StakeholdersLearners take the lead by bringing curiosity, questions, and reflections into each activity. Their active participation makes the process meaningful and builds habits for informed life and career choices.Teachers, School Counselors, School Counselor Associates, Career Advocates facilitate Landas sessions through reflective, learner-centered activities. They link academic learning with self-discovery, promote collaboration and openness, and ensure that all learners receive meaningful guidance.School Heads, as instructional leaders, ensure the effective use of the Landas Toolkit by fostering a supportive environment and providing technical assistance in its implementation.Zine Reflection + Processing QuestionsC o n c r e t e E x p e r i e nceRefl e c t i v e O b s e r v a t i o nA b s t r a c t C o n c e p t u a l i z a t i o nA c t i v e E x p e r i m e n t a t i o nKolb’s Experiential Learning CycleWarm-Up + Zine ActivityClosing ActivityHomework / Conversation CardsAdditional Reference for the Session GuidesEach Landas session can be grounded in Kolb’s Experiential Learning Cycle, where knowledge is created through reflective experience. By guiding the learners through the 4-stage process, the facilitators can help them connect their personal insights to real-world decisions.Reference: Kolb, D. A. (1984). Experiential learning : experience as the source of learning and development. Prentice-Hall. https://www.torontomu.ca/experiential- learning/faculty-staff/kolbs-el-cycle/9
Tanaw: Imagining Multiple FuturesWhat’s Inside?Learners can imagine and analyze different possible futures instead of a single fixed path. Many learners feel pressure to choose the "right" career or College path, but futures are fluid and evolving, being open to multiple futures reduces stress and increases adaptability.Tool 1B: Tanaw Conversation CardsThere are 10 Conversation Cards—7 with general questions and 3 starred ( ★ ) cards recommended for use with a facilitator. Each card includes prompts to spark meaningful conversations on career exploration and decision-making.Tool 1A: Tanaw ZineEach zine is folded like a booklet, with content spread across the pages inside. When unfolded, the back side reveals a full-page activity worksheet for learners to complete.10
2. Activity (Zine)Cover Page Introduce “Ning” as the character who will guide the learners in understanding multiple futures. Explain that the title of Imagining Multiple Futures is one of the five skills of the Landas Career Guidance Toolkit.Step 1: Introducing the ZineI. Session Objectives At the end of the session, learners will be able to: explore multiple career possibilities across different fields; explain factors affecting career choices; and reflect on possible actions to address challenges in choosing a career.III. Session Proper 1. Warm Up: Career Charades!Encourage learners who were unable to join the activity due to difficulty in imagining their future career or other reasons to share their thoughts and ideas about the activity.NoteInvite the learners to stand and gently close their eyes.II. Materials Needed Tanaw Learner’s Worksheet (Zine) Tanaw Conversation CardsTanaw: Imagining Multiple FuturesEncourage them to imagine the career they aspire to pursue in the future. Tell them to act-out, express through movement, or make actions that reflect their imagined career. Once they've finished acting, ask them open their eyes, and find a partner to guess their imagined career by acting it out again. Ask for volunteers to share their experience.Tanaw Imagining Multiple Futures11
Tanaw Imagining Multiple FuturesPanel 1: “Alam mo ba?”Upon opening the zine, explain that there are multiple careers that they can explore by giving examples that are common in your locality/region or familiar to the learners to understand the concept of multiple careers. It is essential to be mindful and decisive in choosing their future career.Explain that learners can also choose multiple careers from different fields, such as: teacher, online seller, and beauty queen farmer, vlogger, and landscape artist medical representative, virtual assistant, graphic artist, broadcaster, and an Olympian. These examples can be contextualized by the facilitator.Panel 2: My Career FrameworkPanel 3: Checklist & Reflection“Tsek-list!”: Explain that these are the objectives of the session, which aim to help them imagine multiple futures. Reflection Space: Ask learners to read and think about the question first, but hold their answers until after the main activity. They may write in the space provided or on a separate sheet.Open the Zine, and then ask learners to do the following: 1.Add color and design to the figure below and write your name. 2.At the end of each path, write the careers you dream of pursuing in the future.Step 2: Answering “My Dream Career Paths”12
Introduce the idea that the future is not fixed – it has multiple possibilities. After completing the activity, remind the learners that they are not limited to three career choices. As they go through life, they might discover new interests as well as new career choices.Note4. Closing Activity Ask the learners to answer the question or go back to their answers to the questions in the panels of Tanaw Learner’s Worksheet (Zine).IV. Homework Ask the learners to start a small conversation in relation to career with their parents/guardian/significant adult/peer using the questions in the Conversation Cards.3. Processing Questions Ask the learners the following questions: a. How were you able to arrive at your chosen future careers? Suggested Closing Statement for the Facilitator: Our answers remind us that there’s more than one path to our dreams—and each choice we make helps us imagine new possibilities. b. What factors did you consider in choosing your future careers? Suggested Closing Statement for the Facilitator: The things we value and care about shape how we see our futures, helping us explore different directions that fit who we are. c. What actions are you going to take in addressing key challenges in choosing your future careers? Suggested Closing Statement for the Facilitator: When we take small, intentional steps, we open more doors and keep moving forward toward the many futures we can create.Watch out for the learners’ input that reflects: difficulty in imagining multiple possibilities in choosing a career; pressure on a particular career choice as influenced by other people; uncertain about their career choices; and in need of career counseling. (These learners may be endorsed for career counseling.)Note13Tanaw Imagining Multiple Futures
Sulyap: Exploring Opportunities and Trends Learners can stay curious, recognize trends, discover technologies, explore emerging opportunities, and take proactive steps towards their futures. Many jobs of the future don’t exist yet and career paths are no longer linear. Being curious and adaptable helps learners discover new opportunities. What’s Inside? Tool 2B: Sulyap Conversation Cards There are 10 Conversation Cards—7 with general questions and 3 starred (★) cards recommended for use with a facilitator. Each card includes prompts to spark meaningful conversations on career exploration and decision-making. Tool 2A: Sulyap Zine Each zine is folded like a booklet, with content spread across the pages inside. When unfolded, the back side reveals a full-page activity worksheet for learners to complete.14
Sulyap Exploring Opportunities and TrendsIII. Session Proper 1. Warm-Up: Career Trends Quiz Game The facilitator will read-aloud or show the question with 4 letter options (a, b, c, and d). The learners will line up or group themselves based on what their guess/answer is.I. Session Objectives At the end of the session, learners will be able to: recognize career trends and emerging opportunities in the community, national and global; explore new discoveries from relevant learning resources in discovering new opportunities and trends; and gather information about emerging opportunities and trends.Sulyap: Exploring Opportunities and TrendsII. Materials Needed Sulyap Learner’s Worksheet (Zine) Sulyap Conversation CardsSuggested questions, choices, and answer. 1. Ano ang ibig sabihin ng DOLE? a. Department of Learning and Education b. Department of Labor and Employment c. Development of Local Enterprises d. Division of Labor and Economics Correct Ans.: b. Department of Labor and Employment 2. Ano ang ibig sabihin PESO? a. Public Employment Service Office b. Philippine Education and Skills Organization c. Provincial Employment Skills Office d. Program for Emerging Student Occupations Correct Ans.: a. Public Employment Service Office3. Kung may bagong trend sa trabaho gaya ng “green jobs,” ano kaya ang ibig sabihin nito? a.trabahong kailangan magsuot ng “green” na uniform b.trabahong sa green- painted na opisina c.trabahong may kinalaman sa “green” na traffic light d.trabahong related sa kalikasan at sustainability Correct Ans.: d. trabahong related sa kalikasan at sustainabilityNoteFor the Warm-Up Activity, the facilitator may modify/add/rem ove the questions and choices as needed.15
Sulyap Exploring Opportunities and Trends2. Activity (Zine)Step 1: Introducing the ZineCover Page Introduce “Ning” as the character who will guide the learners in exploring opportunities and trends. Explain that the title of Exploring Opportunities and Trends is one of the five skills of the Landas Career Guidance Toolkit.Panel 1: “Alam mo ba?” Explain to the learners that in this panel, they will be able to understand opportunities and trends. You may consider explaining the intention of the Sulyap: Exploring Opportunities and Trends Skills in relation to career exploration.Panel 2: “Tara, Sulyap Tayo!” In this panel, introduce platforms learners can use to explore career opportunities and trends. You may also add local or other relevant sources. Let them browse these, then invite volunteers to share their insights with the group.Panel 3: Checklist and Reflection Explain that these are the possible lessons that they will gain from using the Zine. Guide them as they mark check in the items indicated. Then, ask learners to read and think about the question. Tell them that they may write their answers in the space provided or on a separate sheet.16
4. Closing Activity Ask the learners to answer the question or go back to their answers to the questions in the panels of Sulyap Learner’s Worksheet (Zine).3. Processing Questions Ask the learners the following questions: a. How do the activities help you explore different opportunities and trends? Suggested Closing Statement for the Facilitator: Our answers remind us that there’s more than one path to our dreams—and each choice we make helps us imagine new possibilities. b. What have you discovered from the relevant resources you looked into? Suggested Closing Statement for the Facilitator: What you’ve discovered from these resources can help you make informed decisions about your career. Keep exploring and seeking out other resources to expand your knowledge.Open the Zine, and then ask learners to do the following: 1. Write three careers you want to learn more about.Step 2: Answering “Ating Sulyapan”IV. Homework Ask them to start a small conversation in relation to career with their parents/ guardian/significant adult/peer using the questions in the Conversation Cards.Watch out for the learners’ input that reflects: difficulty in accessing career-related information; misalignment of chosen career with the trend; and/or uncertainty regarding career choices and difficulty in identifying career options.Note2. Fill the table using information from various sources such as the school library, DOLE/PESO field office, local news or media, websites, and others.c. How does your desired career path align with the trend and available opportunities and how do you feel about it? Suggested Closing Statement for the Facilitator: Aligning your career with trends is not just about following what is in demand, it is also about imparting lasting impact to our nation.17Sulyap Exploring Opportunities and Trends
Taya: Making Decisions in UncertaintyLearners demonstrate how to assess options and make informed decisions without knowing all the answers. Learners will need to make decisions on career, college, life paths, without having all answers. Knowing how to assess risks, values, and trade-offs (pros-cons) builds confidence in decision-making.What’s Inside?Tool 3A: Taya ZineEach zine is folded like a booklet, with content spread across the pages inside. When unfolded, the back side reveals a full-page activity worksheet for learners to complete.Tool 3B: Taya Conversation CardsThere are 10 Conversation Cards—7 with general questions and 3 starred ( ★ ) cards recommended for use with a facilitator. Each card includes prompts to spark meaningful conversations on career exploration and decision-making.Tool 3D: Taya’s Choices CardsLearners move to areas based on given options, reveal outcomes on their cards, and make next choices. The activity ends with a discussion on what they would choose on a blank card, promoting reflection on decisions and consequences.Tool 3C: Taya’s Additional WorksheetLearners color the values or strengths that represent them. They can choose as many as they like and should answer honestly to better understand themselves.18
Taya Making Decisions in UncertaintyLandas 1Landas 2Landas 3Result 1Result 2Result 3III. Session Proper 1. Warm Up: Choices Cards Designate 3 areas in the room, one for each choice. Then, read the options aloud and give learners 30 seconds to 1 minute to form lines/group based on their choice.Taya: Making Decisions in UncertaintyI. Session Objectives At the end of the session, learners will be able to: determine the values they consider in decision-making; reflect on possible uncertainties that may influence decision- making; and decide on an option even with all the uncertainties.II. Materials Needed Taya Game of Choices (Session Cards) Taya’s Ito ang Mahalaga sa Akin! Taya Learner’s Worksheet (Zine) Taya Conversation CardsOnce all learners are lined/grouped up according to their choice, flip the cards and share the result of their first choice as written at the back.19
Landas 1.1Landas 1.2Result 1.1Result 1.2For Landas 1 Group (Hirap makahanap ng trabaho):Give the learners 30 seconds to 1 minute to decide on their next step. Once everyone has chosen, ask them to flip their cards and read the result written at the back.For Landas 2 Group (Walang growth):Landas 2.1Landas 2.2Result 2.1Result 2.2For Landas 3 Group (Hirap mag-concentrate):Landas 3.1Landas 3.2Result 3.1Result 3.2Facilitators may modify the choices and results to fit the learners’ context.NoteTaya Making Decisions in Uncertainty20
Once each learner has made their final choice, gather the group and show the blank Game of Choices card. Ask the learners what choice they would make next—and what they think the result of that choice might be.Suggested script for the facilitator: Making decisions in uncertainty means learning to trust what matters to you—your values, goals, and dreams. The important thing is not always knowing what will happen next, but having the courage to make a choice and learn from it.2. Activity (Zine)Step 1: Taya’s Ito and Mahalaga sa Akin!NoteThis is an additional worksheet. For additional copies, the facilitator may print it out or let learners respond in any other format that works for the session.Taya Making Decisions in Uncertainty21
Guide the learners through the parts Color the values or strengths that you believe represent you. There is no limit, color as many as you think apply to you. Answer honestly and carefully, as this activity is about knowing yourself better.Take a moment to reflect by asking learners the questions. What new things have you discovered about yourself? Which value or skill are you most proud of? How can you use this in your future and in choosing your career? Step 2: Introducing the ZineCover Page Introduce “Ning” as the character who will guide the learners in making decisions in uncertainty. Explain that the title of Making Decisions in Uncertainty is one of the five skills of the Landas Career Guidance Toolkit. After the learners finish shading their values, instruct them to keep these in mind as they proceed to the Zine activity. Explain that the Zine will help them see how their personal values can guide their decisions, especially when faced with uncertainty. Panel 1: “Alam mo ba?” Explain that decision making doesn’t require complete certainty. It’s about choosing based on one’s values, available information, and best judgment. Highlight that mistakes are learning opportunities that lead to better decisions in the future.22Taya Making Decisions in Uncertainty
Panel 2: “Bakit kailangan ng pinag-isipang desisyon?”Panel 3: Reflection SpaceGuide learners to reflect on the importance of making thoughtful decisions. Emphasize that the choices they make today influence their future and career. Encourage them to express their personal insights on this by writing in the space provided.Encourage learners to reflect on what decision making means to them and what helps them make wise choices by writing in the space provided. Guide them to consider their values, goals, pros and cons, and advice from others, and remind them that having a Plan B demonstrates preparedness and responsibility.Read aloud if: Learners ask about “Pros and Cons List.” Facilitator: “Ang pros and cons list ay isang paraan upang timbangin ang mga pagpipilian. Gumuhit ng dalawang kolum. Sa Pros, ilagay ang mga positibong epekto o benepisyo ng isang option. Sa Cons, isulat naman ang mga posibleng hindi maganda o negatibong epekto. Makakatulong ito sa pagdedesisyon, lalo na kung may mahirap na pagpipilian.” Learners ask about “Plan B.” Facilitator: “Ang Plan B ay isang reserbang plano—isang alternatibong hakbang kung sakaling hindi magtagumpay ang unang choice. Halimbawa, kung hindi ako makapasok sa kursong gusto ko, may nakahanda akong Plan B: isang kursong may kaugnayan pa rin sa aking interes at mga pangarap.”Note23Taya Making Decisions in Uncertainty
Step 3: Answering “Ang Adventure Ko!” 1. Introducing the Worksheet Unfold the Zine to reveal the whole page worksheet. Explain that decision-making is like a road trip—you start with what you know, bring your values with you, face uncertainties, and choose different paths along the way. 2. Parts of the Worksheet Simula: Learners write what decision/s they need to make. Ano ang iyong baon: Learners list the values or strengths they chose earlier—these serve as their “essentials” for the journey. Be ready with personal/simple examples of “Baon,” “Alinlangan,” etc. NoteAno ang iyong alinlangan: Learners identify what they are unsure or hesitant about. Mga Ruta: Learners list 3 options they can take related to their decision. Rank: For each option, learners rank their choices by numbering them (1, 2, 3) — where 1 is the option they would choose first, 2 the next, and 3 the last.Taya Making Decisions in Uncertainty24
3. Processing Questions Ask the learners the following questions: a. What did you discover about yourself while doing the activity? Suggested Closing Statement for the Facilitator: Each decision you make helps shape your future. Trust your values, strengths, and goals—and remember, every thoughtful choice brings you closer to the person you want to become. b. How did identifying your values help you in decision-making? Suggested Closing Statement for the Facilitator: Decision-making isn’t always easy, but understanding your values and strengths helps you choose what truly matters. Every decision is a step forward—keep learning, growing, and moving toward your goals. c. How can “checking in” on your feelings and support systems help you in the future? Suggested Closing Statement for the Facilitator: Checking in with your feelings and support systems builds clarity and confidence for future decisions. Thoughtful decision-making is about learning, choosing with purpose, and moving forward with confidence.4. Closing Activity Ask the learners to answer the question or go back to their answers to the questions in the panels of Taya Learner’s Worksheet (Zine).Emphasize to learners that life is full of uncertainty—and that’s okay. Their true guide along the way is their values and the social-emotional skills they continue to develop. Remember, making decisions isn’t about being perfect; it’s about learning, growing, and taking the next step forward. NoteIV. Homework Ask the learners to start a small conversation in relation to career with their parents/guardian/significant adult/peer using the questions in the Conversation Cards.25Taya Making Decisions in Uncertainty
Plano: Planning with Purpose and IntentionLearners align their future plans with their personal values and goals by integrating prior lessons into a flexible and actionable roadmap for their future. Instead of chasing prestige, succumbing to pressure or what's "expected' from family or society, learners thrive when they make choices that align with their values, strengths, and aspirations.What’s Inside?Tool 4B: Plano Conversation CardsThere are 10 Conversation Cards—7 with general questions and 3 starred ( ★ ) cards recommended for use with a facilitator. Each card includes prompts to spark meaningful conversations on career exploration and decision-making.Tool 4A: Plano ZineEach zine is folded like a booklet, with content spread across the pages inside. When unfolded, the back side reveals a full-page activity worksheet for learners to complete.Tool 4C: Plano Card WorksheetIt is used to help learners identify the skills they have or plan to develop for their future career.Tool 3D: Plano Employed/Entrep WorksheetIt helps learners identify skills and steps needed to prepare for employment or start a business after Senior High School through planning practical actions toward job readiness and entrepreneurship.Tool 4E: Senior High School Course CatalogThis is a list of electives in Senior High School. It shows the skills learned, the jobs related to these skills, and the future opportunities that can come from them.PLANOPLANO26
Plano: Planning with Purpose and IntentionI. Session Objectives At the end of the session, learners will be able to: identify their strengths and motivations for their future; relate their strengths and aspirations in making career choices; use planning tools to create a personalized career path; and explain their interests, values and impact goals in life that would help their plan with purpose and intention.III. Session Proper 1. Warm Up: Plano Card GameII. Materials Needed Plano Zine (Learner’s Worksheet) Plano Conversation Cards Plano Card WorksheetNote This is an additional worksheet. For additional copies, the facilitator may print it out or let learners respond in any other format that works for the session.Instruct the learners to write down the skills they already have or wish to develop, based on the provided list of skills. Once all cards are filled, draw skills randomly from the prepared set. Learners will mark their PLANO card if the drawn skill matches what they have written. The objective is to complete specific patterns on their card, which will be shown as winning combinations.Employed/Entrep Worksheet Strengthened Senior HIgh School (SHS) Course Catalog27Plano Planning with Purpose and Intention
2. Activity (Zine)Panel 1: Kilalanin ang SariliCover Page Introduce “Ning” as the character who will guide the learners in planning with purpose and intention. Explain that the title of Planning with Purpose and Intention is one of the five skills of the Landas Career Guidance Toolkit.Begin the activity by explaining its purpose to the learners, emphasizing self-awareness and reflection. Then, ask them to respond to the following questions: What are your strengths or “superpowers”? What is the source of your joy and motivation?Step 1: Introducing the ZineIf they want to go to college, guide them to pick track and electives related to their chosen course. If they want to work after SHS, talk about TESDA certifications. If they want to start a business, suggest business- related electives.Panel 2: Plan It! Aim It! (cont.)Explain that these are the possible lessons that they will gain from using the Zine. Guide them as they mark check in the items indicated.Panel 3: Checklist and Reflection28Plano Planning with Purpose and Intention
Plano Planning with Purpose and IntentionStep 2: Answering Decision MapWhen unfolded, the Zine includes the Decision Map (Senior High School). In this map, learners will explore electives and tracks to prepare for their chosen career.Instruct the learners to: 1. Write their desired career in the space that says, “In the future, I envision myself as a/an …”bit.ly/SHS-Course-Catalog2. Check the Strengthened SHS Course Catalog and choose electives that can help with their chosen career.3. Let the learners fill in the decision map with their chosen electives, including the track and cluster for each elective.TechPro, Acad, and Acad preferred SHS track: AcadTechPro, Acad, TechPro preferred SHS track: TechProExample:4. The track that appears most often in the learners’ top 3 electives reflects the learner’s preferred SHS track.Learners may access the SHS-Course Catalog through the QR code and link on the right, or through the printed cards.If the learner intends to pursue entrepreneurship, tell them to: find electives that teach business skills; and/or talk to mentors that can help prepare them to start their own business.NoteFor JHS Facilitator, explain to the learners that the content and resources related on this skill are in preparation of their SHS journey.If the learner intends to pursue college, tell them to: choose the Senior High School (SHS) track that aligns with the course they want to take in collegeIf the learner wants to pursue employment and/or middle level skills development, tell them to: look for an SHS track that offers tech- vocational or specialized skills; and/or consider TESDA certifications to be job-ready right after graduation.If the learner intends to pursue entrepreneurship, tell them to: find electives that teach business skills; and/or talk to mentors that can help prepare them to start their own business.29
Directions (for ALS/OHS) 1. Explain to the ALS/OHSP learners the 3 decision maps they can answer - Decision Map (Employed), Decision Map (Entrepreneur), and Decision Map (Senior High School). 2. Guide them as they work on their chosen career path based on the worksheets as provided for ALS/OHSP learners.If employed, give the Decision Map (Employed). ALS/OHS learners identify training needs and career goals to enhance their professional growth. If entrepreneurs, give the Decision Map (Entrepreneur). ALS/OHS learners reflect on traits, conduct market research, and develop a growth mindset to improve their business strategies. If the ALS/OHS learners wants to plan for Senior High School, give the Decision Map (Senior High School). Note The Plano Employed/Entrep Worksheet includes the Decision Map (Employed) and Decision Map (Entrepreneur). The facilitator may decide which among the 3 Decision Maps fits best for the learners.30Plano Planning with Purpose and Intention
3. Processing Questions Ask the learners the following questions: a. What considerations did you make while accomplishing the decision map? Suggested Closing Statement for the Facilitator: Considering different factors is an important step toward making informed and meaningful decisions about your future career. b. Why did you choose those considerations in making your decision map? Suggested Closing Statement for the Facilitator: Understanding the reasons behind your choices allows you to better recognize your values and priorities, which are essential in shaping a purposeful and fulfilling career path. c. How did it help you in decision making for your career? Suggested Closing Statement for the Facilitator: Utilizing tools like a decision map enables you to plan your purpose and intention more clearly and make well- informed decisions regarding your career direction.4. Closing Activity Ask the learners to answer the question or go back to their answers to the questions in the panels of Plano Learner’s Worksheet (Zine).IV. Homework Ask the learners to start a small conversation in relation to career with their parents/guardian/significant adult/peer using the questions in the Conversation Cards.V. Other Resources To assist the learners in planning for their chosen careers, the facilitator may integrate the following resources in their session. 1.National Career Assessment Examination 2.Multiple Career Development Pathways Toolkit – Career Wheel 3.(MCDP V10.indd) 4.STEP-UP assessment tool - Learner Track and Electives Planner - Understanding Potentials (See Annex for the instructions)31Plano Planning with Purpose and Intention
Yakap: Embracing ChangeWhat’s Inside?Learners develop a mindset of learning from setbacks and adjusting to change. The world is changing fast! Industries shift, career paths evolve, and setbacks are inevitable. Learning to reframe failures as opportunities makes learners more prepared for the real world.Tool 5B: Conversation CardsThere are 10 Conversation Cards—7 with general questions and 3 starred (★) cards recommended for use with a facilitator. Each card includes prompts to spark meaningful conversations on career exploration and decision-making.Tool 5A: Yakap ZineEach zine is folded like a booklet, with content spread across the pages inside. When unfolded, the back side reveals a full-page activity worksheet for learners to complete.Tool 5C: Yakap CubeThis helps learners reflect on real-life situations and practice embracing change by adapting, understanding others, and making mindful decisions. It fosters self-awareness, empathy, and adaptability in a simple, engaging way.32
The facilitator asks everyone to sing or play a familiar song while passing the dice around. When the facilitator says “Stop!”, the learner holding the dice rolls it. Each of the six colors on the dice represents a category. The facilitator then reads a situation that matches the color rolled, and the learner shares how they would respond. See Annex for the Life ScenariosA B C D E FYakap: Embracing ChangeI. Session Objectives At the end of the session, learners will be able to: define change; explain the reasons why change is important; identify practical strategies for embracing change through guided discussion and written reflections; and apply lessons learned to the activity sheet.III. Session Proper 1. Warm Up: Yakap CubeII. Materials Needed Yakap Learner’s Worksheet (Zine) Yakap Conversation Cards Yakap CubeSnapshot of the Dice Template33Yakap Embracing Change
Yakap Embracing Change2. Activity (Zine)Cover Page Introduce “Ning” as the character who will guide the learners in embracing change. Explain that the title of Embracing Change is one of the five skills of the Landas Career Guidance Toolkit.Step 1: Introducing the ZineProcessing Questions for Yakap Cube 1. What does this activity teach us? Suggested Closing Statement for the Facilitator: It ties the dice game to the idea that change is often unexpected, but our response matters. 2. How did you feel about the situation you got from the dice? Suggested Closing Statement for the Facilitator: Different people feel different things when change happens, and that's okay. The facilitator can connect the sharing to a broader idea by explaining that the experiences mentioned are all examples of change— some small, like losing a game or forgetting homework, and others bigger, like moving to a new school. Note Panel 1: “Alam mo ba?”The answer to the following questions are discussed in this panel. What is change and how do we embrace to it? Why does it matter when planning for our future careers? 3. What does this show us about the changes we face in real life? Suggested Closing Statement for the Facilitator: We can't always control what happens, but we can choose how we respond.34
Panel 2: Tips para Makiangkop sa PagbabagoThe facilitator can emphasize that how we respond to change today shapes how we’ll handle challenges in the future. Careers and jobs can change quickly, so learning to adapt now helps us become more prepared and confident later on. Afterwards, share practical tips on how to embrace change.For more discussion, here are the Tips para Makiangkop sa Pagbabago: Magnilay sa pagbabago Ang pagninilay-nilay kung ano ang epektibo ay nakatutulong upang mas maging akma ang iyong pag-aangkop. Maging bukas ang isipan sa mga posibilidad Ang pagiging bukas sa mga bagong ideya ay nakakatulong sa iyo na tanggapin at makaangkop nang mas madali sa mga pagbabago. Makipagusap sa mga pinagkakatiwalaan Ang pagbabahagi ng iyong saloobin sa iba ay makakatulong upang maramdaman mong may sumusuporta sa’yo at mas maintindihan ang pagbabago. Maniwala at paunlarin ang iyong kakayahan Ang pagtitiwala sa sarili at pag-aaral ng mga bagong kasanayan ay nagpapadali sa pagharap at pag-angkop sa mga pagbabago nang may kumpiyansa. Magtuon sa mga bagay na kaya mong kontrolin Mas madali makakausad at makakayanan ang pagbabago kapag inilaan mo ang iyong lakas sa mga bagay na kaya mong tugunan.Panel 3: Activity ChecklistExplain that the Activity Checklist is a guide to track the completeness of necessary tasks to be done by learners. Provide an explanation of the reminders stated by encouraging individuals to seek advice or consult significant adults for additional guidance.35Yakap Embracing Change
Step 2: Answering “Tungo sa Pagpapabuti sa Sarili” Open the Zine, and as a guide in answering the Zine: Imagine you are about to enter a new stage in your studies. You might be moving to the next grade level or finishing senior high school someday. What changes might you experience as a learner? What steps will you take to face and overcome these changes?3. Processing Questions Ask the learners the following questions: a. How can the changes you will experience help you prepare for the future and become a better version of yourself? Suggested Closing Statement for the Facilitator: Every change you’ll encounter is a chance to prepare for what’s ahead. Embrace new experiences as opportunities to grow, discover your strengths, and build the skills you’ll need for your future. b. Who are the people you can look up to or work with as you build your future dreams? Suggested Closing Statement for the Facilitator: Your future becomes brighter when you learn from and grow with others. Value the people who guide and inspire you—together, you can take meaningful steps toward your goals. c. How will you keep yourself hopeful and motivated as you work toward your future goals? Suggested Closing Statement for the Facilitator: Staying hopeful helps you move confidently toward your dreams. Believe in your abilities, learn from every challenge, and keep your focus on the positive future you are creating. Who are the people you can ask for help?36Yakap Embracing Change
My Change Promise 4. Closing Activity Ask the learners to answer the question in the Reflection Space of the Yakap Learner’s Worksheet (Zine).IV. Homework Ask the learners to start a small conversation in relation to career with their parents/guardian/significant adult/peer using the questions in the Conversation Cards. As a closing activity, the facilitator may opt to conduct the closing activity “My Change Promise”. 1.Give each learner a small piece of paper or a sticky note. 2.Ask them to write or draw one promise to themselves about how they will face changes. Example: "I will not give up when things get hard." "I will ask for help when I need it." 3.Invite a few volunteers to share their promise with the class. 4.Collect the notes and post them on a board or wall to create a "Wall of Promises." 5.Place the wall in a visible corner so learners can revisit their promises anytime for encouragement.For the My Change Promise Closing Activity, the Suggested Closing statement for the facilitator: “Look at our Wall of Promises. This shows we are all learning how to be strong in facing change. Change is not always easy, but every change is a step in our journey. Remember, you are not alone—your teachers, friends, and family are here to support you. Keep growing, keep adapting, and keep becoming the best version of yourself.” Remind the Learners to complete the checklist on Zine Panel 3 to ensure nothing is missed.37Yakap Embracing Change
Annexes learner Track and Elective Planner - Understanding Potentials Hi, Learner! Project STEP-UP is here to help you discover the best track and electives for Senior High School, based on your grades, skills, and dreams. Just follow these easy steps: What You Need? Your most recent grades in all subjects. A few minutes of focus and honesty. Internet access to open the Google Form Annex A. STEP-UP STEP-UP (See the Instruction for administration of STEP-UP) 2. Fill in your grades carefully - be accurate! 3. Rate yourself on the 5-point scale items (1 = least (disagree), 5 = most (agree). These are about your interests, aspirations, and career goals. 4. Answer all items - don’t skip any! How to Answer? 1. Open the Google Form found in the QR Code. What Happens Next? The tool will combine your grades and aptitude answers and can be found in your log-in account. Then, it will show you a possible list of: Electives that fit your strengths SHS Track you can pursue (Academic, Technical- Professional)38
A - PersonalFailed an exam Lost an important item Got a part-time job Failed to submit a project Got sick Lost a friend Met new friends Was late for class Lost motivation Returned from abroad Got a scholarship abroad Your dream job no longer existsB - FamilySibling changed schools Family relocated A family member passed away A family member worked abroad A sibling got married A family member got sick Faced financial problems Brother moved out Parents separated Welcomed a new baby The family can’t afford your dream school Your dream job is located far from homeC - SchoolFailed an entrance college exam Failed a subject Received a low grade Lost interest in your chosen track Transferred to another school Shifted learning modality Section joined a competition Classmate miscalculated the score Reported in class A new learner joined Teacher resigned/retired Building constructed/renovated Favorite teacher left The new school head arrivedD - CommunityLockdown Change in community leadership No service vehicle during an emergency Recovery from flooding Closure of local school Public health crisis Road construction Higher crime ratesE - CountryNew law implemented Change of president Economic crisis Natural disaster Growth in technology National rally/protestF - ReligionTransferring to a new church Family changing religion Moving to a new community with different faith practices Exploring personal beliefs Friends with different religions or beliefs Taking on new roles in church Studying in a school with diverse faiths Questioning or shifting personal faithAnnex B. Life ScenariosNoteAs determined by the facilitator, other life scenarios may be added or modified according to the context and needs of the learners.39
ReferencesCovey, S. R. (1989). The 7 habits of highly effective people. New York: Free Press. Gopal Mallick. (n.d.). 90 Inspiring New Opportunity Quotes to Embrace Fresh Beginnings. Retrieved from https://shortquotes.in/new-opportunity- quotes/? Helen Keller Quotes. (n.d.). Quotes.net. Retrieved from https://www.quotes.net/quote/37100. Lakein, A. (1973). How to get control of your time and your life. New York: New American Library. Lent & S. D. Brown (Eds.), Career development and counseling: Putting theory and research to work (2nd ed., pp. 147–183). Hoboken, NJ: Wiley. Mukesh Mani. (2019). 70 Inspirational Quotes That Will Give You Strength To Face Change. Retrieved from https://www.outofstress.com/inspirational- quotes-on-change/? Naeem Callaway. (n.d.). Goodreads. Retrieved from https://www.goodreads.com/quotes/8401191-sometimes-the-smallest- step-in-the-right-direction-ends-up? Organisation for Economic Co-operation and Development (OECD). (2021). Career guidance for adults in a changing world of work. Paris: OECD Publishing. https://doi.org/10.1787/9a94bfad-en Roosevelt, E. (1960). You learn by living: Eleven keys for a more fulfilling life. New York: Harper & Brothers. Savickas, M. L. (2013). Career construction theory and practice. In R. W. Schuller, R. H. (1984). Tough times never last, but tough people do. Nashville, TN: Thomas Nelson. Sinek, S. (2019). Start with why: How great leaders inspire everyone to take action. London: Penguin. QUOTLR.COM TEAM. (2024). 178 Acceptance And Change Quotes. Retrieved from https://quotlr.com/quotes-about-acceptance-and-change/?40
