Department of Education: Republic of The Philippines

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF CAGAYAN
BUGUEY NORTH DISTRICT
TABLE OF CONTENTS
PAGE
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
.
Work Immersion Course Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Student’s Information Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Request for Work vii
Immersion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Endorsement viii
Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . ix
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
PART 1. PRE-IMMERSION
a. ACTIVITY 1 | The Worker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
b. ACTIVITY 2 | Do’s & Don’ts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
c. ACTIVITY 3 | Situational 3
Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d. ACTIVITY 4 | Conflict Resolution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
e. ACTIVITY 5 | Resume. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
f. ACTIVITY 6 | Application Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
g. ACTIVITY 7 | Barangay 7
Clearance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
h. ACTIVITY 8 | Job Interview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
i. ACTIVITY 9 | Mock Job Interview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
PART 2. IMMERSION PROPER

a. ACTIVITY 10 | Attach Insurance Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
b. ACTIVITY 11 | Parents’ Consent Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
c. ACTIVITY 12 | Profile of the 12
Company/Establishment. . . . . . . . . . . . . . . .
d. ACTIVITY 13 | Organizational Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
SHS Work Immersion Portfolio i|Page

e. ACTIVITY 14 | Company Rules and Regulation. . . . . . . . . . . . . . . . . . . . . . . 14

f. Work Immersion Agreement and Liability Waiver. . . . . . . . . . . . . . . . . . . 15
g. ACTIVITY 15 | Work Immersion Task/s 16
Activities. . . . . . . . . . . . . . . . . . . .
h. ACTIVITY 16 | Report on Activities Performed. . . . . . . . . . . . . . . . . . . . . . . 17
i. Documents or Pictures of the Actual Activities 18
Performed. . . . . . . . . . . .
j. ACTIVITY 17 | Business Flow 19
Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
k. ACTIVITY 18 | Civil Service Form No. 48. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
l. ACTIVITY 19 |Daily Task Record / Daily Journal. . . . . . . . . . . . . . . . . . . . . 21
m. ACTIVITY 20 | Work Performance Artefacts. . . . . . . . . . . . . . . . . . . . . . . . . 22
PART 3. POST IMMERSION

a. ACTIVITY 21 | Collage of Work Immersion Experience. . . . . . . . . . . . . . . 23
b. ACTIVITY 22 | Accomplishment Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
c. ACTIVITY 23 | Work Immersion Highlights. . . . . . . . . . . . . . . . . . . . . . . . . . 25
d. ACTIVITY 24 | My Reflections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
e. Completion Certificate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
f. Collage of Senior High Experience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
g. Trainee’s Progress Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
h. Supervised Industry Training Or On 3
The Job Training Evaluation Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0
PREFACE
Rationale
This Work Immersion Portfolio will serve as a workbook for the students who
will take up the course/subject Work Immersion in Senior High School. The framework
is based on DepEd Order No. 30 s. 2017, entitled Guidelines for Work Immersion.
SHS Work Immersion Portfolio ii | P a g e

This workbook will essentially foster in-depth learning of the world of work and
assessment of student’s performance during work immersion.
Furthermore, the purpose of this portfolio includes but is not limited to the
following:
For Student-Trainees:
 The portfolio will be used as a source of motivation and guide for work
immersion.
 This will serve as a documentation and approval of lessons learned.
 This will provide feedback of their performance level.  This will pave the way in
preparation for real job application.
School:
 This contains regulations and conditions regarding contract between school and
student.
 This is an information about curriculum and record of lessons learned.
 This is a record of student-trainees’ performance for assessment.
Agency / Company:
 This contains introduction of company in general.

 This enumerates training rules and regulations for training inside the
agency/company.
 This provides feedback to and from student-trainees.
WORK IMMERSION
Grade: 12 No. of Hours:

_______hours
Pre-requisite: Should have taken at least 4 Specialized Subjects
Course Description:
SHS Work Immersion Portfolio iii | P a g e

Work Immersion is one of the course requirements for graduation. A Senior High
School student has to undergo Work Immersion in an industry that directly relates to
the student’s postsecondary goal. Through Work Immersion, the students are exposed to
and become familiar with work-related environment related to their field of
specialization to enhance their competence. Specifically, the students are able to: (i) gain
relevant and practical industrial skills under the guidance of industry experts and
workers; (ii) appreciate the importance and application of the principles and theories
taught in school; (iii) enhance their technical knowledge and skills; (iv) enrich their
skills in communications and human relations; (v) develop good working habits,
attitudes, appreciation, and respect for work. These prepare them to meet the needs and
challenges of employment or higher education after graduation.
Duties and Responsibilities of the Learner
In this course, the learners are expected to:
1. Attend Pre and Post Immersion Activities;

2. Report to the Work Immersion Partner Institution Supervisor during actual
immersion;
3. Perform the duties and tasks as indicated in the prescribed template for work
immersion list of tasks/activities; and
4. Prepare the documentations and reports required in the curriculum and by the
Partner Institution.
Assessment
The Work Immersion Teacher and the Work Immersion Partner Institution
Supervisor will jointly assess the learner’s performance following the DepEd Order No.
8, s. 2015 Policy
Guidelines on Classroom Assessment for the K to 12 Basic Education Program.
STUDENT INFORMATION SHEET
Name : __________________________________________________________
Date of Birth : __________________________________________________
(Insert 2x2 Picture)
SHS Work Immersion Portfolio iv | P a g e
Place of Birth : _________________________________________________

Parent’s / Guardian’s Name : ________________________________
Address : _______________________________________________________
E-mail Address : ______________________________________________
Cellphone Number : __________________________________________
Religion : ______________________________________________________
List your favourites : _________________________________________
One word or object that describes yourself : How do you feel about school?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
What are your most memorable subject / class? Why? :

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
What are your plans after Senior High School? :

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
What is your career path? :

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
What is your philosophy in life? :
SHS Work Immersion Portfolio v|Page

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
Do you have plans to go abroad? If yes, where and why? :

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
What are your dreams and ambitions? :

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
How do you plan to achieve your ambitions and goals in life? :

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
What are your expectations and apprehensions for work immersion? :

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
DEPARTMENT OF EDUCATION
Region II
DIVISION OF CAGAYAN
LICERIO ANTIPORDA SR. NATIONAL HIGH SCHOOL-STA. ISABEL ANNEX
REQUEST FOR WORK IMMERSION
SHS Work Immersion Portfolio vi | P a g e

___________________________________________
___________________________________________
___________________________________________
Sir / Madame:
This is to request permission from your good office to please allow

______________________________________________, a Senior High School - Grade 12 student, to
undergo a _______ hours of WORK IMMERSION in your company/agency to acquire
industrial ORIENTATION. The training period will start immediately upon your
acceptance of the bearer under the terms and conditions as stipulated in the duly
accomplished memorandum of agreement hereto attached for your confirmation.
Moreover, a student evaluation is provided where a student is to be assessed on

his/her performance, attitude and behavior to be attested by the supervisor. The
Immersion Teacher and Trainer handling each field of specialization from our school
will visit your establishment from time to time to find out how the student perform in
the working area.
Thank you very much for your usual cooperation and assistance extended to the
school.
ENDORSEMENT LETTER
Sir / Madame:
SHS Work Immersion Portfolio vii | P a g e

This is to introduce, _________________________________________________, who is a grade

12 Senior High School student enrolled in our school under the K to 12 program with
Strand in TVL- INDUSTRIAL ARTS Specializing ELECTRONIC PRODUCTS ASSEMBLY
AND SERVICING and to further endorse (his/her) application with your company to
undergo WORK IMMERSION for _________ hours as a requirement of the curriculum for
graduation.
We believe that schools must link up with industry in order to update, upgrade
and make the education of our youth more relevant to the actual needs of the industry. It
is in this regard that we request you to give such opportunities to our students by
allowing them to do part time work with your company. Together with this letter is an
Acceptance Form.
We request that said form be accomplished and returned to this office upon
acceptance of our student in your company. We are confident that given the opportunity,
our student will be an asset to your company.
Thank you for the favorable action and we look forward to a more fruitful linkage
with you.
Very Truly Yours,
MARISSA U. ALICAY/HARRIS P. CAMPO MICHAEL DEXTER TUMAMAO

Work Immersion Adviser Work Immersion Co-Adviser
NOTED BY:
BERNADETTE E. MIRANDA
School Head III
SHS Work Immersion Portfolio viii | P a g e

INTRODUCTION
The Work Immersion is a part of the Senior High School Curriculum of the
Department of Education (DepEd) in which the students will experience the actual job
and work guidelines that is simulated in every companies. The work immersion is not an
actual agreement to work but rather a process in which the students demonstrate the
process of working and improve the knowledge shared by school. Also, this is where the
imitation of the real work takes shape (Philjob.net, 2016).
Immersion is important because it can help the students to be more familiar with
the realities of working whether they pursue a degree or not (Sephton, 2016). Also, it
provides a valuable experience to every student as it allows the students to discover
what the real world really is and exercise the opportunities that awaits them when they
graduate from school. Work immersion does allow students to exhibit the skills that
they’ve learned in the school throughout their young lives and, also it allows them to
evaluate whether their chosen fields whether if they are for it or not and lastly, the
students learn discipline organization and people skills while they train out in the
workforce. Work immersion is one of the course requirements for graduation. A senior
high school student had to undergo work immersion in a business
organization/establishment whose work requirements are related to specialization.
Through this work immersion, the students are exposed to and become familiarize with
work-related environment related to their field specialization. “Work immersion is a key
feature in the senior high school curriculum. It can be conducted in different ways
SHS Work Immersion Portfolio ix | P a g e

depending on the purposes and needs of the learners,” Education Secretary Leonor
Briones said. The guidelines said work immersion—which can range from 80-320 hours
—will enable students to become familiar with the work place, experience work place
simulation and apply their competencies in areas of specialization.
“Work immersion will help develop among learner’s life and career skills and will
prepare them to make decisions on postsecondary education or employment,” the
guidelines read. “Through partnership building, DepEd hopes that partner institutions
will provide learner’s with work immersion opportunities, work place or hands on
experience, and additional learning resources,” it added. The agency said schools may
partner with recognized institution or organization to come up with agreements on
work immersion for students. As the students are still minors, DepEd said work
immersion requires parental consent. President Aquino, the different government
institutions involved in education, and Congress has since made K-12 a reality rather
than a mere ideal. As I looked over the paradigm created by the steering committee of
the K-12 reform programs, however, I suddenly realized that we had over looked a
major gap in the system.
The curriculum has been reengineered from pre-school to tertiary general
education. It now seamless, without disruptions caused previously by trifocalization and
bureaucratic structures. We have firmly agreed on what students should know and be
able to do after 12 years of basic education and more (if they go to college). What is
missing is a clear idea of what the term “immersion” implies. In the approved latest draft
of the Senior High School (SHS) Curriculum, students that choose to take the Technical-
SHS Work Immersion Portfolio x|Page

Vocational-Livelihood and the Arts and Sports Track are expected to spend 1404 hours
outside campus, doing “Immersion”. Our country has had a lot of experience with the on-
the-job training (OJT) programs on the collegiate level. Unfortunately, many (if not
most) college OJT students are assigned only to insignificant jobs in a company
(answering the phone, making photo copies, making coffee-that sort of thing).
Rarely are OJT students expected to produce the same products that regular
employees produce.
There are sterling exceptions, of course, one of which is the journalism college
that I head, where OJT students, like our own students, write news items in a newspaper
just like regular reporters. (Excuse me for mentioning that, but then, why not?)
Immersion in SHS will be useless if it is patterned after most of the OJT experiences
currently being undertaken by college students. In order to make immersion meaningful
and useful, we need to get the companies-and not just the schools- aware of the
educational objectives and processes of K to 12. The human resources departments of
companies had to know what it means to handle in experience the adolescents (still with
no work ethic but raging hormones), how to make them do without pay what adult
employees are doing for pay, what the design of the curriculum is (Understanding by the
Design, remember?), what the role of immersion is in the whole process of life long
learning, and so on. That means training for staff in companies. That means expertise
and funds. “DepEd, in collaboration with its partners and stakeholders, shall ensure that
all schools and venues of learning are conducive to the education and safety of the
learners. The safety of learners is primary, it added “Consequently, the maximum
SHS Work Immersion Portfolio xi | P a g e

number of hours spent in the work immersion venue is 40 hours per week and no more
than 8 hours per day as provided by law,” the agency said. DepEd stressed that work
immersion should not be reduced the as a mere recruitment tool for a partner and
institution, saying that the students should also gain skills that will enable them to
qualify for other job options.
SHS Work Immersion Portfolio xii | P a g e

OBJECTIVES
The program aims to develop in students the knowledge and skills that
contextualize their specialization exit outcomes and provide students relevant learning
experience by giving them the exposure to the actual work place setting.
One of the goals of the K to 12 Basic Education Program is to develop in learners
the competencies, work ethic, and values relevant to pursuing further education and/or
joining the world of work. To achieve greater congruence between basic education and
the nation’s development targets, Work Immersion, a required subject (See attached
curriculum guide in Annex A), has been incorporated into the curriculum. This subject
will provide learners with opportunities:
1. To become familiar with the work place;
for employment simulation; and
2. To apply their competencies in areas of specialization/applied subjects in
authentic work environments.
3. To achieve the above objectives, work immersion is thus a requirement for
graduation from secondary education. Learners are immersed in actual work
environments such as workshops offices and laboratories in which their prior
training is relevant.
SHS Work Immersion Portfolio xiii | P a g e

These guidelines were formulated based on the rich experience of modelling school,
tech-voc schools, partnerships focal persons, industry partners, and youth development
advocates. These guidelines can provide process support to field offices of the
Department of Education (DepEd) in fostering relationships and strengthening
partnerships so that learners will have access to suitable work immersion venues and
other related resources.
VALUES AND ATTRIBUTES
Students-trainees should be characterized by the following and attributes in their
respective work place:
ADAPTABLE
Change is inevitable, especially when it comes to business. Organizations often
need to offer new products or ideas to keep them marketable. Because of this trend, they
need employees who can easily adapt to change, someone who can keep abreast with
the current trends.
DEPENDABLE
Superiors are eyeing for someone whom they can rely on, a person to whom they
can delegate responsibilities, thus making sure that the operations in the office are
carried out properly even in their absence. In fact, in a survey conducted, it was revealed
SHS Work Immersion Portfolio xiv | P a g e

that the dependability is the best qualification that employers are looking for in an
employee.
GOOD COMMUNICATORS
Employers will look for someone who can express themselves clearly both in
written and oral communication. Proper communication skills will lessen common
company problems in the work place like miscommunication and misunderstanding
among employees or between superior and his subordinate.
HARDWORKING
Hardworking employees are partners of an organization in reaching its goals.
They are the “army” that keeps the company moving forward an employee.
HONEST
Talented employees are assets to the company. However, companies give more
weight to honesty and integrity more than anything else. Honesty comes in different
forms: honesty in declaring entries in daily time record; honesty in the use of office
supplies; honesty in performing task even when the superior are not around, and many
more.
ORGANIZED
SHS Work Immersion Portfolio xv | P a g e

Part of the work in any establishment is to keep records and data at hand; thus,
they are looking for someone who is organized, someone who can easily locate files and
can present data.
PASSIONATE
A person who loves what he is doing is positive enthusiastic in carrying his tasks,
and seldom gets tired and experiences burnout. Companies need these types of
employees, those who keep on doing their work with excellence because they are
passionate about it.
PROFESSIONAL/ETHICAL
Rules are set in the office to make sure that not only work is carried out properly
but the harmonious relationships among employees are also maintained. Employers
would want someone who follows company policies and exudes professionalism, thus
serving as a good example to others.
PUNCTUAL
Time is very important in the work place. Every second counts. Employers look
for someone who values time because they relate punctuality to productivity and
productivity is equated to success. A punctual employee: reports work on time, submit
reports even prior deadline, and accomplishes things within the given schedule.
SHS Work Immersion Portfolio xvi | P a g e

TEAM PLAYER
Most companies work in teams. Goals are achieved by team effort. An employer
will look for someone who can work in a team and can encourage team members to
achieve their goals.
SHS Work Immersion Portfolio xvii | P a g e

Department of Education: Republic of The Philippines

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Department of Education: Republic of The Philippines

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

PART 2. IMMERSION PROPER

SHS Work Immersion Portfolio i|Page

e. ACTIVITY 14 | Company Rules and Regulation. . . . . . . . . . . . . . . . . . . . . . . 14

PART 3. POST IMMERSION

SHS Work Immersion Portfolio ii | P a g e

 This contains introduction of company in general.

Grade: 12 No. of Hours:

SHS Work Immersion Portfolio iii | P a g e

Duties and Responsibilities of the Learner

In this course, the learners are expected to:

1. Attend Pre and Post Immersion Activities;

Guidelines on Classroom Assessment for the K to 12 Basic Education Program.

STUDENT INFORMATION SHEET

Place of Birth : _________________________________________________

What are your most memorable subject / class? Why? :

What are your plans after Senior High School? :

What is your career path? :

What is your philosophy in life? :

SHS Work Immersion Portfolio v|Page

Do you have plans to go abroad? If yes, where and why? :

What are your dreams and ambitions? :

How do you plan to achieve your ambitions and goals in life? :

What are your expectations and apprehensions for work immersion? :

REQUEST FOR WORK IMMERSION

SHS Work Immersion Portfolio vi | P a g e

This is to request permission from your good office to please allow

Moreover, a student evaluation is provided where a student is to be assessed on

SHS Work Immersion Portfolio vii | P a g e

This is to introduce, _________________________________________________, who is a grade

Very Truly Yours,

MARISSA U. ALICAY/HARRIS P. CAMPO MICHAEL DEXTER TUMAMAO

SHS Work Immersion Portfolio viii | P a g e

imitation of the real work takes shape (Philjob.net, 2016).

provides a valuable experience to every student as it allows the students to discover

high school student had to undergo work immersion in a business

organization/establishment whose work requirements are related to specialization.

work-related environment related to their field specialization. “Work immersion is a key

SHS Work Immersion Portfolio ix | P a g e

simulation and apply their competencies in areas of specialization.

prepare them to make decisions on postsecondary education or employment,” the

partner with recognized institution or organization to come up with agreements on

immersion requires parental consent. President Aquino, the different government

major gap in the system.

The curriculum has been reengineered from pre-school to tertiary general

education. It now seamless, without disruptions caused previously by trifocalization and

SHS Work Immersion Portfolio x|Page

currently being undertaken by college students. In order to make immersion meaningful

educational objectives and processes of K to 12. The human resources departments of

learners. The safety of learners is primary, it added “Consequently, the maximum

SHS Work Immersion Portfolio xi | P a g e

qualify for other job options.

SHS Work Immersion Portfolio xii | P a g e

One of the goals of the K to 12 Basic Education Program is to develop in learners

will provide learners with opportunities:

1. To become familiar with the work place;

for employment simulation; and

2. To apply their competencies in areas of specialization/applied subjects in

authentic work environments.

3. To achieve the above objectives, work immersion is thus a requirement for

graduation from secondary education. Learners are immersed in actual work

environments such as workshops offices and laboratories in which their prior