GRADE 12 General Academic Strand (GAS)

WORK IMMERSION MANUAL

WORK IMMERSION
MODULE

_________________________________________________________

_________________________________________________________

1
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

SUBJECT: Work Immersion

SUBJECT TEACHER: Abegail A. Alangue
SUBJECT DESCRIPTION:
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; and (v) develop good
work habits, attitudes, appreciation, and respect for work. These prepare them to meet the needs and
challenges of employment or higher education after graduation.

MODULE CONTENT

I. Pre-Immersion

A. Understanding work immersion by discussing:

1. Expected behavior
a. Work ethics
b. Safety in the workplace
c. Workplace rights and responsibilities
d. Confidentiality in the workplace
e. Effective conflict resolution and teamwork skills
2. Work immersion rules and regulations
3. Terms and conditions of the Memorandum of Agreement

B. Appreciating the importance of credentials by:

1. Writing a résumé
2. Writing an Application Letter
3. Visiting the concerned offices where the following could be secured:
a. Barangay clearance
b. Police clearance
c. Mayor’s clearance
d. Medical certificate
4. Job Interview skills training

C. DISCUSSION OF PORTFOLIO

2
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

UNIT I: PRE-IMMERSION

UNDERSTANDING WORK IMMERSION

INTRODUCTION
Work immersion is one of the necessary subjects for graduating students. Wherein the senior high school
students must undergo practicum that relates to the students course. In this subject, the students are able to
learn and experience things about their courses since, they are exposed with the work-related environment
to their field of specialization. Hence, it will be a great help to enhance their competency level. They can
also develop work ethics such as; good work habits, attitudes, appreciation, and respect for work, applying
all the theories and concept that they’ve learned in school, acquire new skills and help to develop their
communication skills and interpersonal skills through the help and guidance of industry experts and
workers. These will help every students to be prepare to meet the needs and standards of employment.
So, what do we mean by Work Immersion?
The word “immersion” as it applies to the K to 12 curriculum is defined in the Department of Education
(DepEd) Order No. 40, series of 2015: “Work Immersion refers to the part of the Senior High School
(SHS) Curriculum consisting of 80 hours of hands-on experience or work simulation which the Grades 11
and 12 students will undergo to expose them to the actual workplace setting and to enrich the competencies
provided by the school under the supervision of the School Head and the designated personnel of the
Partner.”

Immersion is done outside the school campus in a “Workplace Immersion Venue,” defined as “the place
where work immersion of students is done. Examples of work immersion venues include offices, factories,
shops and project sites.” What could lead to confusion is that the word “immersion” actually has two
meanings in K to 12. The first meaning refers to a required SHS subject in the curriculum. The second
meaning refers not to a subject but to a preferred mode of delivery of Tech-Voc subjects.

PART I: EXPECTED BEHAVIOR

Every worker should possess good behavior in their workplace to maintain the balance and harmonious
work environment.

A. WORK ETHICS
By definition, Work ethic is a belief that work, hard work and diligence has a moral benefit and an
inherent ability, virtue or value to strengthen character. It is about prioritizing work and putting it in the
center of life. Social engrailment of this value is considered to enhance character through hard work that is
respective to an individual’s field of work
A strong work ethic is vital for achieving goals. A work ethic is a set of moral principles a person
uses in their job. People who possess a strong work ethic embody certain principles that guide their work
behavior, leading them to produce high-quality work consistently and the output feeds the individual to
stay on track. A good work ethic fuels an individual’s needs and goals, it is related to the initiative by a
person for the objectives. It is considered as a source of self-respect, satisfaction, and fulfillment. However,
a negative work ethic is a behavior of a single individual or a group that has led to a systematic lack of
3
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

productivity, reliability, accountability and a growing sphere of unprofessional/unhealthy relationships

(e.g., power politics, lack of social skills, etc.)

Here are some factors of a good work ethics:

1. Goal-oriented actions: it is not about making plans or the next logical steps; it's about getting
things done so that the work invested wouldn't be counter-productive.
2. Dedicate on priority: focusing on qualitative activities that a person is capable and where they can
make a difference or a high impact based on objectives.
3. Being available and reliable: spending time on the work and building oneself up for the task.
4. Conscientiousness: a desire to do a task well, being vigilant and organized.
5. Creating a rewarding routine/system: Engaging in tasks that provide strength and energy which
can be transferred to your ultimate goals, creating a habit and a habitat for success.
6. Embracing positivism: shape a problem with the statement "good, (action) (problem)", e.g. "I'm
tired and it is time for a workout" leads to "Good. Workout tired".

Activity #1
Objective: Identify the work ethics in the work place where you are in and identify whether it is a strong
work ethic (good work ethic) or negative work ethic (bad work ethic).
1. Observe your workplace, what are the strong work ethics implemented in your company? And rate
it using the Likert scale that is shown below.

Good work ethics Always Sometimes Never

Goal-oriented
actions

Dedicate on priority

Being available and

reliable

Conscientiousness

Creating a
rewarding routine

Embracing
positivism

4
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

2. Observe your workplace, what are the negative work ethics that you notice in your company? And
rate it using the Likert scale that is shown below.

Bad work ethics Always Sometimes Never

Unproductive
workers

Lack of social skills

Power politics

Doesn’t have a
systematic routines

Toxic workmates

Others

CAPITALIST VIEW
Steven Malanga refers to "what was once understood as the work ethic—not just hard work but also
a set of accompanying virtues, whose crucial role in the development and sustaining of free markets too
few now recall".
Max Weber notes that this is not a philosophy of mere greed, but a statement laden with moral language. It
is in effect an ethical response to the natural desire for hedonic reward, a statement of the value of delayed
gratification to achieve self-actualization. Franklin claims that Bible readings revealed to him the
usefulness of virtue. Indeed, this reflects the then Christian search for ethic for living and the struggle to
make a living.
Experimental studies have shown that people with fair work ethic are able to tolerate tedious jobs with
equitable monetary rewards and benefits, they are highly critical, have a tendency for workaholics and a
negative relation with leisure activity concepts. They valued meritocracy and egalitarianism.

ANTI-CAPITALIST VIEW
The industrial engineer Frederick Winslow Taylor (1856-1915) revised the notion of work ethic as
a means of management control that delude workers about the actual reality for accumulated advantage,
which is a form of avarice. Marxists, and some non-Marxist sociologists do not regard "work ethic" as a
useful sociological concept. They argue that having a "work ethic" in excess of management's control
doesn't appear rational in any mature industry where the employee can't rationally hope to become more
than a manager whose fate still depends on the owner's decisions.
NOTE:
Since work ethics deals with a code of conduct, or a set of principles that is acceptable in the work place,
we need to look at what some of those principles are. 

5
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

A list of work ethics for an employer or a company might be:

 To provide a safe work environment for its staff and employees,

 To treat employees with dignity and respect,
 To provide a fair wage for the services rendered,
 To handle all business transactions with integrity and honesty.

A list of work ethics for the employee might include:

 To show up on time.
 To tend to company business for the whole time while at work.
 To treat the company’s resources, equipment, and products with care,
 To give respect to the company. That means honesty and integrity.

B. SAFETY IN THE WORKPLACE

Workplace safety is important. You know that implementing an effective safety program for your workplace is one of
the best decisions a company can make — both for its workers and for its bottom line.

Here’s the Top 10 Workplace Safety Tips Every Employee and Employers Should Know to create a
workplace safety environment based on shared responsibility:
1. SAFETY PROGRAMS CREATE PRODUCTIVE WORK ENVIRONMENTS
 Properly managed safety programs show commitment to safety by the management in turn creating
a great safety culture where everyone ‘wants’ to be safe.

2. ABSENTEEISM DROPS WHEN EFFECTIVE SAFETY PROGRAMS ARE INTRODUCED

 Workers want to work in a safe environment; absenteeism drops when effective safety programs are
introduced.

3. WORK PREMISES ARE KEPT TO HIGHER STANDARDS

 Work premises are kept to higher standards for safety, cleanliness, and housekeeping

4. A SAFE WORK ENVIRONMENT PRODUCES HAPPIER EMPLOYEES

 A safe work environment produces happier employees; everyone wants to go home safe each day.

5. EMPLOYEE INSURANCE CLAIMS DECREASE IN SAFE WORK ENVIRONMENTS

 Worker Compensation insurance claims decrease, in turn lowering WCB Rates. This is a benefit to
any company that has to pre-qualify to work; a lower rate gives you a better grade with your clients.

6. A COMPANY’S MOST VALUABLE ASSET IS PROTECTED — IT’S PEOPLE

7. SAFETY PROGRAMS ENABLE A COMPANY TO WIN AND RETAIN BUSINESS

CUSTOMERS

6
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

8. SAFETY PROGRAMS CREATE AN ENVIRONMENT WHERE SAFETY IMPROVEMENTS

ARE CONSIDERED, ENCOURAGED AND IMPLEMENTED
 In turn, workers feel like they are part of the safety solution.

9. SAFE WORK ENVIRONMENTS ENHANCE THE BRAND VALUE AND GOODWILL FOR A
COMPANY
 Enables a company to win and retain business customers. Clients want to work with companies that
are safe (less downtime due to incidents).

10. SAFETY REDUCES BUSINESS COSTS AND DISRUPTION

 Reducing business costs creates productive work environments.

C. WORKPLACE RIGHTS AND RESPONSIBILITIES

1. LABOR CODE OF THE PHILIPPINES

The Labor Code of the Philippines governs employment practices and labor relations in the Philippines.
It also identifies the rules and standards regarding employment such as pre-employment policies, labor
conditions, wage rate, work hours, employee benefits, termination of employees, and so on. Under the
regime of the President [Ferdinand Marcos], it was promulgated in May 1. 1974 and took effect November
1, 1974, six months after its promulgation.

PRE-EMPLOYMENT
 Minimum employable age
The minimum age for employment is 18 years old and below that age is not allowed. Persons of age 15
to 18 can be employed given that they work in non-hazardous environments.
 Overseas employment
As for overseas employment of Filipinos, foreign employers are not allowed to directly hire Philippine
nationals except through board and entities authorized by the Secretary of Labor. Travel agencies also
cannot transact or help in any transactions for the employment or placement of Filipino workers abroad.
Once Filipinos have a job in a foreign country, they are required to remit or send a portion of their income
to their families, dependents, and/or beneficiaries in the Philippines.
 Regulations and conditions on employment
 Minimum wage rate
Minimum wage rates in the Philippines vary from region to region, with boards established for each region
to monitor economic activity and adjust minimum wages based on growth rates, unemployment rates, and
other factors. The minimum wage rate for Non-Agriculture employees, in Manila region, established under
Wage Order No. NCR 15 is P404 per day, but in May 9, 2011, a (cost of living allowance) of P22 per day
was added to P404 wage, making the minimum wage P426. COLA was also added to the previous P367
minimum wage for the following sectors: Agriculture, Private Hospitals (with bed capacity of 100 or less),
and manufacturing establishments (with less than 10 workers), leaving the sectors with P389 as minimum
wage. The 426 combined rate is locally referred to in the Philippines as "Manila Rate" due to this regional
disparity.
 Regular work hours and rest periods
Normal hours of work - The normal hours of work of any employee shall not exceed eight (8)
7
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

hours a day.
Health personnel in cities and municipalities with a population of at least one million (1,000,000) or in
hospitals and clinics with a bed capacity of at least one hundred (100) shall hold regular office hours for
eight (8) hours a day, for five (5) days a week, exclusive of time for meals, except where the exigencies of
the service require that such personnel work for six (6) days or forty-eight (48) hours, in which case, they
shall be entitled to an additional compensation of at least thirty percent (30%) of their regular wage for
work on the sixth day. For purposes of this Article, "health personnel" shall include resident physicians,
nurses, nutritionists, dietitians, pharmacists, social workers, laboratory technicians, paramedical
technicians, psychologists, midwives, attendants and all other hospital or clinic personnel.
Meal periods- Subject to such regulations as the Secretary of Labor may prescribe, it shall be the duty of
every employer to give his employees not less than sixty (60) minutes time-off for their regular meals.
 Rest days
All employees have the right to have a 24 consecutive hours of rest day after every 6 days of work.
Employers are responsible for determining and scheduling the rest day of employees except only if the
employee prefers a different day based on religious grounds. However, the employer may require an
employee to work during his/her rest day in cases of emergencies, special circumstances at work in which
employees are seriously needed, to prevent losses or damage to any goods or to the employer, and other
cases that have reasonable grounds.

 Nightshift differential and overtime

Employees are also given additional wages for working in night shifts. The night shift starts from
10 o’clock in the evening until 6 o’clock in the morning, and employees will receive 10% more of his/her
regular wage rate. Overtime work for employees (beyond 8 hours) are allowed and workers shall be paid
with his/her regular wage plus an additional 25% of the regular wage per hour worked or 30% during
holidays or rest days.
 Household helpers
Household helpers, or maids, are common in the Philippines. Household helpers deliver services at
the employer’s home, attending to the employer’s instructions and convenience. The minimum wage of
household helpers is P800 per month for some cities in Metro Manila, while a lower wage is paid to those
outside of Metro Manila. However, most household helpers receive more than the minimum wage;
employers usually give wages ranging from P2, 500 and above per month. On top of that, employers are
required to provide food, sanitary lodging, and just treatment to the household helper.

POST- EMPLOYMENT
 Termination by employer
The employer has the right to terminate an employee due to the following reasons: serious
misconduct or disobedience to the employer, neglect of duties or commission of a crime by the employee,
and such gives the employer a just case to terminate the services of the employee.
 Retirement
The retirement age for an employee depends on the employment contract. Upon retirement, the
retired employee should be given his/her benefits according to the agreement or contract between the
employer and the employee. However, if there is no existing retirement plan or agreement for the
employee, he/she may retire at the age of 60, given that he/she has served the employer for 5 years, and
shall be given a retirement pay of at least half a month’s salary for every year of service (6 months of work
8
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

given is considered as 1 whole year for the retirement pay).

D. TERMS AND CONDITIONS OF THE MEMORANDUM OF AGREEMENT

PART II: APPRECIATING THE IMPORTANCE OF CREDENTIALS

CREDENTIALS

 According to Cambridge dictionary credentials are

documents that state the abilities and experience of a person and show that
the person is qualified for a particular job or activity.

REFLECTION #1: As a student, what do you think are the importance of having a credentials in getting a
job?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
________________________________

WRITING A RESUME
According to Cambridge dictionary, a resume is a written statement of your educational and work
experience.
A resume is a means of advertising yourself to get a job that you want and will give a short impression
about you to the employers whether you attain their standards or not. That’s why writing a good resume is
very important.

Here are the following steps and tips on how to write a resume:

STEP 1: I. Contact Information

The contact information section is pretty self-explanatory. This section does not require a label
(Contact Information or Contact Details). When listing your contact details you should follow this order:

9
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

 Name (largest font on page, middle initial is optional

 Mailing Address
 Telephone Number (Check that you have an appropriate voicemail message)
 Email Address (make sure it’s appropriate, don’t use your sexypanda45@gmail.com account.)
 Link to online portfolio (optional, ensure it is relevant to the position)
 LinkedIn Profile

STEP 2: II. Choose a Resume Introduction

Qualifications Summary
With regards to format, the qualifications summary is a bullet point list (ranging from 4 to 6 points)
of your most outstanding career achievements. Avoid using generic statements and try to list your skills in
a way reflects your unique voice.

I should use if:

I am applying to a job that requires a rigid set of abilities.
I have a wealth of experience in the industry.
I possess multiple skill sets.

I shouldn’t use if:

I lack experience.
I am an entry level candidate that lacks specific skill sets.
I lack measurable achievements.

Career Objective
A resume objective, also referred to as a career objective, is a 2-3 sentence statement that provides
an overview of your skills and experience. This resume introduction is best for entry-level candidates.

I should use if:

I am an entry-level applicant.
I do not have in-depth experience in the industry.
I am a recent college graduate.

I shouldn’t use if:

I have a wealth of industry-specific skill sets.
I am changing career paths.
I am writing a cover letter.

Professional  Profile
The professional profile is a combination of both the career objective and qualifications summary.
It is also the most flexible of the three styles as it can be formatted as short paragraph of bullet-point list.

I should use if:

I have had major achievement in my past experience
I am applying to a position in the same industry
I have a special area of expertise in my field

I shouldn’t use if:

10
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

I am an entry-level applicant
I am recent college graduate
I lack measurable of accomplishments

Finally, when deciding what skills to add to either of the two, try to target skills specific to the job
you are applying for. Don’t just simply copy and paste skills right out of the job description, but instead try
to use words common in the industry.

STEP 3: III. Professional Experience

The section is the core of your resume, where you are tasked with proving the skills you have listed
in the qualifications summary or career objective. When it comes to labeling this section some use
“Relevant Experience,” or “Work Experience” as an alternative to “Professional Experience.”

Remember to list your work experiences in reverse chronological order and only list experience that is
relevant to the job you are applying for. For each company create a heading including the company’s name,
city & state, your title, and the dates of employment (month and year). If you are still currently working at
a company, you can simply write “month, year-Present” for the employment dates.

STEP 4: IV. Education

Having a solid education section helps to display the foundation of your knowledge and
expertise. Depending on your professional experience, you may want to consider switching the order of the
professional experience and education sections.

For instance, college or high school students that lack seasoned professional experience benefit from
emphasizing their education by placing it before the professional experience section. In addition, if you
possess a wealth of professional experience then it is appropriate to keep this section short and sweet.

Here are the main points to include in your education section:

 The names of your university, community college, or technical school(Don’t include high
school unless you did not attend college)
 Location of the schools (city, state)
 Date of graduation (month, year)
 Degree(s)
 GPA (only include if your GPA is above 3.0, round up to the first decimal place , and use this
format: GPA: 3.5/4.0)

STEP 5: V. Additional Sections

By now you’ve already added the nuts and bolts to your resume and may want to consider adding to
help strengthen it.

11
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

SAMPLE 2X2 ID
Curriculum Vitae

DESIREE O. SINCHIOCO
Blk 9 Lot 17 Georgetown Subd. Gonzaga St. P-4 Rizal, Santiago City
desireeoconsinchioco@gmail.com
(+63) 975 – 103 – 6545

OBJECTIVES
To work in a position where I can practice and utilize my skills I have learned from school
and showcase hard work and develop further my talents and skills for continuous improvement.
PERSONAL DATA

Date of Birth : December 8, 2000

Age : 17 years old
Birthplace : Centro West, Santiago City
Citizenship : Filipino
Civil Status : Single
Religion : Roman Catholic
Gender : Female
Weight : 69.1 kg
Height : 155 cm
Father’s name : Cesar B. Sinchioco
Occupation : Deceased
Mother’s name : Melody E. Ocon
Occupation : Businesswoman

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL : Rizal National High School

Rizal, Santiago City
Humanities and Social Sciences
S.Y. 2017 – 2019

JUNIOR HIGH SCHOOL : Rizal National High School (Special Science Class)
Rizal, Santiago City
SY. 2013 – 2017

12
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

ELEMENTARY : Santiago Adventist Elementary School

Dubinan East, Santiago City
S. Y. 2007 – 2009
Santiago East Central School
Rizal, Santiago City
S.Y. 2009 – 2013

KINDERGARTEN : Calaocan Day Care Center

S. Y. 2003 – 2004

Centro West Day Care Center

S. Y. 2005 – 2006

QUALITIES

 Diligent to my works
 Has a good attitude and behaviour towards my studies
 Willing to share my knowledge, skills and experiences
 Competent and skilled
 Exceptionally good interpersonal and communication skills
 Demonstrates aptitude for developing new skills
 Hardworking and fast learner
 Information, Media and Technology Literate

RELEVANT TRAININGS, SEMINARS and COMPETITIONS

 MTAP – Rizal National High School – July to September 2013

 GSP Provincial Encampment – Camp Castelo Osema, Ilagan City – August 2013
 MTAP Challenge – Santiago City National High School – November 2013
 YES-O Camp – Santiago North Central School – December 2013
 MTAP – Rizal National High School – July to September 2014
 Division Seminar Workshop on Campus Journalism (Editorial Writing) at Divisoria High
School – October 2014
 Boy Scout Crew Leader and Training Course at Sagana National High School – November
2014
 MTAP Talented – Santiago City National High School – September to December 2014
 Editorial Writing English – Division Schools Press Conference at Divisoria High School –
November 2014
 YES-O CAMP- Divisoria Elementary School – December 2014
 Editorial Writing English – Regional Schools Press Conference at Tuguegarao City –
January 2015
 MTAP – Rizal National High School – July to September 2015
 MTAP Talented – Santiago City National High School – September to November 2015
 First Urban Jamboreth (BSP) at Fourlanes Malvar, Santiago City – October 2015
 MTAP Challenge – Santiago City National High School – December 2015
 1st Division Glamorous Camping (Editorial Writing English) at Divisoria Elementary School
– November 2015

13
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

 Editorial Writing English – Division Schools Press Conference at Divisoria Elemetary

School – December 2015
 Nationwide Mass Training on Cardio Pulmonary Resuscitation at Rizal National High
School – August 2016
 Basic Life Support and Fire Extinguisher Seminar at Rizal National High School – August
2016
 2nd Division Glamorous Camping (Editorial Writing English) at Santiago East Central
School – September 2016
 53rd Provincial Fish Conservation Week (Essay Writing) at BFAR San Mateo, Isabela –
October 2016
 Editorial Writing English – Division Schools Press Conference at Santiago East Central
School – November 2016
 53rd Regional Fish Conservation Week (Essay Writing) at BFAR Region 02 Office,
Tuguegarao City – November 2016
 Editorial Writing English – Regional Schools Press Conference at Diffun, Quirino –
December 2016
 Division Festival of Talents (PopDev Essay Writing) at SCNHS – December 2016
 UP ALAM 2017 – Essay Writing Contest at Dona Aurora National High School, Aurora
Isabela – January 2017
 2nd Urban Jamboreth BSP at Fourlanes Malvar, Santiago City – February 2017
 Tech4Ed Launching Program at Rizal National High School – February 2017
 School-based Campus Journalism Seminar-Workshop at Tanghalang Gat Jose Rizal –
July 2017
 3rd Division Glamorous Camping (Editorial Writing English) at Santiago South Central
School – August 2017
 MTAP – Rizal National High School – July to September 2017
 Division Festival of Talents (PopDev Essay Writing) at SCNHS – October 2017
 Editorial Writing English – Division Schools Press Conference at Santiago South Central
School – October 2017
 Regional Festival of Talents (PopDev Essay Writing) at Bagabag, Nueva Vizcaya –
November 2017
 Editorial Writing English – Regional Schools Press Conference at Roxas, Isabela –
November 2017
 Division MTAP Elimination Round at Santiago City National High School – January 2018
 Division Metrobank MTAP-DepEd Oral Team Competition at Division Office – February
2018
 National Grid Corporation of the Philippines Seminar at Rizal National High School – July
2018
 School-based Inter-Level Debate Competition at Rizal National High School – July 2018
 Division Science and Technology Week: Oratorical Speaking at Santiago South Central
School – July 2018
 1st SK Federation Inter-Senior High School Debate Cup at Calao West, Santiago City –
August 2018
 1st Division Senior High School Research Conference at Santiago City National High
School – September 2018
 4th Glamorous Camping cum Coaching and Mentoring at Santiago West Central School –
September 2018

14
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

HONORS and AWARDS RECEIVED

 Class Valedictorian of Santiago East Central School Batch 2013

 Academic Excellence Awardee 2013
 JCI Leadership Awardee 2013
 Community Involvement Awardee 2013
 Girl Scout of the Year 2013
 Best in English 2013
 Best in Mathematics 2013
 Best in Science 2013
 Best in Hekasi 2013
 3rd Honors – Grade 7 at Rizal National High School (2013-2014)
 4th Honors – Grade 8 at Rizal National High School (2014-2015)
 6th Place – Editorial Writing English – Division School Press Conference 2015
 3rd Honors – Grade 9 at Rizal National High School (2015-2016)
 53rd Fish Conservation Week Regional Essay Writing Contest – 2 nd placer (2016)
 4th Place – Editorial Writing English – Division Schools Press Conference 2017
 3rd Place – Division Festival of Talents (Pop Dev Essay Writing) at SCNHS (December
2016)
 Academic Excellence Awardee (With Honors) of Rizal National High School (JHS)
Batch 2017
 Best in Communication Arts Filipino
 Best in Communication Arts English
 Best in Social Science
 Leadership Awardee 2017
 Boy Scout of the Philippines Medal of Excellence Silver Medalist 2017
 Rizal National High School STAR Awardee 2017
 Division Festival of Talents PopDev Essay Writing Contest – Champion (2017)
 Regional Schools Press Conference Qualifier (2017)
 Regional Festival of Talents Qualifier (2017)
 Metrobank MTAP-Deped Math Challenge Oral Team Competition – Champion (2018)
 Academic Excellence Awardee (With Honors) of Rizal National High School (Grade 11)
Batch 2018
 School-based Inter-Level SHS Debate Competition – Champion
 School-based Inter-Level SHS Debate Competition – Best Debater
 Division Science and Technology Week Oratorical Speaking – 2 nd place (2018)
 School-based Pagsulat ng Talumpati – Champion
 School-based Pagtatanghal ng Talumpati – Champion
 Participated the 1st SK Federation Inter-Senior High School Debate Cup
 1st Division SHS Research Conference – Research Proposal Writing – 3 rd place

ORGANIZATIONS

 Youth for Environment in Schools Organization President at Santiago East Central School
(2012-2013)
 BCPC Vice President at Santiago East Central School (2012-2013)
 Kiddie Fire Marshall President at Santiago East Central School (2012-2013)
 Federation Youth for Environment in Schools Organization Treasurer at Division of
15
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

Santiago City (2012-2013)

 Editor-in-Chief of The Twinklers School Publication at Santiago East Central School
(2012-2013)
 Supreme Students Government Organization Grade 7 Representative at Rizal National
High School (2013-2014)
 Salaknib Dance Troupe Member at Rizal National High School (2013-2015)
 Youth for Environment in Schools Organization Public Information Officer at Rizal National
High School (2014-2015)
 Associate Editor of The Rizalian School Publication at Rizal National High School (2014-
2016)
 Youth for Environment in Schools Organization Vice President at Rizal National High
School (2015-2016)
 BSP Organization Auditor at Rizal National High School (2015-2016)
 Bayani Dance Troupe Music Custodian at Rizal National High School (2015-2016)
 COMELEC Chairman at Rizal National High School (2017-2019)
 Bayani Dance Troupe Treasurer at Rizal National High School (2016-2017)
 Circle of Young Einsteins Organization Member at Rizal National High School (2018-2019)
 Humanities and Social Sciences 12 Class President at Rizal National High School (2018-
2019)
 Editor-in-Chief of The Rizalian School Publication at Rizal National High School (2016-
2019)

CHARACTER REFERENCES

Nestor R. Lucas
Principal IV
Rizal National High School
09355576242

Johnny C. Lalas
SHS Assistant Principal II
Rizal National High School
09277436790

Abegail A. Alangue
Teacher/ Teacher II
Senior High School Department (RNHS)
09558308641

I hereby certify that the above information is true and correct to the best of my knowledge,
ability and belief.
DESIREE O. SINCHIOCO
SHS-Student

WRITING AN APPLICATION LETTER

16
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

SAMPLE

September 24, 2018

ALMA R. ACOSTA Ed. D.

Principal II
Santiago East Central School
Rizal, Santiago City

Ma’am:

Greetings in the name of the Lord!

This is in connection to the requirement of Humanities and Social Sciences Grade 12 students of
Rizal National High School to undergo a work immersion in your institution for ten (10) days or
equivalent to eighty (80) hours.

I am Desiree O. Sinchioco, 17 years of age, a Grade 12 student of Rizal National High School,
taking up Humanities and Social Sciences (HUMSS) strand.

Indeed, I am one of the immersion students, who really want to enhance and practice my
profession. I also want to share my knowledge and experience to motivate and inspire my fellow
students.

I am writing this letter to apply as a trainee in your institution. I choose your institution because
the teachers are great and amazing in terms of teaching and I believe that in your school, I’ll be
able to enhance my skills and become more knowledgeable to the different teaching strategies.
Moreover, through your beloved institution that offers quality service, I believe that it will be a
great help to hone my communication and socialization skills as I pursue my aimed profession.

Attached is my resume for your reference. Madame, if you find my qualifications adequate, I will
be very glad to come for an interview at your most convenient time.

Truly, I can be reached anytime via email at desireeoconsinchioco@gmail.com as well as my

facebook account, Desiree Ocon Sinchioco or my cellphone number, 0975 – 103 – 6545.

Respectfully yours,

DESIREE O. SINCHIOCO
SHS-Student

VISITING THE CONCERNED OFFICES WHERE THE FOLLOWING COULD BE SECURED:

17
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

a. Barangay clearance
b. Police clearance
c. Mayor’s clearance
d. Medical certificate

JOB INTERVIEW SKILLS TRAINING

Even the smartest and most qualified job seekers need to prepare for their job interview.
Why, you ask? Interview skills are learned, and there are no second chances to make a
great first impression. These 10 interview tips will teach you how to answer interview questions
and convince the hiring manager that you are the one for the job. 

Practice good nonverbal communication

It's about demonstrating confidence: standing straight, making eye contact and connecting with a
firm handshake. That first nonverbal impression can be a great beginning—or quick ending—to
your interview.

Dress for the job or company

Today's casual dress codes do not give you permission to dress as "they" do when you interview.
It is important to know what to wear to an interview and to be well-groomed. Whether you wear a
suit or something less formal depends on the company culture and the position you are seeking.
If possible, call to find out about the company dress code before the interview.

Listen
From the very beginning of the interview, your interviewer is giving you information, either directly
or indirectly. If you are not hearing it, you are missing a major opportunity. Good communication
skills include listening and letting the person know you heard what was said. Observe your
interviewer, and match that style and pace.

Don't talk too much

Telling the interviewer more than he needs to know could be a fatal mistake. When you have not
prepared ahead of time, you may ramble when answering interview questions, sometimes talking
yourself right out of the job. Prepare for the interview by reading through the job posting,
matching your skills with the position's requirements and relating only that information.

Don't be too familiar

The interview is a professional meeting to talk business. This is not about making a new friend.
Your level of familiarity should mimic the interviewer's demeanor. It is important to bring energy
and enthusiasm to the interview and to ask questions, but do not overstep your place as a
candidate looking for a job.

Use appropriate language

It's a given that you should use professional language during the interview. Be aware of
any inappropriate slang words or references to age, race, religion, politics or sexual orientation—
these topics could send you out the door very quickly.
Don't be cocky
Attitude plays a key role in your interview success. There is a fine balance between confidence,

18
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

professionalism and modesty. Even if you're putting on a performance to demonstrate your

ability, overconfidence is as bad, if not worse, as being too reserved.

Take care to answer the questions

When interviewers ask for an example of a time when you did something, they are
asking behavioral interview questions, which are designed to elicit a sample of your past
behavior. If you fail to relate a specific example, you not only don't answer the question, but you
also miss an opportunity to prove your ability and talk about your skills.

Ask questions
When asked if they have any questions, most candidates answer, "No." Wrong answer. Part of
knowing how to interview is being ready to ask questions that demonstrate an interest in what
goes on in the company. Asking questions also gives you the opportunity to find out if this is the
right place for you. The best questions come from listening to what you're asked during the
interview and asking for additional information.

Don't appear desperate

When you interview with the "please, please hire me" approach, you appear desperate and less
confident. Reflect the three Cs during the interview: cool, calm and confidence. You know you
can do the job; make sure the interviewer believes you can, too.

PART III: DISCUSSION OF PORTFOLIO

The meaning of Portfolio

According to Collins dictionary, a portfolio is a set of pictures by someone, or photographs

of examples of their work, which they use when entering competitions or applying for work.

How to create a portfolio

  You need a portfolio to showcase your work and to help to demonstrate your skills to
prospective employers. Nothing impresses more than a beautifully presented portfolio at an interview. But
don't send it unless requested. Always bring it with you if you have an interview.

 Go for quality, not quantity: employers will probably spend only a few minutes looking at your portfolio,
especially at interview. Less can be more so select only your strongest work.
 Put your portfolio on a web site if possible as it is so easy to access. You then simply need to provide the
web link on your CV.
 Make sure that the portfolio is carefully laid out and in the correct order.
 All items need to be clear and easy to understand
 A physical portfolio can include anything that is portable! Anything flat can be folded into a portfolio,
but you are not restricted to things that can fit inside the portfolio! If an item is too large to take to the
interview take high quality photos of it to show with close ups to elicit details.

PORTFOLIO Page

19
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

I. PRELIMINARIES
Title Page…………………………………………………………………….. i
Approval Sheet………………………………………………………………. ii
Certification…………………………………………………………………... iii
Acknowledgment……………………………………………………………. iv
Table of Contents…………………………………………………………… vi
II. DESCRIPTION OF THE COOPERATING SCHOOL / WORK
IMMERSION PARTNER
____________________________
History of the Cooperating School…..…………………………………….. 2
Mission and Vision……………………………………………………….…. 7
Organizational Chart…………………………..……………………………. 8
III. NARRATIVE REPORTS
A. Introduction……………………………………………………………… 10
B. Pre-Immersion Orientation…………………………………………….. 14
C. Work Ethics……………………………………………………………… 17
D. Job Interview……………………………………………………………. 20
E. Reflection on the Field of Experiences
Day 1…………………………………………………………………….. 23
Day 2…………………………………………………………………….. 25
Day 3…………………………………………………………………….. 28
Day 4…………………………………………………………………….. 32
Day 5…………………………………………………………………….. 34
Day 6…………………………………………………………………….. 37
Day 7…………………………………………………………………….. 39
Day 8…………………………………………………………………….. 42
Day 9…………………………………………………………………….. 44
Day 10…………………………………………………………………… 46
F. Summary of Learning.…………………………………………………. 50
G. Post Work Immersion………………………………………………….. 53
IV. APPENDICES
Appendix 1- Pictures of Work Site………………………………………… 57
Appendix 2- Illustration of Activities Performed………………………….. 58
Appendix 3- Sample Written Output………………………………………. 59
Appendix 4- Other Relevant Pictures or Documents……………………. 60
Appendix 5- List of tasks…………………………………………………… 74
Appendix 6- Parental Consent…………………………………………….. 75
Appendix 7- Barangay Clearance…………………………………………. 76
Appendix 8- Medical Certificate……………………………………………. 77
Appendix 9- Evaluation Form……………………………………………... 78
Appendix 10-Daily Time Record…………………………………………… 79
Appendix 11- Certifications………………………………………………… 80
Appendix 12- Application Letter …………………………………………... 81
Appendix 13- Curriculum Vitae (Resume) ……………………………….. 82

20
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

UNIT II: IMMERSION PROPER

Appreciating management processes by observing, identifying and describing the

following:
1. Nature of the business / the institution
2. History of the Institution
3. Mission and Vision
4. Organizational structure
5. Reflection on the Field of Experiences
6. Summary of Learning
7. Company rules and regulations

_____________________________________________________________________________
UNIT III. POST IMMERSION
Evaluating the work immersion experience by:
1. Presenting a portfolio with daily diary entries
2. Comparing and contrasting school and work application of skill, knowledge, and attitudes
3. Writing an updated résumé
4. Reflecting on the work immersion experiences
______________________________________________________________________________________________

21
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

A. CRITERIA FOR PORTFOLIO

Portfolio of _______________________ Instructor______________ 
Course / Section ________/_______ Semester_________ 

I. Portfolio Introductory Material:

 Cover Page
Detailed Table of Contents__________ 
Excellent _____, Very Good _____, Adequate _____, Unsatisfactory_____

II. Quality of Compositions in Portfolio: 

 Critical thinking/analytical skills - the writer: understands the assignments; shows original
thinking; synthesizes information; clarifies concepts.  
Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________
 Writing skills - The writer has adequately paraphrases information from sources, avoids wordiness
by using clear, concise sentences.  
Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________
 Format - Organizes material in appropriate format; includes all relevant components and material;
Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________
 Writing mechanics - uses correct grammar, punctuation, spelling 
Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________

III. Participation in learning community:

 Participates in class discussions, peer response, group projects, submits drafts on time to peer group
and teacher, and sends periodic progress reports to teacher.  
Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________
 PORTFOLIO COURSE GRADE:

22
 GRADE 12 General Academic Strand (GAS)
WORK IMMERSION MANUAL

[A] Excellent _____, [B]Very Good _____, [C]Adequate _____, [D]Unsatisfactory_____

LEGEND:
A- Excellent: 91 and above
B- Very Good: 86-90
C- Adequate: 80-85
D- Fair:75-79

23