Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Schools Division Office of Lucena City
COTTA NATIONAL HIGH SCHOOL
Lucena City

ACTION PLAN FOR WORK IMMERSION IMPLEMENTATION

DURING HEALTH CRISIS
ACADEMIC: ABM & HUMSS
TVL: EIM NCII & SMAW NCII

I. INTRODUCTION
It has been a commitment of Philippine educational system to provide the learners’ the best. Our curriculum was changed and
modified from the basic 10-year education system to more accessible one-the K-12 curriculum. Moreover, as part of the
guidelines given by the Department of Education (DepEd) Senior High Schools are required to conduct the Work Immersion
program. It refers to the part of the Senior High School Curriculum consisting of 80-hours of hands-on experience or
simulation which the Grade 12 students will undergo to expose them to the actual workplace setting and enrich the
competencies provided by the school under the supervision of the school head, work immersion coordinator, work immersion
adviser and the designated personnel of the partner.

However, given the current health predicament, there would be major changes on the implementation of Work Immersion
Program. As face-to-face classes in schools are restricted, conducting work immersions in actual work places are also
prohibited. This is a transformative challenge to the school. Despite the COVID pandemic that the country faces, the program
can still push through, in a way that is flexible and adaptive enough to be appropriate to work immersion plans done in the
previous years. Just like in other subjects, work immersion program would incorporate students’ homes as temporary venues
for learning, with materials that are within reach of students and in methods that would be easily comprehensible to learners
given the limitations that the crisis has caused. In spite of that, Work Immersion Program shall not compromise its primary
goals. Students would still be able to gain workplace skills and knowledge through activities suggested by the Department of
Education based on the Most Essential Learning Competencies.
II. GENERAL OBJECTIVES
With this action plan, Cotta National High School intends to provide activities for the Work Immersion that are adjusted to the
limited resources caused by the current health crisis.
 appreciate the importance and application of the principles and theories learned in school;
 enhance their technical knowledge and skills;
 develop good work habits, attitudes, appreciation and respect for work.

AREAS OF CONCERS SPECIFIC STRATEGIES TIME BUDGE HUMAN MATERIAL SUCCESS RISK
OBJECTIVES FRAM T AND RESOURC RESOURCE INDICATORS
E ITS ES S
SOURC
E

(Pre-Immersion Discuss the With reference to the March MOOE Principal/ Laptop Appreciate the Implementati
Activities) important memorandum DM- 4, Work Projector appropriateness on of Health
Parents’ Orientation provisions of the CI-2020-00085 2021 Immersion Microphone and help of the Protocols
RE: Work Immersion released guidelines. entitled Guidelines Coordinato guidelines in
during Crisis Situation for Work Immersion r/ addressing the
Implementation SHS Focal issues and
during Health Crisis. Person/ concerns.
Parents’ Orientation Work
will be conducted. Immersion
Advisers/
Parents
SHS Career Lecture Educate the SHS It is a comprehensive, March MOOE Principal/ Internet Learners are Technical
Series via Google Meet learners on the developmental 11- Work allowance for equipped and problems
different program designed to April Immersion students have knowledge can lead to
competencies in assist SHS learners 2 Coordinato on the different the event
self-knowledge, in making and r/ Cellphones/ competencies being
educational and implementing Immersion LPs such as cancelled, or
occupational informed educational Advisers/ decision- prevent
exploration, and and occupational Resource Speaker making, self- participants
career planning. choices. Speakers/ Internet appraisal, goal from joining
This weekly webinar Grade 12 allowance for setting and in
that will run for four learners students career planning.
weeks will better ABM- Audience
prepare individuals Serenity Cellphones/ gets easily
for the changing LPs distracted
workplace of the 21st HUMSS-
century by: Docility Speaker
Week 1
Improving and
increasing proper TVL-
graces and social Patience
etiquette.
Week 2
Nailing a job
interview and
building
interpersonal
effectiveness
Week 3
Identifying challenges
amid complexity of
the workplace
Week 4
Maximizing career
opportunities
(Work Immersion Integrate and Since the subject’s April Immersion Internet Learners Technical
Proper) perform their performance 5-May Adviser for allowance for showcased the problems
HUMANITIES AND learning in standard is to 28, HUMSS/ students excellence, can lead to
SOCIAL SCIENCES specialized learning produce a creative 2021 creativity, and the event
This strand is designed to such as exhibitions portfolio that will Grade 12- Cellphones/ values as being
provide students the and performances integrate their HUMSS LPs students of cancelled, or
opportunity to integrate as evidence of their learning in HUMSS strand prevent
their learning in different learning in the specialized learning Photo and through their participants
learning areas of the humanities and areas, learners under Video Editing culminating from joining
humanities and social social sciences humanities and App activities in
sciences through a social sciences will be entitled:
creative asked to come-up Audience
CULMINATING with: #COMMUNITIB gets easily
ACTIVITY. A. COMMUNICAT AY-A HUMSS distracted
ION 12
CAMPAIGN COMMUNICATI
ON CAMPAIGN Students
B. ONE-ACT ON THE who are
DIGIPLAY RESILIENCY laggard in
In order for the OF using video
learners to come up KABATAANG and photo
with the two outputs LUCENAHIN editing app.
as part of their AMID COVID-
creative portfolio, 19
they will be taught
and asked to: and
1. Write and
create a plan “SINE-SABI”-
to make their Blazing the
portfolio Trail for the
including its 21st Century
timeline, Young Artist
processes and
involved and Filmmakers”
key concepts.
2. Write a
concept paper
(for
 communicatio
n campaign)
and a script
(for “digiplay”)
that will
encapsulate
their learning
in humanities
or social
sciences.
3. Write insights
after each
production has
been
completed.
4. Compile all
their outputs
to include in
their portfolio.
5. Write an
overall
reflection and
learning based
on the
evaluation of
their
teachers/advis
ers which will
be given based
on the
condition of
the locality.

ACCOUNTANCY,
BUSINESS AND
MANAGEMENT

(Work Immersion  To orient  Call up PTA April Immersion MOOE  100% Implementati
Proper) parents and meeting with SHS 5-May Adviser for Compliance on of Health
TECHNICAL students about EIM/SMAW 28, TVL/ with the Protocols.
VOCATIONAL & Work Immersion concerned parents 2021 concerned
LIVELIHOOD – Simulation  Get Physical Grade 12- parties
EIM NCII & SMAW NCII programs/activi Examination TVL  100%
This strand is designed to ties, goals & Certificate & Compliance
prepare students with objectives Health Insurance of Physical
entry level knowledge and  To prepare SHS (Red Cross) Examination
manipulative skills for Grade 12  Conduct of and Health
employment in the EIM/SMAW Orientation / Insurance
electrical and welding students with Examination /  100%
industry through a the required Interview Compliance
creative medical  Attend regular of SHS
CULMINATING certificate and Grade 12
ACTIVITY. other pertinent EIM/SMAW
required papers Students
for their training  100%
 To orient SHS Passing Rate
Grade 12 in
EIM/SMAW
 students about Assessment
Work Immersion EIM NCII/
Simulation SMAW NCI
 To persuade & NCII
SHS Grade 12
EIM/SMAW
students to
comply the
required/prescri
bed number of
hours in
training
(Post-Immersion) The Immersion Work 1.Accomplished
Evaluating the Work Advisers: Immersion portfolio
Immersion/Culminating Coordinato 2.Pictures of
experience by: 1.guide the student r/ Work nonwritten
1. Presenting a in submitting their Immersion output/projects
portfolio with portfolio. Advisers/ with captions
weekly diary 2.evaluate the Principal 3.Illustrations
entries. outputs made and of activities
2. Comparing and produced by the performed as
contrasting school learners. needed.
and work
application of skill, 3.guide students in 4.Weeekly diary
knowledge and updating their (narrative/acco
attitude. resume unt of learnings
3. Writing an and
updated resume 4.guide students in achievements,
4. Reflecting on their reflecting about their problems faced
work culminating and
immersion/culmin experiences. corresponding
ating experiences resolutions)

5.Output/s

6.Culmination
 Highlights

7.Reflection
paper

Prepared by: Reviewed by:

BITUIN B. OSEA REY MARK R. QUEAÑO RITCHELDA D. ABADILLA

WI COORDINATOR, School SHS Focal Person, CNHS Principal, CNHS

Recommending Approval:

MA. CONSOLACION V. TEÑIDO

PSDS/ DIV. SHS Focal Person

Approved:

JOSEPHINE T. NATIVIDAD
Chief Education Supervisor, CID