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 BUDGET HUMAN MATERIAL SUCCESS RISK
OBJECTIVE FRAM AND ITS RESOURC RESOURCES INDICATORS
S E SOURCE ES

(Pre-Immersion Discuss the With reference to the March MOOE Principal/ Laptop Appreciate the Implementati
Activities) important memorandum DM-CI- 4, Work Projector appropriateness on of Health
Parents’ Orientation provisions of 2020-00085 entitled 2021 Immersion Microphone and help of the Protocols
RE: Work Immersion the released Guidelines for Work Coordinato guidelines in
during Crisis Situation guidelines. Immersion r/ addressing the
Implementation SHS Focal issues and
during Health Crisis. Person/ concerns.
Parents’ Orientation Work
will be conducted. Immersion
Advisers/
Parents

March Internet
SHS Career Lecture Series Educate the It is a comprehensive, 11- allowance for Learners are Technical
via Google Meet SHS learners developmental April 2 MOOE Principal/ students equipped and problems can
on the program designed to Work have knowledge lead to the
different assist SHS learners in Immersion Cellphones/ on the different event being
competencies making and Coordinato LPs competencies cancelled, or
in self- implementing r/ such as prevent
knowledge, informed educational Immersion Speaker decision- participants
educational and occupational Advisers/ Internet making, self- from joining
and choices. Resource allowance for appraisal, goal in
occupational This weekly webinar Speakers/ students setting and
exploration, that will run for four Grade 12 career planning. Audience
and career weeks will better learners Cellphones/ gets easily
planning. prepare individuals LPs distracted
for the changing ABM-
workplace of the 21st Serenity Speaker
century by:
Week 1 HUMSS-
Improving and Docility
increasing proper
graces and social
etiquette. TVL-
Week 2 Patience
Nailing a job interview
and building
interpersonal
effectiveness
Week 3
Identifying challenges
amid complexity of the
workplace
Week 4
Maximizing career
opportunities

Immersion Internet
Integrate and Since the subject’s April Adviser for allowance for Learners Technical
(Work Immersion Proper) perform their performance standard 5-May HUMSS/ students showcased the problems can
HUMANITIES AND learning in is to produce a 28, excellence, lead to the
SOCIAL SCIENCES specialized creative portfolio that 2021 Grade 12- Cellphones/ creativity, and event being
This strand is designed to learning such will integrate their HUMSS LPs values as cancelled, or
provide students the as exhibitions learning in specialized students of prevent
opportunity to integrate and learning areas, Photo and HUMSS strand participants
their learning in different performances learners under Video Editing through their from joining
learning areas of the as evidence of humanities and social App culminating in
humanities and social their learning sciences will be asked activities
sciences through a in the to come-up with: entitled: Audience
creative humanities A. COMMUNICAT gets easily
CULMINATING and social ION #COMMUNITIB distracted
ACTIVITY. sciences CAMPAIGN AY-A HUMSS 12
COMMUNICATI
B. ONE-ACT ON CAMPAIGN Students who
DIGIPLAY ON THE are laggard in
In order for the RESILIENCY OF using video
learners to come up KABATAANG and photo
with the two outputs LUCENAHIN editing app.
as part of their AMID COVID-19
creative portfolio, they
will be taught and and
asked to:
1. Write and “SINE-SABI”-
create a plan to Blazing the
make their Trail for the
portfolio 21st Century
including its Young Artist
timeline, and
processes Filmmakers”
involved and
key concepts.
2. Write a concept
paper (for
communication
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/advise
rs which will be
given based on
the condition of
the locality.

Contribution After the

Integrate all Immersion from each simulation Implementati
ACCOUNTANCY, the key The school has the April Adviser for member proper, Business on of health
BUSINESS AND concepts and following options for 5- Business ABM simulation protocols
MANAGEMENT processes of the team of students May fund shall 12/Grade conference will
This strand is designed to Accountancy, based on the Most 28, be 12 be conducted.
provide the students the Business and Essential Learning 2021 collected Principal Each group shall
opportunity to familiarize Management Competencies: from equal participate and
themselves in the as applied in contributi showcase their
business world real-life Model A - Simulation on of each 15-minute
Through Culminating activities or operation of a member of presentation.
Activity following the micro business the group
business enterprise in the
cycle: Barangay.
business The class will be
opportunity divided into groups
research, with 10 members
product/servi each.
ce The teachers will
development, conduct pre-business
business simulation orientation
formation to all students about
and the following:
organization, - Planning,
and relevant establishment, and
management operation or micro
reporting on business enterprise
the context of - Required
ethical documents
standard and 1. Product or
social Service Feasibility
responsibility Report
. 2. Business Plan
3. Parent’s
concern
4. Barangay
Business Permit
5. Business report
- Inspection of
business simulation
- Post-business
 Simulation
Requirements
- Computation of
grades

Model B - Online
selling or online
business simulation.

Te aforementioned
models need to follow
the Most Essential
Learning
Competencies
(MELCS) which are
derived from the
curriculum guide of
Business Simulation
and the expected
output for the
enabling
task/activities and the
business simulation
proper.

TECHNICAL Employing The activities in April MOOE Immersion Electrical 100% Passing Implementati
VOCATIONAL & the different technical vocational & 5-May Adviser for supplies and Rate in on of Health
LIVELIHOOD – learning livelihood tracks can 28, Class fund TVL/Grade materials, Assessment Protocols.
EIM NCII modalities or be performed in 2021 shall be 12-TVL tools and EIM NCII and
This strand is designed to blended different schemes collected equipment. SMAW NCI &
prepare students with learning which include in- from equal NCII
entry level knowledge and approach school and home- contributi Welding
manipulative skills for which based. on of each supplies and
employment in the combines member of materials,
electrical industry technology- In-School. The school the group. tools and
through based e- shall provide a mock equipment.
CULMINATING learning, environment given the
ACTIVITY. distance available school
learning, and facilities.
SMAW NCII traditional Arrangements shall be
This strand is designed to classroom- made between the
enhance the knowledge, based school management
skills and attitudes in methods, all and
shielded metal arc welding schools shall parents/guardians.
in accordance with ensure the Guided by the
industry standards acquisition of learning
through CULMINATING the academic competencies, SHS
ACTIVITY. requirements learners will perform
for SHS the activities.
without
sacrificing Home-based. The
the standards learners shall perform
of quality their activities at
education, home but will be
and safety monitored regularly
and security by the SHS teacher.
of learners This scheme is
and teachers. applicable only for
learners with available
materials, tools, or
devices that can be
used to demonstrate
their competencies.
Guided by the
learning
competencies, the
teacher and learners
need to select the
activities to be
performed.
(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 non-written
1. Presenting a in submitting their Immersion output/projects
portfolio with portfolio. Advisers/ with captions
weekly diary Principal 3. Illustrations
entries. 2. Evaluate the of activities
2. Comparing and outputs made and performed as
contrasting school produced by the needed.
and work learners.
application of skill, 4.Weeekly diary
knowledge and 3. Guide students in (narrative/accou
attitude. updating their resume nt of learnings
3. Writing an updated and
resume 4. Guide students in achievements,
4. Reflecting on their reflecting about their problems faced
work culminating and
immersion/culmina experiences. corresponding
ting 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