Innovation Category

Curriculum and
Instruction Delivery

Aklan National High School for

Arts and Trades
Kalibo I
Division of Aklan

PADAYON:
A Community-Based Work Immersion Program of Aklan National
Darren N. Naelgas
Innovator
High School for Arts in Time of Crisis Situation
Overview Work Immersion (WI) aims to provide Senior High School
(SHS) learners with opportunities to familiarize themselves
with the workplace, simulate employment, and apply their
competencies in areas of specialization in authentic work
environments.

The on-going COVID-19 pandemic has caused massive

disruption in the education sector and hampers the delivery
of work immersion program.

Schools are tasked to create their own class program to

continue the work immersion employing the different
learning modalities or blended learning approach which
combines technology-based e-learning, distance learning,
and traditional classroom-based methods.
Overview As stipulated in DepEd Order No. 39, s. 2018 entitled
Clarification and Additional Information to DepEd Order No.
30, s. 2017 (Guidelines on Work Immersion), Work
Immersion is a requirement for TVL track while it is optional
for Academic, Arts and Design, and Sports tracks.

The memorandum suggests different activities in all tracks

that can be performed in different schemes which include
in-school, home-based, community-based, and school
industry partnership.

This innovation adopted the Community-based as one of the

suggested schemes in the DepEd order and design a suitable
delivery program to assess the Grade 12 students in their
work immersion as prerequisite for graduation.
Innovation
The Community-Based Work Immersion is the new feature of
Description ANHSAT for S.Y. 2020-2021.

This will serve as the basis for the development of

Community-based Work Immersion program in crisis situation
that will be used by the school for the succeeding years and
or as long as schools are not advised for face-to-face
instruction.

The learners will have the opportunities to put into practice

the skills and concepts that they have learned inside the
classroom and incorporate them in the real work set-up even
if they are just within the comfort of their community.

The community will serve as their new “industry partner”

whereby same skills and competencies are being practiced
with the help of local government units and or experts in their
community.
Innovation
Description
The program was developed by the Innovator and work
immersion teachers will utilize this program while movements
in the province of Aklan or even in the whole country are
restricted under MGCQ and face-to-face instructions are still
challenged.

This scheme took effect on the second semester after the

orientation with the immersion students and parents through
series of virtual meetings. During the delivery of the
program, the proponent makes sure that all safety
precautions was observed and take into consideration the
safety of the students and work immersion teachers.
Innovation Statement
This innovation aims to help school heads, work immersion teachers, and graduating senior high school
students to pursue work immersion program despite the challenges and issues posted by global pandemic.

Specifically, the program aimed to:

Objective 1
Bridge the gap between
missed opportunities and
experiential learning
opportunities for work
immersion students in
time of COVID-19.
Objective 2
Objective 3
Strengthen academic outcomes such
Integrate student
as demonstrated complexity of
learning in specialized
understanding, problem analysis,
courses to real work
problem-solving, critical thinking,
set-up and enhanced
cognitive development and rigorous
community relations.
learning rooted in the assets and
needs of the community.
Implementation Preliminary Phase

Procedure
Phase 1: Preparation Phase

Phase 2: Community-based
Immersion

Phase 3: Assessment Phase

Implementation
procedure
Preliminary Phase

Negotiate with the Conduct the first team

Secure approval immersion teachers on meeting; secure
from the division class schedules, role consent to participate
expectations, and in the innovation;
office to conduct preparations in co- discuss the overview
the innovation. teaching the community- of the innovation
based immersion.
process.
Implementation
procedure
Phase 1: Preparation Phase
• Conduct zoom meeting probing students’ initial understanding of “community.”
 Stage 1:  Students will be asked to draw their understanding of community.
Understanding the “community”  Students in the large cohort will present their ideas about community

 Stage 2: • An online group discussion probing the participants’ beliefs on the purposes, goals, and values of community
Exploring Community-based immersion and immersion.
understanding the different models of service  Students will share ideas on how to best integrate the project-based service learning paradigm into the
learning focusing on project-based paradigms community-based immersion experience.
 

• A focus- group discussion was conducted focusing on the:

Stage 3: • community-based immersion
Understanding the Innovation process • possible outputs (showcase and or process portfolios)
(methodology, framework, and data sources)

•  Immersion teachers visited the barangay where students are residing for geographical familiarity and for initial
 Stage 4: discussions with the barangay officials regarding the conduct of community-based immersion.
Visiting the community
• The immersion teacher presented the competencies to barangay officials.
 Stage 5:  Barangay officials initially present task/project to immersion teacher for the students to accomplish.
Negotiating and fine tuning the plan with the  Immersion teacher checks the nature of the task/project and evaluate if the task meets the competency sets
community people for the work.

•  The immersion teacher presented and discuss the criteria and format for portfolio development for students as
major requirement after the actual performance of their task/project.
Stage 6:  Teacher asked students suggestion on how to improve their portfolio
Presenting the assessment tool  
Implementation
procedure
Phase 2 : Community-based Immersion
• Students, immersion teacher, barangay officials, and some village people gather
together for a formal opening of the community-based immersion program.
• Immersion students was acquainted with the barangay officials (being resident of
Stage 1: their barangay, establishing rapport will not be a problem).
Arrival, settling down • Barangay officials brief the immersion student/s on the task/project that he/she
has to accomplish.

• Immersion students constantly report/attend to barangay officials or to project

 Stage 2: supervisor on a daily or weekly basis
Actual community- • Perform tasks/project assigned to him/her.
based immersion
•  Immersion teacher monitors the progress of the community-based immersion
program.
Stage 3: • Immersion teacher checks the task/project accomplished by the student/s.
Monitoring  
Implementation
Phase 3: Assessment Phase
procedure

 
• Immersion teacher conducted interviews with barangay officials and or the one who supervised immersion
 Stage 1: student in his task/project.
Investigate parallel
community immersion  Immersion teacher collected the assessment/grade of barangay officials or project supervisor based on the
work performed by the students using the rubric prescribed by DepEd.
experiences of students  

 
 Stage 2.  Immersion teacher hosted a feed backing activity to barangay officials with immersion student/s including
Feed backing the project supervisor of the immersion student.
   

 Stage 3.  
Assemble and organize  Immersion student develops their portfolio
portfolio  Virtual meeting with students for the purpose of critiquing the on-going portfolio construction.

 Stage 4.  
Synthesis of the entire  Group virtual meeting was conducted for all students who participated in the community-based
immersion focusing on lessons learned and suggestions/comments for improvement of the program.
community-based immersion  
experiences
 
 Stage 5.  All students submitted their portfolio to their immersion teacher.
Conduct Evaluation of the  Immersion teachers submit a summary of student’s experiences from the portfolio focusing on their
Innovation learning experiences and encountered difficulties as basis for the improvement of the program.
Innovation Guidelines in the
delivery of Community-
Output based work Immersion

Policy in the
“Community-Based Implementation of
Work Immersion Community-based
work Immersion
Program in Crisis Assessment of
Situation” Community-based
work Immersion
Program
 Work Work Curriculum
Immersion Immersion Planners
Students Teachers
Beneficiaries
 Sustainability Plan
To sustain this innovation, work immersion teachers
shall come together to share ideas, compare
observations, and brainstorm solutions to complex
problems. 

As for the processes that don’t work, Innovators

suggest scrapping them altogether. There’s no
reason it should be fighting an uphill battle against
projects that are not fruitful.
 Ro
ANHSAT
naga-
PADAYON!