Modular Approach

Month of February
Module 1 Week 1 & 4
Work Immersion
GRADE 12
Second Semester S.Y. 2021-2022

Course Description:
Through Work Immersion, the students are exposed to and become familiar with work-
related environment related to their filed of specialization to enhance their
competence. These prepare them to meet the needs and challenges of employment or
higher education after graduation.

Content Standards: The learners demonstrate an understanding of work immersion by

discussing:
• Expected behavior
• Work Immersion rules and
regulations

Performance Standard: The

learner will be able to:
✓ make an essay on how the
conduct oneself inside the
company/business
establishments during the
Immersion period

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 LESSON 1 Developing 21st Century Skills through

Work Immersion

Introduction

Senior High School provides an amazing life experience. It is in this phase when you
start to be independent, gain a wider perspective about the world, and establish
friendships and connections inside and outside school. This stage in your life is not just
meant for having fun but more seriously preparing you for life, hence, the need for you
to have a meaningful and relevant work immersion is experience. You need to learn
about industry-relevant topics, to understand and be able to
operate in a context-oriented manner, to think innovatively, and
to develop and utilize good communication and interpersonal
skills in all activities inside and outside school that will help you in
your transition to the real world.

Why is Work Immersion Important?

Work Immersion is a critical experience in senior high

school because it helps them to prepare for bigger challenges ahead. Studying in
college, establishing a business, or working in a company has become more competitive
due to rapid changes in the external environment. Henson (2009) noted that the nature
of the workplace is rapidly changing as time goes by.

With the implementation of the R.A No. 10533 (K-12), it is expected that the
competencies and skills that students acquire in school remain relevant when they
graduate. Academic institutions are tasked to prepare learners to become college-ready,
work-ready, entrepreneurship –ready and life-ready. Work Immersion is required in the
curriculum.

WORK IMMERSION is the process of preparing you and your peers for the real-world
after you finish senior high school. It is a continuous process of developing awareness of
your choices related to pursuing college education, employment, or possible
entrepreneurial undertaking. Your experiences in and outside of the school will help you

SHS Dep artm ent |2

explore, plan, and prepare to achieve your goals that includes living more
independently. Support systems are available to facilitate your informed choices and
assist you in achieving your goals.

The Work Immersion component of the K to 12 Basic Education Program aims to

provide Senior High School (SHS) students with opportunities to become familiar with
the workplace for employment simulation and to apply their competence in areas of
specialization in authentic work environments necessary in preparing them for higher
education.

WORK IMMERSION can be done in two ways:

1. By engaging in an actual work setting in an office, production site, or service area

under the supervision of an authorized professional or employer.

2. Through an entrepreneurial project in line with the track or strand the student is
enrolled in.

WORK IMMERSION as an AVENUE for DEVELOPING 21ST CENTURY

SKILLS

1. Agility and Adaptability – employers like to hire graduates who can quickly adjust to
changes and new challenges in the workplace. During work immersion, you will have
to adapt to an actual work environment which requires a high level of adaptability
and flexibility. Once you have mastered the first shock and adjustment period
during your immersion, you will be more prepared for whatever life changes that
come your way in the future.

Your ability and willingness to learn quickly, adapt to change, and thrive in any
environment you are situated is referred to as agility and adaptability. Examples of
these are as follow:

✓ Strict teachers
✓ Voluminous school requirements
✓ Overlapping schedules
✓ Far work immersion venue
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 ✓ Challenging performance tasks
✓ Intimidating professional work environment

If you are agile and adaptable, you will be able to:

✓ Handle difficult situations

✓ Find solutions to problems
✓ Perform various tasks
✓ Understand other people
✓ Adjust to different situations
✓ Communicate well
✓ Take responsibilities
✓ Manage your activities

By learning how to more agile and highly adaptable, you become better prepared to
respond when faced with difficult situations. Resilient individuals, succeed because
they can thrive in the fast-changing environment.

Here are tips on how you can develop your agility and adaptability skills:

✓ Keep calm
✓ Take on challenges at a short notice
✓ Deal with changing priorities and workloads
✓ Always see the big picture
✓ When faced with difficult situations like heavy traffic, flooding, crashed
computer or slow internet connection, analyze the situation and think of ways
on how you can productively deal with it. Look for the right person if you need
help.
✓ Look for appropriate tools, gadgets, materials or techniques that can help you
solve a problem or issues.
✓ Bounce back from setbacks and maintain a positive attitude. If you failed to
complete a performance task.

2. Effective Communication – Effective communication is not about how well you

deliver a message but the implication and impact of the message on people.

SHS Dep artm ent |4

 Here are ways on how you can improve your communication skills:

1. Pay attention

2. Know your audience

3. Be conscious about non-verbal

4. Check your message before sending

5. Be brief and specific

6. Take notes

7. Know when it is more appropriate to call, text or chat

8. Think before you speak

9. Be polite and respectful

10. maintain a positive disposition

3. Emotional Intelligence

Emotional intelligence (EI) refers to the ability to perceive, control, and evaluate
emotions. Some researchers suggest that emotional intelligence can be learned and
strengthened, while others claim it's an inborn characteristic.

The ability to express and control emotions is essential, but so is the ability to
understand, interpret, and respond to the emotions of others. Imagine a world in which
you could not understand when a friend was feeling sad or when a co-worker was angry.
Psychologists refer to this ability as emotional intelligence, and some experts even
suggest that it can be more important than IQ in your overall success in life.

Ten ways to enhance our emotional intelligence

From the book “Emotional Revolution” by Dr. Norman Rosenthal

1. Don’t interrupt or change the subject.

2. Don’t judge or edit your feelings too quickly
3. See if you can find connections between your feelings and other times you have
felt the same way.
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 4. Connect your feelings with your thoughts.
5. Listen to your body.
6. If you don’t know you’re feeling, ask someone else.
7. Tune in your unconscious feelings.
8. Ask yourself: How do I feel today?
9. Write thought and feelings down
10. Know when enough is enough.

4. Creativity and Innovation

Are you a creative person? Most people like to think they are. But the fact is that we can
all benefit from a boost to our creative juices.

So would you like to be more creative than you are right now?

Here are 10 strategies for increasing your level of creativity by Daniel Burrus.

1. Truly creative people have developed their ability to observe and to use all of their
senses, which can get dull over time. Take time to “sharpen the blade” and take
everything in.

2. Innovation is based on knowledge. Therefore, you need to continually expand your

knowledge base. Read things you don’t normally read.

3. Your perceptions may limit your reasoning. Be careful about how you’re perceiving
things. In other words, defer judgment.

4. Practice guided imagery so you can “see” a concept come to life.

5. Let your ideas “incubate” by taking a break from them. For example, when I’m
working on a big business project, one of the best things I can do to take a break from it
is play my guitar or the flute for a few minutes, or take a ride on my motorcycle. It shifts
my brain into another place and helps me be more innovative and creative.

6. Experience as much as you can. Exposure puts more ideas into your subconscious.
Actively seek out new experiences to broaden your experience portfolio

7. Treat patterns as part of the problem. Recognizing a new pattern is very useful, but
be careful not to become part of it.

SHS Dep artm ent |6

8. Redefine the problem completely. One of the lines I’ve been sharing for the past few
decades is: “Your problem is not the problem; there is another problem. When you
define the real problem, you can solve it and move on.” After all, if you had correctly
defined the real problem, you would have solved it long ago because all problems have
solutions.

9. Look where others aren’t looking to see what others aren’t seeing.

10. Come up with ideas at the beginning of the innovation process … and then stop.
Many times we come up with several ideas and start innovating, and then we come up
with more ideas and never get any single idea done. At some point you have to turn off
the idea generation part of the process and really work on the innovation and execution
part in order to bring a project to life.

5. Critical Thinking and Problem-solving

Work immersion will enable them to enhance their critical-thinking and problem-solving
abilities.

Performance indicators of critical thinking and problem-solving skills:

✓ use various types of reasoning (inductive, deductive, etc.) as appropriate to the

situation
✓ analyze how parts of a whole interact with each other to produce overall
outcomes in a complex system
✓ effectively analyze and evaluate evidence, arguments, claims and beliefs
✓ synthesize and make connections between information and arguments
✓ interpret information and draw conclusions based on the best analysis.
✓ Reflect critically on learning experiences and processes
✓ Solve different kinds of non-familiar problems in both conventional and
innovative ways
✓ Identify and ask significant questions that clarify various points of view and lead
to better solutions.

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Lesson 2 Legal and Ethical Framework of Work Immersion Program

Republic of the Philippines

Congress of the Philippines

Metro Manila

Fifteenth Congress

Third Regular Session

Begun and held in Metro Manila, on Monday, the twenty-third day of July, two
thousand twelve.

[REPUBLIC ACT NO. 10533]

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY

STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF
YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFORE AND
FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:

SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act
of 2013”.

SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a
complete, adequate, and integrated system of education relevant to the needs of the
people, the country and society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of basic
education shall be an empowered individual who has learned, through a program that is
rooted on sound educational principles and geared towards excellence, the foundations

SHS Dep artm ent |8

for learning throughout life, the competence to engage in work and be productive, the
ability to coexist in fruitful harmony with local and global communities, the capability to
engage in autonomous, creative, and critical thinking, and the capacity and willingness
to transform others and one’s self.

For this purpose, the State shall create a functional basic education system that will
develop productive and responsible citizens equipped with the essential competencies,
skills and values for both life-long learning and employment. In order to achieve this, the
State shall:

(a) Give every student an opportunity to receive quality education that is globally
competitive based on a pedagogically sound curriculum that is at par with international
standards;

(b) Broaden the goals of high school education for college preparation, vocational and
technical career opportunities as well as creative arts, sports and entrepreneurial
employment in a rapidly changing and increasingly globalized environment; and

(c) Make education learner-oriented and responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of learners, schools and communities through
the appropriate languages of teaching and learning, including mother tongue as a
learning resource.

SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs
which provides the foundation on which subsequent learning can be based. It
encompasses kindergarten, elementary and secondary education as well as alternative
learning systems for out-of-school learners and those with special needs.

SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program
encompasses at least one (1) year of kindergarten education, six (6) years of elementary
education, and six (6) years of secondary education, in that sequence. Secondary
education includes four (4) years of junior high school and two (2) years of senior high
school education.

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Kindergarten education shall mean one (1) year of preparatory education for children at
least five (5) years old as a prerequisite for Grade I.

Elementary education refers to the second stage of compulsory basic education which
is composed of six (6) years. The entrant age to this level is typically six (6) years old.

Secondary education refers to the third stage of compulsory basic education. It consists
of four (4) years of junior high school education and two (2) years of senior high school
education. The entrant age to the junior and senior high school levels are typically
twelve (12) and sixteen (16) years old, respectively.

Basic education shall be delivered in languages understood by the learners as the

language plays a strategic role in shaping the formative years of learners.

For kindergarten and the first three (3) years of elementary education, instruction,
teaching materials and assessment shall be in the regional or native language of the
learners. The Department of Education (DepED) shall formulate a mother language
transition program from Grade 4 to Grade 6 so that Filipino and English shall be
gradually introduced as languages of instruction until such time when these two (2)
languages can become the primary languages of instruction at the secondary level.

For purposes of this Act, mother language or first Language (LI) refers to language or
languages first learned by a child, which he/she identifies with, is identified as a native
language user of by others, which he/she knows best, or uses most. This includes
Filipino sign language used by individuals with pertinent disabilities. The regional or
native language refers to the traditional speech variety or variety of Filipino sign
language existing in a region, area or place.

SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of
the enhanced basic education curriculum. It shall work with the Commission on Higher
Education (CHED) to craft harmonized basic and tertiary curricula for the global
competitiveness of Filipino graduates. To ensure college readiness and to avoid
remedial and duplication of basic education subjects, the DepED shall coordinate with
the CHED and the Technical Education and Skills Development Authority (TESDA).

S H S D e p a r t m e n t | 10
To achieve an effective enhanced basic education curriculum, the DepED shall
undertake consultations with other national government agencies and other
stakeholders including, but not limited to, the Department of Labor and Employment
(DOLE), the Professional Regulation Commission (PRC), the private and public schools
associations, the national student organizations, the national teacher organizations, the
parents-teachers associations and the chambers of commerce on matters affecting the
concerned stakeholders.

The DepED shall adhere to the following standards and principles in developing the
enhanced basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative and integrative;

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-
Based Multilingual Education (MTB-MLE) which starts from where the learners are and
from what they already knew proceeding from the known to the unknown; instructional
materials and capable teachers to implement the MTB-MLE curriculum shall be
available;

(g) The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and social
contexts. The production and development of locally produced teaching materials shall
be encouraged and approval of these materials shall devolve to the regional and division
education units.

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SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum
consultative committee chaired by the DepED Secretary or his/her duly authorized
representative and with members composed of, but not limited to, a representative
each from the CHED, the TESDA, the DOLE, the PRC, the Department of Science and
Technology (DOST), and a representative from the business chambers such as the
Information Technology – Business Process Outsourcing (IT-BPO) industry association.
The consultative committee shall oversee the review and evaluation on the
implementation of the basic education curriculum and may recommend to the DepED
the formulation of necessary refinements in the curriculum.

SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education
program meets the demand for quality teachers and school leaders, the DepED and the
CHED, in collaboration with relevant partners in government, academe, industry, and
nongovernmental organizations, shall conduct teacher education and training programs,
as specified:

(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be
retrained to meet the content and performance standards of the new K to 12
curriculum.

The DepED shall ensure that private education institutions shall be given the
opportunity to avail of such training.

(b) Training of New Teachers. — New graduates of the current Teacher Education
curriculum shall undergo additional training, upon hiring, to upgrade their skills to the
content standards of the new curriculum. Furthermore, the CHED, in coordination with
the DepED and relevant stakeholders, shall ensure that the Teacher Education
curriculum offered in these Teacher Education Institutes (TEIs) will meet necessary
quality standards for new teachers. Duly recognized organizations acting as TEIs, in
coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure
that the curriculum of these organizations meet the necessary quality standards for
trained teachers.

(c) Training of School Leadership. — Superintendents, principals, subject area

coordinators and other instructional school leaders shall likewise undergo workshops

S H S D e p a r t m e n t | 12
and training to enhance their skills on their role as academic, administrative and
community leaders.

Henceforth, such professional development programs as those stated above shall be

initiated and conducted regularly throughout the school year to ensure constant
upgrading of teacher skills.

SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other

Specialists in Subjects With a Shortage of Qualified Applicants, Technical-Vocational
Courses and Higher Education Institution Faculty. — Notwithstanding the provisions of
Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the “Philippine
Teachers Professionalization Act of 1994”, the DepED and private education institutions
shall hire, as may be relevant to the particular subject:

(a) Graduates of science, mathematics, statistics, engineering, music and other degree
courses with shortages in qualified Licensure Examination for Teachers (LET) applicants
to teach in their specialized subjects in the elementary and secondary education.
Qualified LET applicants shall also include graduates admitted by foundations duly
recognized for their expertise in the education sector and who satisfactorily complete
the requirements set by these organizations: Provided, That they pass the LET within
five (5) years after their date of hiring: Provided, further, That if such graduates are
willing to teach on part-time basis, the provisions of LET shall no longer be required;

(b) Graduates of technical-vocational courses to teach in their specialized subjects in the

secondary education: Provided, That these graduates possess the necessary certification
issued by the TESDA: Provided, further, That they undergo appropriate in-service
training to be administered by the DepED or higher education institutions (HEIs) at the
expense of the DepED;

(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in
the secondary education: Provided, That the faculty must be a holder of a relevant
Bachelor’s degree, and must have satisfactorily served as a full-time HEI faculty;

(d) The DepED and private education institutions may hire practitioners, with expertise
in the specialized learning areas offered by the Basic Education Curriculum, to teach in
the secondary level; Provided, That they teach on part-time basis only. For this purpose,

13 | W o r k I m m e r s i o n
the DepED, in coordination with the appropriate government agencies, shall determine
the necessary qualification standards in hiring these experts.

SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in
choosing the career tracks that they intend to pursue, the DepED, in coordination with
the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities for
secondary level students. Notwithstanding the provisions of Section 27 of Republic Act
No. 9258, otherwise known as the “Guidance and Counselling Act of 2004”, career and
employment guidance counsellors, who are not registered and licensed guidance
counsellors, shall be allowed to conduct career advocacy activities to secondary level
students of the school where they are currently employed; Provided, That they undergo
a training program to be developed or accredited by the DepED.

SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act
No. 8545, or the “Expanded Government Assistance to Students and Teachers in Private
Education Act”, shall be extended to qualified students enrolled under the enhanced
basic education.

The DepED shall engage the services of private education institutions and non-DepED
schools offering senior high school through the programs under Republic Act No. 8545,
and other financial arrangements formulated by the DepED and the Department of
Budget and Management (DBM) based on the principles of public-private partnership.

SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s
program the operationalization of the enhanced basic education program, the initial
funding of which shall be charged against the current appropriations of the DepED.
Thereafter, the amount necessary for the continued implementation of the enhanced
basic education program shall be included in the annual General Appropriations Act.

SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate
the appropriate strategies and mechanisms needed to ensure smooth transition from
the existing ten (10) years basic education cycle to the enhanced basic education (K to
12) cycle. The strategies may cover changes in physical infrastructure, manpower,
organizational and structural concerns, bridging models linking grade 10 competencies
and the entry requirements of new tertiary curricula, and partnerships between the
government and other entities. Modeling for senior high school may be implemented in

S H S D e p a r t m e n t | 14
selected schools to simulate the transition process and provide concrete data for the
transition plan.

To manage the initial implementation of the enhanced basic education program and
mitigate the expected multi-year low enrolment turnout for HEIs and Technical
Vocational Institutions (TVIs) starting the School Year 2016-2017, the DepED shall
engage in partnerships with HEIs and TVIs for the utilization of the latter’s human and
physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs
shall coordinate closely with one another to implement strategies that ensure the
academic, physical, financial, and human resource capabilities of HEIs and TVIs to
provide educational and training services for graduates of the enhanced basic education
program to ensure that they are not adversely affected.

The faculty of HEIs and TVIs allowed to teach students of secondary education under
Section 8 hereof, shall be given priority in hiring for the duration of the transition
period. For this purpose, the transition period shall be provided for in the implementing
rules and regulations (IRR).

SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational
Program (K to 12 Program). — There is hereby created a Joint Oversight Committee to
oversee, monitor and evaluate the implementation of this Act.

The Oversight Committee shall be composed of five (5) members each from the Senate
and from the House of Representatives, including Chairs of the Committees on
Education, Arts and Culture, and Finance of both Houses. The membership of the
Committee for every House shall have at least two (2) opposition or minority members.

SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the
DepED shall conduct a mandatory review and submit a midterm report to Congress as to
the status of implementation of the K to 12 programs in terms of closing the following
current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and
(f) other shortages that should be addressed.

The DepED shall include among others, in this midterm report, the following key metrics
of access to and quality of basic education: (a) participation rate; (b) retention rate; (c)

15 | W o r k I m m e r s i o n
National Achievement Test results; (d) completion rate; (e) teachers’ welfare and
training profiles; (f) adequacy of funding requirements; and (g) other learning facilities
including, but not limited to, computer and science laboratories, libraries and library
hubs, and sports, music and arts.

SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to

increase the per capita spending on education towards the immediate attainment of
international benchmarks.

SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the
effectivity of this Act, the DepED Secretary, the CHED Chairperson and the TESDA
Director-General shall promulgate the rules and regulations needed for the
implementation of this Act.

SEC. 17. Separability Clause. — If any provision of this Act is held invalid or
unconstitutional, the same shall not affect the validity and effectivity of the other
provisions hereof.

SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the
“Education Act of 1982”, Republic Act No. 9155 or the “Governance of Basic Education.

Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees,
executive orders and rules and regulations contrary to or inconsistent with the
provisions of this Act are hereby repealed or modified accordingly.

SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its
publication in the Official Gazette or in two (2) newspapers of general circulation.

Approved,

(Sgd.) FELICIANO BELMONTE JR. (Sgd.) JUAN PONCE ENRILE

Speaker of the House President of the Senate

This Act which is a consolidation of Senate Bill No. 3286 and House Bill No. 6643 was
finally passed by the Senate and the House of Representatives on January 30, 2013.

S H S D e p a r t m e n t | 16
(Sgd.) MARILYN BARUA-YAP (Sgd.) EDWIN B. BELEN

Secretary General Acting Senate Secretary

House of Representatives

Approved: MAY 15 2013

(Sgd.) BENIGNO S. AQUINO III

President of the Philippines

DepEd Order No. 30, s. 2017, Guidelines for

Work Immersion

This order reiterated that one of the goals

of t6he K12 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 goals. Work
Immersion has been integrated into the curriculum to provide learners with
opportunities to:

1. become familiar with the workplace

2. experience employment simulation

3. apply their competencies in areas of specialization and applied subjects in authentic

work environments.

DepEd Order No. 30, s. 2017 provided the scope, definition of terms, objectives ,
principles and policy statements, delivery models, duties and responsibilities of
personnel assessment and monitoring and evaluation of the Work Immersion
Program.
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DOLE Labor Advisory No. 08, s.2016, Protection for Senior High School Students on
K to 12 Work Immersion Program

To protect the senior high school (SHS) students who will be undergoing hands-on
experience or work simulation, the Department of Labor and Employment (DOLE) has
constituted a Technical Working Group for K to 12 Work Immersion Program (TWG for
K12-WIP).

The creation of the DOLE-TWG for K12-WIP is pursuant to Section 6 of Republic Act No.
10533, which is also known as the Enhanced Basic Education Act of 2013, and Section
11, Rule II of its Implementing Rules and Regulations. It is also in consonance with
Republic Act No. 9231, otherwise known as the Special Protection of Children against
Child Abuse, Exploitation and Discrimination Act.

The work immersion is part of the SHS Curriculum that consists of 80 hours of hands-on
experience which the Grade 11 and 12 students will have to undergo to expose them to
the actual workplace setting and enrich the competencies provided by the school.

The TWG is chaired by Assistant Secretary Alex V. Avila of the Employment and Policy
Support Cluster, with Bureau of Labor Relations (BLR), Bureau of Local Employment
(BLE), Bureau of Workers with Special Concern (BWSC), Bureau of Working Conditions
(BWC), and Occupational Safety and Health Center (OSHC) as members.

The TWG for K12-WIP will coordinate with the Department of Education (DepEd) and
Technical Education and Skills Development Authority (TESDA) in developing a policy
that ensures skill acquisition without compromising the protection and safety of SHS
students in implementing the K to 12 Work Immersion Program.

DOLE, DepEd, and TESDA will jointly promulgate the policy, subject to consultation with
relevant stakeholders. Moreover, the DOLE-TWG for K12-WIP shall continuously ensure
the soundness and effectiveness of the Joint Guidelines in relation to K to 12 Work
Immersion Program.

In addition, the Technical-Vocational institutions offering SHS shall also be governed by

the DepEd guidelines on the 80-hour work immersion. All applicable safety guidelines of
TESDA and DOLE relevant to the basic education shall apply.

S H S D e p a r t m e n t | 18
Furthermore, work immersion shall not be considered as employment arrangement but
only to serve the K-12 Program purpose of exposing the students to actual workplace
setting and augment the competencies provided by the schools.

✓ As provided for in the labor advisory, the work immersion of SHS students shall
be allowed only between 8:00 am to 5:00 pm.
✓ The work immersion of students below 15 years old and with permission from
their parent or guardian, shall not be longer than four hours in any given day.
✓ SHS students, regardless of age, shall not be allowed for work immersion in
industries and activities considered as hazardous in accordance with DOLE
Department Order No. 149, Series of 2016, or the Guidelines in Assessing and
Determining Hazardous Work in the Employment of Person below 18 Years of
Age.
✓ It is also provided that the work immersion shall in no case result in the
replacement of or diminution of benefits of the workers in the partner
enterprise or company.

Meanwhile, the BLE shall be the overall Secretariat of the DOLE-TWG for K12-WIP and
shall provide reports as the need arises. To ensure a thorough and extensive policy
issuance, other DOLE agencies are directed to provide assistance as necessary.

DepEd Order No. 39, s. 2009 on the commercialization of schools which expressly
prohibits the appearance of any form of institutional endorsement by the DepEd for
any commercial product or service within the school premises in exchange for any
Senior High School-industry partnership

Pursuant to law and public policy, the Department of Education endeavors to raise the
academic standards of basic education and enhance administrative efficiency in the
delivery of educational services. DepEd also seeks to promote good governance,
leadership by example, and enhanced services to the poor in line with the programs and
thrusts of the national government.

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It was issued due to certain incidents in the past wherein various products and services
were being advertised as having been accredited by DepEd. The DepEd as a government
agency is dissuaded from favoring one commercial product or service against the other
to avoid creating an impression of private gain.

A teacher conducting an orientation on

Work Immersion to Senior High School students.

References:

www.google.com,How to Succeed in the 21st Century Work Environment (A work

immersion guide for Senior High School Students, Sr. Felicitas Bernardo, SPC , Dennis
Prince Y. Germano, DBA ,Rex Bookstore 2019,https://www.dole.gov.ph/news/dole-
forms-twg-to-protect-k-12-senior-hs-during-work-
immersion/,https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-
10533/,https://www.verywellmind.com/what-is-emotional-intelligence-
2795423,https://pgc.up.edu.ph/tag/k12-work-immersion/

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 Modular Assessment
Month of February | Module 1 Week 1 & 4
Work Immersion
GRADE 12
Second Semester S.Y. 2021-2022

Name: _______________________________________________ Track & Section: _____

General Instruction: Below, is a short getting-to-know question for you to answer and
be able to understand more of yourself as you are about to enter the 21st work
environment.

Note: Answer the following questions below in 3 to 5 sentences and must exceed in 2
paragraphs. Use extra sheets if necessary. Make sure that your works are neat and clean
when you submit them.

TEST I: All about Self (5 pts. each)

1. What is your dream job or profession?

2. What is work immersion for you? And why it is important?

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3. How will you apply the lessons you’ve learned when you are in a working
environment?

TEST II: CONCEPT MAP MAKING (25 pts)

Direction: Create a concept map on how you will succeed in a working environment. You may use
coloring materials.

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 Performance Output
Work Immersion
GRADE 12 | First Quarter
Second Semester S.Y. 2021-2022

Name: ______________________________________________ Track & Section: ______

Am I ready for a job?

(Individual Activity)

As a part of your Work Immersion subject, one must learn and be able to practice
his/her skills when it comes to a JOB INTERVIEW before he/she enters the working
environment or gets hired. In line with this, you are tasked to do this VIDEO-CLIP
presentation.

Direction: Follow the activity guide in doing this output.

A. Prepare a gadget that you may use in making or recording a video.

B. Dress up like you are ready for a job interview. Make yourself presentable. Props are
allowed if you want.

C. Find a place or area in your home where you can start recording.

D.INTERVIEW QUESTIONS. Answer the following questions in English

(No pressure, just give your best)

1. Could you tell me about yourself and describe your background in brief?

2. How did you hear about this position?

3. What type of work environment do you prefer?

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4. How do you deal with pressure or stressful situations?

5. Do you prefer working independently or on a team?

6. When you’re balancing multiple projects, how do you keep yourself organized?

7. What did you do in the last year to improve your knowledge?

8. What are your salary expectations?

9. Are you applying for other jobs?

10. From your resume it seems you took a gap year. Would you like to tell us why that
was?

Reference: (https://hbr.org/2021/11/10-common-job-interview-questions-and-how-to-answer-them)

E. Answer questions assuming that you are already graduated from your course or area
of specialization or assuming that you already applied and were hired for a certain job
months/ a year ago.

F. Video must not exceed 15 minutes. No paper or any reading material

during the video recording.

G. Video must be sent thru messenger: FAST SHS ANGELICA ALABIA

with a caption “Good day miss! Here is my WORK IMMERSION FIRST QUARTER OUTPUT,
Thank you”

H. Deadline: March 04, 2022, until 3:00 pm only.

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Criteria for scoring:
• Content - 25
• Preparedness/Delivery - 25
• Language - 15
• Props/Costume /Posture -20
• Videography-Clarity -15

A total of = 100 %

Teacher’s Note: Students who don’t have gadgets or cannot make

recordings are exempted and allowed to write their answers on papers
provided that they will be permitted by the Teacher.

In case you cannot make it because you don’t have a gadget. Kindly do the following.
1. In long-sized bond papers with a standard margin of 1 inch, answer all the questions.

2. Provide photos/drawings which are related to our subject.

3. Compile all your answers in a long-sized red folder.

Take note: Write/Send a letter discussing your reason why you are not able
to have a video recording signed by your Guardian/Parent, otherwise, you will
not be permitted by the Teacher.

Any questions, feel free to contact me following the communication format given.

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S H S D e p a r t m e n t | 26