Work Immersion Module

Module 1 - Week 1
WORK IMMERSION GENERAL ORIENTATION

(DO 30 s. 2017)
Work Immersion as per DepEd Order (DO) 40, series of 2015, refers to
the part of the Senior High School (SHS) curriculum consisting og 80 hours of
hands-on experience or work simulation which Grade 11 and Grade 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.
DO 30 s. 2017 is otherwise known as the guidelines of Work Immersion

is the basis for the implementation of the Work Immersion in all SHS. So, let us
get oriented with the selected sections of SO 30 s. 2017.
GUIDELINES FOR WORK IMMERSION

Excerpted from DO 30 s. 2017
SECTION 1: Rationale
One of the goals of the K to 12 Basic Education 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 targets,
Work Immersion, a required subject (See attached curriculum guide in Annex
A), has been incorporated into the curriculum. This subject will provide
learners with opportunities:
1. to become familiar with the work place;

2. for employment simulation; and
3. to apply their competencies in areas of specialization/applied
subjects in authentic work environments.
To achieve the above objectives, Work Immersion is thus a requirement for

graduation from secondary education. Learners are immersed in actual work
environments such as workshops offices and laboratories in which their prior
training is relevant. Other possible venues for work immersion are listed in
Annex
B.
These guidelines were formulated based on the rich experiences of modeling

schools, tech-voc schools, partnership focal persons, industry partners, and
youth development advocates. These guidelines can provide process
support to field offices of the Department of Education (DepEd) in fostering
relationships and strengthening partnerships so that learners will have
access to suitable work immersion venues and other related resources.
SECTION 2: Scope
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These guidelines shall apply to all Senior High School learners in the
following institutions:
1. DepEd Senior High Schools
2. Private Senior High Schools
3. Senior High Schools run by state colleges and universities, and local
universities and colleges
4. Technical-Vocational Institutions
SECTION 3: Definition of Terms
These Guidelines for Work Immersion will use the following terms and their
corresponding definition as spelled out below:
1. Partner Institutions are public or private institutions or organizations
that are able and willing to lend their expertise and resources; and
enter into agreement with any of the DepEd or Non-DepEd offices
and/or schools. This enables DepEd to strengthen its capability to
offer Senior High School, without
2. Memorandum of Agreement is a legally binding document, which
spells out the specific terms and conditions between and among
parties entering into a partnership to implement a program, project, or
any other similar undertaking. It can be entered into at the central,
regional, division, or school level. The scope and limitations of the
Memorandum of Agreement shall not be contrary to laws, public
customs, and moral compasses.
3. Partnership refers to the relationship between the partner institution
and the school, or any office of DepEd (Central Regional or Division)
that responds to the needs of the K to 12 programs in general, and
Senior High School in particular, which is formalized through a
Memorandum of Agreement.
4. School Partnership Focal Person is the person authorized to seek
partnerships between DepEd and Institutions (DepEd Order 40, s.
2015).
5. Work Immersion refers to the subject of the Senior High School
Curriculum, which involves hands-on experience or work simulation in
which learners can apply their competencies and acquired knowledge
relevant to their track.
6. Work Immersion Partner Institution Supervisor serves as the
counterpart of the Work Immersion Teacher and may also be the
representative of the partner institution in forging partnership with
DepEd schools. This person shall be identified in the MOA.
7. Work Immersion Teacher is the school personnel who is assigned to
supervise the learners at the Work Immersion Venue in coordination
with the Work Immersion Partner Institution Supervisor.
8. Workplace Immersion Venue is the place where work immersion is
conducted. It shall conform with the law and the rules and regulations
on safety, appropriateness for learning, and availability of facilities and
equipment, which are issued by the DepEd (DO No. 40 s. 2015),
Technical Education and Skills Development Authority (TESDA),
Department of Labor and Employment (DOLE), Commission on
Higher Education (CHED), and other relevant government agencies.
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Examples of work immersion venues include offices, factories, shops,
and project sites.
SECTION 4: Objectives
Work immersion will help develop among the learner’s life and career skills,
and will prepare them to make decisions on postsecondary education or
employment. Through partnership building, DepEd hopes that the Partner
Institutions will provide learners with work immersion opportunities,
workplace or hands-on experience, and additional learning resources. It aims
to make the learners:
1. appreciate the importance and application of the principles and
theories learned in school;
2. enhance their technical knowledge and skills;
3. enrich their skills in communications and human relations; and
4. develop good work habits, attitudes, appreciation and respect for
work.
By the time learners reach Senior High School, they would have already
acquired almost all the competencies and skills that would prepare them for
the curriculum exits (higher education, employment, middle-skills
development, and entrepreneurship). Work immersion provides them with an
avenue to test themselves and apply what they have learned in a non-school
scenario. In work immersion, learners are not only able to apply their previous
training but are also able to experience the social interactions in a work
environment. Their experiences during work immersion will develop many
skills and values that would help them as they transition from high school to
real life.
To assure the achievement of the above objectives of Work Immersion, this

policy serves to guide schools in:
1. creating flexible work immersion arrangements for their learners;

2. providing options for work immersion that are relevant to learners’
purposes and needs;
3. organizing work immersion opportunities for learners that are
consistent with the diverse human resource requirements of partner
institutions for work immersion; and
4. articulating the scope and limits of work immersion in the context of
basic education when building relationships with work immersion
partners.
SECTION 5: Principles and Policy Statements
Partnership with Institutions shall be governed and guided by the following

principles and policies:
1. Work Immersion requires parental consent.
2. Partner Institutions and Work Immersion Venues shall be selected
only after thorough study, screening and preparation to ensure that
each venue is a safe, secure, and suitable place for learning. All
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applicable safety guidelines of TESDA, DOLE, and the work
immersion venue relevant to basic education shall apply.
3. Schools may partner with any institution or organization duly
registered/recognized by any accrediting government agency. These
may include cooperatives, local government units (LGUs), duly
registered companies, and non-government organizations (NGOs).
Annex B provides suggested institutions for corresponding
specializations.
4. All Work Immersion agreements at the school level must be covered
by a Memorandum of Agreement (MOA) for the security of all parties
involved. All MOAs must specify that all parties will conform to these
guidelines. All learner activities shall be reflected in the MOA as
stipulated in the Prescribed Template for the List of Tasks/Activities to
be done during Work Immersion which can be found in Annex C.
5. The Memorandum of Agreement (MOA) for Work Immersion must
have provisions for the following:
a. creation of a Joint Working Group (JWG), the JWG’s functions and
responsibilities, and the responsibilities of each of the partners
b. access to and use of partner institution’s facilities by learners and
teachers;
c. provision of supervisors/mentors from the partner institution
d. assurance that the workplace is a conducive and safe learning
environment;
e. list of learner activities as stipulated in the prescribed template in
Annex C
f. for the Partner Institution to orient the school on the work learners
will engage in based on the activities listed in the Prescribed
Template for the Immersion Program of Activities.
g. insurance for learners in DepEd schools, charged to MOOE (For
private high schools, colleges and universities, local universities
and colleges, state universities and colleges, and technical and
vocational schools, the insurance fee paid by the learners during
enrolment shall be utilized for work immersion. Insurance fees may
also be included in the voucher.)
h. Work Immersion -related expenses like insurance and
transportation allowance may be treated as a donation under
DepEd’s Adopt-A-School Program
i. See attached Annex D of this guidelines for sample of MOAs. This
does not preclude the parties from adding other provisions which
are beneficial to the learners.
6. DepEd, in collaboration with its partners and stakeholders, shall
ensure that all schools and venues for learning are conducive to the
education and safety of the learners. The safely of the learners is
primary. Consequently, the maximum number of hours spent in the
work immersion venue is 40 hours per week and no more than eight
(8) hours per day as provided for by law, for a child below 18 but older
than 15.
7. School Partnerships Focal Persons must be capacitated with
networking skills and cultivating connections with possible partner
institutions.
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8. Although one of the objectives of the Work Immersion is to develop
skills that are relevant to the needs of the job market in the area, Work
Immersion should not be reduced to a mere recruitment tool of a
Partner Institution. While the graduates’ future employment in the
industry may be one of the desired outcomes of the partnership, the
latter should be designed in such a way that graduates will also
acquire other skills and competencies and will qualify for other job
options and not be limited to those offered by one Partner Institution.
9. Expenses in securing partnerships, such as the travel expense of the
School Partnerships Focal Person and the Immersion Teacher, shall
be charged to the school’s local funds or MOOE. Subject to availability
of funds, travel expenses of learners to Work Immersion venue will
also be charged to MOOE and other funds, the details of which shall
be provided in a separate set of Guidelines. Expenses for Immersion
Venue rental, utilities, and/or other direct or incidental expenses of the
Partner Institution shall not be allowed.
10. Schools and students shall not be asked to pay the SHS Partner
Institution for any Work Immersion activity conducted. Fees for Work
Immersion must only be set after consultation with parents.
11. The partnerships shall be governed by existing laws and DepEd
issuances such as, but not limited to the following:
a. 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
SHS-industry partnership
b. DepEd Order No. 6, s. 2012, which expressly prohibits all forms
and manner of cooperation or partnership with the tobacco industry
in all areas of the country
c. DepEd Order No. 40, s. 2012 entitled “Child Protection Policy”
(Policy and Guidelines on Protecting Children in School from
Abuse, Violence, Exploitation, Discrimination, Bullying and other
forms of Abuse)
d. DepEd Order No. 80, s. 2012 entitled “Strengthening the
integration of breastfeeding education in the curriculum, setting up
and sustaining the operation of lactation stations in compliance
with Executive Order No. 51”. School officials are similarly
discouraged from partnering with companies manufacturing milk
and infant formula products.
e. DepEd Order No. 55, s. 2013, Implementing Rules and
Regulations (IRR) of Republic Act No. 10627 Otherwise Known
as the Anti-Bullying Act of 2013
f. DepEd Order No. 40, s. 2015 entitled “Guidelines on K to 12
Partnerships” (Policy and Guidelines on Building Partnerships for
the K to 12 Program)
g. Republic Act 7877, an Act Declaring Sexual Harassment Unlawful
in the Employment, Education or Training Environment, and for
Other Purposes
h. The Adopt-A-School Act of 1998 (Republic Act No. 8525) and
related DepEd issuances for corporate donations
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i. Article 218 and 219 of the Family Code on the special parental
authority and responsibility of schools, administrators and
teachers
j. The Civil Code, including but not limited to, provisions on
Obligations and Contracts and Quasi-Delicts. Article 2176
provides: “Whoever by act or omission causes damage to another,
there being fault or negligence, is obliged to pay for the damage
done. Such fault or negligence, if there is no pre-existing
contractual relation between the parties, is called a quasi-delict
and is governed by the provisions of this Chapter.” Article 2180
provides in part: “The obligation imposed by article 2176 is
demandable not only for one’s own acts or omissions, but also for
those persons for whom one is responsible.”)
k. Department of Labor and Employment (DOLE) and Technical
Education and Skills Development Authority (TESDA) issuances,
whenever applicable
12. The duties and responsibilities of SHS personnel shall be reflected in
their Office Performance Commitment Review Form (OPCRF) or
Individual Performance Commitment Review Form (IPCRF) for
DepEd Schools only.
13. Private Schools and non-DepEd schools may devise a scheme on
how to remunerate teachers assigned as School Partnerships Focal
Person/Immersion Teacher.
SECTION 6: Work Immersion Delivery Models
Table 1 shows different Work Immersion delivery models that schools may
choose from based on their needs and resources. All these models take into
consideration the number of Work Immersion hours, learner’s purpose and
needs, school capabilities and compliance to the TESDA, DOLE, and DepEd
Work Immersion venue guidelines.
However, if these models do not fit a specific situation or concern, regions

may design their own delivery model. Novel/unique delivery modes should
be approved by the Regional Office. Proposals describing the unique delivery
model should include in their justifications the work immersion hours, the
learners’ purposes and needs, and the school’s partnership arrangements.
For all models, the Work Immersion Curriculum Guide (CG) in Annex A shall
be followed. The number of hours allotted for Work Immersion Proper, which
is Part II of the CG, may vary based on the model to be chosen by the learners
and the school.
Below is a summary of the Work Immersion delivery models and their

description. For more details, Annex E provides descriptions of the models,
the learners’ purposes and needs, the school’s partnership arrangements,
and Work Immersion delivery options.
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Models Work Learner’s School Options
Immersion Purpose and
Hours Needs
Model A 80 hours (This For learners who Has partners
is the only need 80 that only
minimum hours of work accommodate
requirement immersion 80 hours of
for Work Work
Immersion.) Immersion
Model B 240 hours (80 Optional for Has several
1. Learners
+ 160 hours) learners who: Work
may start
1 . decide to do Immersion
taking a 640-
more Work partners that
hour
Immersion can
specialization
hours in the accommodate
in Grade 9 and
specialization all its learners
finish at Grade
of their in the first and
11. For Grade
choice; and second
12, s/he may
have more Work semester of
take up another
Immersion Grade 12
160-hour
opportunities
specialization
available.
before or after
the Work
Immersion.
Examples are
shown in
Models B1 and
B2.
2. Learners
may start
taking a 320-
hour
specialization
at Grade 11.
For Grade 12,
s/he may take
up another
160- hour
specialization
before or after
the work
immersion.
Examples are
shown in
Models B1 and
B3.
3. Learners
may also take
up three 160-
hour
specializations
starting Grade
11.
Work
Immersion may
be done during
the second
7
semester of
Grade 12.
An example is
shown in Model
B4.
Model C 240 hours Optional for Has Work 1. For a 640-
distributed learners who: Immersion hour
over several 1. decide to do venues but specialization,
terms more Work these cannot learners may
Immersion accommodate take the first
hours in the all learners in 320 hours in
specialization the 2 nd Grade 11 then
of their semester of have 120 hours
choice; Grade 12, of Work
2. have more hence making Immersion
Work it necessary to during summer.
Immersion spread out the They may then
opportunity immersion over take up 160
available; several terms specialization
and hours during
3. are enrolled in the first
specialization s semester of
that require more Grade 12 and
training hours. have 40 hours
of Work
Immersion
during the
semestral
break.
Learners may
then take up
the remaining
160
specialization
hours during
the second
semester of
Grade 12 and
have 80 hours
of Work
Immersion.
An example is
shown in Model
Cl.
2. Another
option for a
640-hour
specialization is
for learners to
take 320 hours
of
specialization
in Grade 11 and
have 160 hours
of Work
Immersion
during summer.
S/He may then
take up 320
8
hours of
specialization
during the first
semester of
Grade 12 and
have 80 hours
of Work
Immersion
during the
second
semester.
An example is
shown in Model
C2.
Model D 320 hours Optional for Has partners 1. For a 480-
distributed learners who: who have more hour
over several 1. are likely to Work specialization
terms (80 + proceed to Immersion and work
240 hours) employment slots immersion for
after basic Has select 320 hours,
education; learners who learners may
2. decide to do are ready for take up 320
more Work more training in specialization
Immersion the workplace hours in Grade
hours in the 11 and have 80
specialization hours of Work
of their Immersion
choice; and during summer.
have Work S/He may then
Immersion take the
opportunities remaining 160
available to them. specialization
hours in the
first semester
of Grade 12
and have 240
hours of Work
Immersion in
the second
semester.
A sample is
shown in Model
D1 below.
2. Learners
may finish a
320-hour
specialization
in Grade 11
and have 40
hours of Work
Immersion
during summer.
Learners may
then continue
their Work
Immersion in
the 320- hour
specialization
in the first
semester of
9
Grade 12 for
240 hours and
during
semestral
break for 40
hours.
S/He may then
take up another
160-hour
specialization
during the
second
semester of
Grade 1 2 .
A sample is
shown in Model
D2.
SECTION 7: Duties and Responsibilities of Personnel
The successful implementation of Work Immersion will depend on the strong

collaboration, support, and commitment of the school personnel and Partner
Institution. These personnel shall always exercise due care and diligence in
the performance of their duties. Below are additional duties and
responsibilities to DepEd Order No. 40, series of 2015 (Guidelines on K to 12
Partnerships).
1. The School Head

S/He shall:
a. be the authorized person to sign the MOA with Partner Institution
on behalf of the school and ensure that all provisions in the MOA
are adhered to by both parties;
b. assign a personnel/teacher to be the School Partnerships Focal
Person if the school offers more than one (1) program;
c. determine the number of teaching loads of the School Partnerships
Focal Person and the Work Immersion Teacher subject to the
nature of the track/strand for immersion, provided that provisions
in the Magna Carta for Teachers are followed;
d. sign the Travel Authority (TA) of the School Partnerships Focal
Person/Work Immersion Teacher if work immersion tasks are
conducted within the division. The Schools Division
Superintendent will sign if these are conducted outside the division;
e. report to the Division Office the activities in the Work Immersion
Venue, including but not limited to the duration, provisions, and
issues and concerns as applicable; and
f. supervise the work of School Partnerships Focal Person,
Immersion Teacher and Learners.
2. The School Partnerships Focal Person

S/He is the authorized person to seek partnerships between DepEd and
Partner Institutions following the processes mentioned in the guidelines.
S/He
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may be assigned from the school or division office. S/He may also be the
school Senior High School Coordinator. S/He shall:
a. manage the conduct of Work Immersion;

b. establish/pursue and maintain the Work Immersion partnership
between the DepEd and Partners Institutions;
c. use evaluation and monitoring results to recommend decisions
on partnerships;
d. coordinate with the Work Immersion Teachers regarding the
placement of students in partner institutions;
e. consolidate reports from work immersion teachers (If s/he is the
Division SHS Partnership Focal Person, receives reports from
schools); and
f. conduct regular ocular inspections with the Work Immersion
Teacher to ensure that the work immersion venue is safe,
secure, and suitable for learning.
3. The Work Immersion Teacher
S/He is the school personnel/teacher assigned to supervise the learners at
the
Work Immersion Venue. S/He shall:
a. exercise supervision on learners doing Work Immersion in
coordination with Work Immersion Partner Institution Supervisor;
b. participate in the Joint Working Group of Work Immersion;
c. coordinate with the School Partnerships Focal Person learners’
activities and class and venue schedules;
d. conduct the Pre-immersion and Post-immersion activities;
e. conduct regular visits to the venue to ensure that learners’
activities are properly implemented; and
f. submit report regularly to the Schools Partnership Focal Person
on the completion and performance of learners, performance of
the Partner Institution, and issues and concerns.
4. The Work Immersion Partner Institution Supervisor
S/He shall be identified in the MOA and shall serve as the counterpart of the
Work Immersion Teacher. S/he shall:
a. exercise supervision over learners during the Work Immersion;
b. participate in the Joint Working Group;
c. coordinate with the School Partnership Focal Person and Work
Immersion Teacher on Work Immersion venue schedules
and capacities;
d. provide input in the Pre-immersion and Post-immersion
activities;
e. schedule the learners’ activities in the Work Immersion venue
together with the Work Immersion Teacher; and
f. inform the Work Immersion Teacher on capacities, Work
Immersion completion performance of learners, and issues
and concerns.
5. The Learner
S/He shall:
a. attend Pre and Post Immersion Activities;
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b. report to the Work Immersion Partner Institution Supervisor
during actual immersion;
c. perform the duties and tasks as indicated in the prescribed
template for work immersion list of tasks /activities (template
found in Annex C); and
d. prepare the documentations and reports required in the
curriculum and by the Partner Institution.
SECTION 8: Assessment
The Work Immersion Teacher and the Work Immersion Partner Institution
Supervisor will jointly assess the learners’ performance following the DepEd
Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K
to 12 Basic Education Program).
Academic Track (%) TVL Track (%)
Written Works 35 20
Performance Tasks 40 60
Quarterly Assessment 25 20
The Work Immersion Teacher shall then issue the Final Grade.
Annex A: Work Immersion Curriculum Guide (CG)
Grade 11/12 No. of Hours: at least 8 hours

Subject Title: Work Immersion Pre-requisite: should have taken at least 4* Specialized Subjects
Course 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.
Objectives/Learning No. Teacher’s Learner’s Learner’s

Area of Activity Activity Output
Hours
I. Pre-Immersion The teacher: The student: 1. Essay on the
how to conduct
1. conducts 1. attends oneself inside
A. Understanding the pre- the pre- the company /
work immersion 4-6 immersion immersion business
by discussing: orientation orientation establishment
1. Expected 2. guides the 2. prepares during the
behavior students in and secures
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a) Work ethics securing required immersion
b) Safety in the and documents period
workplace accomplishi 2. Resume
c) Workplace ng forms 3. Application
rights and 3. validates the 4. Clearance
responsibilit accomplishe documents
ies d forms
d) Confidential 4. provides a
ity in the checklist
workplace containing
e) Effective things to do
conflict and
resolution documents
and needed for
teamwork pre-
skills immersion,
2. Work during, and
Immersion rules after
and regulations Immersion
3. Terms and
conditions of
the
Memorandum
of Agreement
B. Appreciating the
importance of
credentials by:
1. Writing a
resume
2. Filling out
application
forms
3. Visiting the
concerned
offices where
the following
could be
secured:
a. Barangay
Clearance
b. Police
clearance
c. Mayor’s
clearance
d. Medical
certificate
e. Job
interview
skills
training
C. Discussion of
Portfolio
D. Portfolio
Presentation at
the end of Work
Immersion
II. Immersion Proper 6 The teacher: The Student: 1. written
narrative on the
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Appreciating 1. coordinates 1. reports to profile of the
management with the the company company /
organization / based on business
processes by establishment establishment
agreed
observing, identifying timeframe (may contain
and describing the 2. monitors the charts, photos, or
following: student’s 2. receives illustrations)
1. Nature of the progress orientation
business from the 2. Written report
2. Description of the 3. provides company/ on the activities
products/services interventions for establishment performed
3. Target clientele students, if on the nature
4. Organizational necessary of the 3. supervisor’s
structure business, rating
5. Company rules and 4. provides description of
regulations general the product/ 4. organizational
supervision to the services, chart
students target
clientele,
organizational
structure, and
rules and
regulations
3. participates
in the
activities of
the different
offices that
are
responsible
for the areas
mentioned
above.
4. prepares a
report on the
activities
performed
B. Appreciating 6 The teacher: The student: 1.written narrative
business processes by on the business
1.coordinates 1.reports to processes of the
observing and with the company/establis
the company
participating in organization/ based on hment (may
Safety/Production/ establishment agreed contain charts,
Maintenance / Quality timeframe photos or
Control /Quality 2.monitors the illustrations)
students' 2.receives
Assurance / Customer progress 2.written report on
orientation on
Satisfaction / the different the activities
Housekeeping / 3.provides processes of performed
Hygiene and others interventions for the business
students, if establishment 3.supervisor's
necessary such as: rating
Safety,
4.provides Production, 4.business
general Maintenance, process flow
supervision to the Quality chart/s
students Control/Qualit
y Assurance,
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Customer
Care,
Housekeeping
, and Hygiene
3.participates
in the
activities of
the different
offices and
line
department
that are
responsible
for the
processes
mentioned
above
4.prepares a
report that
documents
the activities
performed
C. Applying skills At The teacher: The student: 1. Daily Tasks
learned and proper least 1.coordinates 1. performs Record
with the business hands-on
values acquired in 60 organization/ activities 2. Supervisor’s
school hrs establishment that are rating
related to
2.monitors the the skill 3. Written
students' acquired in Narrative of what
progress his/her the student
chosen learned
3.provides field of
interventions for specializati 4. photos or
students, if on illustrations
necessary 2. performs
other
4. provides required
general tasks
supervision to the based on
student the
agreement
3. renders
reports to
the teacher
and the
industry
supervisor
for
immersion
4. records the
daily tasks
performed
III. Post Immersion 2 The teacher: The student: 1.portfolio
1. guides the a. accomplished

student in forms
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Evaluating the work presenting and 1. presents b. pictures of
immersion experience discussing his/her work site and
their portfolio portfolio nonwritten output/
by: projects with
2. organizes an 2. discusses captions
1.presenting a portfolio with exhibit that his/her c. illustrations of
weekly diary entries displays work activities
2.comparing and contrasting photos or Immersion performed (as
school and work application illustrations of experience needed)
of skill, knowledge, and the activities and relates d. weekly diary
attitudes performed or its (narrative/
3.writing an updated résumé projects done account of
importance
4.reflecting on their Work by the learnings and
to his/her
Immersion experiences students achievements,
specializati
on issues faced and
3. evaluates the 3. participates corresponding
organization/ in the resolutions)
establishment exhibit e. sample written
that provided organized output (if any)
the Immersion f. Work
by the
venue Immersion
teacher
highlights
4. writes an
4. guides g. other relevant
updated
students in pictures/
résumé
updating their documents
taking into
résumé
considerati
2.gallery
5. guides
on his
3.updated résumé
students in experience 4.reflection paper
reflecting while in the
about their Work
work Immersion
immersion venue
experience 5. reflects on
their Work
Immersion
experience
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Annex B. Sample Work Immersion Venues
Track Strand Specialization LGU Office Private

Establishment
Academic STEM 1. Engineer's 1. Engineering
Office and
2. Environment Construction
and Natural 2. Factories
Resources 3. Food
Office Processing
3. Health Office 4. Health Care
Office of offices
Agricultural 5. Manufacturing
Services/Office Companies
of the 6. Medical
Agriculturist Services
Pharmacies
ABM 1. Accounting 1. Accounting
Office departments
2. Budget Office 2. Gas Stations
Office for the 3. Malls
Development of 4. Sales Offices
Cooperatives / Small and Medium
Cooperatives Enterprises
Development
Office
Office of the
Administrator
Office of the
Civil Registry
Planning and
Development
Office
Treasurer's
Office
HUMSS 1. Legal Office 1. Law Offices
Office of the 2. Media Offices
Administrator 3. Tertiary
2. Population Schools
Office
Public
Attorneys’
Office
Public
Information
Office
Social Welfare
and
Development
Office
GA Will depend on Will depend on the
the electives electives
TVL Home Attractions and 1. Resorts
Economics Theme Parks Tour Operators
Tourism (NC II)
Bartending (NC Restaurants
17
II)
Bread and Pastry 1. Bakeries
Production (NC 2. Coffee Shops
II) Donut Shops
Caregiving (NC Red Cross 1. Hospitals
II) Office, Retirement
Barangay Homes
Health Center,
Home for the
Aged
Commercial 1. Catering
Cooking (NC III) services
2. Hotels
Restaurants
Cookery (NC II) 1. Catering
services
2. Hotels
Restaurants
Events 1. Catering
Management 2. Function Halls
Services (NC III) Hotels
1. Catering
Food and services
Beverage 2. Hotels
Services (NC II) Restaurants
Public Hotel Reception
Information
Front Office Office, Tourism
Services (NC II) Office
Housekeeping 1. Hotels
(NC II) 2. Janitorial and
Manpower
Suppliers
Laundromats
Tour Guiding Tourism Office 1. Hotels
Services (NC II) 2. Resorts
3. Tour
Operators
Travel Agencies
Tourism Tourism Office 1. Hotels
Promotion 2. Resorts
Services (NC II) 3. Tour
Operators
Travel Agencies
Travel Services Tourism Office 1. Hotels
(NC II) 2. Resorts
3. Tour
Operators
Travel Agencies
Wellness 1. Health Spas
Massage (NC II) 2. Hotels Resorts
TVL Industrial Motorpool Car Dealers and
Arts Automotive Auto Repair
Servicing (NC II) Service
Electrical 1. General 1. Construction
Installation and Services Office Companies
18
Maintenance (NC Local Electric Maintenance
II) Cooperative Departments
Shielded Metal 1. Metal
Arc Welding (NC General Fabrication
I) Services Office Shops
Shielded Metal 2. Construction
Arc Welding (NC General Shipyard
II) Services Office
Tile Setting (NC General 1. Construction
II) Services Office Companies
2. Maintenance
Departments
TVL ICT BPO
Telecoms
Architectural
Firms
Technical Engineer’s Construction
Drafting NCII Office Companies
Game and Dev
Animation NCII Industries
IT Companies
Computer System Network
Servicing NCII Companies
BPO
IT Companies
Programming NC Software and Dev
IV Companies
19
Annex B. Prescribed Template for the List of Tasks / Activities to be done
during Work Immersion
Name of Student Grade and Section

School Immersion Site
Track Strand/Specialization
Duration of Work
Immersion
School Contact Number

Partnership
Focal Person
Work Immersion Contact Number
Teacher
LIST OF TASKS/ACTIVITIES
Competencies Tasks/Activities Time Actual Remarks

Allotment Schedule
Students shall not be given other activities outside of those previously agreed
upon, which are anchored on the stated competencies.
Certified true and correct:
Student’s Signature Over Printed Name Parent’s Signature Over Printed Name
Work Immersion Teacher’s Signature Over Industry Supervisor’s Signature Over

Printed Name Printed Name
20
ANNEX D: MOA TEMPLATE FOR COOPERATIVES
MEMORANDUM OF AGREEMENT FOR WORK IMMERSION PARTNERSHIP
This Memorandum of Agreement is entered into this ___ of __________, 20___ in

__________ , by and between:
The Lyceum of Alabang Inc. with School Identification Number488551, a private senior
high school, with principal address at Km 30 National Road, Tunasan, Muntinlupa City,
represented in this Agreement by its President/CEO, Dr. Danilo V. Ayap, Filipino of
legal age, and hereinafter referred to as the SCHOOL;
-and-
<NAME OF COOPERATIVE> a duly registered cooperative operating under the laws

of the Philippines, with principal address at , represented in this Agreement by its
<Position>, <NAME>, <NATIONALITY>, of legal age, and hereinafter referred to as
the COOPERATIVE.
WITNESSETH:
WHEREAS, the Department of Education of the Philippines, hereinafter referred to as

“DepEd”, is the primary government instrumentality mandated to formulate, implement,
and coordinate policies, plans, programs, and projects in the areas of formal and
nonformal basic education; supervise all elementary and secondary education
institutions, including alternative learning systems, both public and private; and provide
for the establishment and maintenance of a complete, adequate, and integrated
system of basic education relevant to the goals of national development;
WHEREAS, DepEd has introduced the K to 12 basic education reform program that
includes Senior High School, hereinafter referred to as “SHS”, with the major objective
of ensuring that graduates of basic education are ready for employment,
entrepreneurship, and higher learning;
WHEREAS, the SHS curriculum can be customized at the local levels to take into
consideration the needs of local industries and the labor market;
WHEREAS, DepEd believes that for the effective delivery of SHS instruction, there is
a need for school-industry partnerships that will provide the school the necessary
expertise and venue for practical, on-the-job, enterprise-based training for SHS
learners;
WHEREAS, DepEd will start full implementation of SHS in School Year 2016-2017;
WHEREAS, the SCHOOL is among those that will offer SHS to students in the
community to carry out DepEd’s objectives for SHS as spelled out above;
WHEREAS, to achieve this objective, the SCHOOL needs to enter into a Work
Immersion Partnership with the COOPERATIVE;
21
WHEREAS, the COOPERATIVE operates in the area where the School is located and
has offices, facilities, project sites, and expertise that it can make available to the
School for purposes of student Work Immersion;
WHEREAS, the COOPERATIVE considers going into a work immersion partnership

with the School as part of its mission to create a positive impact on the community,
especially the young people;
WHEREAS, the COOPERATIVE recognizes the need for a Work Immersion

environment that is safe for the students and teachers, and conducive to learning, and
has the capability to provide these;
WHEREAS, the SCHOOL and the COOPERATIVE, hereinafter collectively referred to

as “the PARTIES”, undertake to collaborate for the successful implementation of the
SHS in <Municipality> cognizant of the need for special protection of the child and with
the best interest of the SHS learner at heart;
NOW, THEREFORE, for and in consideration of the foregoing premises, the PARTIES
hereby agree as follows:
DESCRIPTION OF THE WORK IMMERSION PROGRAM
With the passage of the Enhanced Basic Education Act of 2013 or Republic Act 10533,
DepEd was tasked to implement the K to 12 Program, essentially adding two (2) years
of specialization within the Basic Educational System;
DepEd designed the implementation of RA 10533 within the framework of increased

community involvement in the learner’s experience;
With this premise, DepEd offers venues for various stakeholders to participate in the
implementation of RA 10533 and, the same offer, accepted by the PARTIES herein;
The Work Immersion Program is one of the course requirements for graduation. A SHS
student has to undergo Work Immersion in a business organization or establishment
with work requirements related to the specialization. Through Work Immersion, the
students are exposed to and are familiarized with the work-related environment related
to their field of specialization. Specifically, the students are able to:
1. Appreciate the importance and application of the principles and theories

learned in school
2. Enhance their technical knowledge and skills
3. Enrich their skills in communications and human relations
4. Develop good work habits, attitudes, appreciation, and respect for work
22
I. OBJECTIVES OF THE WORK IMMERSION PARTNERSHIP
The Work Immersion Partnership has the following objectives:

1. To supplement the formal curriculum of the SHS program with special inputs
coming from the COOPERATIVE experts and practitioners in order to make
the SHS program aligned and consistent with work standards.
2. To develop in the students of the SHS program the knowledge and skills that
are relevant to the needs of the job market in the area.
3. To provide SHS students relevant learning experiences by exposing them to
the actual workplace setting.
4. To form Work Immersion Partnership between the SCHOOL and the
COOPERATIVE, allowing the students, faculty, and staff of the schools
concerned the use of and access to the COOPERATIVE workplace and
equipment as part of their Work Immersion Program.
II. RESPONSIBILITIES OF THE PARTIES
A. Joint Responsibilities
Both the SCHOOL and the COOPERATIVE shall:

1. Create a joint working group that will prepare the action plan to operationalize
the partnership.
2. Form a joint steering committee to monitor the progress of the partnership and
to make sure that the provisions of this Memorandum of Agreement (MOA) are
met.
3. Adhere to all laws, memoranda and circulars especially those pertaining to

child protection as provided for in the Guidelines for Work Immersion
(Guidelines).
4. Develop the students’ Work Immersion module specifying goals and objectives,
desired outcomes of the program and how these outcomes will be achieved,
also noting the specific knowledge, skills, attitudes and competencies that the
student should acquire after completing the program. (See Annex A and Annex
C of the Guidelines.)
5. Develop a Work Immersion Daily Schedule of Activities that will be followed by

the students during the whole duration of the Work Immersion inside the
COOPERATIVE. (See Annex C of the Guidelines.)
6. Formulate local school work immersion policies and guidelines on selection,

placement, monitoring, and assessment of students (immersion participants),
in order to ensure that each student is assigned to an immersion partner
matched to his/her desired track, qualifications, and aptitude.
B. Responsibilities of the SCHOOL
The SCHOOL shall:
1. Identify and indicate the SHS track/s, strand/s, and/or specialization/s which
will be the subject of the partnership.
2. Make the needed adjustments to contextualize the SHS subjects based on
23
inputs coming from the COOPERATIVE.
3. Designate a person who will be in charge of coordinating with the

COOPERATIVE and supervising the activities of the students for the duration
of the Work Immersion Program.
4. Provide insurance coverage for learners during the Work Immersion program.
5. Continue to exercise its Special Parental Authority under the Family Code over
the Senior High School student under immersion in the premises of the partner.
6. Monitor each student’s progress throughout the duration of the entire work
immersion program so as to make sure that the tasks assigned to each student
are meaningful, challenging, and applicable to his/her particular programs and
are able to maximize the quality of the learning experience.
7. Provide the COOPERATIVE an evaluation tool for the students’ immersion

performance.
8. Issue a final grade to the student upon completion of the requirements within
a prescribed period.
9. Ensure that the student will adhere to the nondisclosure policies of the
COOPERATIVE as agreed to by the SCHOOL.
10. Provide signed Consent forms from the parents as applicable.
11. Provide the COOPERATIVE a Certificate of Participation in the SHS program

for whatever purpose it may serve.
12. Execute a deed of acceptance as a way of recognizing and acknowledging the

donation/s received from die COOPERATIVE.
C. Responsibilities of the COOPERATIVE:
The COOPERATIVE shall:
1. Assign a competent Immersion Coordinator from the COOPERATIVE to liaise

with the School and supervise the students without prejudice to the special
parental authority of the school, its administrators and teachers for the duration
of the work immersion program so as to ensure efficient implementation of all
stages of the program.
2. Provide inputs into the curriculum through the discussions or workshops that
DepEd will organize.
3. Lend its expertise by making available its resident resource persons to provide
training to the students.
4. Allow the students to be deployed to the different sections/departments/project

sites of the COOPERATIVE based on the Work Immersion Daily Schedule of
Activities.
5. Agree to the required number of hours of the immersion program set under the
DepEd SHS curriculum. (See Annex A of the Guidelines.)
24
6. Provide immersion opportunities for <number of students> students for
<School Year>.
7. Provide students with an orientation about the COOPERATIVE, its line of

business, and the work its employees do, and expose them to the various
stakeholders of the community in which the COOPERATIVE operates for the
students to get a holistic understanding of its business.
8. Similarly ensure that students undergo training related to their course, and
provide the students with work or activities based on the activities listed in the
prescribed template for the Immersion Program of Activities (Annex C of the
Guidelines).
9. Make its workplace and facilities available to students and teachers, and shall
similarly take all necessary action to ensure the safety of students within their
areas of operation at all times, which shall include, but shall not be limited to,
the provision for Personal Protective Equipment (PPE), if applicable. Ensure
that the students will not be exposed to hazardous materials and working
environment throughout the duration of the immersion.
10. Evaluate students’ performance in the immersion venue by accomplishing

provided evaluation tool.
11. Issue a Certificate of Completion to the student trainees upon satisfactory

compliance with all requirements of the program.
12. Execute a deed of donation in favor of DepEd for the completed Work
Immersion Partnership.
13. Submit to the Adopt-A-School Program Secretariat all pertinent documents in

support of the amount specified/claimed for the tax exemption application of
the COOPERATIVE.
III EFFECTIVTTY
This agreement shall hold for the duration of the <from year-to year> Academic
School Year and is renewable every year. The COOPERATIVE and the SCHOOL shall
submit their intention for renewal of this agreement through formal notice within thirty
(30) days before the expiration of this Agreement.
The COOPERATIVE and the SCHOOL reserve their respective rights to

terminate their participation in the agreement through formal written notice within thirty
(30) days before the effectivity of the termination. Both parties shall turn over all
deliverables agreed thereto in the Work Immersion Program. Termination shall be
subject to the mutual agreement between the parties.
A material breach of the Work Immersion Guidelines and/or this MOA shall
constitute a ground for termination of the MOA, in whole or in part, by the aggrieved
party, without prejudice to other legal remedies.
25
IV. LIABILITY
The school, its administrator, and teachers exercising authority and

supervision over the Senior High School Student undergoing immersion in the
premises of the partner may be held accountable for the student’s acts.
Each party shall answer for losses and damages arising from any accident,
act, or omission directly attributable to its fault or negligence, which may cause death
or bodily injury to any persons, or loss or damage to property, by or on account of the
performance of the respective obligations by the parties pursuant to this Agreement.
Such responsibility shall continue to remain that of the responsible party’s even after
the termination of this agreement, if such losses and damages were incurred during
the effectivity of this agreement.
DepEd shall not be liable for opportunity losses of the COOPERATIVE during
the duration and after the termination of this agreement.
V. NONDISCLOSURE PROVISION
It is expressly understood by DepEd and the students that all information on

technology, manufacturing process, process standards, quality assurance
methodologies, quality standards, production capabilities, raw material purchasing,
marketing, finance, and all other related documents, manuals, and operational and
technical matters that the COOPERATIVE shall make available to them shall be used
for the sole purpose of student training. All of these matters are classified as
confidential in nature and proprietary to the COOPERATIVE, and thereby each student
hereby undertakes to prevent transfer of such information by any of its members to
any party outside of the COOPERATIVE.
VI. OWNERSHIP OF OUTPUT AND INTELLECTUAL PROPERTY
Intellectual properties developed by the student as part of his or her regular

Work Immersion duties in the COOPERATIVE and their corresponding copyrights
and/or patents shall belong to the COOPERATIVE.
Intellectual properties developed by the student outside of his or her regular

Work Immersion duties in the COOPERATIVE and their corresponding copyrights
and/or patents shall belong to the student, even if the student used the time, facilities,
materials of the COOPERATIVE, unless otherwise stipulated in a separate agreement
between the student and his or her parent or guardian and the COOPERATIVE.
The above provisions shall apply in proportion to the intellectual properties

developed by the student in case intellectual property is jointly developed by the
student with employee or personnel of the COOPERATIVE, unless otherwise
stipulated in a separate agreement between the student and his or her parent or
guardian and the COOPERATIVE.
VI1. OTHER PROVISIONS
It is expressly understood by the PARTIES that the COOPERATIVE is not

obliged to pay wage or salary since no employer-employee relationship exists between
26
them. However, the COOPERATIVE is not precluded from providing the student with
any monetary or financial assistance in the form of transportation fee, food allowance,
etc.
In determining the existence of an employer-employee relationship, the

following elements are considered: (1) the power to hire; (2) the payment of wages; (3)
the power to dismiss; and (4) the power to control the employee’s conduct, with the
control test generally assuming primacy in the overall consideration.
No employer-employee relationship exists between the student and the partner

in Work Immersion if all the following criteria are met:
1. The training, even though it includes actual operation of the employer’s

facilities, is similar to training provided in an educational program.
2. The training is for the benefit of the student.
3. The student does not displace regular employees, and works under close
supervision.
4. The students are not entitled to a job at the conclusion of the training period
and are free to take jobs elsewhere in the same field.
5. Any clinical training is performed under the supervision and direction of people
who are knowledgeable and experienced in the activity.
6. The training is general, and qualifies the student to work in any similar
business. It is not designed specifically for a job with the employer that offers
the program.
7. The screening process for the Immersion program is not the same as that for
employment, and does not appear to be for that purpose. The screening only
uses criteria relevant for admission to an independent educational program.
8. Advertisements, posting, or solicitations for the program clearly discuss
education or training, rather than employment, although employers may
indicate that qualified graduates may be considered for employment.
For The School: For The Cooperative:
Dr. Danilo V. Ayap <Name>

President/CEO <Position>
Witnessed by:
<Name>
<Position>
27
ANNEX D: MOA TEMPLATE FOR LOCAL GOVERNMENT UNITS
This Memorandum of Agreement is entered into this ________ of _____ , 20___ in

_____________ , by and between:
The Lyceum of Alabang Inc. with School Identification Number 488551, a private
senior high school, with principal address at Km 30 National Road, Tunasan,
Muntinlupa City, represented in this Agreement by its President/CEO, Dr. Danilo V.
Ayap, Filipino of legal age, and hereinafter referred to as the SCHOOL;
-and-
The Barangay / Municipality / City /Province of __________________ , of the

Republic of the Philippines, with principal address at _____________ , and
represented in this Agreement by its <BARANGAY
CHAIRMAN/MAYOR/GOVERNOR>, <NAME>, <NATIONALITY>, of legal age,
hereinafter referred to as the “LGU”.
WITNESSETH:

and coordinate policies, plans, programs and projects in the areas of formal and
entrepreneurship and higher learning;
learners;
Immersion partnership with the LGU;
28
WHEREAS, the LGU operates in the area where the School is located and has offices,
facilities, project sites, and expertise that it can make available to the School for
purposes of student work immersion;
WHEREAS, the LGU considers going into a work immersion partnership with the
School as part of its mission to create a positive impact on the community, especially
the young people;
WHEREAS, the institutionalization and implementation of the K to 12 programs is

among the priority programs of the Government for promoting inclusive growth;
WHEREAS, the LGU is encouraged to fully support the successful implementation of

the K to 12 Program of the Department of Education as stated in Paragraph 4, Section
2 of the Republic Act 9155 or “Governance of Basic Education Act of 2001”;
WHEREAS, the LGU recognizes the need for a work immersion environment that is
safe for the students and teachers, and conducive to learning, and has the capability
to provide these;
WHEREAS, the SCHOOL and the LGU, hereinafter collectively referred to as

“PARTIES”, undertake to collaborate toward the successful implementation of the SHS
in <Barangay/Municipality/City/Province> cognizant of the need for special protection
of the child and with the best interest of the SHS learner at heart;

student has to undergo work immersion in a business organization or establishment
with work requirements related to the specialization. Through work immersion, the
students are exposed to and are familiarized with the work-related environment related
to their field of specialization. Specifically, the students are able to:

learned in school
4. Develop good work habits, attitudes, appreciation and respect for work
29
coming from the LGU experts and practitioners in order to align the SHS program
with work standards.
2. To develop in the students of the SHS program the knowledge and skills that are
relevant to the needs of the job market in the area.
3. To provide SHS students relevant learning experiences by exposing them to the

actual workplace setting.
4. To form Work Immersion Partnership between the SCHOOL and the LGU, allowing
the students, faculty, and staff of the schools concerned the use of and access to
the LGU workplace and equipment as part of their Work Immersion Program.
Both the SCHOOL and the LGU shall:

the partnership.
met.
3. Adhere to all laws, memorandums, and circulars especially those pertaining to

(Guidelines).
also noting the specific knowledge, skills, attitudes, and competencies that the

the student during the whole duration of the work immersion in the LGU. (See
Annex C of the Guidelines.)
6. Formulate local school work immersion policies and guidelines on selection,

placement, monitoring, and assessment of student (immersion participants to
ensure that each student is assigned to an immersion partner matched to
his/her desired track, qualifications, and aptitude.
The SCHOOL shall:
1. Identify and indicate the SHS track/s, strand/s, and/or specialization/s that will
be the subject of the partnership.
30
inputs from the LGU.
3. Designate a person in charge of coordinating with the LGU and supervising the
activities of the students for the duration of the Work Immersion program.
the SHS student under immersion in the premises of the partner.
6. Monitor each student’s progress throughout the duration of the entire Work
Immersion program so as to make sure that the tasks assigned to each student
are meaningful, challenging, and applicable to his/her particular programs and
7. Provide the LGU evaluation tool for the students’ immersion performance.
9. Ensure that the student will adhere to the nondisclosure policies of the
Municipality/City/Province as agreed to by the School.
11. Provide the LGU a Certificate of Participation in the SHS Program for whatever
purpose it may serve.

donation/s received from the LGU.
C. The LGU shall:
1. Assign a competent Immersion Coordinator from the LGU to liaise with the
School and supervise the students without prejudice to the special parental
authority of the school, its administrators and teachers for the duration of the
work immersion program so as to ensure efficient implementation of all stages
of the program.
4. Allow the student to be deployed to the different sections/departments/project

sites of the LGU based on the Work Immersion Daily Schedule of Activities.

<School Year>.
31
7. Provide students with an orientation about the LGU, the job as well as expose
them to the various stakeholders of the community in which it operates for the
students to get a holistic understanding of the LGU.
8. Similarly, ensure that students undergo training related to their course, and
Guidelines).
the provision for Personal Protective Equipment (PPE’s), if applicable. Ensure


Ill. EFFECTIVTTY
School Year and is renewable every year. The LGU and the SCHOOL shall submit
their intention for renewal of this agreement through formal notice within thirty (30)
days before the expiration of this Agreement.
The LGU and the SCHOOL reserve their respective rights to terminate their
participation in the agreement after the duration of this Agreement through formal
written notice within thirty (30) days before the effectivity of the termination. Both
parties shall turnover all deliverables agreed thereto in the Work Immersion Program.
Termination shall be subject to the mutual agreement between the parties.
IV. LIABILITY

supervision over the Senior High School Student undergoing immersion in the
32
DepEd shall not be liable for opportunity losses of the LGU during the duration
and after the termination of this agreement.

marketing, finance, and all other related documents, manuals, operational, and
technical matters that the LGU shall make available to them shall be used for the sole
purpose of student training. All of these matters are classified as confidential in nature
and proprietary to the LGU and thereby each student hereby undertakes to prevent
transfer of such information by any of its members to any party outside of the LGU.

Work Immersion duties in the LGU and their corresponding copyrights and/or patents
shall belong to the LGU.

Work Immersion duties in the LGU and their corresponding copyrights and/or patents
shall belong to the student, even if the student used the time, facilities, materials of the
LGU, unless otherwise stipulated in a separate agreement between the student and
his or her parent or guardian and the LGU.

student with an employee or personnel of the LGU, unless otherwise stipulated in a
separate agreement between the student and his or her parent or guardian and the
LGU.
VII. OTHER PROVISIONS
It is expressly understood by the PARTIES that the LGU is not obliged to pay
wage or salary since no employer-employee relationship exists between them.
However, the LGU is not precluded from providing the student with any monetary or
financial assistance in the form of transportation fee, food allowance, etc.


1. The training, even though it includes actual operation of the employer’s facilities,
33
is similar to training provided in an educational program.
supervision.
4. The students are not entitled to a job at the conclusion of the training period and
are free to take jobs elsewhere in the same field.
5. Any clinical training is performed under the supervision and direction of people
who are knowledgeable and experienced in the activity.
6. The training is general, and qualifies the student to work in any similar business.
It is not designed specifically for a job with the employer that offers the program.
7. The screening process for the Immersion program is not the same as that for
employment, and does not appear to be for that purpose. The screening only
uses criteria relevant for admission to an independent educational program.
education or training, rather than employment, although employers may indicate
that qualified graduates may be considered for employment.

Witnessed by:
<Name>
<Position>
34
ANNEX D: MOA TEMPLATE FOR NGOs
24May2017
Non-Government Organization
This Memorandum of Agreement is entered into this ________ of _____ , 20__ in

_____________ , by and between:
-and-
<NAME OF NON-GOVERNMENT ORGANIZATION> a duly registered

nongovernment organization operating under the laws of the Philippines, with principal
address at
,represented in this Agreement by its <Position>,<NAME>, <NAHONALITY>,
of legal age, hereinafter referred to as the “NGO”.
WITNESSETH:

and coordinate policies, plans, programs and projects in the areas of formal and
entrepreneurship and higher learning;
learners;
35
Immersion Partnership with the NGO;
WHEREAS, the NGO operates in the area where the School is located and has offices,
facilities, project sites, and expertise that it can make available to the SCHOOL for
purposes of student work immersion;
WHEREAS, the NGO considers going into a Work Immersion partnership with the
School as part of its mission to create a positive impact on the community, especially
the young people;
WHEREAS, the NGO recognizes the need for a work immersion environment that is
safe for the students and teachers, conducive to learning, and has the capability to
provide these;
WHEREAS, the SCHOOL and the NGO, hereinafter collectively referred to as “the
PARTIES”, undertake to collaborate for the successful implementation of the SHS in
<Municipality> cognizant of the need for special protection of the child and with the
best interest of the SHS learner at heart;

students are exposed to and are familiarized with the work environment related to their
field of specialization. Specifically, the students are able to:

learned in school
4. Develop good work habits, attitudes, appreciation, and respect for work
coming from the NGO experts and practitioners in order to align the SHS program
with work standards.
36
3. To provide SHS students relevant learning experiences by exposing them to the
actual workplace setting.
4. To form Work Immersion Partnership between the SCHOOL and the NGO,
allowing the students, faculty, and staff of the schools concerned the use of and
access to the NGO workplace and equipment as part of their Work Immersion
Program.
Both the SCHOOL and the NGO shall:
the partnership.
met.
3. Adhere to all laws, memorandums, and circulars, especially those pertaining to

(Guidelines).

the students during the whole duration of the Work Immersion in the NGO. (See
6. Formulate local school Work Immersion policies and guidelines on selection,

placement, monitoring, and assessment of students (Immersion participants),
to ensure that each student is assigned to an Immersion partner matched to
The SCHOOL shall:
1. Identify and indicate the SHS track/s, strand/s, and/or specialization/s, which
2. Make the necessary adjustments to contextualize the SHS subjects based on

inputs coming from the NGO.
3. Designate a person in charge of coordinating with the NGO and supervising

the activities of the students for the duration of the Work Immersion Program.
37
the Senior High School student under Immersion in the premises of the partner.
immersion program to make sure that the tasks assigned to each student are
meaningful, challenging, and applicable to his/her particular programs and are
able to maximize the quality of the learning experience.
7. Provide the NGO an evaluation tool for the students’ Immersion performance.
9. Ensure that the student will adhere to the nondisclosure policies of the NGO
as agreed to by the School.
10. Provide signed Consent forms from the students’ parents as applicable.
11. Provide the NGO a Certificate of Participation in the SHS program for whatever
purpose it may serve.

donation/s received from the NGO.
C. The NGO shall:
1. Assign a competent Immersion Coordinator from the NGO to liaise with the
School and supervise the students without prejudice to the special parental
authority of the school, its administrators, and teachers for the duration of the
Work Immersion program so as to ensure efficient implementation of all stages
of the program.

sites of the NGO based on the Work Immersion Daily Schedule of Activities.

<School Year>.
7. Provide students with an orientation about the NGO, its line of business, and
the work its employees do, and expose them to the various stakeholders of the
community in which the NGO operates for the students to get a holistic
understanding of its business.
38
Guidelines).
environment throughout the duration of Immersion.


compliance of all requirements of the program.

the NGO.
Ill. EFFECTIVTTY
School Year and is renewable every year. The NGO and the SCHOOL shall submit
their intention for renewal of this agreement through formal notice within thirty (30)
days before the expiration of this Agreement.
The NGO and the SCHOOL reserve their respective rights to terminate their
participation in the agreement after the duration of this Agreement through formal
written notice within thirty (30) days before the effectivity of the termination. Both
parties shall turnover all deliverables agreed thereto in the Work Immersion Program.
Termination shall be subject to the mutual agreement between the parties.
IV. LIABILITY

supervision over the Senior High School Student undergoing Immersion in the
39
DepEd shall not be liable for opportunity losses of the NGO during the duration
and after the termination of this agreement.

technical matters that the NGO shall make available to them shall be used for the sole
purpose of student training. All of these matters are classified as confidential in nature
and proprietary to the NGO and thereby each student hereby undertakes to prevent
transfer of such information by any of its members to any party outside of the NGO.

Work Immersion duties in the NGO and their corresponding copyrights and/or patents
shall belong to the NGO.

Work Immersion duties in the NGO and their corresponding copyrights and/or patents
shall belong to the student, even if the student used the time, facilities, materials of the
NGO, unless otherwise stipulated in a separate agreement between the student and
his or her parent or guardian and the NGO.

student with an employee or personnel of the NGO, unless otherwise stipulated in a
separate agreement between the student and his or her parent or guardian and the
NGO.
It is expressly understood by the PARTIES that the NGO is not obliged to pay
wage or salary since no employer-employee relationship exists between them.
However, the NGO is not precluded from providing the student with any monetary or
financial assistance in the form of transportation fee, food allowance, etc.


40
supervision.
5. Any clinical training is performed under the supervision and direction of
people who are knowledgeable and experienced in the activity.
business. It is not designed specifically for a job with the employer that
offers the program.
7. The screening process for the Immersion program is not the same as that
for employment, and does not appear to be for that purpose. The screening
only uses criteria relevant for admission to an independent educational
program.

Witnessed by:
<Name>
<Position>
41
ANNEX D: MOA TEMPLATE FOR PRIVATE COMPANIES
25May2017
Private
Company
This Memorandum of Agreement is entered into this ________ of _____ , 20 in

_____________ , by and between:
-and-
<NAME OF COMPANY>, a duly registered CORPORATION, PARTNERSHIP, SOLE

PROPRIETORSHlP> operating under the laws of the Philippines, with principal
address at , represented in this Agreement by its <Position>,
<NAME>, <NATIONALITY>, of legal age, hereinafter referred to as the “COMPANY”,
WITNESSETH:

and coordinate policies, plans, programs, and projects in the areas of formal and
WHEREAS, the DepEd has introduced the K to 12 basic education reform program
that includes Senior High School, hereinafter referred to as “SHS”, with the major
objective of ensuring that graduates of basic education are ready for employment,
entrepreneurship, and higher learning;
learners;
42
Immersion Partnership with the COMPANY;
WHEREAS, the COMPANY operates in the area where the School is located and has
offices, facilities, project sites, and expertise that it can make available to the School
for purposes of student Work Immersion;
WHEREAS, the COMPANY considers going into a Work Immersion partnership with
the School as part of its mission to create a positive impact on the community,
especially the young people;
WHEREAS, the COMPANY may avail itself of the revenue regulation no. 10 s. 2003
implementing the tax incentives provision of RA. 8525 otherwise known as the Adopt-
A- School Act of 1998;
WHEREAS, the SCHOOL and the COMPANY, hereinafter collectively referred to as

“PARTIES”, undertake to collaborate for the successful implementation of the SHS in
<Municipality> cognizant of the need for special protection of the child and with the
best interest of the SHS learner at heart;

students are exposed to and are familiarized with the work environment related to their
field of specialization. Specifically, the students are able to:

learned in school.
2. Enhance their technical knowledge and skills.
3. Enrich their skills in communications and human relations.
4. Develop good work habits, attitudes, appreciation and respect for work.
1. To supplement the formal curriculum of the SHS program with special inputs from
the COMPANY experts and practitioners in order to align the SHS program with
work standards.
43
3. To provide SHS students relevant learning experiences by giving them exposure

to the actual workplace setting.
4. To form Work Immersion Partnership between SCHOOL and the COMPANY,

allowing the students, faculty, and staff of the schools concerned the use of and
access to the COMPANY workplace and equipment as part of their Work
Immersion Program.
Both the SCHOOL and the COMPANY shall:

the partnership.
met.
3. Adhere to all laws, memorandums, and circulars especially those pertaining to

(Guidelines).

the students during the whole duration of the Work Immersion Program. (See
6. Formulate local school Work Immersion policies and guidelines on selection,

placement, monitoring, and assessment of students (Immersion participants)
to ensure that each student is assigned to an Immersion partner matched to
B. Responsibilities of the School
The SCHOOL shall:
1. Identify and indicate the SHS track/s, strand/s, and/or specialization/s which

inputs from the COMPANY.
44
3. Designate a person in charge of coordinating with the COMPANY and
supervising the activities of the students for the duration of the Work Immersion
Program.
4. Provide insurance coverage for learners during the work immersion program.
the Senior High School student under immersion in the premises of the partner.
immersion program so as to make sure that the tasks assigned to each student
are meaningful, challenging, and applicable to his/her particular programs, and
7. Provide the COMPANY an evaluation tool for the students’ Immersion

performance.
9. Ensure that the student will adhere to the nondisclosure policies of the
COMPANY as agreed to by the School.
11. Provide the COMPANY a Certificate of Participation in the SHS program for
whatever purpose it may serve.

donation/s received from the COMPANY.
13. Review, facilitate, and endorse the application of the COMPANY to avail of the
tax incentives/exemption as specified in the R A. 8525 otherwise known as The
Adopt-A- School Act of 1998.
C. The Company shall:
1. Assign a competent Immersion Coordinator from the COMPANY to liaise with

the School and supervise the students without prejudice to the special parental
authority of the school, its administrators, and teachers for the duration of the
Work Immersion program so as to ensure efficient implementation of all stages
of the program.

sites of the COMPANY based on the Work Immersion Daily Schedule of
Activities.
45

<School Year>.
7. Provide students with an orientation about the COMPANY, its line of business,
and the work its employees do, and expose them to the various stakeholders
of the community in which the COMPANY operates for the students to get a
holistic understanding of its business.
Guidelines).
10. Evaluate students’ performance in the Immersion venue by accomplishing



the COMPANY.
Ill. EFFECTIVITY
School Year and is renewable every year. The COMPANY and the SCHOOL shall
submit their intention for renewal of this agreement through formal notice within thirty
(30) days before the expiration of this Agreement.
The COMPANY and the SCHOOL reserve their respective rights to terminate
their participation in the agreement through formal written notice within thirty (30) days
before the effectivity of the termination. Both parties shall turn over all deliverables
agreed thereto in the Work Immersion Program. Termination shall be subject to the
mutual agreement between the parties.
46
IV. LIABILITY

supervision over the Senior High School Student undergoing Immersion in the
DepEd shall not be liable for opportunity losses of the Company during the
duration and after the termination of this agreement.

technical matters that the Company shall make available to them shall be used for the
sole purpose of student training. All of these matters are classified as confidential in
nature and proprietary to the Company and thereby each student hereby undertakes
to prevent transfer of such information by any of its members to any party outside of
the Company.
Vl. OWNERSHIP OF OUTPUT AND INTELLECTUAL PROPERTY

Work Immersion duties in the COMPANY and their corresponding copyrights and/or
patents shall belong to the COMPANY.

Work Immersion duties in the COMPANY and their corresponding copyrights and/or
patents shall belong to the student, even if the student used the time, facilities,
materials of the COMPANY, unless otherwise stipulated in a separate agreement
between the student and his or her parent or guardian and the COMPANY

student with an employee or personnel of the COMPANY, unless otherwise stipulated
in a separate agreement between the student and his or her parent or guardian and
the COMPANY.
It is expressly understood by the PARTIES that the Company is not obliged to

pay wage or salary since no employer-employee relationship exists between them.
47
However, the Company is not precluded from providing the student with any monetary
or financial assistance in the form of transportation fee, food allowance, etc.


in work immersion if all the following criteria are met:

supervision.
5. Any clinical training is performed under the supervision and direction of
people who are knowledgeable and experienced in the activity.
business. It is not designed specifically for a job with the employer that
offers the program.
7. The screening process for the Immersion program is not the same as for
employment, and does not appear to be for that purpose. The screening
only uses criteria relevant for admission to an independent educational
program.

Witnessed by:
<Name>
<Position>
48
ANNEX E: WORK IMMERSION DELIVERY MODELS
1. MODEL A
The school shall offer the minimum number of hours, which is 80 hours as reflected in
the Curriculum Guide for Work Immersion in Annex A.
For schools that may need additional hours for Work Immersion, the following Models may be
considered:
2. MODEL B
Model B provides options for those who will offer 240 continuous hours of Work
Immersion. The 240 hours is the sum of 160 hours allotted for specialized subjects
and 80 hours for work immersion as a subject.
Learner’s Purpose and

School Options
Needs
Optional for learners who: Has several Work 1. Learners may start taking a 640-hour
1. decide to do more Work Immersion partners specialization in Grade 9 and finish at Grade
Immersion hours in the that can 11.
specialization of their accommodate all its
choice learners in the first and For Grade 12, s/he may take up another
2. have more Work second semester of 160-hour specialization before or after the
Immersion opportunity Grade 12 work immersion.
available
Examples are shown in Models B1 and B2.
2. Learners may start taking a 320-hour

specialization at Grade 11.
For Grade 12, s/he may take up another

160-hour specialization before or after the
work immersion.
Examples are shown in Models B1 and B3.
3. Learners may also take up three 160- hour

specializations starting Grade 11.
Work Immersion may be done during the
second semester of Grade 12.
An example is shown in Model B4.
49
These are the sample scenarios in which Work Immersion make be taken
in the first semester of Grade 12:
MODEL B1 (for a 640-hour specialization)

Grade 11 Grade 12
Grade 9 Grade 10 1st 2nd 1st Semester 2nd Semester
Semester Semester
160 hours 160 hours 160 hours 160 hours 240 hours of Any
Automotive Automotive Automotive Automotive Work specialization
Servicing Servicing Servicing NC Servicing NC Immersion on equivalent to
NC I NC I I I Automotive 160 hours
Servicing NC I
OR
Grade 11 Grade 12
1st Semester 2nd Semester 1st Semester 2nd Semester
160 hours 160 hours 240 hours of Work Any specialization

Dressmaking NC Immersion on
Dressmaking II Dressmaking equivalent to 160
NC II NC II hours
On the other hand, these are the sample scenarios where Work Immersion may be
taken in the second semester of Grade 12:
Grade 11 Grade 12
Grade 9 Grade 10 1st 2nd Semester 2nd Semester
Semester 1st
Semester
Any 160 hours 160 hours 160 hours 160 hours
specialization Caregiving Caregiving Caregiving Caregiving 240 hours of
equivalent to NC II NC II NC II NC II Work
160 hours Immersion on
Caregiving NC
II
50
OR
Grade 11 Grade 12
Grade 9 Grade lO 1st 2nd 1st Semester 2nd Semester
Semester Semester
160 hours 160 hours 160 hours 160 hours 160 hours 240 hours of Work
Computer Computer Computer Computer Broadband Immersion on Broadband
Systems Systems Systems Systems Installation Installation (Fixed
Servicing Servicing Servicing Servicing (Fixed Wireless Systems) NC II
NC II NC II NC II NC II Wireless or Computer Sÿstems
Systems) NC Servicing NC II
II

Grade 11 Grade 12
80 hours on Tailoring 80 hours on Tailoring NC 160 hours on 240 hours of Work
NC II II Tailoring NC II Immersion on
and any specialization and any specialization Tailoring NC II
equivalent to 80 hours equivalent to 80 hours
(e.g., Ship’s Catering (e.g., Safety and First
Sendees NC I) Aid under Sports Track)
OR
Grade 11 Grade 12
1st Semester 2nd Semester 1st Semester | 2nd Semester
Any specialization 160 hours on 160 hours on 1 240 hours of Work Immersion 1
equivalent to 160 hours Tailoring NC II Tailoring NC II | on Tailoring NC II |

Grade 11 Grade 12
160 hours 160 hours 160 hours 240 hours of Work
Handicraft (Basketry, Handicraft Handicraft Immersion on
Macramé) (Fashion Accessories, (Needlecraft) Handicraft
Paper Craft)
51
3. MODEL C
Model C offers options for those who will offer 240 hours of staggered Work
Immersion. Annex G shows a sample summer break schedule for this model.
Learner’s Purpose and Needs School Options
Optional for learners who: Has Work Immersion 1. For a 640-hour specialization, learners
1. decide to do more venues but these may take the first 320 hours in Grade 11
Work Immersion cannot accommodate then have 120 hours of Work Immersion
hours in the all learners in the during summer.
specialization of their 2nd semester of
choice Grade 12, thus They may then take up 160
2. have more Work making it necessary specialization hours during the first
Immersion opportunity to spread out the semester of Grade 12 and have 40 hours
available immersion over of Work Immersion during the semestral
3. enrolled in several terms break.
specializations that
require more training Learners may then take up the remaining
hours 160 specialization hours during the
second semester of Grade 12 and have 80

hours of Work Immersion.
An example is shown in Model C1.
2. Another option for a 640-hour

specialization is for learners to take 320 hours
of specialization in Grade 11 and have 160
hours of Work Immersion during summer.
S/He may then take up 320 hours of
specialization during the first semester of
Grade 12 and have 80 hours of Work
Immersion during the second semester.
An example is shown in Model 02.
52
MODEL Cl (for a 640-hour specialization)
Grade 11 Grade 12
2nd Summer Semestral 2nd
1st Semester 1st Semester
Semester Break Semester
160 hours 160 hours 120 hours of 160 hours 40 hours of
Electrical Electrical Work Electrical Work 160 hours
Installation and Installation and Immersion Installation and Immersion Electrical Installation and
Maintenance Maintenance Maintenance Maintenance NC II
NC II NC II NC II and
80 hours of Work
Immersion
OR
MODEL C2 (for a 640-hour specialization)

Grade 11 Grade 12
Summer
1st Semester 2nd Semester 1st Semester | 2nd Semester
160 hours 1 160 hours of 320 hours Aquaculture 80 hours of Work
160 hours
Aquaculture 1 Work NC II 1 NC II Immersion
Aquaculture NC II
Immersion
53
4. MODEL D
Model D provides options for schools who will offer more than 240 hours of Work
Immersion. This is a combination of Models B and C.
Learner’s Purpose and Needs School Options
Optional for learners who: 1. Has partners who have

1. are likely to proceed to more Work Immersion slots
employment after basic 2. Has selected learners 1. For a 480-hour specialization and work
education ready for more training in immersion for 320 hours, learners may
2. decide to do more Work the workplace take up 320 specialization hours in Grade
Immersion hours in the 11 and have 80 hours of Work Immersion
specialization of their during summer.
choice
3. have Work Immersion S/He may then take the remaining 160
opportunity available to specialization hours in the first semester
them of Grade 12 and have 240 hours of Work
Immersion in the second semester.
A sample is shown in Model D1 below.
2. Learners may finish a 320-hour

specialization in Grade 11 and have 40
hours of Work Immersion during the
summer.
Learners may then continue their Work
Immersion in the 320-hour specialization
in the first semester of Grade 12 for 240
hours and during semestral break for 40
hours.
S/He may then take up another 160- hour
specialization during the second
semester of Grade 12.
A sample is shown in Model D2.
MODEL D1 (for a 480-hour specialization)

Grade 11 Grade 12
1st Semester 2nd Semester Summer 1st Semester | 2nd Semester
160 hours Furniture 160 hours Furniture 80 hours of 240 hours of Work
Making (Finishing) NC Making (Finishing) Work 160 hours Furniture Immersion
II NC II Immersion Making
(Finishing) NC II
54
MODEL D2 (for a 320-hour specialization
Grade 11 Grade 12
1st 2nd Summer Semestral 2nd
1st Semester
Semester Semester Break Semester
160 hours 160 hours Any
Animal Animal 40 hours of Work 240 hours of Work 40 hours of Work specialization
Production Production Immersion in Immersion in Immersion in equivalent to
NC II NC II Animal Production Animal Animal 160 hours
NC II Production NC II Production NC II
55
Review Activity 1
A. Match the definitions below with the terms inside the box provided below:
A. Partnership
B. Work Immersion
C. Partner Institution
D. Work Immersion Teacher
E. Memorandum of Agreement
F. Workplace Immersion Venue
G. School Partnership Focal Person
H. Work Immersion Partner Institution Supervisor
1. Public or private institutions or organizations that are able and willing to lend
their expertise and resources.
2. Refers to the subject of the Senior High School Curriculum, which involves
hands-on experience or work simulation in which learners can apply their
competencies and acquired knowledge relevant to their track.
3. The person authorized to seek partnerships between DepEd and institutions
(DepEd Order 40, s. 2015).
4. The school personnel who is assigned to supervise the learners at the Work
Immersion Venue in coordination with the Work Immersion Partner Institution
Supervisor.
5. A legally binding document, which spells out the specific terms and conditions
between and among parties entering into partnership to implement a program,
project or any other similar undertakings.
6. The place where work immersion is conducted. It shall conform to the law and
the rules and regulations on safety, appropriateness for learning, and
availability of facilities and equipment which are issued by the DepEd (DO 40,
s 2015.)
7. The counterpart of the Work Immersion Teacher and may also be the
representative of the partner institution in forging partnership with DepEd
schools.
8. The relationship between the partner institution and the school, or any office
of DepEd (Central, Regional or Division) that responds to the needs of K to 12
program in general, and Senior High School in particular, which is formalized
through a Memorandum of Agreement. Kindly check your answers.
Activity 2: Modified True of False
Directions: Write T if the statement is true and F if it is false. If your answer is false,
write the word that makes it wrong then change it to make the statement correct.
1. Having failed in the Work immersion, a learner can still join the graduation.
56
2. We can refer to the Memorandum DM-CI-00085 whenever we want to clarify
the model used by the ABM students in this time of crisis.
3. The Memorandum of Agreement is signed by the Work Immersion Teacher
and authorized personnel from the company.
4. It is only the Work Immersion adviser who can monitor your Home-based Work
Immersion.
5. Learners can achieve the prescribed competencies for Work Immersion
though they are not deployed in a Work Immersion Venue.
Activity 3. Multiple Choice
Directions: Choose the letter of the correct answer. Use the same sheet of paper
for your answers.
1. Which does not belong to the rationale of Work Immersion?
A. for employment simulation
B. to become familiar with the work place
C. to be given opportunity to stay in offices
D. to apply their competencies in areas of specialization/applied subjects in
authentic work environments.
2. How many schemes are given for this year’s Work Immersion?
A. 3 B. 4 C. 5 D. 6
3. Which is not true for Work immersion?
A. Work Immersion requires parental consent.
B. 80 hours is the minimum hours for the Work Immersion.
C. All Immersion learners shall be given allowances by the work immersion
venue.
D. Partner Institutions and Work Immersion Venues shall be selected only
after thorough study, screening and preparation to ensure that each venue
is a safe, secure, and suitable place for learning.
4. Which of the DepEd Orders/memorandum stipulates the clarification of Work
Immersion?
A. Dep Ed Order No. 40, s. 2015
B. Dep Ed Order No. 30, s. 2017
C. Dep Ed Order No. 39, s. 2018
D. Memorandum DM-CI-2020-00085
5. Imagine, one day you were left alone by your Work Immersion supervisor; but
you accidentally and secretly break any equipment you are using. How would you
solve this problem?
A. I will try to fix if secretly.
B. I will just keep it to myself.
C. I will only inform my best friend or classmate about it.
D. I will honestly inform my Immersion Supervisor and tell him I will replace
or pay for it.
57
Module 2 - Week 2-3
PRE-IMMERSION
(4 – 8 HRS)
A. Understanding Work Immersion
One of the goals of the K to 12 Education Program is to develop in learners the

competencies, work ethics, and values relevant to pursuing further education
and/or joining the world of work. To achieve greater congruence with the basic
education and the nation’s development targets, Work Immersion, a required
subject, has been integrated in the curriculum. This subject will provide learners
with the following opportunities:
1. to become familiar with the work place

2. for employment simulation
3. to apply their competencies in areas of specialization/applied subject’s in
authentic work environments
To achieve those objectives, Work Immersion is therefore a requirement for

graduation from secondary education. Learners are immersed on actual work
environments such as workshops, offices and laboratories in which their prior
training is relevant. But this is given clarification on DepEd Order No. 39, s. 2018.
Though the intention of Work Immersion is to provide SHS learners with

opportunities to become familiar with the workplace, simulate employment, and to
apply their competencies in areas of specialization/applied subjects in actual work
environments, DepEd recognizes other options that may equally prepare learners
for all curriculum exits.
• For all tracks, schools may opt to devise unique delivery model with a
minimum of 80 and a maximum of 320 hours following the Curriculum
Guide.
• All TVL learners shall have completed the required learning competencies
of a particular specialization before Work Immersion.
• The nominal duration of specialization for TVL shall be considered in
crafting the delivery model of the school.
For other tracks:

• Accounting, Business and Management (ABM) learners may have
Business Enterprise Simulation
• Humanities and Social Science Strand (HUMSS) learners may take
Culminating Activity
• Science, Technology, Engineering and Mathematics (STEM) learners
may take Research/Capstone Project
58
• General Academic Strand (GAS) learners may take Research/Capstone
Project or Culminating Activity
• For Sports Track, learners may take Apprenticeship (off – campus)
• For Arts and Design Track, learners may take Performing Arts for
Production or Exhibit for Arts Production
However, due to the ongoing Covid-19 pandemic, the learners’ physical

attendance in school is prohibited. Consequently, the implementation of Work
Immersion given above is greatly affected. Hence, the Office of Undersecretary
set another guideline stipulated in Memorandum DM-CI-2020-00085 specifically
for this school year 2020-2021. Varying suggested activities for all tracks guided
by Most Essential Competencies (MELCs) are provided.
The activities in all tracks can be performed in different schemes which

include in-school, home-based, community-based, and school industry
partnership.
Whatever scheme is used, all lessons and activities of Work Immersion or its
equivalent shall be delivered using different modalities applicable to the specific
track, strand, learners and schools.
To get more oriented with these schemes, your Work Immersion Teacher
together with the Focal Person, Grade level Chairman and Principal will meet
you together with your parent via online platform. Your Work Immersion
Teacher or your previous adviser will send you a message and link for an
online orientation. This will be done on the 1st week of second semester.
What will be the topic they will discuss? Yes! They will explain how you will
go about your Work Immersion using the above-mentioned schemes.
They will do the following:

1. Walkthrough of the Parts of the entire Work Immersion
2. Explanation of contextualized activity and scheme relevant to your track
& strand (to be taken from the new issued Memorandum in response to the
crisis)
3. Assessment
4. Other important matters/reminders regarding your Work Immersion
5. Open Forum where you and your parents can ask questions directly to the
teachers or even to the principal.
To prepare for this online orientation, you can already download those apps
for online meeting. When the message and link are given to you, you will just
click it to open and join the meeting. Just remember to make your
environment silent because every noise is heard by everyone in the meeting,
so you need to turn off the microphone to avoid destruction to the speaker.
Wait for further instructions.
59
Expected Behavior
Trainees or work immersionist in many companies are required to follow ethical

conduct requirements as a condition of being a trainee. These ethical expectations
assist in the development of a respectful work atmosphere for all workers and
trainees. You will ensure that your conduct is ethical and plan to excel in your job
by learning the norms that rule your workplace. Acceptable behavior is often
expected for corporate culture recognition.
Trainees are expected to follow a code of ethics that explains which actions are
and are not acceptable. Trainees will also be asked to sign a document recognizing
this code as part of their jobs. Trainees and employees who break the rules risk
repercussions under a traditional employee/trainee conduct program, such as a
proactive disciplinary scheme with severe penalties for the more serious
infractions.
Employees/trainees can also get a notice after the first instance of a less serious
offense, but a more serious punishment if the same conduct happens again.
Employees/trainees are given the opportunity to improve their behavior and save
their jobs by progressive discipline.
Work Ethics
Work Ethics is a group of moral principles, standards of behavior, or set of values

regarding proper conduct in the workplace. (Webster Dictionary)
Some of you after graduation, you might prefer to work right away or others after
college they will go on work. During this Work Immersion, you will be deployed in
a certain institution or company. It is necessary to know if your actions conform to
the work ethics. You can ask yourself: Do I show respect to everyone in the
workplace? Am I becoming rude to others? or Did I tell the truth about the problem?
There are many instances or stories you heard about employees being fired from
a job or work. What could be the reasons? These are some of them:
1. Noncompliance with the rules and regulations

2. Harassment to fellow employees
3. Theft or stealing
4. Utterance of offensive language
5. Negligence of the responsibility
6. Troublemakers or frequent cause of conflict
7. Grievous offenses
Try to watch this: https://www.youtube.com/watch?v=DxWDtTIWdkE
60
What are the common Work Ethics that you as an employee should remember?
1. For Attendance
a) Be on time or 10- 15 minutes before the time.
b) Don’t abuse leave time.
c) Avoid absences without valid and important reasons.
Take note that ATTENDANCE MATTERS!
2. Character
1. Honesty. An honest employee fosters good reputation to an
organization. So be honest by telling the truth at all times and never
attempt stealing nor theft, just like a tricycle driver who returned the lost
money and gadget to the owner.
2. Punctuality. You need to submit your work early or on time. Always
come to your work 15 minutes before the time.
3. Integrity and Loyalty. Never disclose nor reveal nor share confidential
matters. You must be trustworthy so that people will rely and trust you.
4. Teamwork. Be a good team player with your colleagues in a workplace.
Always help one another to achieve more.
5. Productivity. You have to accomplish more within the stipulated or
specified time. Never use your time for doing nonsense things like
chatting, gossiping, texting, etc.
6. Reliability. It is a quality of being able to be trusted or believed because
of working or behaving well. Your employer trusts you that you can do
your own work without so much supervision. You can also be asked for
help at times your employer and your co-worker.
7. Commitment to Excellence. You do not only work just for compliance
but you work hard to produce the best output or best quality.
8. Professionalism. It is more than just how you look but it’s a way of
speaking, behaving and even thinking that helps a person to be
successful in the workplace. You must know how to follow all workplace
rules. You also know how to admit if you made a mistake and learn from
it. Ask for help if you’re not sure how to handle a situation. Language is
an important aspect of communication whether you are talking with a co-
worker in the privacy of your own office or to a customer. Practice using
language that is appropriate for the workplace in your everyday
conversations so that you get into the habit of sounding professional.
Lastly, always dress up appropriately.
9. Attitude. Many always look for an employee with right attitude. To be a
better employee, you must listen to suggestions. Be positive on different
challenges. You also accept responsibility entrusted to you and admit
your own mistakes if ever you commit one. Respect everyone in the
workplace. Respect begets respect.
10. Cooperation. So how do you demonstrate your cooperation in a
workplace? You’re right...You know how to follow rules and regulations
61
of the workplace. You also know how to get along with others. Besides,
you also show appreciation of the privileges and never abuse them.
Professional Appearance and Grooming for the Workplace
In today’s competitive and modern business world, it is highly essential to adhere

with professional appearance and grooming for the workplace. You need to keep
in mind the following basic guidelines for good grooming in the workplace:
Wear business suits in basic colors.
1. Always be neat and clean including your teeth, fingernails, face, hair and
even your shoes.
2. Keep your pockets empty and as much as possible avoid tinkling coins or
keys and bulges.
3. Avoid eating candies, smoking cigarettes and chewing gum when you are
inside the office.
4. Use portfolio case or light briefcase when carrying important documents
with you instead of compiling these documents in folders and carrying these
between your armpits.
5. As much as possible get rid of tattoos and body piercings for these will just
make you look untidy and unprofessional.
6. Wear light perfume/cologne and minimize using lots of jewelries.
SAFETY IN THE WORKPLACE
Wherever you go, you see a lot of signage’s like these:
signages safety - Bing images
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Safety signages are for everyone’s safety. According to the Department of Labor
and Employment (DOLE), Work Immersion is an integral part of the K-12 Program
in fully realizing its goal to produce job-ready graduates quipped with industry-
based skills. Likewise, it strongly affirms that while work immersion contributes to
the full realization of the objectives of the K to 12 programs, the safety, health and
morals of SHS students, especially those below 18 years of age, shall be a
paramount area of consideration.
Hence, being a Work Immersion student, who will also become employees or even
an employer, or an entrepreneur soon, you must learn this lesson: Safety in the
Workplace.
Occupational Safety and Health Standards (OSHS) was formulated in 1978 in

compliance with the constitutional mandate to safeguard the workers’ social
and economic well-being as well as their physical safety and health.
The Department of Labor and Employment under Article 162 of the Labor Code of
the Philippines, the OSHS was promulgated for the guidance and compliance of
all concerned. This body of rules and regulations is referred to as “Standards”
OSHS aims to protect every workingman and woman against the dangers of injury,
sickness or death through safe and healthful working conditions, thereby assuring
the conservation of valuable manpower resources and the prevention of loss or
damage to lives and properties, consistent with national development goals and
with the State’s commitment for the total development of every worker as a
complete human being.
OSHS Definition of Terms:
“Employer” includes any person acting directly or indirectly in the interest of an

employer, in relation to an employee, and shall include governmentowned or
controlled corporations and institutions, as well as non-profit private institutions or
organizations.
“Employee” shall mean any person hired, permitted or suffered to work by an

employer.
“Safe or Safety” shall refer to the physical or environmental conditions of work or

employment, which substantially comply with the provisions of these Standards.
“Health” shall connote a sound state of the body and mind of the worker, which
enables him to perform his job normally, in a state of well-being.
“Work Accident” shall mean an unplanned or unexpected occurrence that may

or may not result in personal injury, property damage, work stoppage or
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interference or any combination thereof, which arises out of and in the course of
employment.
“Work Injury” shall mean any injury or occupational illness suffered by a person,
which arises out of or in the course of his employment.
“Workplace” means the office, premises or work site, where the workers are
habitually employed and shall include the office or place where the workers, who
have no fixed or definite work site, regularly report for assignment in the course of
their employment.
Duties of Employers, Workers and other Persons:
(1) Each employer covered by the provisions of these Standards shall:
a. furnish his workers a place of employment free from hazardous conditions that
are causing or are likely to cause death, illness or physical harm to his workers;
b. Give complete job safety instructions to all his workers, especially to those
entering the job for the first time, including those relating to the familiarization with
their work environment, hazards to which the workers are exposed to and steps
taken in case of emergency;
c. Comply with the requirements of this Standards; and
d. use only approved devices and equipment in his workplace.
(2) Each worker shall:
a. Cooperate with the employer in carrying out the provisions of this Standards
b. report to his supervisor any work hazard that may be discovered in his
workplace.
c. Make proper use of all safeguards and safety devices furnished in accordance
with the provisions of this Standards for his protection and that of others, and shall
follow all instructions given by the employer in compliance with the provisions of
this Standards.
d. use personal protection and safety equipment as required by the employer e.
Follow work safe procedures
(3) It shall be the duty of any person, including any builder or contractor or
enforcement agent, who visits, builds, renovates, or installs devices, or conducts
business in any establishment or workplace, to comply with the provisions of this
Standards and all regulations of the employer issued there under as well as with
other subsequent issuances of the Secretary.
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Now that our country is in time of crisis, here are some SPECIFIC GUIDELINES
that DOH implements:
1. The employer must ensure that the workspace is properly disinfected, ventilated,
and maintained.
2. The employer shall also provide proper visual reminders for safety policies
around the workplace to improve compliance.
Other prevention and control measures are:
a. Conduct daily temperature and symptom monitoring and recording of all staff
who report for work.
b. Establish referral network for employees who will develop symptoms.
c. Employers must enforce infection control procedures such as physical

distancing, wearing of masks, meticulous hand hygiene, and cough etiquette.
Appropriate PPE shall also be worn based on the setting of their work (e.g. face
shields and masks for those who render service via face-toface encounters, full
PPE for frontline healthcare workers, etc.).
d. Employers shall implement activities to promote physical and mental resilience

among their employees and workers, and ensure other measures to reduce
transmission, contact rate and risk of infection.
HAZARD
Hazard is anything with potential to cause injury, illness, or damage.
Types of Hazards:
1. Physical Hazards. These are brought by unhealthy working conditions, poor

lighting, poor ventilation, insufficient facilities, inefficient or faulty equipment or
machine, and improper work practices like wrong use of knives.
2. Biological Hazards. These are brought about by workers infected with diseases
or illnesses, unhygienic personal practices that can transmit bacteria, parasites,
fungi to other workers and food and equipment being handled. Hence, it is advised
that Covid-19 probable cases should be isolated right away.
3. Ergonomic Hazards. These are brought by poor posture when working long
periods of standing, bending, pushing, lifting, carrying that can cause body stress,
muscle pains, and soreness, back injury, numbness of hands, feet and other parts
of the body.
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4. Psychological Hazards. These are brought by too much stress from work that
may cause mental emotional strains, anxieties, depressionlosing focus on one’s
work and others.
➢ When potential hazard is discovered, what does an employee need to do?

➢ Be sure that every individual in the workplace is aware of the problem.
➢ Inform or notify your supervisor. Unless you are the supervisor, then get
going on that safety committee plan.
➢ Make a follow up. Informing about the hazard is not an assurance that
problem is resolved, unless you make follow ups.
➢ Record or file any reports or documents about the problem.
Identifying the hazard is not the only way to make everyone safe. You and I have
to keep ourselves clean, to keep the food clean, and to keep the workplace clean.
A. To Keep Oneself Clean

1. Wash hands thoroughly.
2. Keep the finger nails short and clean.
3. Always wear PPE while at work.
4. Wear mask anywhere and anytime.
5. Remove all accessories before working.
B. To keep the Food Clean

1. Never handle food when you have wounds, cuts, and infections.
2. It is best to work with clean and sanitized gloves all times to
minimize hand contact with food.
3. Refrigerate food, especially perishable ones.
4. Keep food in clean containers with cover.
5. Wash fruits and vegetables thoroughly before use.
6. Check food and containers for any possible contamination.
7. Clean the containers of ingredients regularly.
8. Follow the policy of first in, first out. Those stored earlier should be
used first before those stored later.
9. Label package of food to determine information.
C. To Keep the Workplace Clean

1. Do not do personal hygiene activities in the workplace.
2. Do not eat, smoke or spit in the workplace.
3. Do not sit on equipment and worktables.
4. Keep the surrounding areas free from dirt and disorganization.
5. Follow the Japanese philosophy of good housekeeping-sort/seiri,
set-in-order/seiton, sweep/seiso, standardize/seiketsu, and
sustain/shitsuke.
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WORKPLACE RIGHTS AND RESPONSIBILITIES
A regular messenger from one of the Law Firms in Muntinlupa uses a motorcycle
in bringing the documents to the clients. One day, he got a road accident. He fell
from the motorcycle which caused him bruises and leg injury. Eventually he was
brought to the hospital by the concerned citizens. Who do you think paid his
hospital bills? What about his absences/leave?
Yes, it is the Law Firm where he still works. The company paid all his hospital bills.
Besides, his leave for almost a month was still paid by the company. In other
words, though he was absent, he still received his salary.
Why is this so? It is because of the rights of the workers and the responsibility of
the company once the accident happens during an employee’s duty. For this
module, you will be learning about the Rights and Responsibilities of the
Employers, Workers and Other Persons in the workplace, including the
lesson on Confidentiality in the Workplace.
Republic Act No. 110581 is an Act Strengthening Compliance with Occupational

Safety and Health Standards and providing penalties for Violations Thereof. Its
Section 1 tells that “The State affirms labor as a primary social and economic force,
and that a safe and healthy workforce is integral part. The State shall ensure a
safe and healthful workforce for all working people by affording them a full
protection against all hazards in their work environment.
Chapter III Section 4 of this R.A 110581 states the Duties and Rights of Employers,
workers and other persons.
Every employer, contractor or subcontractor, if any, and any person who manages,
controls or supervises the work being undertaken shall:
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Duties of Employers
1. Furnish the workers a place of employment free from hazardous conditions
that are causing or are likely to cause death, illness or physical harm to the
workers.
2. Give complete job safety instructions or orientation to all the workers
especially to those entering the job for the first time.
3. Inform the workers of the hazard associated with their work, health risks
involved or to which they are exposed to.
5. Comply with OSH Standards including training, medical examination and
where necessary provision of protective and safety devices such as personal
protective equipment (PPE) and machine guards
6. Allow workers and their safety and health representatives to participate
actively in the process of organizing, planning, implementing and evaluating the
safety and health program.
7. Provide where necessary, for measure to deal with emergencies and
accidents including first aid arrangements.
So, which of those duties of the employers cited in the scenario from the
introduction was applied by the company?
Duties of the Workers

1. Every worker shall participate in ensuring compliance with OSH standards in
the workplace. The worker shall make proper use of all safeguards and safety
devices furnished for the worker’s protection and that of others, and shall
observe instructions to prevent accidents or imminent danger situations in the
workplace. The worker shall observe the prescribed steps to be taken in case of
emergency.
2. The worker shall report to the supervisor any work hazard that may be
encountered in the workplace.
Duties of Other Persons

1. It shall be the duty of any person including the builder or contractor who visits,
builds, renovates, or installs devices or conducts business in any establishment
or workplace, to comply with the provision of this Act and in any regulations
issued by the Secretary of Labor and Employment.
2. Whenever two or more undertakings are engaged in activities simultaneously
in one workplace, it shall be the duty of all engaged to collaborate in the
application of OSH standards and regulations.
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Section 5-8: Workers’ Rights
Workers’ Rights
1. Workers’ The right to safety and health at work shall be guaranteed. All
Right to workers shall be appropriately informed by the employer about
Know all types of hazards in the workplace, provided access to training
and education on chemical safety, and to orientation on the data
sheet of chemical safety, electrical safety mechanical safety and
ergonomical safety.
2. Workers’ The workers have the right of refusal to work without threat or
Right to reprisal from the employer if, as determined by the DOLE, an
refuse unsafe imminent danger situation exits in the workplace that may result
work in illness, injury or death corrective actions to eliminate the
danger that have not undertaken by the employer.
3. The right Workers and their representatives shall have the right to report
to report accidents, dangerous occurrences, and hazards to the
accidents employer, to the DOLE and to other concerned government
agencies exercising jurisdiction as the competent authority in
the specific industry or economic activity.
4. Workers’ Every employer, contractor or subcontractor, if any, shall
right to provide his workers free of charge protective equipment for their
personal eyes, face, hands and feet, and lifeline, safety belt or harness,
protective gas or dust respirators or masks, and protective shields
equipment whenever necessary by reason of the hazardous work process
(PPE) or environment, chemical, radiological, mechanical and other
irritants or hazards capable of causing injury or impairment in
any part of the body through absorption, inhalation or personal
contact. All PPE shall be of the appropriate type as tested and
approved by the DOLE based on its standards.
CONFIDENTIALITY IN THE WORKPLACE
Besides knowing the rights and duties of employers, employees and other
persons, you, who may be one of them soon need to learn what confidentiality in
the workplace is.
In some instances, confidentiality refers to not discussing internal goings-on with

co-workers. In other instances, it refers to not sharing trade secrets and other
company information with competitors, the press or anyone outside of your
company.
Confidentiality has both casual and legal definitions.
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Casual Definition of Confidentiality
If you repeat confidential statements made by co-workers, even if the original

source doesn’t hear about your gossip, the people you tell might lose respect for
you and no longer trust you. If you gossip with customers, they might tell your
competitors, who will be less likely to hire you in the future.
Examples of breaking casual, confidential communications are:

1. repeating a co-worker’s opinion of his boss,
2. revealing the fact that a peer is interviewing with another company,
3. forwarding a confidential email from one employee to another,
4. sharing information, you overhead others discussing or passing around a
document you found that wasn’t intended for others.
So, those must be avoided if you become an employee or even a trainee.
Legal Definition of Confidentiality
Once you become an employee or worker, you may have access to information
for your company such as salaries, employee perks, client lists, trade secrets,
sales numbers, customer information, news about pending terminations, reasons
for a firing, phone codes or computer passwords. Your employers don’t want the
employees to divulge or reveal them to others when you are still working or even
when you are leaving the company. There instances that they will ask the
employees to sign a confidentiality agreement to keep the secrets even if they
leave already.
Legal Examples:
As an employee or worker, you must not divulge the following information:
Recipes
research financial information,
patents website traffic statistics
customer lists computer and building security information.
production processes
companies that collect data on customers cannot share this information with
other companies unless it informs customers in advance, such as when
businesses share email lists. Personnel information is confidential, and
information in an employee’s file, such as social security number, salary, health
records, disciplinary actions and termination reason can’t be discussed with
other employees.
Divulging inside information can damage your former employer, allowing them to
sue you to recover those damages. So, avoid revealing confidential information to
anybody.
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What is The Data Privacy Act of the Philippines?
The Data Privacy Act (DPA), or Republic Act No. 10173 was passed by the
Philippines Congress in 2012 and finally implemented five years later in 2016. RA
10173 assures the “free flow of information to promote innovation and growth”
(Republic Act. No. 10173, Ch. 1, Sec. 2) while protecting the users’ fundamental
rights to privacy.
How is it implemented?
RA 10173 protects and maintains the right of customers to confidentiality by setting

a legal list of rules for companies to regulate the collection, handling, and disposal
of all personal information. Companies legally responsible for keeping their
customers’ data protected from third parties or any form of misuse, internally or
externally.
What is “personal information?”
“Personal information’” refers to any information, whether recorded in a material

form or not, from which the identity of an individual is apparent or can be
reasonably and directly ascertained by the entity holding the information, or when
put together with other information would directly and certainly identify an
individual” (Republic Act. No. 10173, Ch. 1, Sec. 3).
What is “sensitive personal information?”
“(1) About an individual’s race, ethnic origin, marital status, age, color, and
religious, philosophical or political affiliations;
(2) About an individual’s health, education, genetic or sexual life of a person, or to
any proceeding for any offense committed or alleged to have been committed by
such person, the disposal of such proceedings, or the sentence of any court in
such proceedings;
(3) Issued by government agencies peculiar to an individual who includes, but not
limited to, social security numbers, previous or cm-rent health records, licenses or
its denials, suspension or revocation, and tax returns.
Whatever kind of information may it be data information, medical, health, personal

and sensitive personal information, any worker or individual must show
confidentiality of information.
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EFFECTIVE CONFLICT RESOLUTION AND TEAMWORK SKILLS
Conflict is a state of incompatibility of ideas between two or more parties or

individuals. It is also a natural disagreement resulting from individuals or groups
that differ in attitudes, beliefs, values or needs.
Conflict Resolution Techniques
1. Listen then speak out. It is better for the two involved parties to speak and
listen to one another to identify the root and nature of the conflict.
2. Gather the group. The employers must also arrange meeting to discuss the
issue and think of the immediate solutions to satisfy everyone.
3. Be impartial. Do not take sides but instead listen to both parties.
4. Do not postpone conflicts resolution. If the conflict arises, it is better to
immediately address the issue. Postponing it may affect everyone’s performance
and conflict might be aggravated by others.
5. Promote teamwork. It is best to remind the staff the importance of working as
a team.
6. Broadcast praises. If the good deeds are spread to everyone in the workplace,
this makes everyone motivated and encouraged to do the same.
How will the conflict be prevented?

1. Being open. It is better to express the issue and deal with them.
2. Maintain clear communication. Articulate thoughts clearly to one another in
the workplace.
3. Encourage different points of view and evaluate each fairly.
4. Demonstrate respect for team members rather than resorting to blame
game.
5. Keep team issues within the team. Talking of the issues outside will result to
bigger and longer conflict.
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B. Appreciating the Importance of Credentials
Preparing the documents and reports required in the program and by the partner
organization is one of the duties and responsibilities of Work Immersion students.
It is believed that after your work immersion, you will either continue your education
or look for work.
When you begin applying for jobs, you can quickly discover that a college diploma
is seldom enough to qualify you. Employers nowadays are looking for a "complete"
package: not only should you be knowledgeable in your profession, but you should
also have a pleasant personality and superior speaking and writing skills. While
these may not be directly relevant to your employment, they can certainly help you
communicate effectively with coworkers and potential clients.
The reading and writing of on-the-job texts are one of the most critical aspects of
workplace communication. Since these are official company records, they should
be dealt with great caution.
A resume is a formal document that a job applicant creates to itemize his or her
qualifications for a position. A resume is usually accompanied by a
customized cover letter in which the applicant expresses an interest in a specific
job or company and draws attention to the most relevant specifics on the
resume. (Bloomenthal, 2020).
This record of both your personal history and achievements aids employers in
determining whether or not you are eligible for a specific position.
Importance:
1. Your chances of getting an interview will improve if you have a well-organized,

personalized resume.
2. It includes a rundown of the qualifications for the position you're applying for to
the hiring manager.
Tips of Writing an Exceptional Resume
Having a rock-solid resume that contains all relevant components is vital to

securing a job, despite the fact that it can seem obvious. Today's resumes face
the additional challenge of attracting not just hiring managers, but also the software
bots that do the initial legwork. Everyone has a suggestion or two, and the majority
of them are effective when paired with language that gets through the software's
screens. Some people feel that getting professional support to polish your resume
will give you an edge, but with this list, you shouldn't need to.
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These resume tips were written to demonstrate your specific talents and abilities
and, when used correctly, should result in both the hiring manager and the
stonewalling app bot clicking on your resume.
1. Review successful resume samples
Review resume examples that suit a number of job conditions before you begin
writing or updating your resume. Then choose a style and format that best
highlights your accomplishments and strengths.
2. Use resume template
Personalization on a predesigned framework is possible by using a resume

template as a starting point. Fill in the blanks on the resume template with your
details, then tweak it to highlight your skills and abilities.
3. Choose your best resume format
For work vacancies, there are a few basic forms of resumes to consider. Choose
a chronological, functional, mix, or targeted resume based on your personal and
professional circumstances. Choose the one that best suits your job experience,
education, and skill set. Take the time to personalize your resume; it will be well
worth the effort because it will not appear to be plagiarized.
4. Choose a Basic Font
Using a simple font that is easy to read for both hiring managers and candidate
management systems when formatting your resume. Google often prefers the
straightforward to the complicated. Many fonts are available to make your resume
simple and easy to read while still keeping your personal style.
5. Add numbers that quantify accomplishments
Adding figures to your resume tells employers what you've done at work in black-
and-white terms. While not all of the successes are quantifiable, including those
that are can be valuable bargaining chips when it comes to pay or salary.
6. Include contact information, with a caveat
Include all of your contact details so that potential employers can quickly reach
you. Your full name, complete address, zip code, phone number, and email
address should all be included. Include links to your LinkedIn profile and/or
professional website if you have one. You may not want to provide the whole
mailing address in some cases, but it is usually a good idea to do so.
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7. Add a profile
If you want to have an objective on your resume, consider using a resume profile
or description, with or without a headline. Remember to customize your profile to
the work you want. The more precise you are, the more likely you are to be
considered for the role.
8. Put the most important and relevant accomplishments first
Prioritize your resume's content so that the most appropriate and applicable
interactions are identified first. At the top of each position, list key achievements
and, if possible, measure them.
9. Include commonly parsed keywords
The same keywords that appear in job descriptions should be used in your resume.
That way, your resume has a better chance of matching open roles and being
chosen for an interview. Include keywords in your cover letter as well, so it will be
screened as well. Keep up to date with the latest keyword developments in your
industry.
10. Optimize resume job description
These resume tips will help you make your job applications sound impressive and
attract the attention of the hiring manager.
• Use subtle color highlights to draw attention to essential facts or measurable

achievements.
• Combining your personal style with language that software bots can
understand is a winning combination. The same can be read by good hiring
managers.
• Keep it under two pages if at all necessary. Shorter, more succinct resumes
are preferred by both bots and humans.
11. Slip past the software bots
Some suggestions are more effective than others. Nowadays, resumes are
frequently read by a machine before being seen by a human. These short and
simple tips will assist you in getting your resume through the screening systems.
A few small changes may mean the difference between being removed and being
read.
Examine websites in your field; they are almost certainly designed for machine
crawling. Latest examples of upper-management resumes would have been
optimized as well, and are a valuable guide to use as a starting point for your own.
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12. Write a custom resume for every job.
Writing a unique resume for each job requires more time and effort, but it can be
well worth it, particularly when applying for jobs that are a great fit for your skills
and experience. The extra time is often repaid in the form of interviews.
13. Send resumes properly and with the correct announcement.
Follow the employer's guidance on how to apply your CV when submitting an email
resume. Your resume may be required to be attached to the email message and
sent in a specific format, such as Word or PDF. Always follow the instructions
provided by your supervisor or employer.
Also, in writing or producing a resume, you also have to learn how to write a cover
letter. It is an official form of communication used for several business purposes
such as presenting proposal, filing a leave, or even in applying for a job. Below is
an example of application letter applying for a position. Study the parts and its
content.
Rodrigo P. Calapan
636 Purok 4, M. L. Quezon St., Sucat, Muntinlupa City
rodrigo.calapan@gmail.com
April 1, 2021
Ernesto L. Paduga
HR Head, MMEL IT Solutions
No. 36 Lirag St., Phase 1, Aguirre St.,
BF Homes, Paranaque City
Dear Mr. Paduga:
I am writing to apply for the software engineer position advertised in the Manila Bulletin. As requested, I
enclose a completed job application, my certifications, my resume and references.
The role is very appealing to me, and I believe that my strong technical experience and education make
me a highly competitive candidate for this position. My key strengths that would support my success for
this position include:
• I have successfully designed, developed and supported live-use applications.

• I strive continually for excellence.
• I provide exceptional contributions to customer service for all customers.
With a BS degree in Information Technology, I have a comprehensive understanding of the full lifecycle for
software development projects. I also have experience in learning and applying new technologies as
appropriate. Please see my resume for additional information on my experience.
I can be reached anytime via email at rodrigo.calapan@gmail.com or by cell phone, 09770467362.
Thank you for your time and consideration. I look forward to speaking with you about this employment
opportunity.
Sincerely,
Rodrigo Calapan
Applicant
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Filling out Application Forms
If you're looking for jobs, you'll almost definitely have to fill out one or more
application forms. Employers do read the forms, and the way you plan your
application will make a major difference in whether or not you get an interview and
are hired for the job.
• Be prepared
Make certain you have the correct names, dates, locations, and other material. If
you must fill out an application form on the spot, it might be beneficial to develop
a sample application to carry with you when you apply for a job.
• Ask If You May Take A Blank Application Form Home
Filling out the forms at home can be more convenient so you can take your time
and do a thorough job. If necessary, request a backup form just in case.
• Read the Form
Look for directions that say "use pen only" or that tell you to list details in a
particular order before you start writing.
• Be Neat
Use a pen to fill out the form, or type it in if you're taking it home. If you make an
error, use correction fluid to repair it.
• Answer all questions completely and correctly
Know the right dates and addresses, as well as how to spell names and locations.
Do not make up answers.
• Be Positive
List what you have achieved rather than what you haven't. Display the work you
have been doing, such as going to school, managing a household, or doing
carpentry on your home, if you have been unemployed for a long time. If no paid
experience is needed, consider some volunteer work or events that demonstrate
your ability to work.
• Be Clear
Know the job title and salary range for the position you're applying for. It's likely
that you'll have to do some digging to find this stuff. The local employment services
office like PESO will most certainly be able to assist you. In addition, most
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application forms will inquire as to when you will be ready to begin work. Be ready
to respond to this issue.
• Alert References Beforehand
Create a list of people you have met and who have agreed to be a reference. There
are two types of references: character or friend references and employer
references. Relatives cannot be used as references.
• Re-read the Application When You Are Finished
Make sure all mistakes or omissions are corrected. Please double-check your
spelling. After that, either hand it in or mail it. If you're mailing the form, it's a good
idea to keep a copy for yourself and keep track of the date you submitted it. Often,
submit a cover letter with your submission, reiterating your interest and
qualifications.
Aside from the resume and application forms, you have to prepare also other
documents such as: Barangay clearance, Police clearance, and medical
certificate, etc. You have to visit the barangay hall, and other offices where they
are being processed.
How to Get and Apply for a Barangay Clearance?
Barangay clearance is a required document for conducting business and other

personal transactions in the Philippines, as well as when applying for a job. It's a
form of identification document provided by the barangay hall to certify that you
actually reside in that particular barangay. If you're applying for a job, opening a
bank account, starting a company, and many other things, you'll need a barangay
clearance. Here are the fundamentals of applying for a barangay clearance.
Requirements:
• Application form
• Application fee (may vary depending on the barangay)
• Valid ID
Procedure:
1. Visit your Barangay Hall.

2. Obtain the necessary forms to be completed. If you're a registered
voter, the clerk will ask for your cedula and the reason for obtaining a
Barangay Clearance.
3. Fill out the entire form. If you leave blank spaces on your form, the
clerk will reject it, which will cause you to take longer. After that, move
to the payment window.
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4. You must pay the fees. The processing fee varies depending on
the barangay. The cashier will direct you to another room where the
Barangay Clearance will be released.
5. Verification. They will ask you a few questions to check your
identity before issuing you the Barangay Clearance. They can inquire
as to why you are seeking Barangay Clearance.
6. Signed Barangay Clearance. After the procedure is completed, the
clerk will print the Barangay Clearance, which will be signed by the
Barangay Chairman. After that, you're all set.
As long as you live in a particular barangay, you can receive a Barangay

Clearance. A year's worth of barangay clearance is typical. The length of time it
takes to process an application is determined by the number of individuals who are
applying for the same approval.
How to Get and Apply for a Police Clearance?
Police clearance is one of the pertinent documents requested by a government

agency or an employer to ensure that the applicant has no criminal record.
The Philippine National Police (PNP) now has a national database or consolidated
structure, similar to the National Bureau of Investigation (NBI). The National Police
Clearance System (NPCS) merges all records from various towns and cities into
one single database, making it simpler than ever to check/verify criminal records.
Since the applicant's records can be quickly accessed at any police station, this
new advancement removes the need to choose between police clearance from the
applicant's place of work or home.
Apart from work, you can need a police clearance when you apply for the annual
civil service exam, register your firearms, apply for a credit card, or apply for
different government-issued documents such as your birth certificate.
Criminals who have been on the run for years can resurface in order to find work.
They apply for police clearance, thinking that the police have forgotten about their
crimes, not understanding that they are actually handing themselves in.
Validity of the Police Clearance
The National Police Clearance is now issued as a single certificate only. It has a
validity of 6 months and has a QR code that you can use to verify its authenticity
(Batongbakal, 2020).
Police Clearance Requirements:

You have to present at least two valid IDs to the police station on the day of your
appointment. The IDs are for verification purposes so they must be original (not
photocopied), not expired, and have your photo, complete name, and signature.
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a) Valid IDs
The following valid IDs are honored by PNP:
AFP ID
BFP ID BJMP ID SSS ID/UMID
GSIS UMID Marina ID TIN ID
LTO Driver’s License Pag-IBIG ID PWD ID
PRC ID/License OFW ID Voter’s ID
School ID with the Alien Certificate of PhilHealth ID
registration form Registration PNP ID
IBP ID Birth certificate Postal ID
PCG ID Passport Senior citizen ID
In case you only have one of the valid IDs above, you can bring it along with a
certified true copy of your birth certificate from PSA (with original official receipt
attached). If you’ve indicated in your online registration form (more on this later)
that you’re a PWD, please bring your PWD ID on the day of your appointment for
verification purposes. If you’re a fresh graduate who wants to avail of free police
clearance, please also bring and present your First Time Job Seeker Barangay
Certificate (Batongbakal, 2020).
b) Personal Appearance
Despite the fact that the police have digitized the applicants' documents, personal
details and appearance change over time. As a result, after receiving an
appointment online via the National Police Clearance Scheme, you must turn up
to update these records with your most recent photo and biometrics (more on this
later).
This is also important in order to entice wanted criminals who are dumb enough to
apply.
c) Police Clearance Fee
You'll pay a total of Php 160 (Php 150 police clearance fee + Php 10 transaction
fee) via Landbank or Bancnet if you apply for the latest National Police Clearance
through the NPCS website (see the steps on their website).
Fresh graduates looking for their first job will have this fee waived if they submit a
Barangay Certificate showing that they qualify for this benefit under the First Time
Jobseekers Assistance Act.
Steps to Apply for a Police Clearance Online in the Philippines:
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1. Access the National Police Clearance System (NPCS) website to
register. First-time applicants are required to register with the National
Police Clearance System website.
2. Fill out the “New Applicant Registration” Form
3. Log-in to your account.
4. Click on “Edit Profile”.
5. Fill out the “Applicant Information” form.
6. Click the “Clearance Application” button.
7. Set an appointment.
8. Select payment option.
9. Review the notes/reminders and pay the police clearance fee.
10. Proceed to your chosen police station for photo capture and biometrics.
11. Wait for your police clearance to be released.
Obtaining a Medical Clearance
When issuing medical certificates, it is important for medical practitioners to

consider their ethical and professional obligations. A medical certificate must be
accurate and not dishonest when it is given. Only those medical certificates can
be signed by practitioners who believe they are fully correct. This implies that the
medical certificate must be based on evidence that the doctor is aware of. Before
granting a medical certificate, many physicians need a consultation. This involves
both the practitioner's own findings and the patient's facts. Any medical claims
made in the certificate must be supported by facts. As a result, medical
practitioners can refuse to issue a certificate. As a result, medical professionals
can refuse to issue a certificate. This could happen if they do not feel that missing
work is necessary due to the nature of the illness. This may also be the case if a
certificate is sought after the fact. The practitioner must be secure in his or her
knowledge of the truth.
During a medical consultation, a licensed medical or dental practitioner must have

the medical certificate (this include Telehealth). The following elements should be
included:
• a declaration that you were "not fit for service," "suffering from a medical
condition," or "unfit to sit an examination item on the relevant day" in their
professional opinion
• your medical practitioner's contact details, including their provider number
• your medical practitioner's e-mail address
Please make sure you arrange an appointment with a doctor before or on the day
your examination or test is due. You can use a house or after-hours doctor service
if you can't get an appointment with your doctor before or on the day your
examination is due.
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JOB INTERVIEW SKILLS
Developing interview skills is important for all aspiring young professionals who will
almost certainly apply for a job after graduating from senior high school or college.
A work interview is a conversation between a job applicant and an employer
representative that is held to determine whether or not the applicant should be
employed. How you respond to questions during a job interview can have a
significant effect on whether or not you are employed.
In terms of character, the interview is often impromptu. There are two styles in
general:
1. A private interview is a meeting between an employer and a job applicant, or

between a school official and a student applying for college admission. The person
interviewed is measured and evaluated in this form of discussion based on his
responses during the interview, his personal appearance, and his qualifications as
a candidate for acceptance or entry into the organization.
2. A public interview is a formal or informal speech given in front of a wide number

of people who may or may not be present at the time of the interview.
Most Common Interview Questions:

• Tell me something about yourself.
• How did you hear about this position?
• Why did you decide to apply for this position?
• What are your biggest strengths?
• What are your biggest weaknesses?
• What do you know about this company/organization?
• Why should we hire you?
• What are your salary requirements?
• Do you have any questions for us?
• What are you looking for from a new position?
• Are you considering other positions in other companies?
• What is the professional achievement you’re most proud of?
• What kind of working environment do you work best in?
• Where do you see yourself in five years?
Situational Job Interview Questions:

• Why haven’t you gotten your Bachelor’s Degree/Master’s Degree/Ph.D.?
• Why have you switched jobs so many times?
• Why did you change your career path?
• Why did you decide to leave your previous/current job?
• Why is there a gap in your work experience?
• Why were you fired?
• How do you feel about working weekends or late hours?
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• How would your boss describe you?
• Do you have any serious medical conditions?
• What would your first 30, 60, or 90 days look like in this role?
• Are you a team player?
• Are you a risk-taker?
• How do you deal with pressure or stressful situation?
• Do you think there is a difference between hard work and smart work?
• How quickly do you adapt to new technology?
• Do you have any interests outside of work?
• What do you think our company/organization could do better?
Behavioral Questions in an Interview:

• Give an example of how you have handled a challenge in the workplace
before.
• Give an example of when you performed well under pressure.
• Give an example of when you showed leadership qualities.
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C. DISCUSSION OF PORTFOLIO
In Work Immersion/Culminating Activity, learners have to be deployed for a

minimum of 10 days (8 hours) depending on the model adapted by the school in
the respective work places or if it is a Culminating Activity, they have to present an
actual performance or do actual social responsibility. But during the time of crisis,
we need to adjust to the situation where you will do it online or offline at home.
Being a work immersion learner/trainee in a company or at home, you have to take

note of the duties and responsibilities of the immersion learner. As a work
immersion learner, you are expected to:
1. attend Pre and Post Immersion Activities;

2. report to the Work Immersion Partner Institution Supervisor during actual
immersion; (if done in the company) but if at home, you have to report to your
Immersion teacher/Focal Person;
3. perform the duties and tasks as indicated in the prescribed template for work
immersion list of tasks/activities; or if at home, perform the instructions in the home-
based work plan;
4. prepare the documentations and reports required in the curriculum and by the
Partner Institution or by the Immersion Teacher and Focal Person in your school.
As stated in your duties and responsibilities especially in number 4, you have to

prepare the documentations and reports which you will be submitting to your Work
Immersion Teacher after completing your Home-based Work Immersion Plan.
So, for today’s discussion on portfolio, you will be guided on what to prepare as
part of your documentations and reports.
Value of Student Portfolio
A portfolio is a compilation of student work that can be used to illustrate and

demonstrate learning and as an effective assessment tool. The complexity of the
portfolio can vary from a basic set of teacher-identified student assignments to a
more complex student-driven product illustrating learning expectations or
standards with the teacher grading mastery of material or content. A portfolio may
be completed in a short period of time or over the course of the academic year.
We'll learn about the importance of portfolios, as well as new concepts and
examples of best practices for incorporating portfolios from elementary, to
senior high school classrooms.
Forms of Portfolios:
• Subject Notes
• Notebooks filled with documents
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• Letters
• Graphics
• Physical collection of student work like written assignments, tests, journals,
artworks, lab reports, physical projects or any other material evidence of
learning progress and academic accomplishments including awards,
honors certifications, recommendations, written evaluation by teachers or
peers and self-reflections by the students.
What is Online Portfolio?
Online portfolios are often called digital portfolios or e-portfolios. Sample portfolios
include blogs, online journals, reflection about learning activities, progress
and accomplishments; and digital artefacts like student-created videos,
multimedia presentations, spreadsheets, websites and photographs. These
are forms of portfolios which can be used as proofs of your accomplishments and
learnings. Whether it’s online portfolio or printed, it’s up to you based on your
resources. What is important is you have documents as entries in your portfolio.
Immersion teacher uses it as basis and part of your grade in Work Immersion which
is a requirement for graduation.
Besides those that are mentioned above, you have to take note of the following:
In any portfolio – whether print or online – it is also important to follow

guidelines of academic integrity.
1. All materials must be acceptable for all audiences, including young children
who may view the portfolios, in terms of vocabulary, content, and pictures.
2. Do not include in your portfolio any derogatory or defamatory statements
about employers, teachers, community leaders, or other individuals.
3. Personal contact information, such as phone numbers and emails, should
not be included. You can provide an email address on your resume for
prospective employers to contact you, but if you are under the age of 18,
you must first obtain permission from your parent or guardian. When posting
your resume in the portfolio, include only your name, the name of your
school, and your parent or guardian's name and permission, and your email
address.
4. In a database or other portfolio product, don't provide any sensitive
information about yourself or others. Users can download files from the
internet, which means they could download a copy of your database.
5. Reference any print or online source materials you use with care. Please
acknowledge the contributions of others in all of your projects, and if you
were part of a team, clarify your position. Since today's workplace
necessitates cooperation and teamwork, readers would be curious to learn
how you collaborated with others to complete projects.
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In preparing for your portfolio, please be guided by its content based on the
DepEd’s Curriculum Guide for Work Immersion.
1. Accomplished forms
You learned from your last module, the different forms you need to fill out and
accomplish. So those forms will be included in your portfolio.
2. Pictures of work site and nonwritten output/ projects with captions. Since
you cannot perform your Work Immersion in a real workplace, you can ask
somebody to take a photo of yourself in a work station at home while you perform
your immersion.
3. Illustrations of activities performed (as needed)
4. Weekly diary (narrative/ account of learnings and achievements, issues faced
and corresponding resolutions)
Suggested Weekly Diary (Work Immersion Teachers may devise another

template.)
5. Sample written output (if any)
It is expected that you will be doing written activities/tasks assigned by your Work
Immersion Teacher, so you can include your written outputs in your portfolio.
Work Immersion Highlights
My Work Immersion: Experience and Highlights
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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What are the highlights of your work immersion? These may be the most important
lessons gained through your success, the most impressive sacrifices you can
create, and the most memorable hardships. You can also receive a favorable
recommendation or comments/remarks from your trainer or even an instructor as
a result of your excellent success, or if you wish to have a testimonial of your
outstanding learning or achievement. You may compose them as a story or an
essay.
6. Other relevant pictures / documents
You may include any picture or document that are related or show an evidence of
your performance for your work immersion.
When to update portfolio content?
For the activities like account of learnings, achievements, issues faced and
corresponding solutions can be updated by means of Weekly Diary.
Portfolio Packaging
• In 1 Long Clear Book or folder you have to compile everything you have
documented by following the format of the portfolio.
• Don’t compile all of the details, compile the highlights and those needed.
• All Portfolio will be consolidated, compiled and hardbound per
section.
• You may consult your work immersion teacher or group mates/leader (if
given) and talk about your portfolio.
Individual Content of the Portfolio
A. Title Page
B. Introduction
C. Table of Content
I. Accomplished Forms
II. Pictures of work site and nonwritten output / projects
with captions
III. Illustrations of activities performed (as needed)
IV. Weekly diary (narrative / account of learnings and
achievement, issues faced and corresponding
resolutions)
V. Sample written output
VI. Work Immersion Highlights and/or Daily Reflections
regarding the activities performed
VII. Other relevant pictures/documents
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Note: This is the basic template design as prescribed by the Department of
Education, work immersion teacher may enrich this if prescribed by the institution
or the Office of the Principal.
Required Written Output During Pre-Immersion:
1. Essay on how to conduct oneself inside the company/business

establishment during the immersion period.
2. Resume
3. Application/cover letter
4. Clearance Documents, etc.
Required Written Output During Immersion:
1. Written narrative on the profile of the company/business

establishment (may contain charts, photos, or illustrations) (will
include Nature of Business, Vision, Mission, Quality policy (if
applicable); business philosophy or tagline, business process flow
charts; Description of the products/services, target clientele).
2. Organizational Structure or chart
3. Company rules and regulations
4. Photos and illustrations
5. Daily Written report on the tasks/activities performed and learned
6. Supervisor’s rating
Portfolio Submission or Presentation at the end of the Work Immersion
• After you have finished your Work Immersion and portfolio, you have to
present or report it in class through an online presentation. If online
presentation is not possible, you may submit your printed portfolio to your
teacher. (or other ways that a particular Work Immersion teacher may
suggest.)
• Be sure to pass all of the requirements needed in Work immersion so that
you will not be marked INCOMPLETE.
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Review Activity 2
A. Directions: Listed below are the characteristics needed in acquiring good work
ethics. Choose the letter that corresponds to the characteristic related to the
scenario happening in the workplace.
A. Commitment to Excellence F. Professionalism

B. Cooperation G. Punctuality
C. Honesty H. Reliability
D. Integrity & Loyalty I. Right Attitude
E. Productivity J. Teamwork
1. A boss or an employer trusted his/her employee to do his works because

he/she believes that the employee works even without his employer’s
supervision.
2. An employee has never been late nor absent from his work.
3. This employee helps other colleagues because he/she believes in the saying
that” Two heads are better than one. “
4. Being considered as an employee of Work Immersion training, you have to do
your work/job beyond the instruction.
5. An employee who happens to be given another responsibility reacted
positively and he still accepted the additional work given to him.
B: Work Ethics On the Go! Directions: Answer the following questions after each
situation.
a. If you start your Work Immersion or even Culminating Activity, you will be told
your exact schedule and time you are in the workplace and time when you are to
be out. How will you keep good record of attendance considering that attendance
matters?
b. Two scenarios below happen in the real world. How would you apply your Work
Ethics in the following situations?
1. There might be times your boss allows you to work from home. Having the
permission to work from home, you just took some office supplies, anyway you are
using it for work from home.
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2. There are companies or other workplaces that allow trainees like Work
Immersion students to just finish the work for the day and they can go home. That
scenario happens to you, so you can go home already as per instruction. But you
see other trainees like you are still working.
C. Directions: Among the different work ethics we have studied, which among
them do you often practice at home, in school, or anywhere? In five sentences,
write instances you practiced it.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. _____________________________________________________________
D. Multiple Choice
Directions: Choose the letter of the correct answer. Write it on the space before
the number.
______1. One time you are instructed to clean one of the rooms in your Work
Immersion Venue. You have noticed a crumpled P1,000 on the floor. Which of the
Work Ethics do you need to apply?
A. Honesty B. Integrity C. Loyalty D. Reliability
______2. Which of the following situations shows productivity?
A. You are taking pride of your work.
B. You know how to admit mistakes.
C. You learn to appreciate privileges.
D. You give respect to anyone in the workplace.
______3. When a trainee or an employee knows how to get along with others,
abide with the prescribed attire and follow rules and regulations, what Work Ethics
does he practice?
A. Appearance C. Integrity
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B. Cooperation D. Honesty
______4. You left your cubicle or room in your workplace. Along the way to the
wash room, you have bumped and noticed a slippery floor due to a wet floor but
the janitor is not around. What do you think is the right thing to do to show your
responsibility?
A. I will just walk slowly as I pass there.
B. I will just ignore it anyway that could be dried after an hour.
C. I will remind others whom I see to be careful of the wet floor.
D. I will inform the maintenance about it or if he’s not around, I will get the
signage being used for reminders of caution.
_____5. Why is Occupational Safety and Health Standards (OHSP) being
implemented?
A. For compliance C. For popularity of the department
B. For safety and protection D. For evaluation and reflection
_____6. If you know you are not feeling well due to colds, cough and fever, you
prefer to stay at home and rest. This act can help everyone in the workplace safe
from spread of the illness. What type of hazard can be avoided?
A. Biological B. Chemical C. Ergonic D. Physical
______7. What kind of hazard causes emotional strains like anxieties and
depression?
A. Biological B. Ergonic C. Physical D. Psychological
_____8. What value is being inculcated in you upon the discussion of the safety in
a workplace?
A. Empathy B. Flexibility C. Obedience C. Reliability
_____9. You are the 3rd worker who came into a shop. You have noticed spilled
milk on the floor which could be considered a physical hazard. What is the best
thing you have to do to avoid this hazard?
A. I will just look for a signage and put it on the wet floor.
B. I will inform the others not to step on that wet floor.
C. I will ask my colleagues why there is spilled milk.
D. I will get a wet mop to clean and dry the floor.
_____10. Computer passwords and telephone codes must be divulged to
anyone asking for it in the workplace.
A. Always False C. False
B. Partly true D. True
_____11. What definition of confidentiality is being referred to by this example:
Telling that one of your colleagues is being interviewed in another company?
A. Casual B. Legal C. Layman D. Formal
_____12. Refusal to work without threat or reprisal from the employer if, as
determined by the DOLE, an imminent danger situation exists in the workplace that
may result in illness, injury or death corrective actions to eliminate the danger that
have not undertaken by the employer. What does that statement indicate?
A. Duties C. Responsibilities
B. Challenges D. Rights
_____13. If you can keep confidential records and information to yourself alone,
what value do you manifest as an employee?
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A. Confidence C. Truthfulness
B. Flexibility D. Trustworthiness
_____14. Imagine that you were in a certain company for an immersion. One day
you accidentally heard from the conversation of the two staff about a critical issue
in the company. What would you do?
A. I would just keep it to myself.
B. I would share it only to my parents.
C. I would go directly to my close employee and share about it.
D. I would choose somebody from the company to make it secret too.
_____15. Which of the following is NOT applicable in filling out forms?
A. Check that your application is accurate and has no spelling mistakes.
B. Answer the questions fully, using sentences where possible.
C. Use the opportunity to sell yourself in the section which ask for further
information. Try to relate your strengths to the skills and qualities that the
employer will be looking for.
D. Use only the barangay or town you belong in the address section.
_____16. What does it mean with this statement: The interview is frequently
impromptu in character?
A. Questions are scripted.
B. Questions are on the spot.
C. Questions are given ahead of time.
D. Questions are written at the door before the time of interview.
_____17. What should be included in the medical certificate?
A. Date the medical practitioner considers the patient is likely to be
recovered.
B. Number of days of sickness
C. Date of the very first check up
D. Date and sequence of vaccination
E. None of the above
_____18. Which of the statements is true for a resume?
A. Start your work experience by writing the very first work you had.
B. Membership in organizations, military service, and any other special
accomplishments is not necessary.
C. It gives the hiring manager an overview of the qualifications you have for
the job for which you’re applying.
D. End you resume by writing your full name, address, telephone number,
fax, and email at the top of the resume.
___19. What quality is not applied in an interview?
A. Aggressiveness C. Flexibility
B. Courtesy D. Tactfulness
_____20. Which of the following content shows the highlight?
A. employer’s greetings C. satisfactory experience
B. last struggle D. remarkable experience
_____21. Blogs and multi-media presentations are examples of _________.
A. digital artefacts C. e-portfolios
B. digitized workplan D. printed portfolios
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_____22. What does academic integrity mean?
A. acknowledging contributions of other people
B. professional researches
C. plagiarism
D. honesty
_____23. Which of the following is NOT included in portfolios?
A. Barangay clearance C. Parent’s birth certificate
B. Medical certificate D. Parent’s consent
______24. Why is portfolio for work immersion important?
A. To determine if the learning competencies are achieved
B. To help students reflect on their progress
C. To treasure the school’s contribution
D. Both A & B
E. True or False. Directions: Write true if the statement is true, and false if it is
incorrect. Write your answers in your notebook.
_____1. Ideas about what is private or secret can be very individual therefore
you should treat all information confidentially.
_____2. If the conflict between two parties arise, it is best for the employers to
postpone addressing the issues right away.
_____3. If your work situation puts you or others in unusual danger, you have
the right to refuse to work without telling to your supervisor.
_____4. Employers should make every worker informed of the chemical,
electrical, ergonomical and mechanical safety.
_____5. The individual’s medical record belongs to sensitive information.
F. My Actions. Directions: Read the following situations and answer the questions
that follow. Write your answers on a sheet of paper.
1. There is a group at work that often gossips about others on the job. You like
these people but don’t want to be a part of the gossip scene. What will you do?
2. Your supervisor wants you to work overtime every week, but you have other
commitments outside of work. What will you do?
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3. Your colleague in the company you are working has learned that the manager’s
brother has just been arrested for assault. He tends to discuss this loudly wherever
he is. What should you do without creating any conflict with your colleague?
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Module 3 - Week 4-17
IMMERSION PROPER
(At Least 80 HRS)
The very first day of your work immersion is an orientation regarding the
company’s nature of business, vision, mission, business philosophy or
tagline, quality policy, description of products and services / business
flowchart, target clientele, organizational structure and company’s rules and
regulation.
As a general rule, you have to follow the company’s rules and regulation to
avoid any untoward dismissal from service or from the work immersion proper.
Immersion Proper orientation will usually run for six (6) hours but it varies
depending on the company’s process.
The orientation will allow you to appreciate the management processes by

observing, identifying and describing the following:
6. Business Philosophy, Goals, vision, mission and
objectives (PGVMO), quality policy, etc.
7. Nature of the business
8. Description of the products/services
9. Target clientele
10. Organizational structure
11. Company rules and regulations
You have to take note of all these things as these will form part of your portfolio.
Usually Day 2 allows work immersionists to appreciate business processes by

observing and participating in Safety/Production/Maintenance/Quality
control / quality assurance / customer satisfaction/housekeeping/hygiene
and others. This will run usually for six (6) hours discussing business flowcharts,
services flowcharts, manufacturing flowcharts, development flowcharts, etc.
As a learners’ output, you have to write a written narrative report on the

business/products/services processes of the company or establishment.
Note: Work Immersion proper program schedule varies depending on the

company/establishment process or system.
On the third day until the end of your work immersion, usually the
company/establishment will allow you to apply skills learned and proper values
acquired in school and during company/establishment’ orientation.
Things to Do During the Work Immersion Period
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1. Take note of your daily written report on the tasks/activities performed
and learned.
2. Always be honest.
3. Follow the company’s rules and regulation.
4. Respect and follow your company’s facilitator.
5. If there will be problem encountered, consult your work immersion
teacher or the work immersion focal person.
6. If you are doing work immersion simulation at home or in-campus
simulation, follow and do what your teacher-facilitator wants you
to do. Take note, she/he is your work immersion teacher and at the
same time, she/he acts as your work immersion Trainor, supervisor
and evaluator at the same time.
As a learners’ output, you have to write a Daily Written report on the

tasks/activities performed and learned.
At the end of the work immersion, the company or your teacher-facilitator will give
you the certificate of completion as well as the supervisor’s rating. The rating
provided by your supervisor/facilitator will form part of your grades in work
immersion.
Now you have to prepare your portfolio for the submission and presentation to your
work immersion teacher:
Individual Content of the Portfolio
A. Title Page
B. Introduction
C. Table of Content
II. Pictures of work site and nonwritten output / projects
with captions
achievement, issues faced and corresponding
resolutions)
Note: This is the basic template design as prescribed by the Department of

Education, work immersion teacher may enrich this if prescribed by the
institution or the Office of the Principal.
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Module 4 - Week 18
POST-IMMERSION
(4-8 HRS)
Post Immersion
Evaluating the work immersion experience by:
1. Presenting a portfolio with weekly diary entries

2. Comparing and contrasting school and work application of skill,
knowledge and attitudes
3. Writing an updated resume
4. Reflecting on their work immersion experiences
Teacher Activity:
The teacher:
1. guides the student in presenting and discussing their portfolio

2. organizes an exhibit that displays photos or illustrations of the activities
performed or projects done by the students
3. evaluates the organization/establishment that provided the Immersion
venue
4. guides students in updating their résumé
5. guides students in reflecting about their work immersion experience
Student Activity:
The student:
1. presents his/her portfolio
2. discusses his/her work Immersion experience and relates its importance to
his/her specialization
3. participates in the exhibit organized by the teacher
4. writes an updated résumé taking into consideration his experience while in
the Work Immersion venue
5. reflects on their Work Immersion experience
Learners’ Output:
1. Hardbound Portfolio per section which includes
II. Pictures of work site and nonwritten output / projects with
captions
achievement, issues faced and corresponding resolutions)
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2. Gallery
3. Updated résumé
4. Final Reflection paper
98
Appendix A
REFERENCES
Batongbakal Jr., Luisito. (2020). How to Get Police Clearance Online in the
Philippines: An Ultimate Guide, https://filipiknow.net/police-
clearance/#What_is_a_police_clearance
Bloomenthal, Andrew. (2020 December 30), Resume: An Overview,

https://www.investopedia.com/terms/r/resume.asp#:~:text=A%20resume%20is
%20a%20formal,relevant%20specifics%20on%20the%20resume.
ClearancePH (2021). How to Get and Apply for Barangay Clearance,

https://www.clearanceph.com/how-to-get-and-apply-for-barangay-clearance/
Contributor, Chron, (2020 July 20), Employee Behavior Standards in the

Workplace, https://work.chron.com/employee-behavior-standards-workplace-
8745.html
Dep Ed Order No. 039, s. 2018, Clarification and Additional Information to Dep Ed
Order No. 30, s. 2017 (Guidelines for Work Immersion)
Dep Ed Order No. 40, series of 2015, Guidelines on K-12 Partnerships
Dep-Ed Order No. 30, s. 2017, Guidelines for Work Immersion, June 5, 2017.
Donor, A. et al., (2020). Work Immersion Module, Department of Education –

Schools Division of Pasig City
Doyle, Alison. (2021 March 11), Sample Cover Letter for a Job Application,
https://www.bing.com/search?q=job+application+letter&go=Search&qs=ds&form
=QBRE
Memoradum DM-CI-2020-00085, Guidelines on Work Immersion during Crisis

Situation, CSSDD-O-1956-OUCI-SHS Work, June 2, 2020
Memorandum DM-CI-2020-00085, Guidelines on Work Immersion during Crisis

Situation, CSSDD-O-1956-OUCI-SHS Work, June 2, 2020
Nash (2021). What is a Student Portfolio? - Ideas & Examples,

https://study.com/academy/lesson/what-is-a-student-portfolio-ideas-
examples.html
Occupational Safety and Health Standards from Bureau of Working Conditions,

Department of Labor & Employment. February 2005, - May 2013. Manila:
Occupational Safety and Health Center, Department of Labor and Employment.
99
RCC (2021). How to… FILL OUT A JOB APPLICATION,
https://www.roguecc.edu/emp/resources/application.asp
Wyson, John Daryl B. English for Academic and Professional Purposes. Quezon
City: Vibal Group Inc., 2016.
100
Appendix B
SHS WORK IMMERSION PERFORMANCE EVALUATION
Trainee: Strand:
Partner Institution:
Address: Contact No.
Work Immersion Supervisor: Position:
Period Covered: Training Hours:
Training Schedule:
Job Assignment/Description:
Direction: This form seeks your objective, honest and fair evaluation of the
Student-Trainee’s performance. Please indicate your rating on the different items
by checking the appropriate number using the rating scale indicated herewith.
5 Outstanding Performance exceeds the required standard

4 Very Satisfactory Performance fully met job requirements. Was able
to perform what was expected of a person in his/her
position.
3 Satisfactory Performance has met the required standard. Can
perform duties with minimal supervision.
2 Fair Performance partially meets the required standard.
Less than satisfactory could be doing better.
1 Needs Improvement Performance does not meet the required standard.
Major improvements needed.
NA Not Applicable Performance indicator is nor relevant to the job.
Competencies:
Team Work 5 4 3 2 1
1 Consistently works with others to accomplish goals and
tasks.
2 Treats all team members in a respectful courteous
manner.
3 Actively participates in activities and assigned tasks
required.
4 Willing to work with team members to improve
team collaboration on a continuous basis.
5 Considers the feedback and views of team members
when completing an assigned task.
Team Work Total Score/5
Communication 5 4 3 2 1
1 Actively listens to supervisor and/or co-workers.
2 Comprehends written and oral information.
101
3 Consistently delivers accurate information both written
and oral.
4 Reliably provides feedback as required, both internally
and externally.
Communication Total Score/4
Attendance and Punctuality 5 4 3 2 1

1 Is punctual on a regular basis
2 Maintains good attendance.
3 Informs supervisor in a timely manner when
absenteeism and tardiness may occur.
Attendance and Punctuality Total Score/3
Productivity / Resilience 5 4 3 2 1
1 Consistently produces quality results.
2 Meets deadlines and manages time well.
3 Can do multitasking.
4 Can work under pressure and delivers the required
tasks.
5 Effective and efficient time management.
6 Efficiently informs supervisor of any challenge or
hindrance related to given task or assignment.
Productivity/Resilience Total Score/6
Initiative/Proactivity 5 4 3 2 1
1 Completes assignments with minimum supervision.
2 Completes tasks independently and consistently.
3 Seeks support as need arises.
4 Recognizes and takes immediate action to effectively
address problems and opportunities.
5 Engages in continuous learning
6 Contributes new ideas and shares skills to
improve the department/organization.
Initiative/Proactivity Total Score/6
Judgment/Decision Making 5 4 3 2 1
1 Analyzes problems effectively
2 Has the ability to make creative and effective solutions
to problems.
3 Demonstrate fair judgment in handling routine
problems.
Judgment/Decision Making Total Score/3
Dependability/Reliability 5 4 3 2 1
1 Has the ability to follow through and meet deadlines.
102
2 Has commitment for his/her action.
3 Can adjust easily to changes in workplace.
4 Displays high level of performance at all times.
Dependability/Reliability Total Score/4
Attitude 5 4 3 2 1
1 Offers assistance willingly.
2 Shows a positive work attitude.
3 Shows sensitivity to and consideration for other’s
feelings.
4 Accepts criticism positively.
5 Shows pride in work.
Attitude Total Score/5
Professionalism 5 4 3 2 1
1 Respects persons in authority.
2 Uses all tools, equipment and facilities responsibly.
3 Follows all policies and procedures when issues and
conflict arises.
4 Physical appearance conforms with the workplace
and placement rules.
Professionalism Total Score/4
SUMMARY OF SCORES
Team Work
Communication
Attendance and Punctuality
Productivity / Resilience
Initiative/ Proactivity
Judgment/Decision Making
Dependability/Reliability
Attitude
Professionalism
Over-All Weighted Average
Equivalent Grade
REMARKS: (Comments/Suggestions)
Conforme:
Signature of Rater over Printed Name
Position/Designation:
Date:
103
Appendix C
PERFORMANCE TRANSMUTATION TABLE
Computed Weighted Average Equivalent Grade

4.20 – 5.00 100
3.40 – 4.19 95
2.60 – 3.39 90
1.80 – 2.59 85
1.00 – 1.79 80
104
Appendix D
Weight Distribution of the Summative Assessment Components for Senior
High School during the Global Pandemic
(DO 31 s. 2020)
105

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Module 1 - Week 1

WORK IMMERSION GENERAL ORIENTATION

DO 30 s. 2017 is otherwise known as the guidelines of Work Immersion

GUIDELINES FOR WORK IMMERSION

One of the goals of the K to 12 Basic Education Program is to develop in

1. to become familiar with the work place;

To achieve the above objectives, Work Immersion is thus a requirement for

These guidelines were formulated based on the rich experiences of modeling

SECTION 3: Definition of Terms

To assure the achievement of the above objectives of Work Immersion, this

1. creating flexible work immersion arrangements for their learners;

SECTION 5: Principles and Policy Statements

Partnership with Institutions shall be governed and guided by the following

SECTION 6: Work Immersion Delivery Models

However, if these models do not fit a specific situation or concern, regions

Below is a summary of the Work Immersion delivery models and their

SECTION 7: Duties and Responsibilities of Personnel

The successful implementation of Work Immersion will depend on the strong

1. The School Head

2. The School Partnerships Focal Person

a. manage the conduct of Work Immersion;

Annex A: Work Immersion Curriculum Guide (CG)

Grade 11/12 No. of Hours: at least 8 hours

Objectives/Learning No. Teacher’s Learner’s Learner’s

1. guides the a. accomplished

Track Strand Specialization LGU Office Private

Name of Student Grade and Section

School Contact Number

Competencies Tasks/Activities Time Actual Remarks

Certified true and correct:

Work Immersion Teacher’s Signature Over Industry Supervisor’s Signature Over

MEMORANDUM OF AGREEMENT FOR WORK IMMERSION PARTNERSHIP

This Memorandum of Agreement is entered into this ___ of __________, 20___ in

<NAME OF COOPERATIVE> a duly registered cooperative operating under the laws

WHEREAS, the Department of Education of the Philippines, hereinafter referred to as

WHEREAS, the COOPERATIVE considers going into a work immersion partnership

WHEREAS, the COOPERATIVE recognizes the need for a Work Immersion

WHEREAS, the SCHOOL and the COOPERATIVE, hereinafter collectively referred to

DESCRIPTION OF THE WORK IMMERSION PROGRAM

DepEd designed the implementation of RA 10533 within the framework of increased

1. Appreciate the importance and application of the principles and theories

The Work Immersion Partnership has the following objectives:

II. RESPONSIBILITIES OF THE PARTIES

Both the SCHOOL and the COOPERATIVE shall:

3. Adhere to all laws, memoranda and circulars especially those pertaining to

5. Develop a Work Immersion Daily Schedule of Activities that will be followed by

6. Formulate local school work immersion policies and guidelines on selection,

B. Responsibilities of the SCHOOL

The SCHOOL shall:

2. Make the needed adjustments to contextualize the SHS subjects based on

3. Designate a person who will be in charge of coordinating with the

7. Provide the COOPERATIVE an evaluation tool for the students’ immersion

10. Provide signed Consent forms from the parents as applicable.

11. Provide the COOPERATIVE a Certificate of Participation in the SHS program

12. Execute a deed of acceptance as a way of recognizing and acknowledging the

C. Responsibilities of the COOPERATIVE:

The COOPERATIVE shall:

1. Assign a competent Immersion Coordinator from the COOPERATIVE to liaise

4. Allow the students to be deployed to the different sections/departments/project

This Memorandum of Agreement is entered into this _ of ______, 20_ in

This Memorandum of Agreement is entered into this ______ of _ , 20_ in

This Memorandum of Agreement is entered into this ______ of _ , 20 in