HUMSS WORK IMMERSION PROGRAM

Teachers’ Training Module

Introduction

The K-12 Program of the Philippine Government aims to develop a framework for
“life-long” learners. The said program envisions learners to be dynamic, efficient
and effective in their chosen fields.
After the tedious training in the academe, it is presumed that the learners shall
be able to discover their potentials for them to connect to the real world of work
as they will be required to undergo actual work immersion in the different partner
industries and institutions as part of their requirements for graduation in the
Senior High School. It is in this regard that this training module is crafted to help
the schools in facilitating their learners’ work immersion experience.
Particularly, this training module is designed to guide the Humanities and Social
Science (HUMSS) work immersion teachers in doing the processes of fielding the
learners in the different partner industries.
This Module consists of three parts: Part I The Pre-Immersion Stage, Part II The
Immersion Stage, and Part III The Post Immersion Stage.
Part I discusses the preliminary matters undertaken by the teacher and the
would-be partner industry in the Pre-Immersion Stage. These include Partner’s
Conference, Physical Setting, MOA Signing, Learning Competencies and Teacher’s
Immersion Training.

Part II discusses the conduct of the Immersion Proper which includes Orientation
of the Learners with the work environment, and the things they are expected to
do in the partner industry during the 80-hour work immersion program.

Part III discusses the things to be accomplished in the Post Immersion Stage. The
post immersion activities include evaluation, submission of portfolio and
culmination.

A. Goals

The goal of this immersion program is to provide the learners a first hand
experience in the actual field of work in their chosen Senior High School track.

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Specific Objectives of the Program:

1. To orient the learners with the kind of environment they are likely to be
working after completing the Senior High School Program;
2. To provide the learners an opportunity to have a simulation on the kind of
work they shall engage in in the future;
3. To develop in the learners the proper work ethics needed to become
productive workers.

B. Group Size

The students shall be fielded in the different partner industries in groups with 3
to 5 members per group per office. If a school has 40 or more students scheduled
for work immersion, the students may be fielded to partner industries by batches
which shall be determined by the Immersion Teacher.

Dateline and List of Activities

Time ACTIVITIES
Frame/Duration
PRE IMMERSION

First Week of the A. Partner’s Conference

Second Semester
A conference between the Immersion Teacher and
the partner industry shall be conducted after the
SHS focal person for partnership shall have made
an agreement for possible acceptance of the
students for work immersion in the industry.
During the conference, both parties shall stipulate
the scope of work the learners will undertake
during the 80-hour immersion program.

Second Week of the B. Physical Setting

Second Semester
During this week, the Immersion teacher and the
partner industry shall lay down the terms and
conditions of the work immersion program. This
shall include the work immersion arrangements,
duties and responsibilities of both partner industry
and the school, for the comfort and security of each
party prior, during, and after work immersion
program.

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 It is noteworthy to state here that it is the empirical
that both parties, the immersion teacher and the
partner industry, know that their duties and
responsibilities include therein the corresponding
LIABILITIES as defined under the Civil Code of the
Philippines and other applicable laws. Hence,
students must be issued a LIFE/ACCIDENT
INSURANCE, as a condition sine qua non for work
immersion.

Note: Sec 5, Item No. 11 of DepEd Order No. 30, s.

2017 should be discussed during the above-
mentioned activity.
Third Week of the C. MOA Signing
Second Semester (one
day only) After both parties shall have laid down all the terms
and conditions in the work immersion program, a
ceremonial signing of the Memorandum of
Agreement (MOA) shall be made. The date and
venue of the signing shall be determined by the
partner industry.

The MOA signing shall be facilitated by the

Immersion Teacher and DepEd shall be represented
by the School Head.

(Please see Annex D of DepED Order No. 30, s.

2017)
Third Week of the D. Learning Competencies
Second Semester to
follow immediately This pertains to the expected activities/learning
after the MOA Signing skills that the immersion teacher would like to
know from the partner industry which are essential
in preparing the students for the program.

The mapping of the learning competencies shall be

conducted by the Immersion Teacher for him to
match the skills needed by the partner industry
with that of the skills possessed by the learners.

Fourth Week of the E. Teacher’s Immersion Training

Second Semester
The Immersion Teacher spends a day in the
identified partner industry to give him/her a feel of

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 the actual business operations of the partner
industry. During the one day immersion training,
he/she will acquaint himself/herself with the
policies and facilities of the partner industry.

The insights gained by the Immersion Teacher shall

be echoed to the learners so that they will have a
preliminary idea on the kind of work environment
they shall be having during the immersion proper.

During the work immersion program the following

shall be observed:

I. Pre-Immersion

A. Understanding work immersion by discussing:

1. Expected behavior
a. Work ethics
b. Safety in the workplace
c. Workplace rights and responsibilities
d. Confidentiality in the workplace
e. Effective conflict resolution and
teamwork skills
2. Work immersion rules and regulations
3. Terms and conditions of the Memorandum of
Agreement

B. Appreciating the importance of credentials by:

1. Writing a résumé
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
4. Job Interview skills training

C. Discussion of portfolio
1. Portfolio instructions
a. Portfolio content
i. accomplished forms
ii. pictures of work site and non-written
output/ projects with captions
iii. illustrations of activities performed (as

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 needed)
iv. weekly diary (narrative/ account of
learnings and achievements, issues faced
and corresponding resolutions)
v. sample written output (if any)
vi. work immersion highlights
vii. other relevant pictures/ documents
b. When to update content
c. Portfolio packaging
d. Portfolio presentation at the end of
Work Immersion

II. Immersion Proper

A. Appreciating management processes by observing,

identifying and describing the following:
1. Nature of the business
2. Description of the products/services
3. Target clientele
4. Organizational structure
5. Company rules and regulations

B. Appreciating business processes by observing and

participating in Safety/
Production/Maintenance/Quality Control/Quality
Assurance/Customer
Satisfaction/Housekeeping/Hygiene and others

C. Applying skills learned and proper values acquired

in school

III. 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 résumé
4. reflection on their Work Immersion experiences
IMMERSION PROPER

First Day of the Fifth A. Orientation on the profile, policies, operations,

Week of the Second working environment and facilities of the
Semester industry.

The Immersion Teacher, together with the learners,

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 shall spend a day in the partner industry for the
orientation. Here, the Immersion Teacher may
request the partner industry to allow the learners
to have a tour of the site and to conduct a lecture
on the students about the company’s profile,
business operations, and policies.

It is during the orientation that the partner

industry will lay down its expectations among the
learners on how they shall conduct themselves
during the immersion program.
4 days (to follow B. Observation on the workplace operations of the
immediately after the partner industry.
orientation)
In order for the learners to fully understand the
kind of work they shall engage in, they shall be
given at least 4 days to observe the office
operations. The four days allocated for observation
may be also utilized by the partner industry to give
appropriate trainings to the learners to enhance
their skills.

The Immersion Teacher in cooperation with the

partner industry’s focal person shall develop the
training design.

5 days (Sixth Week of C. Actual Work Immersion

the second semester
onwards) With the supervision of a mentor from the partner
industry, the learners shall now do the actual office
work such as: encoding, filing, receiving and
making calls, reception and other relevant,
pertinent and material activities as determined by
the partner industry such as attending meetings,
conferences and other official functions.

Note: At the end of each week, the learners should

report to the Immersion Teacher for feedbacking.
To be done after the POST IMMERSION
last batch shall have
completed its work
immersion.
The date shall be A. Evaluation of the immersion experiences of the
determined by the student and the partner industry

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Immersion Teacher.
In evaluating the learner’s work immersion’s
general performance, the Work Immersion
Monitoring and Evaluating Tools herein provided as
attachments may be used. (See appendices) or any
evaluation tool which the Immersion Teacher find
appropriate and deemed necessary.

Submission date B. Submission of individual portfolios which shall

shall be determined include the following:
by the Immersion
Teacher. 1. Daily Time Record (DTR)
2. Narrative report of accomplishments
3. Documentation
4. Reflection of the work experiences
5. Suggestions for improvement
6. Recommendations
7. Other requirements deemed necessary by the
Immersion Teacher.

Note: The immersion teacher shall provide the

rubrics for grading the portfolio adhering to
DepEd Order No. 8, s. 2015.

To be determined by C. Culminating Program

the Immersion
Teacher and the The culminating program may include activities
partner industry. such as post immersion conferences or short
programs.

The culminating activity shall serve as an avenue

for the partner industry to give its impression,
comments, suggestions and recommendations for
the learners and the immersion program.

Portions of the preceding dateline and activity matrix may be modified by the
Immersion Teacher to suit to his/her school’s conditions. The modifications,
however, shall be subject to the approval of the school head.

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 APPENDICES

A. DepED Order No. 30, s. 2017

B. Sample MOA
C. Work Immersion Monitoring and Evaluating Tools

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