Narrative Report
Of
Work Immersion
In partial Fulfillment of the Requirements
Leading to the Strands of ABM, GAS, HUMSS
Submitted to:
Mr. Jaymar B. Perlas
Immersion Adviser
Submitted by:
Roby May S. Tinong
Apple Shane M. Lagasca
Kimberly Santos
Mariel Doliente
Vincent Tingday
Jupiter Banatao
Joseph Ortega
Introduction
The word “immersion” as it applies to the K to 12 curriculum is defined in the Department of Education
(DepEd) Order No. 40, series of 2015:
Let us take the first meaning – immersion as a subject in the curriculum.
In the Curriculum Guides posted on the DepEd website, the word “immersion” occurs in the
Specialized Subjects of the tracks (Academic, Technical-Vocational-Livelihood or TVL, Sports,
and Arts and Design).
Immersion is only one of four options under “Work Immersion / Research / Career Advocacy /
Culminating Activity.” (Let us call that subject WRCC for convenience.) In the Academic Track,
WRCC is the ninth required specialized subject in the Accountancy, Business and Management
(ABM), Humanities and Social Sciences (HUMSS), and Science, Technology, Engineering, and
Mathematics (STEM) strands.
WRCC is not listed in the General Academic Strand (GAS), but since two Electives may be
taken from the other strands, it may be required also by particular schools. The immersion
program aims to provide relevant learning experiences to the students by giving them first-hand
exposure to the actual workplace setting. It is likewise a venue for the student trainees to learn
more about their chosen field and decide on a course that they will pursue in college.
Pre-immersion orientation activities on and off campus were conducted beforehand to prepare
the students for their on-site immersion. Several teachers were chosen to supervise the students
in the different venues and facilitate the whole process. Ms. Nancy Baltazar, Ms. Diana Camua
and Ms. Princess Calacala were the immersion teachers for ABM; Ms. Lavern Miranda, Mr.
Fredie Francisco, Mr. Arjen David and Mr. Eric Galang for STEM; Mr. Luigi Espiritu for GAS
and HUMMS; Mr. Angelo Cartago for Arts and Design; and Ms. Diana Camua and Mr. Ricky
Ferrer for TVL. Mr. Ryan Dayao, Assistant Principal for SHS, was assigned as the Work
Immersion Coordinator.
“Work Immersion refers to the part of the Senior High School (SHS) Curriculum consisting of
80 hours of hands-on experience or work simulation which the Grades 11 and 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.”
Immersion is done outside the school campus in a “Workplace Immersion Venue,” defined as
“the place where work immersion of students is done. Examples of work immersion venues
include offices, factories, shops and project sites.”
What could lead to confusion is that the word “immersion” actually has two meanings in K to 12.
The first meaning refers to a required SHS subject in the curriculum. The second meaning refers
not to a subject but to a preferred mode of delivery of Tech-Voc subjects.
Body
Work immersion sounds stressful for senior high-school students. Yet, as part of the K to 12
curriculum, we General Academic Strands (GAS) Accountancy And Business Management
(ABM) Humanities and Social Studies (HUMSS) students were required to gain relevant
learning experiences through actual work. We were assigned at the office of Bachelor of Science
in Business Administration (BSBA) in order to help us reinforce our knowledge from
classrooms and enhance our skills.
“Work Immersion refers to the part of the Senior High School (SHS) Curriculum consisting of
80 hours of hands-on experience or work simulation which the Grades 11 and 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.”
IMMERSION highlights individuals’ self-awareness and provides a deeper understanding of
their interests and strengths in a work environment. It guides an individual's career choices by
matching their interests and personality with various job profiles. From an internal mobility
perspective, IMMERSION can facilitate
work immersion will develop many skills and values that would help them as they transition
from high school to real life.
As one of the options for WRCC, immersion is limited to at most 80 hours, because it is merely
one subject. It may not even be chosen by the student or the school to comply with the
requirement. DepEd Order No. 40 covers the procedures for a school that has decided to use
immersion as their WRCC.
For us, a group of seven students, Sir. Perlas Assigned us at the office of the Bachelor of Science
in Business Administration (BSBA).
Fist Mr. Jaymar Perlas introduced us to the teacher’s at Bachelor of Science in Business
Administration (BSBA) afterwards Dr. Arnold Molina The dean at the BSBA office conducted a
simple and quick orientation about what is work immersion about. Afterward he assigned the
students to arranged the folders and do the other paper works. And we us a work immersion
students at the BSBA observed and enhance our skills and experience.