Work Immersion
PRE - IMMERSION
ORIENTATION
MODULE 1
Welcome to the Pre-Immersion Self-Learning
Module on Orientation!
Prepared by:
WORK IMMERSION TEACHER
SHS – SJDMNHS 2023-2024
CONTENT LIST
Expectations Activities
1 This points to the set of knowledge and 5 This is a set of activities that you need
skills hat you will learn to perform.
Pretest Wrap-Up
2 measures your prior knowledge about 6 summarizes the concepts and
the lesson at hand application of the lesson.
Recap Valuing
3 provides a review of concepts and
skills that you already know from a
7 This part integrates a desirable moral
value in the lesson.
previous lesson.
Lesson Posttest
4 This section discusses the topic in the 8 This measures how much you have
module learned from the entire module
EXPECTATIONS
After going through this self-learning
module, you are expected to:
define work immersion and its nature;
determine the reasons for conducting a
Work Immersion;
get familiarized with the terms used for
Work Immersion; and
offer possible solutions to the probable
obstacles a learner may encounter during
Work Immersion.
PRETEST
Directions: Choose the letter of the best answer. Write your answer on
the space provided.
1. In which classification of subjects in Senior High School is Work Immersion included?
A. Applied B. Core C. Elective D. Specialized
2. Who is the school personnel designated to supervise the learners during the
Work Immersion?
A. Subject Group Head C. Work Immersion Teacher
B. Work Immersion Focal Person D. Work Immersion Supervisor
3. What legal binding document is signed by the two parties entering into
partnership before implementing a project or program?
A. Affidavit of Undertaking C. MOU
B. MOA D. MOOE
PRETEST
Directions: Choose the letter of the best answer. Write your answer on
the space provided.
4. Work Immersion involves hands-on experience or work simulation that can be
conducted in ______________________.
A. Work Immersion Site C. Work Immersion Place
B. Work Immersion Institution D. Work Immersion Venue
5. What DepEd issuance will you read for the Work Immersion implementation of all
senior high schools during crisis situation?
A. Memorandum DM-CI-2020-00085
B. Dep Ed Order No.39, series 2018
C. Dep Ed Order No. 8, s. 2015
D. Dep Ed Order No. 30, s. 2017
RECAP
You are now in G-12 and therefore you
are expected to be equipped with all the
skills you gained from your different
subjects. Let’s recall the 3 classifications
of subjects in Senior High School.
Yes, they are: Core subjects; Applied
subjects; and Specialized subjects.
Work Immersion is one (1) of the nine (9)
specialized subjects and it is also allotted 80
hours just like other subjects.
LESSON
• DepEd Order No. 30, s. 2017
• DepEd No. 39, s. 2018
• Memorandum DM-CI-2020-00085
What does Work Immersion
According to DepEd Order No. 40, seriesmean?
of 2015,
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.”
DepEd issued
DepEd Order no. 30 s. 2017
• entitled Guidelines for Work
Immersion which is the basis
for the implementation of
Work Immersion in all Senior
High Schools (SHSs).
Section 1: Rationale
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:
to become familiar with the work place
for employment simulation
to apply their competencies in areas of
specialization/applied subject’s in authentic
work environments
DepEd Order No. 39, s. 2018
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.
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 workenvironments,
DEPED ORDER NO. 39, S. 2018.
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.
DEPED ORDER NO. 39, S. 2018.
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
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
Memorandum DM-CI-2020-00085
However, due to the ongoing Covid-19 pandemic, the
learners’ physical attendance in school is prohibited.
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.
WORK IMMERSION TEAM
SENIOR HIGH SCHOOL DEPARTMENT
Alma L. Cruz, PhD Chanderella De Vera Erwin B. Mendoza
SHS Coordinator Grade 12 Level Leader SHS Focal Person
Erwin B. Mendoza Queen Carla N. Leddar Immanuel T. Tucay Cresenciano V. Ventura
Work Immersion Teacher – HE A Work Immersion Teacher – HE B Work Immersion Teacher –ICT A Work Immersion Teacher –ICT B
WORK IMMERSION Teacher MUST EXPLAIN
THE FOLLOWING:
• Walkthrough of the Parts of the entire Work Immersion
• Explanation of contextualized activity and scheme relevant to
your track & strand (to be taken from the new issued
Memorandum in response to the crisis)
• Assessment
• Other important matters/reminders regarding your Work
Immersion
• Open Forum where you and your parents can ask questions
directly to the teachers or even to the principal.
Guided Activity:
Being a learner of Work Immersion, you must
be familiarized with the different terms and
their definitions. (Section 3 of DO No. 30,s 2017)
Match the definitions given 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
ACTIVITIES
ACTIVITY 1:
Leverage
1. List down 3-5 potential obstacles you may encounter on Work
Immersion?
2. What actions can you do to overcome the obstacles? You may
use an appropriate graphic organizer to show your listed
obstacles with the corresponding actions to overcome them.
3. If you would be given the chance to experience an actual work
in a work immersion venue in your barangay suited for your track
and strand, what could it be and why do you think you should be
deployed there? Briefly explain your answer in one (1) paragraph.
THANK YOU
For Your Attention
Hopefully, what we say can be useful
for all of you.
Work Immersion
WORK ETHICS
MODULE 2
All the activities provided in this
lesson will help you learn and
understand Work Ethics
