Work Immersion Manual

SHS - TVL WORK IMMERSION MANUAL AND PORTFOLIO UNDER THE BE - LCP
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Work Immersion Program

Portfolio
2X2
Picture
(Name of Student)
(Section)
(Immersion Venue)
(Immersion Teacher)
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LEARNER’S INFORMATION
Address:
Contact No.:
Guardian/Parent:
Guardian’s Contact No:
Immersion Teacher’s Contact No.:
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TABLE OF CONTENTS
Co nte nts Pa g e
Num b e r
My Po rtfo lio in Wo rk Im m e rsio n Pro g ra m ……………….. 1

Ta b le o f C o n te n ts…………………………………………… 2
G u id e lin e s fo r Wo rk Im m e rsio n …………………………… 3
Wo rk Im m e rsio n Pro c e ss…………………………………… 5
Du tie s & Re sp o n sib ilitie s o f th e Pe rso n n e l………………. 6
Writin g a C o ve r Le tte r fo r Im m e rsio n ……………………. 8
Sa m p le C o ve r Le tte r……………………………………….. 10
Ru b ric fo r C o ve r Le tte r…………………………………….. 12
Re su m é Pre p a ra tio n ……………………………………….. 13
Re su m é Writin g Tip s………………………………………… 15
Sa m p le Re su m é …………………………………………….. 16
Ru b ric fo r Re su m é ………………………………………….. 19
C a le n d a r o f Ac tivitie s……………………………………… 21
Im m e rsio n Sc h e d u le ………………………………………... 22
List o f Ta sks & Ac tivitie s to b e Do n e ……………………... 24
Sa m p le List o f Ta sks & Ac tivitie s to b e Do n e …………… 25
Sa m p le Se lf-Asse ssm e n t G u id e (SAG )………………….. 26
C u m u la tive Re p o rt…………………………………………. 31
Ru b ric fo r C u m u la tive Re p o rt…………………………….. 81
Re fle c tio n ………………………………………………………… 82
Su m m a ry o f Wo rk Im m e rsio n G ra d e …………………….. 84
Ap p e n d ic e s……………………………………………………… 86
A. Tra n sm u ta tio n Ta b le ……………………………… 86

B. Wo rk Im m e rsio n G u id e lin e s……………………… 87
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AMA BASIC EDUCATION OF LAS PIÑAS

GUIDELINES FOR WORK IMMERSION
One of the goals of the K to 12 Basic Education Program is to develop among learners the competencies,
work ethics, 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, has
been incorporated into the curriculum.
This subject will provide learners with the following 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.
However, the ongoing COVID-19 pandemic has caused massive disruption in the education sector. The
crisis condition hindered regular operation of schools including the relevant offices in the division, region, and
central levels and its learner’s physical attendance in school is prohibited and limited.
The implementation of the Senior High School Work Immersion Program is assumed to be severely
affected in this scenario. School implementation must be flexible enough to fit the complex setup and needs of
learners, schools and partner institution in the country.
In view of this, new guidelines under Memorandum DM-CI-2020-00085 (Guidelines for Work Immersion
Implementation during Crisis Situation) has been implemented. These guidelines will only take effect within the
School Year 2020-2021 for all senior high schools who will undertake immersion program.
Under the new guidelines, Academic and Technical Vocational Livelihood (TVL) track will undergo work
immersion program as stipulated in DepEd Order No. 39, s. 2018 entitled
Clarification and Additional Information to DepEd Order No. 30, s. 2017 (Guidelines on Work Immersion).
The Academic and TVL track will be employing different learning modalities or blended learning approach with
suggested activities guided by the Most Essential Learning Competencies (MELCs).
General Objectives:
The Work Immersion Manual and Portfolio for New Normal is anchored on Home- Based Scheme for the
conduct of suggested activities in Academic Track and Technical Vocational Livelihood (TVL) Tracks.
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Home-Based Scheme contains set of activities to be performed by the learners at home but will be
monitored regularly by the SHS Teacher. This scheme is applicable only for learners with available materials, tools,
or devices that can be used to demonstrate their competencies. Guided by the learning competencies, the teacher and
learners need to select the activities to be performed.
This manual and portfolio aims to:
1. provide guidelines for work immersion under Home-Based Scheme;

2. provide instructions for both work immersion teacher and learners on how to conduct work immersion
under new normal; and
3. provide learner’s portfolio format that will reflect their overall learnings and serve as the basis for their
evaluation.
(Excerpt from DM-CI-2020-00085)
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WORK IMMERSION PROCESS
PRE-IMMERSION
STEP 1: Attend the work immersion orientation. All responsibilities, paperwork’s and other important
details pertaining to the work immersion will be explained by the immersion teacher:
Walkthrough of the Parts of the entire Work Immersion Program;

Explanation of contextualized activity and scheme (Home-Based Scheme);
Forms of Assessment; and
Other important matters/reminders regarding the Work Immersion.
STEP 2: Attend the next immersion class. Immersion Teacher will conduct a discussion regarding the
following topics:
 Resume;
 Cover Letter; and
 Work Ethics.
STEP 3: Attend the next immersion class. Immersion Teacher will identify and assign the following:
 Home-Based Immersion schedule; and

 List of tasks / activities to be done anchored to leaner’s specialization.
DURING IMMERSION
STEP 4: The learners shall be responsible in accomplishing the following reports (all are included in this
manual and portfolio):
 Cumulative Report;
 Reflections; and
 Evaluation Report / Self-Assessment Guide.
POST IMMERSION
STEP 5: Complete immersion requirements. Learn as much as you can and have a great time. Attend the
final immersion meeting.
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DUTIES AND RESPONSIBILITIES OF THE PERSONNEL
The successful implementation of Work Immersion will depend on the strong collaboration, support, and
commitment of the school administrator, immersion teacher and learners. These personnel shall always exercise due
care and diligence in the performance of their duties as stated on DepEd Order No. 30, series of 2017 (Guidelines
for Work Immersion), DepEd Order No. 39 series of 2018 (Clarification and Additional Information to DepEd
Order No. 30, series of 2017) and DM-CI-2020-00085.
The School Partnerships Focal Person
S/He is the authorized person to seek partnerships between DepEd and Private/Public Institutions following
the processes mentioned in the guidelines. S/He may also be the school Senior High School Coordinator. S/He
shall:
a. manage the conduct of Work Immersion;

b. use evaluation and monitoring results to recommend decisions on the conduct of
Work Immersion;
c. coordinate with the Work Immersion Teachers regarding the immersion scheme to
be implemented;
d. consolidate reports from work immersion teacher (If s/he is the Division SHS
Partnership Focal Person, receives reports from school); and
e. conduct regular class monitor with the Work Immersion Teacher to ensure that the
conduct of work immersion suitable for learning.
The Work Immersion Teacher / Adviser
S/He is the school personnel / teacher assigned to supervise the learners with Home-Based Scheme. S/He
shall:
a. exercise supervision on l e a r n e r s d o i n g H o m e -Based S c h e m e o n

W o r k Immersion;
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b. identify the different competencies needed by the learner anchored on suggested
activities under DM-CI-2020-00085;
c. conduct the Pre-immersion, Immersion Proper and Post-immersion activities;
d. conduct regular on-line class or call learners who have no internet connection to
ensure that learners’ activities are properly implemented; and
e. submit report regularly to the School Partnership Focal Person on the completion
and performance of learners, performance of the Partner Institution, and issues and
concerns.
The Learners
They shall:
a. attend Pre and Post Immersion Activities;

b. report to the Work Immersion Partner Institution Supervisor during actual
immersion;
c. perform the duties and tasks as indicated in the prescribed work immersion list of
tasks / activities; and
d. prepare the documentation and reports required in the curriculum and by the
Partner Institution.
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MODELS FOR HOME BASED SCHEME WORK IMMERSION

Model A-Simulation Or operation of a micro business enterprise in the Barangay
The class will be divided into groups with 10 members each. The teachers will conduct pre-
business simulation orientation to all students about the following:
Planning, establishment, and operation of micro business enterprise
o Product or Service Feasibility Report

o Business Plan
o Parent's Consent
o Barangay Business Permit
Accountancy, o Business Report
Business and  Inspection of business simulation
Management  Post-business Simulation Requirements
(ABM)  Computation of Grades
Let each group do research on and analysis of business opportunities present in their
community by considering the following:
- Scanning of business opportunities

- Employing appropriate framework and analysis for product or service
feasibility
- Appropriate methodology for determining the demand and market feasibility
- Group conclusion and recommendation
Ask the group to prepare a business plan, underscoring the following:
- Strategic Plan and Competition Strategy
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- Marketing Plan
- Operating Plan
- Financial Plan (the business fund shall be collected from equal contribution of each
member of the group)
Let each group operate the micro business (including the production of goods/preparation of
services) within 10 Saturdays (8 hours per Saturday) on the site approved by the Barangay. For
the security of the students, the business will be established in the nearest location and
common to all the members. The barangay kagawad/tanod will be requested to check the
security of all groups in the Barangay during the period of business simulation. Every
Saturday, the inspection team composed of the following, will check the operation business
using the prepared evaluation tool:
Barangay kagawad/tanod in charge of ensuring the security of all groups in the Barangay
during the period of business simulation
- ABM Teacher
- Other ABM Teacher/s
- Other barangay kagawad/tanod
(*the number of hours spent by ABM teacher/s in the inspection is computed as part of the
regular teaching load)
Let each group discuss and record the transactions, sales, and experiences of the group. After
the business simulation proper, the Business Simulation Conference will be conducted by the
Accountancy and Business Department. Each group shall participate and showcase their 15-
minute presentation.
* Model B-Taking part in the operation of an existing business fora community with an
industry partnership.
The class will be divided into groups with 5 members each. The teachers will conduct pre-
business simulation orientation to all students
• Planning, establishment, and operation of micro business enterprise
Required documents
- Product or Service
- Feasibility Report
- Business Plan
- Parent's Consent
- Barangay Business Permit
- Business Report
Let each group do research on and analysis of business opportunities present in their
community by considering the following:
- Scanning of business opportunities

- Employing appropriate framework and analysis for product or service feasibility
- Appropriate methodology for determining the demand and market feasibility
- Group conclusion and recommendation
Let each group identify which of the existing businesses within the community operate and
address such demand. The groups shall then decide which of these business have met the
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following criteria for business simulation:
- Duly registered/recognized by any accrediting government agency

- Established business with 3 years minimum of operation
- Has good reputation and conducive for business simulation
- Operates within nearby residence of the members of the group
- Willing to partner with the DepEd school through a Memorandum of Agreement
The Business company 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 applicable safety guidelines of Departmet of Education (DepEd), Department of Labor and
Employment (DOLE), and the business company relevant to basic education shall apply. Let
each group observe the company operation in terms of the following:
- Strategic plan and competition strategy

- Marketing Plan
- Operating Plan
- Financial Plan (*the business fund shall be collected from equal contribution of each
member of the group)
- Actual Business Operation
Let each group take part in the identified business within 9 Saturdays (8 hours per Saturday).
Each group shall discuss and record the transaction, sales, and experiences of the group. After
taking part in the actual business operation, each group will be given 15 minutes to present
their journey in the Business Simulation Conference to be conducted by the Accountancy and
Business Department of the school.
*The other details of Model A and B are subject to the discretion of implementing schools.
On the other hand, due to inevitable challenges or problems caused by the recent COVID-19
pandemic, and the probability of seasonal implementation of community quarantines (as the
need arises), schools may opt to employ:
*Model C - Online selling or online business simulation for ABM and GAS students
especially when a lockdown is being implemented in the community
The aforementioned models need to follow the Most Essential Learning Competencies
(MELCs) which are derived from the curriculum guide of Business Simulation and the
expected output for the enabling tasks/activities and the business simulation proper.
Below are the other activities/ Best Small Business Ideas for High School Students in 2020
cited by ProfitableVenture.com (available at https://www.profitableventure.com/businessideas-
high-school-students/):
1. Start an errand running service

2. Become a moving assistant
3. Become a scrapbooked
4. Offer home check service
5. Become a personal shopper
6. Become a holiday decorator
7. Become a garage sale organizer
8. Start gift wrapping services
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9. Start a candle making business
10. Start a logo creation business
11. Sell seasonal goods online
12. Set up a social media consulting business
13. Start a web design service
14. Make how-to videos
15. Be a blogger
16. Bake and sell dog treats
17. Start a computer service
18. Be a cake decorator
19. Provide car wash services
20. Start a photography business
21. Bake and sell cookies
22. Provide editing or proofreading services
*Model D- Drafting a business proposal employing the different analysis tools like SWOT
and appropriate in the current condition of their locality
In lieu of the Work Immersion, a Capstone Project may be done by SHS learners under the
Science, Technology, Engineering, and Mathematics (STEM). The following guidelines shall
be observed:
a. The SHS learner may have the option to choose the topic related to his/her specialization.
b. The SHS learner is encouraged to relate the project to home or community issues, and to
integrate these to outside-of-school learning experiences. Hence, the project should encourage
learners to think critically, solve challenging problems, and develop skills that will prepare
them for college, work, and adult life.
c. The SHS learner must consider the following in crafting their research:
1. Deriving the research problem, which must be contextualized according to the learners'
Science, current situation;
Technology, 2. Reviewing related literature and/or studies;
Engineering, 3. Designing methods/ways of understanding;
and 4. Collecting, analyzing, and interpreting data;
Mathematics 5. Reporting the findings
(STEM d. It should be clear to the SHS learners that the outputs would be limited to what the learners
and the school are equipped with, which may be different from the research that they would
like to do. It should be noted also that they may be working on a limited support for conducting
tests requiring research centers.
e. The SHS learner must maintain a portfolio of findings or results, create a final product
demonstrating their learning acquisition or conclusions (a paper, short film, or multimedia
presentation, for example), and submit a prerecorded video presentation or conduct a live
online presentation on the project to a panel of teachers, experts, and community members who
shall collectively evaluate the quality of the output submitted.
f. Here are some examples of capstone project ideas:
Community-based projects Math investigation (e.g., providing and formulating theories) which
is basically more on library research Document analysis Robotics or ICT projects
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This subject is designed to provide students the opportunity to integrate their learning in the
different learning areas of the humanities and social sciences through a creative culminating
activity. It focuses on the exhibitions/exhibits of authentic products and performances as
evidence of their learning in the humanities and social sciences.
Culminating Activity
In consideration of the current limitations, the following may be undertaken by the schools:
Humanities
and Social 1. Teachers must program the activities of learners where they can perform the learning
Sciences competencies within the confines of their home.
(Humss)
Strand and 2. Since the subject's performance standard is to produce a creative portfolio that will integrate
General their learning in specialized learning areas under humanities or social sciences, learners can be
Academic asked to:
Strand(GAS)
a) create a plan to make their portfolio including its timeline, processes involved, and key
concepts;
b) write a concept paper that will encapsulate their learning in humanities or social
sciences;
c) write insights after each part of portfolio has been completed;
d) compile all outputs to include in their portfolio; and
e) Write an overall reflection and learning based on the evaluation of their teachers which
will be given based on the condition of the locality.
Incubation
 Creation of projects based on client specifications

 Project - specific, finite activity with observable and measurable results
 Done in teams based on the complexity of the project
 Projects are based off the needs of the AMABE-SHS Department
 Related to knowledge and skills taught in school
 Liberty to choose projects based on preference / specialization
 Introduction to project management Skill necessary for any IT / animation company
Expected Outputs
TVL- ICT
 Direct application of knowledge and skills in animation / programming

 Less / no miscellaneous jobs on immersion
 Knowledge on project management:
 Accepting work as a freelancer
 Skills used in the IT industry
 Skills used when creating a business/start-up
 Subject in higher education
 Projects can be part of professional portfolio
Possible Projects
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Animation
Video animations of Strands

Video Animations of Rules and Regulation inside AMAbe
Video of Facilities
Programming
Automation of AMAbe process

Creation of System
As stipulated in DepEd Order No. 39, s. 2018 entitled Clarification and Additional Information to DepEd
Order No. 30, s. 2017 (Guidelines on Work Immersion), Work Immersion is a requirement for TVL track while it is
optional for Academic, Arts and Design, and Sports tracks.
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WRITING A COVER LETTER FOR

INTERNSHIP/IMMERSION
A cover letter, which is also known as an “application letter”, is a document that
explains the purpose of why you're sending in the resumé and adds extra information. It used
to literally serve as a cover for a resumé.
The cover letter is a tool that will help you to introduce yourself in a memorable, and
personal way during the internship/work immersion application.
Your resume intends to lay out the facts, but your cover letter is meant to convey more
personality. The cover letter is your first introduction to the person who may hire you, and its
goal should be to make you as memorable as possible, in a good way.
A cover letter is comprised of several parts: your contact information, inside address,
a salutation, the body of the cover letter, an appropriate closing, and a signature.
Tips/Steps in Writing Your Cover Letter for Internship/Immersion
For the Heading
1. The first section or header includes your contact information: address, phone or cell
phone number, and your email address.
For the Inside Address
2. Include the complete name of the person who will receive your letter and résumé. It
could be the owner or the hiring officer; his/her position/designation; and the name
and address of the company/institution.
For the Salutation
3. Getting a name to address your letter to is important. Do your research to avoid the
to use of generic "To Whom It May Concern" or "Dear Sir or Madam," which can
make things look like you did not make an effort to learn more about the job or the
employer.
For the Body of the Letter
4. Introduce yourself and the course/strand that you are taking.

5. State the intention of your letter. In your case, let the institution/company know that
you are applying for an internship/trainee/immersion position.
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6. Mention the purpose of your immersion. You can include a brief rationale or
background of the subject/work immersion as part of the curriculum.
7. Include the relevant knowledge, skills, and work values that you can offer to the
company/institution, if they will allow you to enter their company/institution.
8. Express excitement. Convey your passion for work and learning; and your
excitement about the internship/immersion and company.
9. Suggest next steps showing eagerness for a meeting or suggesting a call.
For the Closing
10. Finish your letter with a formal closing like "Sincerely" or "Yours truly."
123, Mapayapa St., Calasag,
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SanIldefonso
09174581742
ferdzdionisio@gmail.com
March 20, 2021
MS. SAMANTHA J. GARCIA

Branch Manager
Bank of the Orient Seas (BOS)
San Rafael, Bulacan
Dear Ms. Garcia:
As part of our curriculum in the Senior High School, we are required to take the Work Immersion
Program as a subject that aims to develop among us the competencies, work ethics, and values
relevant to pursuing further education and/or joining the world of work. In this regard, I am writing
to express my intention of conducting my Work Immersion and be an intern/trainee in your highly
regarded company.
It will be such a prestige for me to be immersed in a company that has gained a reputation as an
organization devoted to providing excellence and quality service to all its clients. This would help
me to appreciate the importance and application of the principles and theories learned in school as
well as to enhance my technical knowledge and skills.
Rest assured that as a trainee, I will continue to develop enthusiasm and true passion in fulfilling
my duties and responsibilities as an immersion student/trainee.
For additional details regarding my qualification as an intern/trainee, please review my attached

resumé.
I look forward to discussing with you personally about relevant matters concerning my application.
Thank you very much.
Sincerely,
FERNANDO A. DIONISIO, JR.
Attach a copy of your cover letter here.
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RESUME’ PREPARATION
What is a resumé?
A resume’ is a self-marketing tool. It is designed to “sell” your skills, knowledge, and experience
to a potential employer. It stimulates interest in you by summarizing information, unique
qualities, well-developed skills, relevant work or academic experiences, or accomplishments that
clearly differentiate you from the competitions.
The purpose of a resumé is to obtain an interview and ultimately to get the job or
internship/immersion.
Parts of a Resumé
Heading: This is the first part of a resumé which includes the contact information of the
applicant. It is generally at the top or on the upper left side of the page. The contact information
should list a person’s full name on the top line. The following lines should include the permanent
address and cellular phone number or landline. Also, include the email address (preferably use
your name) and 2 x 2 picture with white background (preferably in scanned format and in
corporate attire). You may choose to eliminate the word RESUMÉ at the top of the page as that is
the style preferred today.
Objective: This is one of the most important parts of a resumé. It appears on the top of the
resumé after the heading. It briefly presents to the prospective employer the exact position you
seek to apply. It should include a clear definition of the job title and mention the skills that would
be utilized in this position. Limit the objective to one or two sentences only. A well-stated
objective will greatly enhance the document and may leave a good impression to the potential
employer.
Education: This section includes the list of highest level of education you have successfully
completed or degree earned. It should also contain the name of the school, the terms you have
attended, academic awards/recognitions and other major awards sponsored by the school. Also,
the educational background portion is usually done or listed in reversed chronological order or
with the most recent educational attainment.
Note that, as you begin your career, your education is probably your strongest asset, and that is
why it appears right after the objective.
Work Experience: This is a very important section of the resumé. Generally, it includes the
following information about the previous employment: name of the employer, employer’s
address, employment dates, job titles, duties, and relevant accomplishments and skills. It should
be presented in reversed chronological order beginning with the most recent.
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Skills: This section should include the job related skills that the person has and the employer is
expecting a job applicant to have - for example, technical skills for IT students. You can tailor
this list to fit on the needs of the position you are applying for.
Seminars/Trainings: This includes the title of the seminars or trainings attended, month and
year, and the name of the organization that facilitated or sponsored it. It should be written in
reversed chronological order beginning with the most recent.
Personal Information: This includes your date of birth, birth place, languages spoken,
religion, and civil status. Do not include height, weight, nationality (since birth place is already
stated) and the name of parents. Also, do not include non-relevant hobbies such as watching t.v.,
listening to music, chatting, or hanging around with friends, etc.
References: References are not usually included in most resumé today. You should prepare a
separate page and include the names, titles, address and phone numbers of three or four
individuals who can recommend your work habits, skills and character. The people you will
include as references should be in legal age and should not be related to you. Make sure that you
seek permission first from these people before you include them on your list. References may be
listed on your resume’ when specifically ask by the employer or you can simply put this phrase,
”References: Available upon request”.
WORK IMMERSION RESUMÉ FORMAT
FONT TYPE – Arial, Verdana, Times New Roman, and Tahoma.
FONT SIZE – It is normally 11 or 12 points for normal font with 14 font sizes for subheading
and heading.
MARGINS – 1 inch around the documents.

PAPER TYPE & SIZE – White bond paper (8.5 x 13)
Resumé Writing Tips:
Here are the tips in constructing a resumé that gets your foot in that all-important door.
✓ Gather your materials.
✓ Pay particular attention to dates and places.
✓ Start with your name and contact details.
✓ State a job objective.
✓ Highlight concrete achievements.
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✓ Emphasize your educational preparedness.
✓ Either include references or just provide them when asked.
✓ Use personal details sparingly.
✓ Be concrete.
✓ Proofread.
✓ Make it an easy read.
✓ Show your resume to friends, and teacher.
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SEMINARS/TRAININGS ATTENDED:
STRESS MANAGEMENT
Carlos F. Gonzales High School
Future League of Accountants, Managers and Entrepreneurs
TIMEMANAGEMENT
Future League of Accountants, Managers and Entrepreneurs
PERSONALINFORMATION:
Date of Birth: September 08, 2000

Place of Birth: Baliwag, Bulacan
Language/s Spoken: English and Tagalog
Roman Catholic
Single
REFERENCES:
MS. JULIANNEG. VALDERAMA
Work Immersion Focal Person
0908 984 0404
MR.KIANA. SANTILLAN
Grade 12 Chairman
0918 111 3820
MR.RONALDOV. ROSALES
Work Immersion Teacher
0918 922 1451
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Attach a copy of your resumé here.
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WORK ETHICS
Work Ethics is the ability to maintain proper moral values within the workplace. It is an attitude that
shapes the way employees performs its job duties and responsibility with high moral standards.
Here are some factors in observing proper work ethics:
1. Appearance: Display proper dress (business attire, formal attire, and

company’s uniform), grooming, hygiene, and manners.
2. Attendance: Arrive and leave the workplace on time, return promptly from lunch,
and arrives for meeting early. Tell manager/superior in advance of planned absences
and make up assignment promptly.
3. Attitude: Show a positive attitude toward your superior and co-workers, appears
confident and has true hopes of self.
4. Character: Professionalism, responsibility, integrity, cooperation, honesty,

dependability, reliability, initiative, and self-control.
5. Communication: Display proper verbal and non-verbal skills and listen. Maintain
positive toward in both professional and personal interactions within the workplace.
6. Cooperation: Display leadership skills; properly handles criticism, conflicts, and

stress; maintain proper relationships with peers and follow the chain of command.
7. Organizational Skill: Show skills in management, prioritizing, and dealing with

change.
8. Productivity: Follow safety practices, conserve resources, and follow instructions.

Independently seek ways to improve your work performance.
9. Respect: Deal properly with diversity, show understanding and tolerance. Keep your
interactions professional to show your respect for others.
10. Teamwork: Respect rights of others, be a team worker, helpful, and confident.
Display a customer service attitude, and seek continuous learning. Cooperate
willingly and show readily in assisting others when needed.
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CALENDAR OF ACTIVITIES
Important dates shall be identified and announced by the Immersion Teacher.
DESCRIPTION DATE
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CUMULATIVE
REPORT
Cumulative Report is a summary of what was learned during the work immersion. It is an analysis of
learning situations and the appropriate recommendations. Following are the important sections and the
recommended outline/format for the report.
AREAS OF CONCERN STATUS / ANALYSIS
1) Task / Activity Identification / description of the tasks being

assigned or final output
2) Operation’s Processes & Procedures

Describe the procedures/steps undertaken
according to functions.
Evaluate the tools and equipment in terms of

3) Tools & Equipment state, adequacy, unique characteristics and
design.
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4) Atmosphere / Work Environment State the lay-out, ventilation or color scheme of

the place where you conducted the task / activity.
Discuss how the materials are handled in terms of

5) Use of Material Resources preparation, usage and inventory.
6) Sanitation/Safety Practices Evaluate how the company promotes safety and

sanitation.
List of Competency is based on the identified list of tasks and activities to be done which were identified
by the immersion teacher.
1. COMPETENCY:
ACTIVITY TIME REPORT
DATE TASK / ACTIVITIES TIME TIME TOTAL

STARTED FINISHE HOURS
D
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TOTAL NO. OF RENDERED HOURS
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I. DESCRIPTION OF THE TASK / ACTIVITY
Insert the picture/s of your final output
32
Give a brief description of the task or activity being assigned and discuss how you
performed the task or activity.
33
Give a brief description of the task or activity being assigned and discuss how you
performed the task or activity.
34
Give a brief description of your final output and explain how you accomplished it.
35
II. OPERATION’S PROCESSES AND PROCEDURES
36
Operation processes:
Draw a flowchart of one main process you conducted
37
Insert picture/s while performing your assigned task or activity for your immersion and
provide captions.
38
39
Identify and discuss the step-by-step procedures of each process undertaken according to
functions.
III. TOOLS & EQUIPMENT
Identify and evaluate the key tools and equipment in terms of state, adequacy, unique
characteristics, and design.
40
TOOLS / EQUIPMENT DESCRIPTION

(Name and Picture) (Brief characteristics and design)
41
-SHSWORK IMMERSIONMANUAL AND PORTFOLIOUNDER THE BE
-LCP
IV. ATMOSPHERE / WORK ENVIRONMENT
Picture
Insert Picture of your Work Environment
Provide a brief description of the place or work environment where you conducted
the tasks / activities.
V. USE OF MATERIAL RESOURCES
42
-LCP
Picture
Insert pictures of different material resources
Discuss the ways on how the materials were handled in terms of preparation, usage
and inventory.
VI. SANITATION AND SAFETY PRACTICES
43
-LCP
Picture
Insert pictures of sanitation and safety practices.
Discuss and evaluate how you promoted/observed safety & sanitation protocols
while performing the task or activity.
2. COMPETENCY:
ACTIVITY TIME REPORT
DATE TASK / ACTIVITIES TIME TIME TOTAL

STARTED FINISHE HOURS
D
44
-LCP
TOTAL NO. OF RENDERED HOURS
I. DESCRIPTION OF THE TASK / ACTIVITY
45
-LCP
Insert the picture/s of your final output
46

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SHS - TVL WORK IMMERSION MANUAL AND PORTFOLIO UNDER THE BE - LCP

Work Immersion Program

My Po rtfo lio in Wo rk Im m e rsio n Pro g ra m ……………….. 1

A. Tra n sm u ta tio n Ta b le ……………………………… 86

AMA BASIC EDUCATION OF LAS PIÑAS

This subject will provide learners with the following opportunities:

1. to become familiar with the work place;

This manual and portfolio aims to:

1. provide guidelines for work immersion under Home-Based Scheme;

WORK IMMERSION PROCESS

Walkthrough of the Parts of the entire Work Immersion Program;

 Home-Based Immersion schedule; and

DUTIES AND RESPONSIBILITIES OF THE PERSONNEL

The School Partnerships Focal Person

a. manage the conduct of Work Immersion;

The Work Immersion Teacher / Adviser

a. exercise supervision on l e a r n e r s d o i n g H o m e -Based S c h e m e o n

a. attend Pre and Post Immersion Activities;

MODELS FOR HOME BASED SCHEME WORK IMMERSION

Planning, establishment, and operation of micro business enterprise

o Product or Service Feasibility Report

- Scanning of business opportunities

- Strategic Plan and Competition Strategy

• Planning, establishment, and operation of micro business enterprise

- Scanning of business opportunities

- Duly registered/recognized by any accrediting government agency

- Strategic plan and competition strategy

1. Start an errand running service

f. Here are some examples of capstone project ideas:

 Creation of projects based on client specifications

 Direct application of knowledge and skills in animation / programming

Video animations of Strands

Automation of AMAbe process

WRITING A COVER LETTER FOR

Tips/Steps in Writing Your Cover Letter for Internship/Immersion

For the Heading

For the Inside Address

For the Salutation

For the Body of the Letter

4. Introduce yourself and the course/strand that you are taking.

For the Closing

123, Mapayapa St., Calasag,

March 20, 2021

MS. SAMANTHA J. GARCIA

Dear Ms. Garcia:

For additional details regarding my qualification as an intern/trainee, please review my attached

Attach a copy of your cover letter here.

WORK IMMERSION RESUMÉ FORMAT

FONT TYPE – Arial, Verdana, Times New Roman, and Tahoma.

MARGINS – 1 inch around the documents.

Resumé Writing Tips:

Date of Birth: September 08, 2000

Here are some factors in observing proper work ethics:

1. Appearance: Display proper dress (business attire, formal attire, and

4. Character: Professionalism, responsibility, integrity, cooperation, honesty,

6. Cooperation: Display leadership skills; properly handles criticism, conflicts, and

7. Organizational Skill: Show skills in management, prioritizing, and dealing with

8. Productivity: Follow safety practices, conserve resources, and follow instructions.

AREAS OF CONCERN STATUS / ANALYSIS

1) Task / Activity Identification / description of the tasks being

2) Operation’s Processes & Procedures

Evaluate the tools and equipment in terms of

4) Atmosphere / Work Environment State the lay-out, ventilation or color scheme of