AGNUS DEI SCHOOL SYSTEMS,

INC.

WORK IMMERSION

GRADE 12
GENERAL ACADEMIC STRAND
BATCH 2021-2022

DYXIE AMORE A. FELIPE

CERTIFICATION
 ACKNOWLEDGMENT

I am thankful to those people who shared their time, help and support for the
completion of this portfolio. My gratitude is extended to our School Principal, Ma'am
Mae Rosalinas for letting us experience to practice our learning in real-life related
jobs.

I also appreciate Sir Gian Carlos Dingal for guiding me as well as my classmates in
and out of the workplace, for his constant reminder to be strict with time and
schedule, for always securing his immersion students safety.

I sincerely give thanks to our Work Immersion Teacher, Ma'am Ellen Hermosilla who
patiently guided and supported us from the beginning until the end, for her genuine
apprehension, advises, guidance, valuable comments, suggestions, provisions, and
knowledge that benefited us much in the completion and success of both work
immersion and work immersion portfolio.
 MEMORANDUM OF AGREEMENT  FOR WORK IMMERSION PARTNER

This memorandum of agreement is entered into this ______ day of January 2022 in
City of San Pedro, Laguna, Philippines, by and between. 

The Agnus Dei School Systems, Incorporated, with school identification number
4025861, 

a private high school, with principal address at #280  Quezon St. Cuyab, San Pedro,
Laguna, represented in this agreement by its Senior High School Principal, Ms. Mae
A. Rosalinas, Filipino, of legal age, and hereinafter referred to as the SCHOOL

-And -

The City of San Pedro, Province of Laguna, of the Republic of the Philippines, with
principal address at, and represented in this agreement by its Barangay Captain, Mario
B. Pastidio, Filipino, of legal age, hereinafter referred to as the “LGU”.

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 project in the areas of formal
and non-formal 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 government.
WHEREAS, DepEd has introduced the K-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 customize 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 partnership that will provide the school the necessary
expertise and venue for practical, on the-job, enterprise-based learning for SHS
learners.

WHEREAS, DepEd will start full implementation of SHS in School Year 2021-2022;

WHEREAS, the SCHOOL, is among those that will offer SHS to student in
community to carry out DepEd’s Objectives for SHS as spelled above;

WHEREAS, to achieve this objective, the needs to enter into Work Immersion
Partnership with the LGU;

WHEREAS, the LGU operates in the area where the school is located and has office,
facilities, project sites, and expertise that it can make available to the School for
purposes for student work immersion;

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 Paragraphed 4, 
Section 2 of the Republic Act 1955 or “Governance  of basic Education Act of 2001”,

WHEREAS, the LGU recognizes  he need for a work immersion environment that is
safe for the student and teachers, and conducive to learning, and has the capability  to
provide these,

WHEREAS, the SCHOOL and the LGU, hereinafter collectively referred to as “the
PARTIES”, undertake to collaborate for the successful implementation of the SHS in
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, the DepEd was tasked to implement the K to 12 Program, essentially adding
two (2) years of specialization within the Basic Educational System;

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

increased community involvement in the learner’s experience;

With this premise, the 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.

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 giving them exposure to

the actual workplace setting.

4. To form Work Immersion Partnership between the SCHOOL and the LGU, the
students, faculty, and staff of the schools concerned will be allowed the use of and
access to the LGU workplace and equipment as part of their Work Immersion
Program.

II. RESPONSIBILITIES OF THE PARTIES

A. Joint Responsibilities

Both the SCHOOL and the LGU 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 pertaining to child protection (See
Annex A).

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 C and Annex D)

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.

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. (See Annex C and Annex D)

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 (See Annex D)

2. Make the needed adjustments to contextualize the SHS subjects based on inputs
coming from the LGU.
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. 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.

5. 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.

6. Provide the LGU an evaluation tool for the students’ immersion performance.

Issue a final grade to the student upon completion of the requirements within a
prescribed period.

7. Ensure that the student will adhere to the non- disclosure policies of the
COOPERATIVE as agreed to by the SCHOOL. (See Annex F)

8. Provide signed Consent forms from the parents as applicable. (See Annex G)

9. Provide the LGU a Certificate of Participation in the SHS program for whatever
purpose it may serve.

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

donation/s received from the LGU.

C. Responsibilities of the LGU :

The LGU 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 C and D)

6. Provide immersion opportunities for students for School Year 2016-2017. ( See
Annex C and Annex D)

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 that are varied and applicable to their field of
study.

9. Make its workplace and facilities available to students, 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’s), 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.

III. EFFECTIVITY

This agreement shall hold for the duration of the Academic 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 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

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 LGU during the duration and
after the termination of this agreement.

V. NON-DISCLOSURE 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, 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 COOPERATIVE and thereby each student hereby undertakes to
prevent transfer of such information by any of its members to any party outside of the
LGU (See Annex F).

VI. OTHER PROVISIONS

It is expressly understood by the PARTIES that the LGU is not obliged to pay wage
or salary since there is no employer-employee relationship that exists. 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.

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 for
employment, and does not appear to be for that purpose. The screening only uses
criteria relevant for admission to an independent educational program; and

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 LGU:

   

MAE A ROSALINAS MARIO B. PASTIDIO

 School Principal Barangay Captain

WITNESSED BY:

____________________ ______________________

TABLE OF CONTENTS

I. PRELIMINARIES

A. Title Page………………………………………………..i
B. Approval Sheet………………………………………….ii
C. Certification…………………………………………….iii
D. Memorandum of Agreement…………………………..iv
E. Acknowledgment………………………………………..v
F. Table of Contents………………………………………..vi

II. UNIT 1 : PRE IMMERSION

A. Description of the Cooperating School
1. History of the Cooperating School………………………1
2. Vision and Mission………………………………………1
3. Organizational Chart……………………………………..2

B. Narrative Reports
1. Introduction…………………………………………….3
2. Pre Immersion Orientation……………………………..3
3. Work Ethics…………………………………………….4-5
4. Job Interview……………………………………………5-6
5. Reflection Journal………………………………………6
6. Resume…………………………………………………7-8
7. Application Letter………………………………………9

III. UNIT 2 : IMMERSION PROPER

A. Description of Work Immersion Site

1. Nature of the Business………………………………….10
2. Description of products/services………………………..10
3. Organizational Structure………………………………..11
4. Company’s Rules and Regulations……………………..12-13

B. Applying Skills Learned and Proper Values Acquired in School

1. Immersion Proper………………………………………….14-18
2. Supervisor’s Rating…………………………………………19
3. Written Narrative of What the Student Learned……………20

IV. UNIT III : POST IMMERSION

A. Evaluating the Work Immersion

1. Presenting a Portfolio with Weekly Diary Entries………….21
2. Writing an updated Resume………………………………22-23
3. Reflection on Work Immersion Experiences……………..24

V. APPENDICES

Appendix 1 - Pictures of Work Site

Appendix 2 - Illustration of Activities Performed
Appendix 3 - Sample Written Output
Appendix 4 - Lists of Tasks
Appendix 5- Daily Time Record
UNIT I : PRE IMMERSION

HISTORY OF THE COOPERATING SCHOOL

The school was a non-stock two-room educational institution established in the year
1987 and was known as Agnus Dei Preparatory School Systems, Inc. It used to give
free education for the children of the members and non-members of Agnus Dei Prayer
Community. The teachers were not payed by the parents, but by the administrator. It
was issued Recognition Certificate No. 100149 by DepEd Director Garma of Region
4-A.
Some years later, the parents requested the school to be a elementary school and
agreed to pay for their children’s tuition fees. The school was awarded Recognition
Certificate No. 111242. And in school year 2005-2006, the school had also produced
its first batch of high school graduates.

The school was also given permission to operate the Senior High School Program on
April 24, 2015. The school now offers only ABM and GAS.

VISION AND MISSION OF THE SCHOOL

Vision Statement

Capacitating the youth develop the 21st century skills with the fusion character
formation and intellectual integrity to meet the challenges ahead.

Mission Statement

Agnus Dei School Systems, Inc, commits its resources, time, and best efforts of the
administration, faculty, and staff to provide affordable world-class quality education,
to develop strong Christian faith, and to make curriculum instructions more timely
and relevant to deepen civic and spiritual consciousness of the youth.
ORGANIZATIONAL CHART
 INTRODUCTION

In the Philippines, youth unemployment hampers meaningful economic

development. The sector's lack of knowledge, skills and work experience puts them
at a disadvantage. To address this, the Department of Education implemented two-
year extension in high school. In this K-12 curriculum includes the course of Work
Immersion that provides students with "real workplace experience". Work
immersion must be completed in order to graduate from the K-12 curriculum. The
said learning experience, which can range from 80 to 320 hours, will undoubtedly
support and assist students as they acquaint themselves with the industry and
experience workplace simulation and enhance the students’ competence.

As a student, this program will give me an opportunity to experience the actual

working environment of a job. This will prime me, not just for the present, but also
for the future job as an employee of the society. It assists in gaining knowledge and
experience that will aid professional development.

PRE IMMERSION ORIENTATION

The Pre Immersion Orientation was held on February 8, 2022, and conducted by our
subject teacher Ma’am Ellen Reyes.

The first that was discussed in the orientation was the introduction to work
immersion. The meaning and relevance of Work Immersion were introduced to us and
how will this help us for future purposes. Work Ethics was also discussed and its
significance in the workplace. Next was the safety in the workplace and the workplace
rights and responsibilities. Our Subject Teacher also oriented us on how employees
work daily.

Writing credentials such as a resume and cover letter is important in seeking a job,
and so we were taught the proper process and what to include in our credentials. We
were also given ideas and information on how to ace a job interview. And lastly, the
proper way of writing a portfolio was also discussed with us.

Even before, I have heard about work immersion but I wasn’t able to understand it
completely and the concept under it. Now that I am already a grade 12 student and
was oriented to what is work immersion, I can now give a full definition to it and give
its relevance. I have learned that this program will get me to experience on hand
training in a workplace where I will have to interact with different people. Aside from
that, I learned that this will help students to increase their competency level and
develop work ethics that will surely prime us for our future work.

This orientation allowed me to learn something I will make use of and help me to
have guidelines when I am in an actual and skill-building work environment.
 WORK ETHICS

Work ethic is defined as the notion that hard work, diligence, and work have a moral
advantage and an inherent ability, virtue, or value to build character.

A company's reputation can be improved and its long-term success can be ensured if
it has developed behavioral policies. As a result, specifying what is acceptable and
unacceptable behavior for your staff is critical for your firm to create good ethics and
behavior in the workplace. This should begin when you hire new staff and continue
throughout the process of introducing them to your company.

The following are some characteristics of a good work ethic:

1. Goal-oriented actions - it's not about developing plans or figuring out the next
logical steps; it's about getting everything done so that the time spent isn't wasted.
2. Prioritize - focusing on high-quality activities in which a person can make a
difference or have a significant impact based on objectives.
3. Being available and dependable entails devoting time to the task and preparing
oneself for it.
4. Conscientiousness is defined as a desire to execute a job well, as well as being alert
and well-organized.
5. Developing a fulfilling routine/system - Performing chores that generate strength
and energy that may be transferred to your long-term goals, so forming a habit and a
favorable environment for success.
6. Embracing Positivism

Activity #1

Objective: Identify the Work Ethics in the work place where you are in and identify
whether it is a strong work ethic (good work ethic) or negative work ethic (bad work
ethic).

A. Observe your workplace, what are the strong work ethics implemented in your
company? And rate it using the Likert scale that is shown below.

Good Work Ethics Always Sometimes Never

Goal-oriented þ
actions
Dedicate on þ
priority
Being available and þ
reliable
Conscientiousness þ
Creating þ
Rewarding Routine
Embracing þ
Positivism
B. Observes your workplace,what are the negative work ethics that you notice in your
company? And rate it using the Likert scale that is shown below.

Bad Work Ethics Always Sometimes Never

Unproductive þ
Workers
Lack of Social þ
Skills
Power Politics þ
Doesn’t have a þ
systematic routines
Toxic Workmates þ
Others

JOB INTERVIEW

The interview is a crucial stage in securing a job, and it often hinges on our ability
to market our potential. It is one way of the company to know more about
ourselves, our skills and abilities that may or not meet the company’s standards.
Candidates are given an opportunity to present themselves that will make an impact
on the company to hire them. Having said that, it is important to get ready for a job
interview and to answer all of the questions that will be asked.

One thing to consider is to practice good nonverbal communication such as making

eye contact, having a good posture, and other gestures that will make an impression
to the interviewee. It shows whether the candidate is self-assured, goal-oriented,
and concentrated – or, conversely, if the candidate is bored, insecure, or scared.
Second is dress appropriately for the job interview. It is better to dress casually and
presentably. It is also important to only talk with sense and connected to the
questions. Another is be professional and use appropriate language. Do not also be
too full of ourselves. Of course, one way to be hired is to present our credentials
and our qualities, but make sure that we don’t sound too big-headed and that we
didn’t fake what we wrote on our credentials. We should only include who we
really are and what we can do. Another point to consider is to answer the questions
carefully. If possible, we should research about what are the commonly asked
questions in a job interview and be prepared to answer it with full of information.
Asking questions to the interviewee is also one thing to consider. This gives us an
opportunity to know more about the company as well as if the job is the right place
for us.

In making credentials, even if it just a piece of paper, our potential to be hired

depends on it. Because of that, we should be careful of writing our credentials and
ensure that it will leave an impression to the company.

Resume in one of the credentials the companies are looking for when finding
employees. This includes our contact information, career objective, professional
experiences, education background, skills and abilities, and references. One point
to consider in writing a resume is avoid writing unnecessary personal information,
only the relevant ones. It is also important to be honest. If we didn’t have a job
before, we should not write anything about having a job experience for the sake of
making our resume impressive. And if we do not have a skill about something, it is
better to not include it. We should not fake our resume.
Application letter will include the address of the person we want to send it to and of
course start the letter with salutation and end it with complimentary close as well as
our signature. In writing the letter, we should use a professional format which our
skills and abilities are emphasized. We should also define our purpose in writing
the application letter. Close the letter with a call to action and insert our contact
information.

REFLECTION JOURNAL

As a student, what do you think are the importance of having a credentials in getting a
job?

In this world of competition, especially in finding a job, credentials are the first one
that employers are requiring candidates to pass. Credentials is one of the crucial
aspects of job applications. Without these, we won’t be hired. Our resume serves as
our professional portfolio. Whatever we write on it will make an impression on our
future employers.

What you are determines your value and marketability as a job prospect in our sector.
It's important not only for getting and keeping a job, but also for moving up in our
career. Our qualifications are demonstrated by our education, degree, field, applicable
training, abilities, competence, and breadth of experience.
 RESUME

DYXIE AMORE A. FELIPE

Address: B2L4 Mercury St., Ma. Aurora Heights Subd., San Pedro, Laguna
Email Address: amorefelipe10@gmail.com
Mobile Number: 09276289371

 OBJECTIVES  

A well-organized and hardworking individual seeking practical experience in a

responsible training that will help me for future purposes.

PERSONAL DATA 

Date of Birth : August 10, 2004

Age : 17 years old
Birthplace : Narvacan I, Guimba, Nueva Ecija
Citizenship : Filipino
Civil Status : Single
Religion : Roman Catholic
Gender : Female
Weight : 45 kg
Height : 162 cm
Mother’s Name : Elenita A. Felipe

EDUCATIONAL BACKGROUND  

SENIOR HIGH SCHOOL

Agnus Dei School Systems, Inc.
San Pedro, Laguna
General Academic Strand
S.Y. 2020-Present

JUNIOR HIGH SCHOOL

Agnus Dei School Systems, Inc.
San Pedro, Laguna
S.Y. 2017-2020

Pacac National High School

Guimba, Nueva Ecija
S.Y. 2016-1027

ELEMENTARY
Narvacan I Elementary School
Narvacan I, Guimba, Nueva Ecija
S. Y. 2010-2016
KINDERGARTEN
Narvacan I Day Care Center
Narvacan I, Guimba, Nueva Ecija
S.Y. 2008-2010

QUALITIES 

• Adaptability
• Interpersonal Skills
• Time Management
• Teamwork
• Eager to learn about new things

RELEVANT TRAININGS, SEMINARS and COMPETITIONS 

• MTAP - Agnus Dei School Systems, Inc .- August to September 2017

• MTAP - Agnus Dei School Systems, Inc .- August to September 2018
• MTAP - Agnus Dei School Sytems, Inc. - August to September 2019
• LASSO (Lasallian Schools Supervision Services Associations) Virtual Leadership
Training - November 2021
• Virtual Career Orientation and Development - Agnus Dei School Systems, Inc. -
December 2021
• LASSO (Lasallian Schools Supervision Services Associations) Virtual Leadership
Training - Februrary 2022
• Child Protetion - Agnus Dei School Systems, Inc .- February 2022

CHARACTER REFERENCES

Mae A. Rosalinas
Senior High School Principal
Agnus Dei School Sytems, Inc.
maerosalinas@yahoo.com

Ellen R. Hermosilla
Senior High School Coordinator
Agnus Dei School Sytems, Inc.
Hermosillaellen55@gmail.com

I hereby certify that the above information is true and correct to the best of my
knowledge, ability and belief. 

DYXIE AMORE A. FELIPE 

SHS-Student
 APPLICATION LETTER

March 3, 2022

Dear Sir/Ma’am,

Greetings!

Our senior high school curriculum requires us to spend at least 80 hours on a job that
satisfies our respective fields of interest in relation to our chosen careers. The school
committee in charge of facilitating our work immersion commended your office for
accepting immersion students as a partner company.

This letter is a formal request for allowing me to undergo work immersion in your
office. I am a Grade 12 student and from Agnus Dei School Systems, Inc., currently
taking up General Academic Strand. 

I hope you would allow me to have an on-the-job training in your office. I kindly
request you to check my credentials and let me know if you have decided to give me
this opportunity to join your workforce. My email address is
dyxieamorefelipe@gmail.com.

Thank you and I am looking forward to your response!

Yours truly,

Dyxie Amore A. Felipe 

Immersion Applicant
UNIT II : IMMERSION PROPER
 NATURE OF THE BUSINESS

The Barangay's Function - As the community's basic political unit, the Barangay
serves as the primary planning and implementing unit for government policies, plans,
programs, projects, and activities, as well as a forum for the people's collective views
to be expressed, crystallized, and considered, and for disputes to be settled amicably.

Among others, the Punong Barangay is empowered to enforce all laws and
ordinances; maintain public order; ensure the delivery of basic services; enforce laws
and regulations relating to pollution control and protection of the environment; adopt
measures to prevent and control the proliferation of squatters; and adopt measures to
prevent and eradicate drug abuse, child abuse, and juvenile delinquency. The
Sangguniang Barangay can enact ordinances; levy taxes and other revenue measures;
provide for construction and maintenance of barangay facilities and other public
works; regulate use of public facilities, including waterworks; etc.

DESCRIPTION OF PRODUCTS/SERVICES

Section 17 of the Local Government Code of 1991 (RA 7160)  provides that
barangays should provide basic services that include, but are not limited to, the
following:

 Agricultural support services which include planting materials distribution

system and operation of farm produce collection and buying stations;
 Health and social welfare services which include maintenance of barangay
health center and day-care center;
 Services and facilities related to general hygiene and sanitation,
beautification, and solid waste collection;
 Maintenance of katarungang pambarangay;
 Maintenance of barangay roads and bridges and water supply systems; and
 Infrastructure facilities such as multi-purpose hall, multipurpose pavement,
plaza, sports center, and other similar facilities.
 ORGANIZATIONAL STRUCTURE

HON. MARIO B. PASTIDO

Punong Barangay

BARANGAY KAGAWAD:

HON. JEFFREY O. OMALIN

Committee on Budget and Appropriations

HON. NARCISCO M. TEMPROSA

Committee on Environment

HON. GERALD E. AMION

Committee on Education and Culture

 HON. ALMARIO E. DE BORJA

Committee on Womens and Family

HON. BONIFACIO M. MACALINAO

Committee on Peace and Order

HON. RUEL H. ALMEIDA

Committee on Public Works and Infrastructure

HON. KATRINA JESSICA B. BERROYA

Committee on Health and Sanitation

HON. JERRY G. IZON

SK Chairman

MS. AGNES S. LIMOSA

Barangay Secretary

MS. KRISTELA MARIE A. LIZARDA

Barangay Treasurer

MR. CARMELO ARIEL B. GERONA

Barangay Administrator
 COMPANY’S RULES AND REGULATION

RESOLUSYON BLG. 24-2016

KAUTUSANG BARANGAY BLG. 08-2016

SAPAGKA'T, ang Sangguniang Barangay ay nagnanais na maging maayos ang daloy

ng sasakyan sa Vergara St. at Macalinao St. (Vergara extension) lalo na sa oras ng
pagkakaroon ng emergency;

SAPAGKA'T, lubhang napakasikip ng kalsadang ito upang ito ay paradahan pa ng

mga sasakyan,

KUNG KAYA'T DAHIL DITO, sa mungkahi ni Kgg. Bonifacio M. Macalinao na

buong pagkakaisang pinangalawahan at sinang-ayunan ng lahat ng mga kagawad na
nasa pulong:

PINAGTIBAY ANG:

KAUTUSANG BARANGAY NA NAGTATADHANA SA MGA IPAPATUPAD

NA ALITUNTUNIN SA LANSANGAN NG V. VERGARA ST. AT MACALINAO
ST.
May-akda: Kgg. Bonifacio M. Macalinao

SEKSYON I. Titulo. Ang Kautusang ito ay kikilalanin na batas na nagtatadhana ng

mga dapat sundin o alituntunin sa mga lansangan ng V. Vergara St. (pulong kendi) at
Macalinao St.(Vergara St. extension)

KAUTUSANG BARANGAY BLG. 07-2016

SEKSYON 2. Mga Alituntunin, hinatakda ng batas na ito ang mga dapat sundin a
alituntunin sa mga lansangan ng Vergam at Macalinao St.;

a. Bawal pumarada (NO PARKING) sa magkabilang lansangan ng V. Vergara St. at

Macalinao St.
b. "ONE WAY" at "ENTRY POINT" lamang sa Vergara St. (pulong kendi) c"NO
ENTRY" sa Macalinao St. dahil masikip ang kalsada dito.

SEKSYON 3. Sakop. Ang batas na ito ay ipapatupad para sa lahat ng uri ng

sasakyan;

SEKSYON 4. Kaparmahan. Ang batas na ito ay magtatadhana ng kaparusahan para sa

lalabag sa batas na ito. Unang paglabag P100.00 at bahala Ikalawang paglabag
P300.00 at pag-blotter sa lumabag Ikatlong paglabag P500.00 at pag-bletter sa may-
ari ng P1000.00 anpa ng kaukulang demanda Ika-apat na paglabag;

SEKSYON 5. Pagkalibre (Exemption

A. Mayroong emergency

B. Kung maghabu ng paninda o pinamili na hindi tatagal ng 15 minuto

C. Kung may holiday o special na olasyon tulad ng:

1. Pasko, Bagong Tuon etc. ;

2. Katalan, Binyagan at Birthday kailangan lamang ay ipagbigay-alam ito ta

Pamahalaang Barangay ng Cuyab ;

3. Panahong may burol a patay.

SEKSYON 6. Itinatakda ng batas na ito na ang mga Kagawad ng Barangay, mga

Barangay Tanod at mga kawani ng Barangay ay binibigyan ng kapangyarihan o
oterisasyon na hulihin ang sinumang lalabag sa batas na ito.

SEKSYON 7. Ang alinmang bahagi ng kautusang ito na tatalivas o salung

konstitusyon at mga batas ng Pilipinwalang bisa at hindi liral, subali't ang ibang
bahagi na hindi taliwas of salungat ay mananatiling may hisa at iiral.

SEKSYON 8. Ang kautusang ito ay magkakabisa sa sandaling ito ay mapagtibay ng

Sangguniang Barangay at maaprubahan ng Sangguniang Panglungsod.

Pinagtibay ika-3 ng Abril, 2016.

 REFLECTION ON THE FIELD EXPERIENCES

Name of Dyxie Amore A. Felipe Grade and Section Grade 12

Student
School Agnus Dei School Systems, Immersion Barangay
Inc. Cuyab
Site

Track Academic Track Strand/ General

Academic
Specialization Strand

Duration of 80 Hours

Work Immersion

School Gian Carlos Dingal Contact 09351944132

Partnership Number

Focal Person

Work Immersion Ellen R. Hermosilla Contact 09223576638

Teacher Number

LIST OF TASKS/ACTIVITIES

Competencies Tasks/ Time Actual Remarks

Activities allotment Schedule

I. Pre-Immersion Student’s 4 2nd week of Orientation went

sessions/1 January well with the
A.Understanding work Orientation hr. each 2022 coordination of the
immersion by session person in charge
discussing: (discussions, and the students as
lecture, well.
1. Expected behavior a. brainstorming,
Work ethics
presentation of Writing activities
b. Safety in the power point) are done and
workplace submitted for
checking.
c. Workplace rights and
responsibilities
d. Confidentiality in the Writing an essay
workplace

 e. Effective conflict

resolution and teamwork Writing a
skills reflection
journal
 2. Work immersion rules
and regulations 3. Terms
and conditions of the
Memorandum of Written output
Agreement 4sessions/
1hr. each were submitted
session 2nd week according to the
of January given time frame.
B. Appreciating the up to the
importance of last week
credentials by: Student’s of January Guide the students
2022 in securing and
1. Writing a résumé Orientation accomplishing
forms.
2. Filling out application (discussions,
forms lecture,
brainstorming, Validates
3. Visiting the concerned accomplished forms
offices where the presentation of and check for some
power point) revisions
following could be
secured:
Uploading the list
a. Barangay clearance of documents to be
processed in Google
b. Police clearance Creating resume classroom.
and application
c. Mayor’s clearance letter

d. Medical certificate

4. Job Interview skills

training

C. Discussion of Student’s Every Starting

portfolio Tuesday last week
Orientation of
1. Portfolio instructions And February
(discussions, Thursday 2022.
a. Portfolio content lecture,
brainstorming, (1-4 pm)
i. accomplished forms
presentation of
ii. pictures of work site power point)
and non written output/

projects with captions

Accomplishing
iii. illustrations of student’s
activities performed (as portfolio

needed)
Accomplishing
iv. weekly diary and filling out
(narrative/ account of forms for
learnings student’s daily
tasks
and achievements, issues
faced and

corresponding Writing
resolutions) student’s
narrative/accoun
v. sample written output ts and
(if any) achievements.

vi. work immersion

highlights Prepares and
secured required
vii. other relevant documents
pictures/ documents

b. When to update
content

c. Portfolio packaging

d. Portfolio presentation
at the end of Work

Immersion

II. Immersion Proper Student’s 1-4 pm Thursday Constant

Orientation monitoring of
A. Appreciating conducted by the (3hrs) students’
management processes LGU development by
by representative. Feb 24, sharing their
2022 experiences.
observing, identifying
and describing the Writing in
narrative form. Updating their
following: written output to be
1. Nature of the business submitted.

2. Description of the Getting

products/services familiarize the
LGUs staff and
3. Target clientele member.

4. Organizational
structure Crafting the
organizational
5. Company rules and Structure.
regulations

B. Appreciating business I was tasked to 1-4 pm/3 March 31,

clean and hours 2022
processes by observing arrange books
and participating in and other
documents.
Safety/
Production/Maintenance/

Quality

Control/Quality
Assurance/Customer

Satisfaction/
Housekeeping/

Hygiene and others

C. Applying skills Encoding using

learned and proper values computer skills.

acquired in school. We have shown

proper conduct
to the people in
barangay.
During Immersion

Week 1 Orientation 2 sessions March 15 Orientation was

and 17, clearly explained by
2022 the LGUs

Listed down the Tuesday

Target Clients and
 for Nutrition and Thursday Tasks and activities
expanded are done.
Program for
Immunization
(Purok 3 Year 1-4 pm/8
2017-2020) hrs in a
week

Week 2 Listed down the 2 sessions March 22 Tasks and activities

Target Clients and 24, are done.
for Nutrition and 2022
expanded
Program for Tuesday
Immunization and
(Purok 2 Year Thursday
2017, Purok 1
Year 2019,
Purok 4 2019-
2020) 1-5 pm/8
hrs in a
week

Week 3 Listed down the 2 sessions March 29 Tasks and activities

Target Clients and 31, are done.
for Nutrition and 2022
expanded
Program for Tuesday
Immunization and
(Purok 1-4 Year Thursday
2016 (Jan-June),
Purok 1-2 Year
2016(July-Dec))
1-5 pm/8
hrs in a
week

Week 4 Encoding (Brgy. 2 sessions April 19 Tasks and activities

Inhabitants, and 21, are done.
Purok 4 and 2022
Vaccinated
Inhabitants) Tuesday
and
Thursday

1-5 pm
and 1-4
pm/7 hrs
 in a week

Week 5 Segregation 2 sessions April 26 Tasks and activities

(Voters’ and May are done.
Information Tuesday 10, 2022
Sheet - Cluster and
18, 20, 22) Thursday

1-5 pm
and 1-3
pm/6 hrs
in a week
Week 6 Listed down the 2 sessions May 17 Tasks and Activities
complaints of and May are done.
barangay Tuesday 19, 2022
inhabitants and
Thursday

1-5 pm/ 8
hrs in a
week
Week 7 Listed down the 8 am - 5 May 20, Tasks and Activities
complaints of pm/9 hrs 2022 are done.
barangay
inhabitants.
Week 8 Listed down the 8 am - 5 May 23, Tasks and Activities
complaints of pm/9 hrs 2022 are done.
barangay
inhabitants.
Week 9 Non-Written 8 am - 5 May 24, Tasks and Activities
Activity pm/9 hrs 2022 are done.

Week 10 Non-Written 8 am - 5 May 25, Tasks and Activities

Activity pm/9 hrs 2022 are done.

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 LGU’s  Supervisor’s Signature

Over Printed Name Over Printed Name

WRITTEN NARRATIVE OF WHAT THE STUDENT LEARNED

This Work Immersion has given me the opportunity to hone and acquire new skills
outside of school and it enabled me to acquire skills of teamwork, communication,
productivity, initiative, professionalism as well as the proper values and ethics in a
workplace. I learned and was able to apply what I learned in school such as critical
thinking skills and practical technical skills. I was also able to acquire both personal
and professional development. I was able to experience the day-to-day tasks of
workers in the barangay. I got first-hand experiences wherein I was able to apply and
improve my prior knowledge and skills.

Additionally, because of this work immersion, I was able to apply what I have learnt
in class. This immersion is extremely advantageous for us students in terms of
improving our talents and enlightening our minds on areas where we are lacking. This
work immersion is seen as a stepping stone for students like me to practice and
develop our skills in the field of our choice.
UNIT III : POST IMMERSION

WEEKLY DIARY ENTRIES

Week 1 - I was tasked to list down the Target Clients for Nutrition and expanded
Program for Immunization (Purok 3 Year 2017-2020)

Week 2 - I was tasked to list down the Target Clients for Nutrition and expanded
Program for Immunization (Purok 2 Year 2017, Purok 1 Year 2019, Purok 4 2019-
2020).

Week 3 - I was tasked to list down the Target Clients for Nutrition and expanded
Program for Immunization (Purok 1-4 Year 2016 (Jan-June), Purok 1-2 Year
2016(July-Dec)).

Week 4 - I was tasked to encode the Purok 4 of Barangay regarding the vaccinated
inhabitants.

Week 5 - I was tasked to segregate the Voters’ Information Sheet - Cluster 18, 20, 22.

Week 6 - I was tasked to list down the complaints of Barangay inhabitants for the year
of 2019.
Week 7 - I was tasked to list down the complaints of Barangay inhabitants for the year
of 2017-2016.

Week 8 - I was tasked to list down the complaints of Barangay inhabitants for the year
of 2015-2014.

Week 9 - I was tasked to do non-written activity.

Week 10 - I was tasked to do non-written activity.

UPDATED RESUME

DYXIE AMORE A. FELIPE

Address: B2L4 Mercury St., Ma. Aurora Heights Subd., San Pedro, Laguna
Email Address: amorefelipe10@gmail.com
Mobile Number: 09276289371

 OBJECTIVES  

A well-organized and hardworking individual seeking practical experience in a

responsible training that will help me for future purposes.
PERSONAL DATA 

Date of Birth : August 10, 2004

Age : 17 years old
Birthplace : Narvacan I, Guimba, Nueva Ecija
Citizenship : Filipino
Civil Status : Single
Religion : Roman Catholic
Gender : Female
Weight : 45 kg
Height : 162 cm
Mother’s Name : Elenita A. Felipe

EDUCATIONAL BACKGROUND  

SENIOR HIGH SCHOOL

Agnus Dei School Systems, Inc.
San Pedro, Laguna
General Academic Strand
S.Y. 2020-Present

JUNIOR HIGH SCHOOL

Agnus Dei School Systems, Inc.
San Pedro, Laguna
S.Y. 2017-2020

Pacac National High School

Guimba, Nueva Ecija
S.Y. 2016-1027

ELEMENTARY
Narvacan I Elementary School
Narvacan I, Guimba, Nueva Ecija
S.Y. 2010-2016

KINDERGARTEN
Narvacan I Day Care Center
Narvacan I, Guimba, Nueva Ecija
S.Y. 2008-2010

QUALITIES 

• Adaptability
• Interpersonal Skills
• Time Management
• Teamwork
• Eager to learn about new things

RELEVANT TRAININGS, SEMINARS and COMPETITIONS 

• MTAP - Agnus Dei School Systems, Inc .- August to September 2017

• MTAP - Agnus Dei School Systems, Inc .- August to September 2018
• MTAP - Agnus Dei School Sytems, Inc. - August to September 2019
• LASSO (Lasallian Schools Supervision Services Associations) Virtual Leadership
Training - November 2021
• Virtual Career Orientation and Development - Agnus Dei School Systems, Inc. -
December 2021
• LASSO (Lasallian Schools Supervision Services Associations) Virtual Leadership
Training - Februrary 2022
• Child Protetion - Agnus Dei School Systems, Inc .- February 2022

JOB EXPERIENCE/S

• Had experienced working in the Barangay Cuyab as part of the Work Immersion in
the year of 2022.

CHARACTER REFERENCES

Mae A. Rosalinas
Senior High School Principal
Agnus Dei School Sytems, Inc.
maerosalinas@yahoo.com

Ellen R. Hermosilla
Senior High School Coordinator
Agnus Dei School Sytems, Inc.
Hermosillaellen55@gmail.com

I hereby certify that the above information is true and correct to the best of my
knowledge, ability and belief. 

DYXIE AMORE A. FELIPE 

SHS-Student
REFLECTION ON WORK IMMERSION EXPERIENCE

My first day at Barangay Cuyab was one of the most memorable days of my
professional career. After being oriented, I was given an easy task to work on as I was
still adjusting to the work environment. They were easy to approach when I was
having a hard time doing a task and ask them for help. This immediately put me at
ease and made me feel like I was a valued member of the team.

After a few weeks of immersion, I've learned several valuable lessons that will help
me in the future. First and foremost, punctuality is important since it demonstrates
your commitment to your profession. Next, patience is required. Patience when it
comes to the duties that they will assign to you, as well as while you are just waiting
for the next task to be assigned to you, even if you are bored waiting for nothing.
Finally, maintain a good attitude at all times, not only toward work, but also toward
the people in workplace. It is also important to show proper attitude and behavior in
the work place.